Video Mediated Instruction 1

ACKNOWLEDGMENT

This research study would not have been possible without the help of

these important people, whose support and guidance gave us knowledge to

accomplished this paper.

We were give our deepest gratitude first of all to our almighty God, who

gave his strength and knowledge in everyday life.

We would like to express our gratitude to Ms. Jheviline D. Leopando, our

thesis adviser who gave us opportunity to fulfill this study and be part of our

journey and to Mr. Camilo Barros, the school research coordinator. Their endless

support and guidance have helped us to finished this study. And also we would

like to give our deepest acknowledge for their understanding, benevolence and

making us disciplined and well-trained.

It is an honor for us to thank Ms. Ma. Salud F. Lerum , Basic Education

Principal of Calauag Central College (CCC) for accepting us and for the issuance

of consent to conduct this study in their school.

Overall, we are grateful to our beloved family for their countless love and

support for this journey. Thank you very much for this ultimate experienced and

knowledge!

Thank you!
Video Mediated Instruction 2

DEDICATION

To our families

BITOIN, CAEG, DULUNTAP, LUBA-FABIAN

GLINOGA, AND SORONGON

For supporting us unconditionally through

morally and financially

To God be the Glory

 Video Mediated Instruction 3

Abstract

The present study aims to determine the student’s perception on the

effectiveness of the Video-Mediated Instruction being applied in Science

Classroom in Heterogeneous Grade Eight (8) Level in Calauag Central College

Inc. A one-grouped pretest posttest of pre-experimental design was used for the

purpose of this study. Using purposive sampling, 30 students in heterogeneous

section served as the respondents of this study. Experimental group was used as

educational videos as Video-Mediated Instruction. A set of pretest posttest was

used to collect data. The Review of Literature found that video is applicable on

teaching and studying learning in and outside the classroom. Some strategies

that video can applied as Video-Mediated Instruction are using essential video

support tools enabling each topic to be fully explored, web and DVD based clips

for allowing better comprehension and places they wouldn’t get experience and

use of. 3D image that allows students to expand their understanding of complex.

The results from the demographic profile in terms of gender showed that 53% or

16 out of 30 respondents was female. In the pretest there is low people with the

mean of 9.10 as expected. The posttest findings showed that there was a great

improvement using video mediated instruction with the mean score of 17.53. This

study found that there is a significant difference between the pretest and posttest

proving that facilitation of Video-Mediated Instruction is effective in the student’s

perception applied in Science classroom in Heterogeneous, Grade Eight (8)

Level. Furthermore, the improve score of students implies that educational

 Video Mediated Instruction 4

videos may indeed be an alternative and innovative way to facilitates the

learning-process effectively and efficiently.

Keyword: perception, effectiveness, video-mediated instruction, heterogeneous,

educational videos, pretest, posttest, demographic profile, alternative, innovative.

 Video Mediated Instruction 5

CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

One of the fastest-moving trends in education was E-learning, it poses a

promising alternative to traditional learning. People learn considerably better from

a combination of both words and images (which technology enables) than merely

words alone. Technology helps students become independent, efficient individual

and researchers (Al-Harri and Al-Hatammi, 2016)

The teaching of Science as a curricular subject among the K-12 learners

is not an easy task and huge responsibility while dealing with the students. In

Southeast Asia, learning in science, more than in any other subject, is

considered to be a prerequisite for modernization and national development.

Thus, over the past two decades, which have been characterized by movements

towards industrialization and accelerated economic development, science

education has been at the fore of curriculum reform movements (Goulart and

Roth, 2009).

The rapid advancement of science and technology poses a significant

challenge to the entire humanity to keep up with the fast-societal development

rhythmically, most especially in the third world and developing countries like the

Philippines (Adamson, et.al.,2011). Being in rhythmic motion does not merely

imply acquiring advance facilities and technologies but rather, the acquisition and

enhancement of knowledge and skills essential in meeting the demands of the

 Video Mediated Instruction 6

highly competitive and scientifically-inclined society must be given with more

attention. The secret to which lies primarily on the quality of science education is

one of the fundamental concerns. Among all the subjects being taught in

elementary and high school, science is the most logical anchor for education in

need of highly critical and creating thinking along with technology, and

advancement. And in this larger area, Philippine education has suffered. This is

the reason why science education is deficient (Einstein143, 2014).

Another way suggested by Milkova (2014) is to revolutionize the pedagogy

of teaching on the delivery of knowledge and skills. Accordingly, it is an important

consideration to find a suitable support for students’ self-learning which can be

offered by the integration of information and communication technology (ICT),

multimedia devices, and educational videos. She added that multimedia

applications give teachers an excellent chance to demonstrate and visualize the

subject matter more clearly and comprehensively, as well as enabling them to

prepare study material for students which optimizes their study habits.

Analyzing how to integrate modern information technologies in education,

Ioan Cerghit said that "multimedia systems focus on creating a complete and

efficient learning environment." (Cerghit, 2008, p. 93). Employing multimedia

technologies in education represents a significant contribution to teaching and

learning processes, but their formative educational valences are dependent on

how they are used in teaching.

In education, Information and Communications Technology (ICT) has

gone through innovations and transformed our society that has totally changed
 Video Mediated Instruction 7

the way people think, work and live (Grabe, 2007). As part of this, schools and

other educational institutions which are supposed to prepare students to live in “a

knowledge society” need to consider ICT integration in their curriculum

(Ghavifekr, Afshari&Amla Salleh, 2012). In conjunction with preparing students

for the current digital era, teachers are seen as the key players in using ICT in

their daily classrooms. This is due to the capability of ICT in providing dynamic

and proactive teaching-learning environment (Arnseth & Hatlevik, 2012).

Recently, educational videos, open-type video mediate language learning,

and free internet software such as Skype have enabled students to engage in

authentic, student-centered, communicative activities such as voice and video

chat via computer (Ryobe, 2008). The use of technology in various fields has

been so successful and beneficial for teachers reaching particular goals,

especially in education.

