Project VBI: A Tool in Increasing the Achievement Level in Science of Grade 5

Pupils of Bantigue Elementary School

TITLE OF ACTION Project VBI: A Tool in Increasing the Achievement Level in Science of Grade 5
RESEARCH Pupils of Bantigue Elementary School

I. INTRODUCTION Science is defined as applied knowledge. It is a subject that has an impact on

our everyday activities. It is also defined as a tool that is important to both
individuals and to the nation as a whole in order to survive and to meet the global
economic requirements (Kibet, Mbugua, Muthaa & Nkonke, and 2012:87). This
implies that science subjects continue to be of the most important subjects, as the
world is currently at a stage where its wealth and economic development is highly
dependent to the science workforce (Laugksch, 1999:86; Muzah, 2011:1; Kibet et
al., 2012:87).
During the pre – test examination given to grade 5 pupils, Science obtained a
Mean Percentage Scores (MPS) of 33.52. The poor performance in science
subjects is a threat to the country’s development and economy (Muzah, 2011:2).
Research has indicated that school-based factors (the availability and use of
teaching/ learning facilities), socio-economic factors (the education of the parents
and their economic status), student factors (motivation and attitude), school type
and the teachers’ characteristics as the factors that contribute to the learners’ poor
performance in the science subjects (Kibet et al., 2012:87; Amukowa, 2013;
Mwaba, 2011:2).
This study was designed to do an action research to improve the
achievement level of the grade 5 pupils of Bantigue Elementary School. To
address the problem, Project VBI; a video – based instruction was used in
presenting the lessons.

A. Research Questions The main purpose of the study was to investigate the effectiveness of
Project VBI (Video – Based Instruction) in increasing the achievement level of
grade 5 pupils in science. Specifically, it sought to answer the following questions:

1. What is the achievement level of the grade 5 pupils in Science before the
implementation of Project VBI?
2. What is the achievement level of the grade 5 pupils in Science after the
implementation of Project VBI?
3. Is there a significant difference in the achievement level of grade 5 pupils
in Science before and after the implementation of Project VBI?

4. What is the implication of the findings of the study in improving the

achievement level of grade 5 pupils in Science?

B. Hypothesis Ho: There is no significant difference in the achievement of Grade 5 pupils in

Science before and after implementing implementation of Project VBI

II. BRIEF REVIEW OF This part presents a review of literature on the factors that causes poor
RELATED performance in science and the effectiveness of intervention program in improving
LITERATURE AND
the achievement level in science were discussed and shaped the direction that
STUDIES
the researcher took in investigating the intervention used in the current study.
Factors that Causes Poor Performance in Science

Ngema (2016) investigated the factors that cause the poor performance
of learners in the science subjects. The results of this study indicate that factors
that contribute to poor performance are, namely a change in the curriculum, the
time allocated for each science topic, the teachers’ teaching load, resources, the
educators’ lack of specialized content knowledge, the medium of instruction, the
involvement of the parents, poverty, and motivation.

In addition, research by Abudu and Gbadamosi (2014) regards attitude

towards science as an important factor that affects the students’ performances
and conceptions about the subject. It is only a positive attitude that can result in
a learner doing well in science, because a positive attitude leads to interest in
the subject, and interest leads to commitment, and commitment, in turn, leads to
a yearning for academic achievement.

On the other hand, the way in which a lesson is presented determines it

effectiveness and the level of understanding by the learners who are being
taught. In trying to make the pedagogy of science knowledge similar and
effective across the nation, the National Research Council of the National
Academy of Science in 1996 defined the standards of science teaching. Years
after the above standards have been set in relation to teaching science
practicing of outdated teaching methods which results in passive learning which
denies students a chance to develop scientific skills are still employed when
teaching sciences. Application of outdated teaching methods contributes directly
to the poor performance of learners in the science subjects (Mwenda, Gitaari,
Nyaga, Muthaa & Reche, 2013).

