Survey of Video-Based Learning Practices among Primary School Teachers

Abstract

This paper surveys the use of video-based learning (VBL) by primary school teachers in Malaysia, with a focus on instructional video creation, pedagogical value, engagement strategies, and system-wide challenges (another survey was carried out with secondary school teachers and reported in a different journal paper). Data were gathered for three semesters in 2025 using an online instrument involving 319 postgraduate Diploma in Education students, aged between 26 and 38, representing a diverse mix of Malaysian ethnicities including respondents from Sabah and Sarawak. All of them hold undergraduate degrees from public or private universities and are considered student-teachers, as most were completing their final in-school placements during the study. The survey instrument comprised 32 items organised around four key research questions. Findings indicate that whilst some teachers engage in creating original instructional videos such as explainer clips and micro-learning segments, the majority rely on curated resources like YouTube and the Ministry of Education’s ‘DELIMa’ platform. Respondents rated VBL as highly effective in simplifying complex curriculum content and enhancing visual comprehension for students in Standards 1 through 6. Design features such as short video duration, conversational tone, humour, and gamification were perceived as particularly impactful in maintaining student attention and cognitive engagement. Still, significant barriers to VBL integration were identified, including limited technical infrastructure, lack of administrative support, and insufficient training in rapid video production. These findings highlight the need for targeted professional development and system-wide support to enable meaningful VBL adoption in Malaysian primary education.