Video is applicable to not only teaching but also for studying learning in

and outside the classroom. Zhang, Zhou, Briggs and Nunamaker (2016) list of

sample strategies of how video is incorporated into each major application are.

 Use of essential video support tools: Video should be supported

by a selection of other tools and resources that enable each topic to

be fully investigated and explored. The use of online videos should

be supported by the use of an interactive word glossary, dictionary,

and an online encyclopedia. Access to lesson plans specially

written to be used in conjunction with the video help not only to

minimize lesson preparation time, but also help provide valuable

 Video Mediated Instruction 8

additional learning activities and projects the knowledge to enhance

student learning development.

 Web and DVD Based Clips: Using web or DVD-based audio/video

clips, speakers, visual or auditory stimuli in language classes, it

associated allowing better comprehension and expansion of

vocabulary. Including the use of video in history and geography

lessons are another examples where students can bring a subject

to life, stimulates their ability to recall facts and events and

experience places they wouldn’t yet experience.

 Use of 3D Images: The use of video for instruction of science

subjects like physics, mathematics, astronomy and biology allows

students to expand their understanding of complex concepts by

strengthening the links between abstract ideas and practical

application. (Thomsen, Bridgstock and Willems, 2014). Videos are

uniquely suited for taking students on ‘impossible’ fieldtrips, such as

a trip of human body, and can illustrate complex, abstract concepts

through animated 3D images and show experiments that are not

possible in class.

Denning (2011) observes that students today are always “plugged-in” to

television and media, which is why when teachers use technology in the

classroom, it picks students’ interest. The use of videos in classroom therefore

presents the assimilation of technology in the classroom which the 21st century
 Video Mediated Instruction 9

teaching and learning processes is encouraging as there is much techno-

pedagogy development.

Thorpe (2008) proclaims that video may not be the answer to all learning

challenges, but there are areas where video is uniquely positioned to make a

difference, both in terms of the learners themselves and what is to be learned.

This therefore speaks of the initiation of productive lessons why the use videos in

the teaching and learning processes. This is to say that videos can fill in the gaps

created by a dichotomy in learning and teaching styles (Oyedele, Rwambiwa,

Mamvuto, 2013). Thus, video application in teaching can complement with other

modes of delivery in the classroom. Umetsu (2011) goes on to say, “the use of

video and animation both in lecture and on the Web is one of the major

advantages of computers in teaching”.

With the challenging scenario of teaching science, educational videos can

offer an alternative and innovative way to effectively deliver the skills, knowledge,

and competencies among the 21st century learners.

Statement of the Problem

The researchers generally intended to investigate the outcomes on applying

the use of video mediated instruction in Science classroom in the heterogeneous

Grade Eight (8) students in Calauag Central College. This study specifically

sought to answer the problems as follows:

1. What is the demographic profile of the Grade Eight (8) students in terms

of:
 Video Mediated Instruction 10

a. gender;

2. What is the pretest mean score of the Grade Eight (8) students before the

facilitation of the video mediated Instruction?

3. What is the posttest mean score of the Grade Eight (8) students after the

facilitation of the video mediated Instruction?

4. Is there a significant difference between the pretest and posttest means

scores of the Grade Eight (8) students before and after the use of video-

mediated Instruction?

Hypothesis

Ho: There is no significant difference between the pretest and posttest means

scores of the Grade Eight (8) students before and after the use of video-

mediated learning.

Theoretical Framework

The researchers highlighted the application of Paivio’s “Dual Coding

Theory”.

Paivio’s(2011) dual coding theory is pertinent to multimedia and video

learning because it suggests that the human mind has two separate processing

channels, one for verbal information and the other for non-verbal information. It is

supported by experiments that show combined word and picture presentations

result in improved recall. The theory is also in line with the two modal
 Video Mediated Instruction 11

subsystems proposed for working memory and studies of brain-damaged

patients. Similarly, this attempts to give equal weight to verbal and non-verbal

processing. Paivio (2011) states: “Human cognition is unique in that it has

become specialized for dealing simultaneously with language and with nonverbal

objects and events. Moreover, the language system is peculiar in that it deals

directly with linguistic input and output (in the form of speech or writing) while at

the same time serving a symbolic function with respect to nonverbal objects,

events, and behaviors. Any representational theory must accommodate this dual

functionality.”

The theory assumes that there are two cognitive subsystems, one

specialized for the representation and processing of nonverbal objects/events

(i.e., imagery), and the other specialized for dealing with language. Paivio also

postulates two different types of representational units: “imagens” for mental

images and “logogens” for verbal entities which he describes as being similar to

“chunks” as described by Miller. Logogens are organized in terms of associations

and hierarchies while imagens are organized in terms of part-whole relationships.

Dual Coding theory identified three types of processing: (1)

representational, the direct activation of verbal or non-verbal representations, (2)

referential, the activation of the verbal system by the nonverbal system or vice-

versa, and (3) associative processing, the activation of representations within the

same verbal or nonverbal system. A given task may require any or all of the three

kinds of processing.
 Video Mediated Instruction 12

The theory has been applied to many cognitive phenomena including:

mnemonics, problem-solving, concept learning and language. Dual coding theory

accounts for the significance of spatial abilities in theories of intelligence. This

theory is anchored on the principle that recall/recognition is enhanced by

presenting information in both visual and verbal form which can all be tapped

with the application of videos in the teaching and learning process.

Conceptual Paradigm

INPUT PROCESS OUTPUT

Distribution of Validated
Research Instruments
Grade Eight (8)
Students Data Gathering
Procedures Effectiveness of
Video Mediated
(Pretest-Posttest)
Educational Videos on Instruction
Selected Topic in Video Mediated Applied in Science
Grade 8 Science Instruction Applied in Classroom in
Science Classroom in Heterogenous
Heterogenous Grade Grade Eight (8)
Eight (8) Level in Level in Calauag
Pretest and Posttest
Calauag Central College
Mean Scores Central College

Statistical Treatment –
Related Literature and
Data Processing and
Studies Analysis

Figure 1: The conceptual paradigm of the research study.

