Advisers

Ryan Christopher M. Villalon, PhD

Discipline

Education

Abstract

This study investigated the effectiveness of EntrepFace, an interactive video lesson, in teaching ideal entrepreneurship among Grade 6 learners at GSIS Village Elementary School. It examined how interactive, multimedia-based learning experiences supported student engagement, comprehension, retention, critical thinking, and application of entrepreneurial concepts. The study used a quasi-experimental design with cluster sampling and involved 203 Grade 6 learners divided into an experimental group that used EntrepFace and a control group taught through conventional methods. Pretests and posttests measured academic performance, while a survey questionnaire assessed engagement, motivation, and interactivity. Data were analyzed using frequency and percentage distributions, weighted mean, and the Wilcoxon signed-rank test. Most students were aged 11–12 years, and 59% were female. Access to technology was largely limited to smart televisions, with few personal digital devices available for interactive learning. On the pretest, 91% scored below 10 out of 15, indicating limited initial understanding of entrepreneurial concepts. Students rated EntrepFace highly in relation to constructivist principles, particularly problem-based learning, inquiry-based learning, scaffolding, facilitation, critical thinking, engagement, and independent learning. The findings suggest that EntrepFace has potential as a tool for entrepreneurship education. Future development should address limitations in access to personal digital devices and interactive features to support equitable and effective implementation.

Keywords

student engagement, entrepreneurship education, grade 6 learners, entrepface, interactive video lesson