Contribution of Digitized Video-Audio Lesson with Self-Learning Module to the Kindergarteners' Readiness in the New Normal Setting
Bibliographic record
Abstract
The study aimed to determine the contributions of digitized video – audio lesson with self – learning module to the kindergarteners’ in the new normal setting in Dimayon Elementary School, Lanao del Norte in school year 2020 – 2021. The study used the descriptive–correlation research design describing the age, gender, facilitator, civil status, highest educational attainment, family monthly income, and occupation of the respondents. This was also correlation design since the socio- economic profile of the respondents and the contribution of digitized video-audio lesson with self-learning module were correlated to the description and Kindergarteners’ Readiness Based on their ECCD Checklist. The resulting data were analyzed using frequency count, percentage, and mean, standard deviation and Pearson Product moment of correlation. Results showed that the digitized video–audio lesson with self–learning module had shown to provide substantial assistance, learning, and readiness for the learners and respondents. The accumulated data regarding the assessed effect or relation of the respondent’s socio demographic profile to their readiness had all resulted to ‘not significant’ which implied that the readiness or generally the learning of the students were not affected by their socio – demographic profile. Moreover, there was no significant relationship between respondent’s socio-demographic profile and kindergarteners’ readiness. Further, there was no significant relationship between the contributions of digitized video-audio lesson with self-learning module and kindergarteners’ readiness. The kindergartener’s readiness was beyond beginner level which meant that their previous traditional learning had aided significantly in their basic literacy.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".