The researchers made use of the modified IPO model to illustrate the

study’s vital procedures and steps in the undertaking.

This research began with the INPUTS including the Grade Eight’s

responses, videos and educational video clips in selected Grade Eight (8)
 Video Mediated Instruction 13

Science topics. The pretest and posttest scores to be provided by the students

also played an important part on determining the outcomes of the study resulted

from the application of educational videos as treatment. Lastly, related literature

and studies provided the researchers with sufficient readings and references on

the significance of the current undertaking together with the blueprint on how the

experiment was facilitated.

Process phase covered the distribution of the researcher-made

questionnaires which were validated with the help of the researchers’ adviser and

science teachers for the identification of the students’ demographic profile. A

separated 40 – item test was also prepared for the pretest and posttest design of

the study covering the selected two topics in the second quarter of the school

year. The test was validated by science teachers to facilitate the quantitative

phase of the research. Significant data was gathered and tallied within the first

quarter of the school year 2018-2019. Statistical treatment and data analysis

were then applied to objectively identify the outputs of the study to determine the

effectiveness of the video-mediated Instruction as applied in science in Calauag

Central College.

Significance of the study

Videos were claimed to bear a number of benefits for the students and

teachers which will latter reflect on the administration, school, community, and

even future researchers.

Video Mediated Instruction 14

Community. With good performance among students and the youth. The

stakeholders and the people will later be a productive member of

the society who will contribute to the progress of the school,

agencies, local government, and the entire community as whole.

Students. Students as the direct respondents of the study will be

benefitted most with the new style of teaching and learning science.

The use of video includes providing a sensory experience that

allows concepts and ideas to actually become an experience and

come to life as students are guided through each lesson. Monotony

of discussion will also be broken with the aid multimedia

approaches deemed innovative and appropriate for the 21st century

learners which are all perceived as an element in improving

students’ performance.

Teachers. Teachers are the facilitators of learning and are the

orchestrator of knowledge inside the classroom. With the aid of

video, teachers will be provided with means of interactive

instruction and is a very flexible medium. Having the ability to stop,

start and rewind is absolutely invaluable. Teachers will be having

the option to stop each video and challenge students to predict the

outcome of a demonstration, and elaborate on, or debate a point of

historical reference. Teachers also have the option to rewind a

section of the video to review a segment and to ensure that children

 Video Mediated Instruction 15

understand a key concept. Teacher can ensure to add further

interactivity by copying activities, conducting discussions or

repeating demonstrations and experiments in the classroom. In

short, teachers’ load of teaching can be facilitated with ease without

the burden of too much lesson research and preparation to be

assured of an effective teaching and learning process.

School heads. School heads are the administrators of the school learning

environment and are the instructional leaders and coaches in the

school. With the positive reviews and possible effective outcome of

the study, school heads can offer an alternative means of delivering

the lesson across curricular subjects which can also bring positive

results on the school performance.

Future Researchers. This study will offer reliable results and references

for future researchers that will enrich their presentation of ideas and

relevant documents.

Scope and Limitations

This study covered the application of educational science videos on

determining the learning outcomes of the students in science. The research also

included the pretest and posttest mean scores of the Grade Eight students in

selected topics in the second quarter of Grade Eight (8) Science for the school

year 2018-2019 only in Calauag Central College, Calauag, Quezon. The entire

study covered the months of June to September 2018.

 Video Mediated Instruction 16

This did not entail the information and data related to students, teachers,

and personnel from other grade levels, curricular subjects, extra-curricular

activities, departments, and schools.

Definition of Terms

Key terms were defined in this section to facilitate understanding on

significant words and variables present in the study.

E-learning – learning conducted via electronic media, typically on the

internet.

Educational Videos – is a film or movie whose primary purpose is to

educate as an alternative to other teaching methods.

Frequency – the rate at which something occurs or is repeated over a

particular period of time or in a given sample.

Heterogeneous - groups where diverse learners are collaborative working

with each other.

Information and Communication Technology or (ICT) – refers to the

convergence of audio-visual and telephone networks with computer

networks through a single cabling or link system.

K-12 – a term used in education from kindergarten (K) and the first

through the 12th grade (1-12).

Learning Style – is a student’s consistent way of responding to and using

stimuli in the context of learning.

Video Mediated Instruction 17

Multimedia devices – are electronic media devices used to store and

experience multimedia content.

Post-test – a test or assessment conducted after application of video

mediated instruction.

Pre-test – a test or assessment conducted before application of video

mediated instruction.

Quantitative – data expressible in terms of quantity.

Science - Science is referred to the curricular subject offered among the

Grade Eight (8) secondary students of Calauag Central College as part of

the DepEd standard curriculum for the K-12 Basic Education Curriculum.

Science Program – Is a quantitative approach to sciences through a

broad range of courses in mathematics, physical and life sciences, and

computer.

T-test – is most commonly applied when the test statistic would follow a

normal distribution if the value of a scaling term in the test statistics were

known.

Videos- Videos are used to present a motion of pictures on screen which

employs the use of visuals and auditory senses. Videos can be said to

exist in different forms, and these can be realized through the television,

film, the internet-via the computer.

Video Mediated Instruction - Video mediated instruction pertains to

teaching of lessons with the use of motion pictures, educational videos,

and multimedia learning materials related to Grade Eight (8) science.

 Video Mediated Instruction 18

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various relevant concepts gathered from a number

of local and foreign related literature and studies in the field of teaching of

science, and the application of video and multimedia learning in education.

Video is applicable to not only teaching but also for studying learning in

and outside the classroom. Zhang, Zhou, Briggs and Nunamaker (2016) list of

sample strategies of how video is incorporated into each major application are.

