Advisers

Ms. Shirley Sablayan

Discipline

Education

Abstract

In today's digital world, short-form videos from platforms such as TikTok, YouTube Shorts, and Instagram Reels have become common information sources for young learners. For Grade 8 students, these brief, visually engaging videos are increasingly relied upon as learning tools for World History. While they make complex events more relatable through animated timelines and storytelling, their limited duration can lead to oversimplification and a lack of context. This study examines how students engage with and interpret these videos to determine whether they contribute to meaningful historical understanding. This study uses a qualitative research design with a phenomenological approach to explore the perspectives of Grade 8 students at SMCIQC. Data are gathered on January 9 and 12, 2025, through face-to-face, semi-structured interviews with five intentionally selected participants. Purposive sampling ensures that the students have prior experience using short-form videos as learning aids. Ethical considerations, including informed consent and participant anonymity, are strictly followed throughout the process to ensure a respectful and objective environment. The results showed that students commonly used short-form videos as supplementary tools to understand difficult lessons or gain quick overviews. Most respondents stated that these videos made World History easier to understand through summarized content and visuals, though some noted a lack of detail. Students primarily used these videos for review and exam preparation alongside traditional materials. After watching, students typically ensured understanding by reviewing textbooks or taking notes. Topics such as the World Wars, the Cold War, and the French Revolution were identified as being made easier by the visuals and simplified explanations found in short-form content. The findings suggested that short-form video platforms were a significant part of students' daily learning habits. These tools were effective for reinforcing lessons and making history more interesting, but they were most successful when used as support materials rather than as primary sources. Because students continued to use textbooks and PowerPoint presentations after watching, the videos acted as a bridge to deeper learning. Overall, short-form videos were helpful learning tools for World History when integrated properly with classroom instruction.

Keywords

short-form videos, world history, grade 8 students, supplementary learning tools, historical understanding