Documente Academic
Documente Profesional
Documente Cultură
AN ACTION RESEARCH
Prepared by:
Ms. Maria Karmela B. Dalangin
Master of Arts in Education
Major in Social Studies
In Partial Fulfilment in
SST 509 (Seminar in History Teaching)
December 2018
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Chapter One
secondary school students. Through the study of history, students will develop
interpreting, analysing, presenting and performance skills. Aside from that matter,
studying history enables students to understand their own past and the
connections of the past to the present. Students will then be better prepared to
play a role and plan for the future. They will have a respect for the past, and
know what they can do to protect and promote their own cultures and histories.
They will become good citizens. They will be proud to tell the world who they are,
where they come from and what they have achieved creating civic awareness
connotations when they hear that they need to study history. Some students
think that history is a boring subject. Some students on the other hand think that
history is just a subject that deals with dates, names and places. Others think
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Realizing those problems each history or social studies teacher must
about teaching and learning history. One good strategy is through using
Brown, & Cocking (2000) discuss video use in the classroom and the importance
of interactivity in helping students to learn by being able to re-visit and review the
material. They emphasise the potential of technology to help learning, but only if
it is used properly. De Boer (2013) places the use of video in education in the
disconnected video-watching from a set time because the video can be watched
at any time. It has also led to disconnecting the lesson, in some sense, from a set
place (i.e. the classroom): the video can be watched on any computer connected
to the internet.
This action research wants to discuss and to assess how really effective
in history classes.
Rationale:
1. At to what extent does using films and video presentation help students
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Chapter Two
REVIEW OF LITERATURE
This chapter exhibits and introduces the related literature and studies after
The social studies curriculum is composed, for the most part, of theories
and abstract concepts which require concretization, and to achieve this, various
pedagogical strategies are employed, among them the use of visual media.
Viewing film in the classroom (not in "film" studies) gives visual representation to
using films in the social studies classroom, instructional goals like reasoning,
effective communicator and has the potential to arouse emotions (Interview w/J.
culture and most teenagers spend an enormous amount of time watching films
and/or television. An average student spends over seven hours a day using
media (7:12) – more than 50 hours a week (Kaiser Family Foundation, 2005). On
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the average, almost four hours are devoted to videos (film) and television per
day. These findings illustrate how significant a role films can have in a student’s
day-to-day life.
(traditional) role of the lecturer and the format of delivering course content via a
lecture. Many lecturers lack adequate knowledge, support, guidance and training
necessary to examine the current and relevant literature devoted to teaching with
film. With the popularity and availability of film, it is natural that teachers are
research study of social studies teachers, 100% reported using film at least once
a month to help teach social studies content (Russell, 2007). The frequency of
reported film use demonstrates a need to examine how secondary social studies
with an array of learning experiences and ample opportunities to reflect and think
critically is an essential element for preparing well rounded and effective 21st
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however, film is still being treated as a visual textbook. Teachers are using a film,
the same way they would use a book. Read or watch it, and take a test or answer
some questions.
studies, with students learning the decision-making process and not focusing on
event, thus allowing students to make insightful decisions based on what they
Allen (2005) sees two benefits in using films in the social science
classroom: First, films have been found to bring students closer to the people,
events, concepts, and theories, and help them come alive academically; second,
Video teaching can play a part at many levels of E-learning and can be
used for distributing information, creating interaction within the learning process
by Fransen (2006) can be applied to the three types of video teaching and the
traditional lecture.
white teachers (one male and one female) to examine the teacher’s use of film in
their instruction. The study concluded that these two teachers use film literally as
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According to Woolfitt (2015), effectiveness can be seen as the extent to
which the video is deployed to most didactic effect. The video that is produced
and is constructively aligned with the course content. This aspect relates to
specific features of the video, the type, length, content and how effective this is in
conveying the specific intended message or learning goals. How is the video
embedded into the didactic structure of the course and how effectively is it
of segments that are not viewed by the students and adds no value to the
course effectively it may not maximize its full potential to support the learning
process.
from students and some lecturers. However, Ryan & Tilbury (2013) state that
while Information Technology use in class can broaden the learning experience,
the reasons for its implementation. Reece (2013) describes the concerns voiced
by teaching staff that introducing lecture capture would lead to reduced lecture
lectures was observed by Filius & Lam (2010). Nashash & Gunn (2013) found
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difficulties. Finally, there remains limited empirical data to support the
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Chapter Three
This chapter deals with the methods and procedures utilized by the
researchers.