 Use of essential video support tools: Video should be supported

by a selection of other tools and resources that enable each topic to

be fully investigated and explored. The use of online videos should

be supported by the use of an interactive word glossary, dictionary,

and an online encyclopedia. Access to lesson plans specially

written to be used in conjunction with the video help not only to

minimize lesson preparation time, but also help provide valuable

additional learning activities and projects the knowledge to enhance

student learning development.

 Web and DVD Based Clips: Using web or DVD-based audio/video

clips, speakers, visual or auditory stimuli in language classes, it

associated allowing better comprehension and expansion of

vocabulary. Including the use of video in history and geography

lessons are another examples where students can bring a subject

 Video Mediated Instruction 19

to life, stimulates their ability to recall facts and events and

experience places they wouldn’t yet experience.

 Use of 3D Images: The use of video for instruction of science

subjects like physics, mathematics, astronomy and biology allows

students to expand their understanding of complex concepts by

strengthening the links between abstract ideas and practical

application. (Thomsen, Bridgstock and Willems, 2014). Videos are

uniquely suited for taking students on ‘impossible’ fieldtrips, such as

a trip of human body, and can illustrate complex, abstract concepts

through animated 3D images and show experiments that are not

possible in class.

Under the new Basic Education Curriculum (BEC), DepEd start teaching

Science as a subject only in the third grade. Whereas before, DepEd teaches

Science early in the hope that the agency could produce students who could

excel in this field, teaching Science in Grades 1 and 2 now does not seem to

matter because students remain laggards in the said subject (Ferido, 2016). She

added that the science curriculum is constructed around the development of

scientifically, technologically and environmentally literate Filipinos who are critical

problem solvers, responsible stewards of nature, innovative and creative citizens,

informed decision makers, and effective communicators.

The Department of Education (2016) had given the standards for student

evaluation revolving the topic of force, motion, and energy. Furthermore, they
 Video Mediated Instruction 20

envisioned to produce learners who can describe the factors that affect the

motion of an object based on the Laws of Motion. They can differentiate the

concept of work as used in science and in layman’s language. They know the

factors that affect the transfer of energy, such as temperature difference, and the

type (solid, liquid, or gas) of the medium. Learners can explain how active faults

generate earthquakes and how tropical cyclones originate from warm ocean

waters. They recognize other members of the solar system. Learners can explain

the behavior of matter in terms of the particles it is made of. They recognize that

ingredients in food and medical products are made up of these particles and are

absorbed by the body in the form of ions. Learners recognize reproduction as a

process of cell division resulting in growth of organisms. They have delved

deeper into the process of digestion as studied in the lower grades, giving

emphasis on proper nutrition for overall wellness. They can participate in

activities that protect and conserve economically important species used for food.

All these standards were set up to the last quarter of the Grade Level Science

teaching.

The country ought to have a strong science education program. Science

and technology have propelled the economies of our Asian neighbors,

successfully using these two fields in business, crime prevention, transportation,

education, art and e-commerce.

As educators, teachers aim to get students energized and engaged in the

hands-on learning process, and video is clearly an instructional medium that is

compelling and generates a much greater amount of interest and enjoyment than
 Video Mediated Instruction 21

the more traditional printed material. Using sight and sound, video is the perfect

medium for students who are auditory or visual learners. With the added use of

subtitles each child then has the choice to watch, listen to, or read each

presentation. Video stimulates and engages students creating interest and

maintaining that interest for longer periods of time, and it provides an innovative

and effective means for educators to address and deliver the required curriculum

content.

Video is a form of multimedia that conveys information through two

simultaneous sensory channels: aural and visual. It often uses multiple

presentation modes, such as verbal and pictorial representations in the case of

on-screen print and closed-captioning (Labro, 2008). This multiplicity means that

video communicates the same information to students through simultaneous

learning modalities and can provide students with “multiple entry points”

More recently, Willmot et., al. (2012) show that there is strong evidence

that digital video reporting can inspire and engage students when incorporated

into student-centered learning activities through, increased student motivation,

enhanced learning experience, higher marks, development potential for deeper

learning of the subject, development of learner autonomy, enhanced team

working and communication skills, a source of evidence relating to skills for

interviews, and offers earning resources for future cohorts to use.

Thorpe (2008) proclaims that video may not be the answer to all learning

challenges, but there are areas where video is uniquely positioned to make a

difference, both in terms of the learners themselves and what is to be learned.

 Video Mediated Instruction 22

This therefore speak of the initiation of productive lessons by the use of videos in

the teaching and learning processes. This is to say that videos can fill in the gaps

created by a dichotomy in learning and teaching styles (Oyedele, Rwambiwa,

Mamvuto 2013), thus video use can complement with other modes of delivery in

the classroom. Kajrekar (2012) goes on to say, “the use of video and animation

both in lecture and on the Web is one of the major advantages of computers in

teaching”.

Oyedele, Rwambiwa, and Mamvuto (2013) gives a break-down of how the

art of perception and receiving information takes place within an individual,

‘’reading alone effects (10%), hearing (lectures) (20%), seeing visual aids (30%),

seeing visual and hearing lectures (50%), doing (acting on lessons) (80%) and

acting in lessons and saying (90%)’’. Thus, videos as part of the visual

constitutes a 50% on the learner, as such blending it with the dialogical part of

teaching and learning creates a probable success in the teaching and learning

process. Therefore, a blend of modes of delivery and learning media

consequently enriches lesson efficiency.

The use of videos in the teaching and learning process also aims at the

development of one’s cognition and critical analysis and perception of a given

motion picture on screen. This is a notion given by the Metiri Group (2012) which

assert that,

…emergent research suggests that video can add rich context to students’

learning experiences without increasing cognitive load on working memory,

translating into increases in complex, higher-order thinking...The power of

 Video Mediated Instruction 23

television and video for learning lies in the use of multimedia to engage

students visually, cognitively, emotionally, socially, and civically in facets of

the academic content.

