Cognitive and Attitudinal Effects of Movie Poster Making Method in College Classroom

Abstract

Innovative teaching strategies aligned with the principles of outcomes-based education are necessary for the 21st-century college classroom. The study determined the cognitive and attitudinal effects of movie poster making method among college students. The study employed a pre-test-post-test-one-shot experimental research design while content analysis was used for the qualitative interpretation of data. Sixty-nine third-year teacher education students were the participants of the study. Scores were taken before and after the interventions, and level of significant differences were computed using t-test. Pearson’s r was used to determine the significant relationship between the attitude of the respondents towards the movie poster making method and their achievement in the assessment of student learning test. Results revealed that after the use of the movie poster making activity, the respondents’ scores increased significantly with a more positive learning attitude during the post-test. Furthermore, the study revealed that the attitude of the respondents was not correlated with their learning achievement. From the qualitative analysis, collaboration and cooperation, students’ interest, creativity and critical thinking were the motivational constructs that emerged after the use of the movie poster making activity in the college classroom. This study argues that the use of the movie poster making method is effective in enhancing the students’ content mastery level.