IMPACTS OF EDUCATIONAL VIDEO AS A TOOL OF LEARNING TO THE JUNIOR

HIGH SCHOOL STUDENTS OF CHRIST THE KING COLLEGE

____________

A Research Proposal Presented to the

Junior High School Department
Christ the King College
Calbayog City

____________

In Partial Fulfillment
of the Requirements for the
Junior High School Curriculum
____________

by

IT GIRLS
Grade 10–St. Francis of Assisi

Jo Bettina Arambala
Valerie Joyce Bermoy
Milagros Erica Cabundoc
Trisha Rose Mante
Vina Pueblos
Azela Bianca Villena

March 2018
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Educational videos are videos or films whose primary purpose is to educate. Educational

films have been used in classrooms as an alternative to other teaching methods. All students

have teachers that uses video presentation as a way to teach students. The use of

video and the creation of video by students in the classroom has evolved rapidly with a

progression from audio cassettes to internet sites in classroom learning. For us,

sometimes, video based learning cannot help us in learning the lesson because

sometimes the video is too fast and we cannot take notes, the audio of the video is so

low that the others cannot hear what it says, sometimes the video is boring for a student

that is why others just sleep or uses their cellphones, sometimes the information stated

in the video is not true.

All levels of students from primary, secondary, and tertiary levels experience

using educational videos as a tool for learning. However, it has been observed that

some students still find difficulties in academics.

Using videos or video research addresses a unique perspective in the learning

sciences, such as video records are being used regularly to advance inquiries and

understand the complexities associated with learning, cognition, and development at

different level of analysis. Nowadays, videos are considered as a medium for learning
(Barron, Denny, Goldman and Pea, 2014). Also, Spencer (2016), said that videos make

it much easier to engage learners and hold attention.

Christ the King College is one of the schools in Calbayog City, Samar where

students encounter educational video as medium for learning. In each classroom, there

is a monitor where teachers present educational videos to the students.

Multimedia lessons or components of lessons delivered via video or image

require computers, projectors and other electronic devices depending upon the subject

and the amount of original material a teacher creates. The expense associated with

quality projectors or computers for every student can be quite high, and the amount of

images and videos in a lesson can slow down the delivery and pace of the class as a

result. Student access to computers at home may also cause problems, and varying

quality of student electronic devices can create inequity in projects and presentations.

When designing a multimedia learning experience, the role of the teacher shifts

from instructor to facilitator. If a lesson allows students to complete learning at their own

pace as they move through stages of learning, classroom management becomes

increasingly difficult. This is particularly true if students work in groups to view

multimedia sources or share computers. Additionally, students who are not as proficient

with technology may have to spend more time learning computer skills to access

information than focusing on course materials.

In recent days’ to keep equal pace with technology, educators are busy in

educating the learners with its online education tools instead of communicating orally

that makes them unable to interact with their teachers and share their problems openly
to overcome it. Teachers fail to draw student’s attention. To avoid these problem

educators should always use verbal communications along with online education tools

so that their students can dynamically learn the topics along with proper interactions.

Using videos are a critical part of the learning outcomes and motivations in the learning

activities and students’ performances (Boyle, 1997).

Including video in e-learning courses require lot of researches to get a clear idea

about the purpose it fulfills. It requires both time and money and so, first be clear before you

go for it.

It is the main objective of the researchers to determine the impacts of video

presentation as a way in learning to students. Therefore, the findings on that objective

become the basis of knowing the academic performance of the students who

experiences video based learning.

This is mainly for the purpose of knowing the impact of technology-based

learning specifically educational video to the academic performance of the students.

Statement of the Problem

This study aims to know the impact of educational video among Junior High

School students in Christ the King College School Year 2017-2018.

Specifically, this research intends to answer the following questions:

1. What is the profile of the high school students in terms of:

1.1. age;

1.2. sex; and

1.3. grade level?

2. What are the tools commonly used by the respondents in terms of:

2.1.presentation software’s;

2.2. websites; and

2.3. digital devices?

3. What are the impact of educational video on high school students based on:

3.1. students participation;

3.2. productivity;

3.3. learning motivation; and

3.4 performance?
 4. What are the impacts of technology-based learning among Junior High School

students in Christ the King College School Year 2017-2018?

Scope and Limitations of the Study

This study will be conducted to determine the impact of technology-based

learning specifically video presentations to the academic performance of Junior High

School Students of Christ the King College during the school year 2016-2017. The

research tries to discover the learnings of junior high school students to video

presentations, the influence of using educational video to the junior high school student

and its relation to their current academic performance.

Operational Definition of terms

The following are the terms used in this study. The words are defined according

to how they are utilized in the study for better comprehension of the study.