Aini et. al.,(2013) points out that the instructional media combine both

audio and visual material. By using computer-based presentation technology or

multimedia presentation enables the teacher to convey much larger information

to the students This therefore places the video as a tool which can be used in the

conveyance of information by the teacher to the students through the

engagement of visuals. Video is now recognized by most educators as a

powerful communications medium which, in combination with other learning

resources and instructional strategies, can perform a vital role in modern

education (Denning 2010). Denning’s assertion places the uses of videos at the

core of learning and speaks of the importance of merging it with other delivery

form in class for an enhanced teaching and learning process. Research has

revealed that teaching using media can extend the opportunities for learning far

greater than chalk and talk (Obanya, 1985; Campbell & Dlamini, 1994 cited in

Thorpe, 2008). The video enables the learner to piece together patterns of new

concepts using multiple sensory dialogues (Oyedele, Rwambiwa, Mamvuto

2013). These senses are not always stimulated at the same time. Much of their

stimulation depends on the media the teacher uses (Brigg & Moore, 1993 cited in

Denning, 2010).
 Video Mediated Instruction 24

Thorpe (2008) asserts that video use helps teachers use small pieces of

video to help illustrate points and convey meaning—rather than tell complete

stories—and these clips can be available to students and teachers literally

whenever they need them via computers and various handheld devices. This

conveyance and illustration can be through the use of the facilities that a video

can offer, like pause, fast forward and slow motion. A teacher can take

advantage of these in the sense that with pause option he can stop the running

of the video so as for him to explain for emphasis sake and the development of

the concept being taught. The slow-motion aspect can be taken advantage of as

it can be used in the understanding of actions and processes that needs

concentration, thus selective concentration can be taken advantage of in the use

of videos. However, the use of videos may also run a risk as students may

perceive it as an entertainment method more that an educational method. This

would therefore mean that the students would not comprehend the given concept

in pictures more than what the teacher would have wanted.

Aini(2013) points out that videos are a tool for engaging the verbal

(linguistic), visual (spatial), and musical (rhythmic) intelligence of the student in

the learning process. Positive effects of features of video clips (multi-sensory,

dynamic and capable of engaging the viewer's attention) were often used in

engineering education (Marques, 2012). While traditional textbooks often take a

primarily linguistic approach to learning, video’s multiple modes can take a

variety of approaches, such as aesthetic, logical or irrational, in addition to

linguistic, thus addressing the needs of a broader range of learners: “These

 Video Mediated Instruction 25

‘multiple entry points’ into the content are especially valuable in a formal

educational setting, as they offer greater accommodation to the multiple

intelligences of a diverse group of students. This therefore mean that the use of

videos in the teaching and learning processes takes an inclusive approach as it

includes/involves every aspect that builds a student. Hence it is justifiable to use

videos in the classroom mainly because of its inclusiveness and involving of the

students’ senses without leaving any. However, the problem lies in that watching

video is always a voluntary activity which the teacher can choose to do it or not.

Thus, video use in schools become a key aspect as it aids learning in a

simultaneous manner, with video issue in a curriculum subject there is a

provision for every learning modality.

Project T (2011) assert that effective use of video can increase the depth

of information processing. Video can help students to make links between

familiar contexts and experience and new information. In order for new

information to be assimilated, lecturers should identify and encourage the making

of links between new information and old information. This enhanced

engagement with topics can promote deeper understanding and retention of

information as its possibilities can be through its correlation of the video modes

(picture, movement, sound, captions). Kozma (2011) found that the mix of

spoken language, text, still images and moving images in television and video

results in higher learning gains than media that rely primarily on only one of these

symbol systems. Kadzera (2006: 9-10) speaks of the importance of video use in

the classroom as it implies the intrinsic motivation of one.

 Video Mediated Instruction 26

Additionally, with the use of the internet, a teachers are able to

communicate with their students more easily, and allows them to distribute

learning materials such as assignments, exercises, and tests to their pupils, as

suggested by Clegg and Bailey (2008). Likewise, through the use of the internet,

instructors would have access to a vast amount of resources such as pictures for

illustrations, various texts for class readings and so forth.

Consequently, the Department of Education had employed a project in

which all public schools in the country be connected to the internet (Calleja,

2011). DepEd Secretary Armin Luistro maintains that “it’s not enough that we

merely continue building classrooms and toilets… The real revolution in

education which has long-term effects can only be done through information

technology.” As of 2012, 95 percent of public high schools have computer labs,

but only 57 percent have access to the internet, says the Department of

Education (2012). For public elementary schools, however, only 4 percent are

equipped with e-Classroom packages, the DepEd adds.

Students benefit from utilizing computers in their education by making

school work easier; likewise, the instructors benefit from the usage of technology

in teaching. Gone are the days when instructors need to write out the topics on

the chalkboard, prepare a Manila paper to display a text or show flash cards for

Math drills. Now, presenting topics to students is as easy as a click on the

keyboard, as the text or illustration immediately unfolds onscreen in a slideshow

presentation (Labro, 2008). This not only makes preparing visual aids for class

more efficient and less time-consuming, but it also helps keep the flow of
 Video Mediated Instruction 27

discussion inside the classroom more interesting and more engaging to the

students.

The modern classroom now requires the use of computers, the internet,

mobile and multimedia devices practically in every school activity. With this idea

in mind, the Department of Education has planned to modernize the Philippine

classrooms in line with its K to 12 program. Today, education at all levels are

gearing towards a computer-centric learning environment. Through the

implementation of technology inside the classroom, teachers and students can

yield positive results within the learning environment and true-to-life situations.

However, the use of videos in the classroom also suffers as there are

some technologies that cannot be substituted and cannot be improvised, for

example, videos and computers. Such materials need to be supplied by the

institution or the Ministry of Education. Kairekar(2012) reiterated that, “For

technology to be exploited in an environment, it must first exist” (p. 4). Such a

lack of emphasis is unfortunate given that research demonstrates the positive

impact technology has on learning. This therefore mean that there is a need to

have some technological aspect be emphasized by governing bodies so as to

help the teacher and his/her delivery system in the classroom.