The subjects of the study were the Grade 10 students of Padre Vicente
Garcia Memorial Academy Inc. Two sections were used as the subjects of the
study; mainly consists of Grade 10 Faith with 46 students and Grade 10 Hope
with 44 students.
and browsed the internet to gather information. Right after that, the researcher
The first section was being used as the one who will be using the
strategy, while the other section, on the other hand will not integrate the usage of
the strategy. The results will be compared by using the CPL or the Class
Proficiency Level to assess the mastery of the students with or without using the
strategy.
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Chapter Four
This chapter deals with the presentation, analysis and interpretation of the
History Classes.
proficiency level between the two sections that had been conducted with the
strategy and not. It can be concluded that using films and other video
presentation plays a huge factor in making every history lesson active and
participative. As the class continues and progresses, it can be seen that students
are more engaged to learn history if they are supplied with ideas through video
lecturer and the student. While it is important that students enjoy the learning
process.
defined as teaching via video in which the lecturer plays an active role, is visible
and audible, is recorded, and where the screen presence of the teacher plays an
important element in the didactic process. This section examines the discussion
regarding the different types of video teaching and how they are placed in
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relation to each other within the educational landscape. Difficulties in adjusting
technology, it can cause disruption of classes. Aside from that, the authenticity
and the reliability of films and video presentations were also an important factor.
As a teacher, we need to make sure that the video presentations and films that
we use are accurate and at the same time follow the lesson objectives of the
lesson. There are some video presentations and films that conducted biases
based on the author. By this means we should not let students to just watch the
movie. Have some reactions and at the same time explain to the students the
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Table 1
Used Film and Video Presentation
SECTION 10- Faith
SCORES No. of Students who obtained the score
10 18 180
9 15 135
8 7 56
7 4 28
6 2 12
5 0 0
4 0 0
3 0 0
2 0 0
1 0 0
0 0 0
46 411
CLASS PROFICIENCY LEVEL 89.35
Did Not Used Any Film or Video Presentation
SECTION 10- Hope
No. of Students who obtained the
SCORES
score
10 4 40
9 7 63
8 14 112
7 10 70
6 8 48
5 0 0
4 1 4
3 0 0
2 0 0
1 0 0
0 0 0
44 337
CLASS PROFICIENCY LEVEL 76.59
Difference 12.79
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Chapter Five
History Classes.
From the study below it can be observed that video presentations and
films are powerful tools and strategy in understanding and in teaching history.
The rapid increase in the amount of video that is available, increases in quality,
video in many aspects of society, including higher education. This has resulted in
many different types of video which have different aspects, functions and uses
because of the fluid nature of the field, a process that is continually shifting and
developing.
presentation must be relevant and at the same time it must catch the attention of
the learners. Aside from that we must see to it that the ideas presented on every
films follows the content based and value based form of instruction.
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RESOURCES
Allen, I. E., & Seaman, J. (2014). Tracking online education in the United States.
http://opentextbc.ca/teachinginadigitalage/
Carey, B. (2014). How we learn: The surprising truth about when, where, and
doi:10.1080/13562510601102081
http://cscc.scu.edu/trends/v6/V6_2.pdf
Retrieved from
http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepaper
s/LectureWebcasting_Jan07.pdf
Russell, W. (2004). Teaching with film: A guide for social studies teachers. (ERIC
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Russell, W. (2012a). The art of teaching social studies with film. The Clearing
Russell, W. (2012b). The reel history of the world: Teaching world history with
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