Digital electronic technology that generates, store, and

processes data.

Digital devices a physical unit of equipment that contains a computer

or microcontrollers, also it is a device used to project

multimedia. Examples of digital devices are monitor,

laptops and projector.

 Presentation software software used to create a sequence of text and

graphics, and often audio and video, to accompany a

speech or public presentation. Examples of

presentational softwares are VLC, media player and

Microsoft offices.

Web sites a location connected to the Internet that maintains

one or more pages on the world wide web. Examples

of websites are YouTube, Google, Facebook and

Tumblr.

Significance of the Study

The study will benefit the following: students, teachers, and researcher.

Students. The students will be educated about the impacts of video

presentations in lessons. The result of the study would help improve their academic

performance on specific subjects by increased student motivation, enhanced learning

experience, higher marks, and development potential for deeper learning on specific

subjects. .

Teachers. They will have the perspective on the effects on the students of usage

of video presentations in relation to the lessons. The outcome of the research maybe

used by the teachers in order to create an effective learning programs.

 Video producers. Video producers will know the impacts of their educational

videos, when the result of the study is positive, producers will be _ to make more

educational videos.

Lastly, Researchers. Aside from enriching their knowledge on the research

topic, the researchers would also enhance their knowledge on writing research which is

the main goal in the execution of this study. Furthermore, the research would also help

future researchers that may have the same topic with this paper. They may use this as

a source to conduct their study.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature after the thorough and in-depth

search done by the researchers. This section provides relevant information provided by

different sources on the improvements in productivity focusing on student’s

performances and usage of technology.

Video as a tool for learning

Barron, Denny, Goldman and Pea (2014) defined that using videos or video

research addresses a unique perspective in the learning sciences, such as video

records are being used regularly to advance inquiries and understand the complexities

associated with learning, cognition, and development at different level of analysis.

Nowadays, videos are considered as a medium for learning. (Spencer, 2016) said that

videos make it much easier to engage learners and hold attention.

Watching videos are a more relaxing and engaging way to learn compared to

manual, and generally when people are more relaxed, they are more likely to retain

information (Spencer, 2016). Advanced organizers based on videos help learners

improve comprehension and aid in the retention of information (Heron, 1994).

In a research lecture, using illustrations, visuals, pictures, perceptions, mental

images, figures, impressions, likenesses, cartoons, charts, graphs, colors, replicas,

reproductions, or anything else used to help one see an immediate meaning in the

language may benefit the learner by helping to clarify the message, provided the visual
works in a positive way to enhance or supplement the language point. She also stated

that images contextualized in videos or in its own can help reinforce the language,

provided the learner can see immediately the meaning in terms of vocabulary

recognition in the first language (Canning-Wilson, 2000).

Videos allow contextual clues to be offered. In addition, video can stimulate and

motivate student interest. The use of visuals overall can help learners to predict

information, infer ideas and analyze the world that is brought into the classroom via the

use of video instruction (Arthur, 1999). Videos were mainstreamed in a comprehensive

pre- sentation so as to provide effective education, which in turn will support the

participation of the different senses of the learners in diverse syllabi (Hadmin, 2000).

Beichner (1994) found out that the multimedia have a positive effect on the

knowledge and emotions of the students who study scientific subjects. Multimedia has a

positive impact on cognitive achievement, academic achievement, comprehension and

application. It helps enhance the learner's motivation to study provided that they can

easily infer as to what the videos is all about (Aloraini, 2011).

Multimedia applications, such as the usage of videos, have substantially

influenced education. They give teachers an excellent chance to demonstrate and

visualize the subject matter more clearly and comprehensibly, as well as also enabling

them to prepare study material for students which optimizes their study habits (Milková,

2014).
Impacts of videos

Using different presentations like video clips alongwith maps or other kinds of

presentations help to get the information closer to reality. Adding music make the idea

clearer and it attracts the attention of the learners (Aloraini, 2005). Videos made its way

to students and its learning environment. With the help of videos, recent advances in

virtual education and distant learning are consistent (Tsur, 2014).

The usage of videos in the learning of students boosted day by day. With videos

being shown by their professors, students stumble upon sites that might contain videos

that can brush up for something for a test, to learn for something in which they got

fascinated at, or those in which they want to learn more on (Fabris, 2015).

Chtouki, Harroud, Khalidi and Bennani (2012) further explained that videos found

in YouTube have been a useful source of educational content, it is a free web based

tool, and the impact has been important based on our study on students' performance.

Educators have used YouTube videos in other fields such as nursing in and have

proven to be an effective tool to enhance students learning and engagement.

Brame (2015) defined that one of the most important aspects of creating

educational videos is to include elements that help promote student engagement. With

this, students’ performances and participation gets better.