The use of videos is also affected by the lack of preparation time. The

use of videos requires a teacher who can negotiate and plan his lesson properly

in terms of using the video in class. There also has to be a consideration of those

that are sensitive to flashphotos. Sammons (1994) in Kadzera (2006) observed

that teachers who already have too much class work and school responsibilities
 Video Mediated Instruction 28

may find that instructional technologies require additional time to learn and to

prepare for using them in the classroom. This would therefore imply that the

teacher does not have no extra time to spare to facilitate their use of video in

class, thus video use would be viewed as a secondary option in teaching and

learning.

From the above cited literature and studies, it can therefore be noted that

the use of videos in the teaching and learning processes is one which concept

which is abound by positive and negative results. Careful considerations should

also be done before a teacher embarks on the use videos in teaching. The

realization is that videos exist in different forms, they can be from the use of

television, film, computer and the internet. Some can be readily used in the

classroom while others can be accessed at the learner’s own time and need.

Videos have an implication on the student’s learning patterns as it can be used in

consideration with the learner intrinsic and extrinsic motivation, videos are also

crucial in the engagement processes and development and understanding of

new knowledge by the students. However, video use also has negative

implications if mismanaged. The teacher needs to do a careful analysis of a

video before showing it to the class for learning processes and some students

may misinterpret the use of entertainment in the educational context hence video

use needs good management for better educational results.

 Video Mediated Instruction 29

CHAPTER 3

RESEARCH METHODOLOGY

Research Design

This study generally made use of the pre-experimental design wherein the

combination results in an effect on the dependent variable is attributed to the

effect of the experimental treatment. This research design employed the use of

pretest-posttest design in a purposively selected group of respondents.

According to Cresswell (2012), a pre-experimental design involves the use

of an intervention. The intervention in this study included the application of video-

mediated instruction as the treatment among the heterogenous groups of

respondents. A pretest on the students’ knowledge on the selected topics for the

second quarter science of grade eight (8) was followed by a posttest after the

teaching of lessons using educational videos and multimedia related strategies to

determine the outcomes of the said intervention.

Respondents and Sampling

There were 84 Grade Eight (8) students enrolled in Calauag Central

College Inc. Out of the given population, there were 30 heterogenous

respondents that are purposively chosen who got 80% and above of the general

average in science subject of the first quarter to feed the intent of the study both

in determining the respondents’ perception on the effectiveness of the videos in

 Video Mediated Instruction 30

learning and its quantitative impact to be determined from the pretest and

posttest design of the current undertaking.

Data Gathering Method

A number of significant steps were undertaken to secure the realization of

the study’s objectives. There was a letter signed by the researchers and research

adviser addressed to the schools’ dean of the high school department and Grade

Eight (8) advisers to ask for permission on the conduct of the study. The letter

assured the respondents for the confidentiality of the information they provided

relative to the objectives of the study. A separate letter was also given to the

validators of the research instruments and test questionnaires for the polishing of

the instrumentations.

A 40-item pretest was facilitated in the second quarter of the selected

topic of the grade eight (8) science to determine the baseline data and

information on the video/IM preparation. The posttest was then given after the

treatment to complete the quantitative data needed for the statistical analysis.

Research Instruments

To gather the necessary data, the researchers were able to use

questionnaires as the main instrumentation.

There were two (2) sets of questionnaires which were validated and

facilitated before and after the application of video mediated instruction.

 Video Mediated Instruction 31

The first set was the pretest questionnaire which was composed of 40-

item test, 20 items each for the selected two topics in the second quarter of the

Grade Eight (8) science.

The second set was the posttest questionnaire which was a modification

and a restructured presentation of the pretest questionnaire. All of the

questionnaires were subjected for validation with the help of the research adviser

and experts in the field of science teaching.

Data Collection Procedure

After securing permissions from the concerned respondents and

personnel, the gathering of data commenced immediately.

In the fourth week of August in the school year 2018-2019, two days for

two different topics were given to facilitate the study. A total of 40-item pretest

from two (2) selected lessons’ pretest with 20 items each were first facilitated to

provide the baseline data on Grade Eight (8) students’ scores in science. This

was followed by the facilitation of video-mediated instruction as advised and

checked by the validators and science teachers. Posttest was then given to

determine the mean scores of the students and to identify the possible outcomes

and impact of the video-mediated instruction in the selected heterogeneous

Grade Eight (8) students in Science.

 Video Mediated Instruction 32

Statistical Treatment

To determine the research outcomes of the video-mediated instruction as

applied in the Grade Eight (8) Science students in selected topics, a dependent

sample t-test was used. This was also use to determine the significant difference

between the pretest and posttest mean scores of the respondents after the

facilitation of the video-mediated instruction.

Formula:

Where:

t= computed t-value

m= mean

s= standard deviation

n= size
 Video Mediated Instruction 33

CHAPTER 4
ANAYLYSIS, PRESENTATION, AND INTERPRETATION OF DATA

This chapter displays the data which were gathered through

questionnaires in the light of pre-experimental design. Significant data were

analyzed to seek answers on the problems of the study. These include the

respondents’ demographic profile, pretest mean scores, posttest mean scores,

and significant difference between the pretest and posttest mean scores.

Gender

47%
53%

Male Female

Figure 2. Demographic profile of the respondents in terms of gender.

The figure above displays the demographic profile of the respondents as

to gender of the 30 students of the Grade Eight (8) heterogeneous group. Based

on the gathered data, figure 2 clearly shows that 47% of the respondents were

male or 14 out of 30 students compared to 53 % or 16 out of 30 female students

who displayed majority of the participants.

The participants of the study underwent the pretest and posttest designs

together with the implementation of the video-mediated instruction. Similar

 Video Mediated Instruction 34

results can be found in the studies of Aini (2013), Umetsu, (2011), and Marques

(2012) where majority of the respondents were also participated by females. This

clearly shows that the population of students indeed are dominated by female

locally and internationally.

