URATA CORRELATES OF VIDEO LESSONS AND ACADEMIC PERFORMANCE OF.pptx
1. CORRELATES OF VIDEO
LESSONS AND ACADEMIC
PERFORMANCE OF
SELECT GRADE 7
LEARNERS OF CAYETANO
ARELLANO HIGH SCHOOL
2. INTRODUCTION
Typical learning happens in the four
corners of the classroom. School-
children listen as teachers do their
lecture of the subject matter in a face-to-
face scenario. They would interact with
the teacher while the teacher is asking
questions, making them answer on the
board and do group activities. But when
a storm, typhoon, calamities and even a
pandemic happens, what can teachers
do to still continue the teaching learning
3. In response to the health crisis
situation, the Department of Education
(DepEd) headed by Secretary Leonor
Magtolis Briones, issued a DepEd
Order No. 12 s.2020 entitled “Adoption
of the Basic Education Learning
Continuity Plan for the School Year
2020-2021 in Light of the COVID-19
Public Health Emergency.”
4. The Department of Education (DepEd)
is looking at the implementation of
DepEd TV and DepEd Radio as long-
term strategies to deliver learning.
According to DepEd Undersecretary
Alain Del Pascua, such a move would
address recurring problems brought
about by natural disasters and
congested classrooms.
5. Theoretical Framework
The study is anchored on the following
theories: Instructional Theory, (by UK
Educational System in 2019), the Diffusion of
Innovation Theory (by Gomba, et. al 2019).
Instructional Theory cited by UK Educational
System in 2019, teachers’ instruction to
learners has direct implication on the factors
which affect teachers in curriculum
implementation.
This means that students’ learning can be
varied depending on how the teachers deliver
instruction. This also means that teachers are
the “bridge” of information to the students in
the teaching-learning process.
6. RESEARCH QUESTIONS
The purpose of this research is to
answer the following questions:
1. What is the performance score of the
students in during pretest and posttest?
2. What is the performance score of the
students with the use of DepEd TV Video
lessons as a learning tool based on their
posttest?
3. Is there a significant difference
between the pretest score and posttest
score?
7. RESEARCH METHODOLOGY
This Chapter discusses the research
methodology used in this study,
including the following: research
design, the respondents, sampling
procedure, data gathering procedure,
instrument used, and statistical tool.
8. Research Design
The descriptive- experimental design is used
in this study.
Experimental research is a problem solving
approach that the study is described as the
future or what will be when certain variables
are carefully manipulated.
This design is most useful in natural sciences
and mathematics and even to language
studies.
In this study, it is used to investigate if there is
an improvement in academic performance of
Grade 7 students after being subjected to the
integration of technology via video lessons.
9. RESEARCH METHODOLOGY
A Pre-Test was given to the Grade 7 Students
prior to the application of experimental
method with the integration of technology and
conventional lecture method in teaching. It
has been found out that out of 349 students,
210 did not get the expected scores for the
pre-test. According to Subject Teachers and
Advisers, 90 students got a score of 5 out of
20 for English, 4 out of 20 for Math, and 3 out
of 20 for Science; during the conduct of the
Pre-test. This is alarming since the students
are expected to have retained their
knowledge in these main subject areas since
they did not skip the School Year 2020-2021.
10. Respondents and Sampling
Procedure
In this study, the chosen student-
respondents will be from Grade 7
under the “Frustration” Level or
categorized as “Poor” Learners since
the result of the Pre-Test showed that
they were unable to answer the
Comprehension Questions given to
them by the proponent of this study.
11. Respondents of the Study
The researcher chooses a Purposive
Sampling Method. Grade 7 Students
under the Frustration Level of the
conduct of the Pre-Test will be the
target respondents of this study. For
this study, the researcher tested 40
learners (24 male students, and 16
female students) who are under the
Grade 7 level and who got low scores
during the pre-test at the beginning of
the School Year.
12. Scoring Procedure
The researcher has filled up the Pre-
Test Form for major subjects mainly:
English, Science and Math. The
researcher was also able to record the
responses of the respondents of this
study during the conduct of the Pre-
Test.
13. RESULTS
This chapter illustrates the findings and
results of the data gathered and treated
statistically. The main thrust of this study
was to determine the effects of Video
Lessons on the Academic Performance
among selected students in Grade 7 for
SY 2022. Furthermore, this chapter
analyses the problem of the study. The
Study was divided into segments. Part 1
deals with the profile of the learners as to
age, gender, and personality traits.
14. What is the personal profile of the respondents as to sex,
age, and personality profile?
Gender
Male 24
Female 16
Total 40 students
As could be gleaned in Table 1, there were 4 or 40% of the respondents
were male while 6 or 60% were female.
Based on the data gathered, there were more males than females who
were enrolled in school and are have low scores during the conduct of the
pre-test, who are respondents of this research.
15. Age
As could be inferred in Table2, there were 20 male students and 10
female students. This shows that 50% of the population of this study
is male with the age bracket of 12-13 and 80% of the respondents are
female with age bracket of 12-13.
Based on the data gathered, there were more males whose age
bracket is between 12 and 13than females who were of the said age
bracket. There is an minimal percentage of the male and female
respondents who belong to the age bracket of 14 and 15 enrolled in
school who are respondents of this research and who got low scores
in the pre-test.
Age Bracket Male Female
12-13 20 10
14-15 4 6
Total 24 16
16. Part 2
Pre-Test Scores on Major
Subjects
Pre Test
Scores
Math Science English
40-50
20-30 10 5 9
10-20 30 35 31
Total 40 40 40
As could be inferred in Table3, Part 2 of this study, there were
30 students and 10 female students who got a score between
10 and 20 for the pre-test for Math. There were 35 students who
got scores between 10 and 20 for Science. There were also 31
students who got a pre-test score between 10 and 20. This
shows that they did not have ample knowledge on the topics on
the subjects.
17. PART 3
After subjecting the students with the
video lessons for Math, Science and
English, the students have improved
their scores.
Post Test Scores Math Science English
40-50 15 5 31
20-30 25 35 9
10-20
Total 40 40 40
18. DISCUSSIONS AND
CONCLUSIONS
The results of the statistical analysis are meaningful in
the sense that they support the importance and
effectiveness of appropriate technology, video media in
this case, for instructional purposes.
The study shows that student performance enhances
significantly when the media is properly integrated with
the instructional format for a subject. This also shows
that integrating ICT in teaching can significantly improve
student’s academic perception and can support
learning.
These test results suggest that the learning benefits of
the video tutorials are instrumental to those students (a)
aspiring to earn a higher grade, (b) with average
statistical capability, and (c) who struggled to
understand the course materials during the limited class
time.
