The Effectiveness of Educational Video Based Classical Guidance Services in Reducing Students’ Learning Burnout at a Malaysian Learning Center
DOI:
https://doi.org/10.24114/icp.v6i1.70893Keywords:
Classical Guidance Services, Educational Video, Learning Burnout, Counseling Intervention, Learning CenterAbstract
Learning burnout is a critical psychological issue that negatively affects students’ motivation, concentration, and learning engagement, particularly in non-formal learning settings such as learning centers. This study aimed to examine the effectiveness of educational video-based classical guidance services in reducing students’ learning burnout at a Malaysian learning center. The study employed a quantitative experimental approach using a one-group pretest–posttest design involving 11 sixth-grade students. Data were collected using a learning burnout questionnaire consisting of 16 validated statements administered before and after the intervention. The classical guidance services were delivered using educational video media designed to enhance students’ interest, emotional engagement, and learning motivation. Data analysis was conducted using a t-test to examine differences in learning burnout levels between pretest and posttest scores. The results showed a significant decrease in students’ learning burnout, indicated by a reduction in the mean score from 51.55 at pretest to 29.91 at posttest, with a significance value (Sig. 2-tailed) of 0.000 < 0.05. These findings demonstrate that integrating educational videos into classical guidance services effectively reduces learning burnout by fostering a more engaging and psychologically supportive learning environment. This study concludes that educational video-based classical guidance services represent an innovative and practical counseling intervention for addressing learning burnout in learning centers, encouraging counselors and educators to strategically integrate digital media into classical guidance practices.References
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