Table 1.
Pretest Scores, Frequency, and Mean Distribution of the Grade Eight (8)
Students Before the Facilitation of the Video Mediated Instruction.

Learners No. Pretest Scores N SD Mean

Learner 1 7
Learner 2 6
Learner 3 15
Learner 4 10
Learner 5 6
Learner 6 7
Learner 7 8
Learner 8 13
Learner 9 13
Learner 10 5
Learner 11 9
Learner 12 4
Learner 13 14 30 4.32 9.10
Learner 14 9
Learner 15 23
Learner 16 5
Learner 17 6
Learner 18 5
Learner 19 14
Learner 20 7
Learner 21 11
Learner 22 10
Learner 23 6
Learner 24 9
Learner 25 10
 Video Mediated Instruction 35

Learner 26 5
Learner 27 5
Learner 28 4
Learner 29 13
Learner 30 14

Table 1 as shown above portrays the mean scores of the grade eight (8)

respondents before the facilitation of the educational science videos in the

selected second quarter lessons.

Based on the data, 30 respondents were recorded to contribute on the

mean scores with 9.10 and standard deviation of 4.32. There is a relatively low

score as expected in the pretest of the respondents. Majority of the low scores

are noted on the male students while most of the performing students were

observed among the female learners.

This low pretest scores were also emphasized by Ferido (2016) as

challenges and difficulties encountered by the student due to a number of

reasons as to dull curricula, lack of appropriate learning materials, outdated

teaching methods, lack of equipment for instruction, etc. Marbella (2014) also

added that this may bring its bearing on the performance of the learners in the

national examinations.
 Video Mediated Instruction 36

Table 2.
Posttest Scores, Frequency, and Mean Distribution of the Grade Eight (8)
Students After the Facilitation of the Video Mediated Instruction.

Learners No. Posttest Scores N SD Mean

Learner 1 13
Learner 2 9
Learner 3 18
Learner 4 19
Learner 5 12
Learner 6 10
Learner 7 17
Learner 8 23
Learner 9 21
Learner 10 16
Learner 11 25
Learner 12 15
Learner 13 20
Learner 14 22
Learner 15 38
30 6.83 17.53
Learner 16 19
Learner 17 11
Learner 18 22
Learner 19 13
Learner 20 7
Learner 21 17
Learner 22 23
Learner 23 4
Learner 24 22
Learner 25 18
Learner 26 21
Learner 27 15
Learner 28 9
Learner 29 27
Learner 30 20

Table 2 shows the Grade Eight (8) respondents’ posttest mean scores

after the use of educational videos for the selected topics in the second quarter

of the grade eight (8) science.

 Video Mediated Instruction 37

All of the 30 participants gained the mean score of 17.53 in the posttest

with almost 92.64% increase or 8.43 mean points compared to the recorded

pretest mean scores. The increase was almost double of the previous results

with the standard deviation of 6.83.

The results implied a positive effect on the increase of students’

knowledge in the selected topic as a result of the given treatment. As observed

by the group, most of the respondents were motivated by the beauty of the

videos incorporating real-life scenarios which the students found to be

meaningful.

Labro (2008) in his study was right to say that the multiplicity of video

enables the learner to acquire more information through multiple entry points.

Willmot et., al. (2012) also show that there is strong evidence that digital video

reporting can inspire and engage students when incorporated into student-

centered learning activities through, increased student motivation, enhanced

learning experience, higher marks, development potential for deeper learning of

the subject. This is to say that videos can fill in the gaps created by a dichotomy

in learning and teaching styles (Oyedele, Rwambiwa, Mamvuto 2013), thus video

use can complement with other modes of delivery in the classroom. Kajrekar

(2012) goes on to say, “the use of video and animation both in lecture and on the

Web is one of the major advantages of computers in teaching”.

 Video Mediated Instruction 38

Table 3.
Significant Difference between the Pretest and Posttest Scores of Grade Eight
(8) Students before and after the Use of Video Mediated Learning.

Degree
Level of Computed Tabular
t-test Mean SD N of
Significance t-value t-value
Freedom
Pretest 9.10 4.32 30
29 0.05 +9.177 +2.043
Posttest 17.53 6.83 30

T-test for dependent sample mean also known as paired t-test was used

and computed with the aid of Microsoft Excel 2016 to identify the significant

difference between the pretest and posttest scores of the students after the

facilitation of video-mediated instruction and to determine the outcome as applied

in the heterogeneous group of Grade Eight (8) in science.

With the pretest’s mean score of 9.10 and standard deviation of 4.32 and

posttest mean score of 17.53 and standard deviation of 6.83 within the 29th

degree of freedom and 0.05 level of significance, the computed t-value resulted

to +9.177 which is higher than the tabular t-value of +2.043. Thus, the null

hypothesis is rejected. This means that there is a significant difference between

the pretest and posttest mean scores of the respondents after the facilitation of

the video mediated instruction with the aid of educational science videos in the

selected topics for grade eight (8) science for the second quarter curriculum. The

use of video mediated instruction is thus effective in determining the students’

perception of learning in Grade Eight (8) Science.

According to Metiri Group (2012) emergent research suggests that video

can add rich context to students’ learning experiences without increasing

 Video Mediated Instruction 39

cognitive load on working memory, translating into increases in complex, higher-

order thinking. Aini et.al., (2013) also points out that the instructional media

combine both audio and visual material. By using computer-based presentation

technology or multimedia presentation enables the teacher to convey much

larger information to the students This therefore places the video as a tool which

can be used in the conveyance of information by the teacher to the students

through the engagement of visuals.

