Analysis of Problem-Solving Scenes in Mongolian Primary School Science Videos: Using ‘Multiple Comparison Analysis’

Abstract

This study explores how the curricula and their goals are reflected in the learning materials developed during the pandemic in Mongolia, where child-centred education was initiated after democratisation, identifies key considerations when creating learning videos. To achieve these objectives, Mongolian primary school science videos were analysed in comparison with Japanese videos to determine whether they followed a problem-solving process and were designed to make children think. Two rubrics were used to check whether the videos were problemsolving, and the Steel method, a non-parametric test, was used for the analysis. The six problem-solving scenes (background, problem, hypothesis, methods, results, and discussion). According to the findings, the Mongolian videos were significantly lower than the Japanese videos for ‘hypothesis’ and ‘discussion’ scenes. The results showed there were difficulties regarding the setting of these two scenes and in efforts to encourage children to think independently. The linkages in the problem-solving process were also rated low, suggesting a need to consider the links between the six scenes when developing video materials. From the above results, it cannot be concluded that the video materials reflect all of the government’s educational and curricular goals.