 Creating educational videos can be reused by instructors, thus, prolonging it to

be used in every semester. Greater performances from students are expected for these

educational videos helps create a learning environment comfortable enough for them

(Brame, 2015).

Stores and Veres, as cited by Woolfitt, said that many lecturers don’t have

adequate knowledge in which to entertain their students to participate in discussions

much, but with the help of educational videos, lecturers gain adequate knowledge,

support, guidance, and training (Stover & Veres, 2013).

Studies on videos

Algerioy (1999) carried out a study on the impact of using multimedia on the

academic achievement of the first grade secondary school students in mathematics in

Riyadh by using the experimental method with the study sample which comprises 62

students. They were divided into two groups where the experimental group studied on

its own using multimedia while the control group studied using the traditional method.

The study found out no statistically-significant differences, between the average

achievement of the experimental group students and those belonging to the control

group, in remembrance, understanding and application level. Watkins (1999) carried out

a study which aimed at finding out the efficiency of teaching by using the multimedia

software stored on a CD in the academic achievement of a sample of students from the

University of Arizona (49 students) and their attitudes toward sciences.

 The study used the semi-experimental method as it divided the study sample

haphazardly into two groups: one is experimental whose students studied using

educational software while the other is control whose students studied some subjects of

sciences using the traditional method. An achievement test is applied in this study in

addition to an attitude scale.

The results showed the excelling of the experimental group over the control

group which studied using the traditional method in an attempt to reach an academic

achievement. They also showed no statistically-significant differences in attitudes

between the two groups. Abu Yunis (2005) study entitled ‘‘The effectiveness of

multimedia software to teach Geometry in the second grade of preparatory schools’’

aimed at identifying to what extent multimedia software helps in the academic

achievement of the preparatory school students in the subject of Geometry and its

remembrance.

The sample of experimental study included 300 male and female students

divided into two experimental and control groups each group consisted of 150 male and

female students. The experimental group was taught by multimedia software program

that contain a content of the Geometry unit identified by the Ministry of Education in the

Syrian Arab Republic. The results showed significant statistical differences in the

average of academic achievement of the experimental and control groups in the test

conducted after the experiment in favor of experimental group.

 CHAPTER 3

METHODOLOGY OF RESEARCH

This chapter describes the method to be used in this study, research locale,

research respondents, research instruments, the data gathering procedure, and the

statistical treatment of the data

Research Design

The research will utilize a Quantitative Design. The descriptive method of

research will be used in this study. Descriptive method of research is a fact-finding

study with adequate and accurate interpretation of the findings. It describes what is. It

describes with emphasis what actually exist such as current conditions, practices,

situations, or any phenomena. Quantitative design and performance evaluation

techniques are develop for the enhancement of edge detectors. (Abdou and Pratt,

1979).

Since the present study or investigation is concerned with the present status of

the teaching with the usage of educational videos in Christ the King College, the

descriptive method of research was the most appropriate method to use utilizing a

survey technique. Survey is one of the most common methods to use in Descriptive

Study. Surveys offer the opportunities to execute studies with various designs. Surveys

constitute the basic tool of research in communities. Surveys shouldn’t be undertaken

unless there are compelling reasons as large scale surveys are expensive propositions.

(Aiih and Kolkata, 2014). The researchers will use surveys because surveys allow
respondents to answer with more candid and valid answer. To get the most accurate

data, you need respondents to be as open as possible with their answers (DeFranzo,

2012).

Research Respondents

The study will involve 196 students from Junior High School Department of Christ

the King College. The respondents are those who are officially enrolled in Grade seven,

eight, nine and ten who are currently experiencing technology-based learning.

The students will assess the effectiveness of technology-based learning in their

curriculum. The respondents are chosen randomly.

Table 1 shows the distribution of the respondents of the study.

Slovin’s Formula:
Where:
n = N n = 155
1+Ne2 N = 352
e = 0.06
n = 352
1+352 (0.06)2
n = 155
 Table 1

Respondents of the Study

No. of
Respondents population Percentage Sample

Grade 7 students 181 27.18% 54

Grade 8 students 160 24.02% 47

Grade 9 students 168 25.23% 49

Grade 10 students 157 23.57% 46

Total 666 100% 196

Sampling technique is the selection of components of the sample that will give a

representative view of the whole. It is from this sample that you will collect your data.

Sampling may be done either a probability or non-probability basis (Trochim, 2004).

Probability sampling is a sampling technique wherein the samples are gathered in a

process that gives all the individuals in the population equal chances of being selected.