Denning (2010) asserted that the use of videos at the core of learning and

speaks of the importance of merging it with other delivery form in class for an

enhanced teaching and learning process. Research has revealed that teaching

using media can extend the opportunities for learning far greater than chalk and

talk (Obanya, 1985; Campbell & Dlamini, 1994 cited in Thorpe, 2008). The video

enables the learner to piece together patterns of new concepts using multiple

sensory dialogues (Oyedele, Rwambiwa, Mamvuto 2013). These senses are not

always stimulated at the same time. Much of their stimulation depends on the

media the teacher uses (Brigg & Moore, 1993 cited in Denning, 2010).
 Video Mediated Instruction 40

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter shows the research conclusions as referred to the findings of

the study. Recommendations are also offered in this chapter to further enhance

the study for the application, implementation, and future references.

Summary

Learning science and uplifting students’ scores in science remains a

challenge for a number of public and private teachers (Marbella, 2014). With a

number of proposed strategies to realize the goal, the use of videos can offer an

alternative and innovative way of the learning and teaching science. According to

Thorpe, (2008) “Video may not be the answer to all learning challenges, but there

are areas where video is uniquely positioned to make a difference, both in terms

of the learners themselves and what is to be learned.”. This therefore speak of

the initiation of productive lessons by the use of videos in the teaching and

learning processes. This is to say that videos can fill in the gaps created by a

dichotomy in learning and teaching styles (Oyedele, Rwambiwa, Mamvuto 2013),

thus video use can complement with other modes of delivery in the classroom.

As treatment in this study, the use of video resulted to an increase of test

scores based on the pretest and posttest of the grade eight (8) participants.

Similarly, as to gender, the respondents are more on females who comprised

53% or 16/30 of the entire group. In addition, the pretest scores of the students

were found to be lower as typical of a pretest which reached the mean score of
 Video Mediated Instruction 41

9.10 and standard deviation of 4.32. After the facilitation of the video-mediated

learning, findings on the posttest showed the mean score of 17.53 and standard

deviation of 6.83. As all the data were statistically treated using dependent t-test

with the degree of freedom of 29 and .05 margin of error, the computed t-score

resulted to + 9.177 which is higher than the tabular t-score of + 2.043. The

results signify the presence of significant difference between the pretest and

posttest scores of the grade eight (8) students after the use of video-mediated

learning. The results further show that the treatment implementation as applied in

the heterogeneous grade eight (8) science was effective resulting to positive

outcomes. This further imply that educational videos may indeed be an

alternative and innovative way to facilitate the teaching-learning process

effectively and efficiently.

Degree
Level of Computed Tabular
t-test Mean SD N of
Significance t-value t-value
Freedom
Pretest 9.10 4.32 30
29 0.05 +9.177 +2.043
Posttest 17.53 6.83 30

Summary of Findings

The study intended to look on the outcomes on applying the use of video

mediated instruction in Science classroom in the heterogeneous Grade Eight (8)

students in Calauag Central College Inc.

Research Questions

Research Questions one (RQ1): What is the demographic profile of the Grade

Eight (8) students in terms of gender?

 Video Mediated Instruction 42

The demographic profile of the respondents as to gender of the 30 students

of the Grade Eight (8) heterogeneous group, 47% of the respondents were male

or 14 out of 30 students compared to 53 % or 16 out of 30 female students who

displayed majority of the participants.

Research Questions one (RQ2): What is the pre-test mean score of the

Grade Eight (8) students before the facilitation of the video-mediated instruction?

The pretest mean score of the Grade Eight (8) students before the facilitation

of the video mediated learning is 9.10. There is a low score in the pretest of the

students.

Research Questions one (RQ3): What is the post-test mean score of the

Grade Eight (8) students after the facilitation of the video-mediated instruction?

The posttest mean score of the Grade Eight (8) students after the facilitation

of the video mediated instruction is 17.53. The results have positive effect on the

increase of students’ knowledge in the selected topic.

Research Questions one (RQ4): Is there a significant difference between the

pretest and posttest means score of the Grade Eight (8) students before and after

the use of video-mediated instruction?

There is a significant difference between the pretest and posttest means

scores of the Grade Eight (8) students before and after the use of video mediated

instruction as applied in the heterogeneous group in the selected topics of

Science for the second quarter. The results show that the treatment

implementation was effective resulting to positive outcomes. It implies that

 Video Mediated Instruction 43

educational videos may indeed be an alternative and innovative way to facilitate

the teaching-learning process effectively and efficiently.

Conclusions

Through the findings resulted in this study, the researchers concluded

that:

Conclusion 1. Majority of the respondents are females; it should be offered to use

equal respondents to measure the most reliable result.

Conclusion 2. The pretest was used as a diagnostic for the students, the result

got a low score as expected.

Conclusion 3. Upon the result of the test, the prison knowledge of the students

was intact.

Conclusion 4. The strategy applied on the facilitation of Educational Videos has

been effective. It can be used in schools’ teachers and students as a learning

tool for science education.

Recommendations

To further enhance the study for implementation, replication, and future

references, the researchers recommends the following:

1. The use of demographic profile may also integrate other indicators like

age, address, learning styles, and favorite subjects which may also
Video Mediated Instruction 44

help in describing relevant elements to increase the students’

performance not only in science but also in other subjects.

2. Pretest facilitation may also be done through computer-aided

instruction to fully facilitate the multi-media mediated instruction not

only limited to the use of video in the teaching and learning process but

also in the assessment side of the instruction.

3. Posttest questionnaires may also take other forms of question or

activities as to performance based of modified test content which can

enhance the validity and reliability of data gathered.

5. The school should provide projectors, computers, internet access

and other technology also there should have regular power supply that

will enhance video-mediated instruction in schools.

Government and household should give education the financial push to

enable them equip instructional resources.

Teachers should be attending seminars and trained to manage

educational changes as a result of technology.

The use of videos should be monitored properly, evaluate as to

relevance to the topic, and check the appropriateness to the learners’

nature and needs to maximize the learners’ positive performance.

Videos may also be adapted and be contextualized to make the

teaching and learning process more meaningful.

Video Mediated Instruction 45

References