In this sampling technique, the researcher must guarantee that every individual has an

equal opportunity for selection and this can be achieved if the researcher utilizes

randomization. Random sampling is the most suitable in our study. This technique is

appropriate if there is a large population and it is difficult to identify every member of the

population. The entire process of sampling is done in a single step with each subject

selected independently of the other members of the population. In this technique each

member of the population is given an equal chance of being selected as subject.

Research Instruments

The study will utilize a survey questionnaire as an instrument of the study. A

survey questionnaire is a series of questions used for gathering information that is used

for statistical analysis to benefit a group of individuals. The responses are aggregated to

draw a conclusion (McKee, 2015). Survey questionnaires are much faster and cheaper

way to collect data than conducting an interview or printing a hard copy. Apart from

being inexpensive and flexible, questionnaires are also a practical way to gather data.

It’s quick and easy to collect results and it allows you to gather information from a large

audience (Debois, 2016).

There are three parts included in the survey questionnaire. The first part is all

about the profile of the respondents. It will ask about their age, sex, grade level, and

location. The second part contains questions to know the learning of the students based

on the areas of knowledge, skills and values. This questionnaire is made to evaluate the

effectiveness of hospitality management subjects in preparation for the training

program.

The third part of the questionnaire focuses on the perception of the students on

the importance of learning. There are set of statements that the respondents will be

rating based on the scale provided.

The following scale will be followed.

 PART 3

1= Always (A) – means that all the times; at any times; at all times

2= Very Often (VO) – means more frequently than often

3= Often (O) – means that in certain cases but not always

4= Sometimes (S) – means that on some occasions; at times; now and then

5= Never (N) – means that not at all; not any circumstances; certainly not

Data Collection Procedure

In the conduct of the study in Christ the King College (CKC), the researchers will

solicit the support of the chosen curriculums and other sections to allow their students to

read and answer the given survey papers.

The researchers will ask permission from the teachers of the said curriculums

and chosen sections in their subject time and also to permit their students during their

class to answer the survey forms to answer the given surveys to quickly get a lot of

information. The results of the survey will be recorded by the researchers as to have

valid and realistic information. The data will be tabulated, analyzed and interpreted

according to the specific answers given by the chosen respondents.

Statistical Treatment of Data

In order to reflect on the common reasons why student join extra-curricular

activities and its effect on their academic performance, a survey method was used in a

questionnaire that contains 10 reasons why students join extra-curricular activities

participated in school. To interpret the data gathered, the researchers will use the

following statistical treatment:

1. Relative Frequency. It will be used to determine the profile of the

respondents. The formula is:

𝒇
𝑷= 𝒙 𝟏𝟎𝟎
𝒏

where: P = relative frequency

f = frequency

n =total number of observation

2. Weighted Mean. It will be utilized to compute the average perception of the

respondents on why student join extra-curricular activities and its effect on

their academic performance. The formula is:

𝚺𝒇𝒙
𝞵=
𝒏

where: 𝞵 = Weighted mean

𝛴 = Summation

f = No. of responses each scale

x = Weight assigned to each scale

 n = Total number of respondents

An interpretation will be assigned to give verbal interpretation to the computed

weighted mean. The following scale shall be used:

Table 2

Data Interpretation

Scale Range Verbal Interpretation

5 1.00 – 1.79 Never

4 1.80 – 2. 59 Very Often

3 2.60 – 3. 39 Often

2 3.40 – 4.19 Sometimes

1 4.20 – 5.00 Always

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 QUESTIONNAIRE

1. What is the profile of the high school students in terms of:

1.1 Age: 12 13 14 15 16 17
1.2 Sex: MALE FEMALE
1.3 Grade level: 7 8 9 10

2. What are the tools commonly used by respondents in terms of: (You can check more
than one answer on each category)

Presentational Softwares:

Microsoft Office

Kingsoft Office

WPS Office

GoAnimate

Websites:

Google

Scribd

YouTube

Facebook

Digital Devices:

Cellphones

Tablets

PCs

Laptop
3. Rate the following factors based on its impact on educational video of high students:

1 = Always 2 = Very Often 3 = Often 4 = Sometimes 5 = Never

FACTORS 1 2 3 4 5

Student’s Participation
1. I feel comfortable answering questions
in class

2. I look forward to classroom discussions

3. I like to share my opinion about the daily

class topic with my classmates

Productivity
1. Organizes my data accurately

2. Makes my task easier and faster

3. It is easy to use and hassle free

Learning motivation

1. I can clearly recall the lessons through

these videos

2. I learn more compare to a simple

discussion

3. It is good for retention of knowledge

Performance
1. I feel bored of watching

2. I can share ideas with other students

3. It has nothing to do with my learning

4. What are the impacts of technology-based learning among Junior High School

students in Christ the King College School Year 2017-2018?