Moreover, Ngema (2016) argued that poor teaching methods have a

direct influence on the poor performance of learners in the science subjects. The
poor teaching methods are a result of the apartheid regime and also the belief
that “one teaches the way one is taught” simply because even when educators
use different teaching methods when they come across a challenge they teach in
the way they were taught. Ngema (2016) then recommend that educators
should, from time to time, attend refresher courses presented by different people
so as to incorporate different methodologies so that the educators can learn new
methods of teaching.

The challenge of a lack of resources in schools is a matter of concern

worldwide. The lack of resources, such as textbooks, physical infrastructure and
laboratory equipment has led to the learners losing interest in the subject, and
hence poor performance (Mwenda et al., 2013).

Science is a subject that requires one to grasp the concepts and to be able
to communicate them in writing. Science also requires from one to be able to analyze
data from diagrams and to communicate them in words, and also to know
the theories and be able to apply them (Hlabane, 2014). It is clear that this
subject requires from one to be able to read, write and communicate.

Ferreira (2011) stated that some science learners have difficulty in

understanding the language of instruction. They are, however, tested in that
language, and the text books are written in that language, which makes it even
more difficult for the learner to study at home language, discourages them.

Chinyoka and Naidu (2014) said that the home environment has an
impact on the academic performance of the child because the home is where the
child receives his initial education and socialization. Findings by Unity,
Osagiobare and Edith (2013) indicate that children from poor families lack
cognitive competence simply because they did not get early education, and this
leads to a low vocabulary, IQ, and social skills.

The above stated citations are deemed necessary in the current study
since they narrated the different factors that contribute to the poor performance
of pupils in Science. These literature surveys explained the reasons why pupils
were having a hard time in increasing their achievement level in Science.

Effectiveness of Video – Based Instruction in the Achievement Level in

Science

According to Torrington (2018), video-based instruction refers to the

creation of videos that a teacher makes outside of class contact hours that
specifically teach a concept or content. It differs from flipped or blended learning
in that the video is viewed in the classroom during the lesson time, rather than at
home. This means that the teacher is in control of the exact content to be
presented in the videos, and different videos can be made at various levels,
catering precisely to pupil needs. It also changes the teacher’s role to that of
facilitator or coach, able to roam around the classroom overseeing the various
videos being used as pupils complete their work.

There is limited research on using video-based instruction (VBI) to teach

content in the regular classroom, however general advantages of VBI such as an
individual learning focus, the ability for students to work at their own pace,
increased engagement, more focused behavior of students and the ease of
creating videos using mobile technologies, have been identified. (Kuiper et. al,
2015; Pei-Lin, 2014; Plavnick et. al, 2013). Using VBI as a pedagogical approach
can have limitations in terms of the ICT accessibility, competence and time
required by teachers to successfully record, edit and upload videos for students.
It is also a one-sided communication method, which could be potentially limiting
if used as the sole method to teach a KLA such as Mathematics (Goos, 2013;
Kellinger, 2012; Pei-Lin, 2014).
 Using video-based instruction allows pupils to have autonomy over their
learning as they are able to pause, re-watch or review until mastery of the
content is achieved. Kuiper, Carver, Posner and Everson (2015) identified that
this approach means that students ‘can dramatically impact the pace of the
course as it enables learners to proceed at their own rate. This has enormous
implications for special needs students, who can view the video as many times
as needed to ensure success (Plavnick, Sam, Hume, Odom; 2013). Conversely,
gifted students are not restricted as to the pace of their learning.

Video - based learning (VBL) is now recognized by Technology -

Enhance Learning (TEL) researchers as a powerful learning resource in online
teaching activities. This paper presents an extended and more detailed version
of our paper presented at the sixth international conference on mobile, hybrid,
and online learning, where we reviewed the existing methodologies of VBL
research. VBL has unique features that make it an effective learning method that
can enhance and partly replace traditional classroom - based and teacher - led
learning approaches. VBL can change the way we learn as well as how the
teachers teach. Videos can help students by visualizing how something works
and show information and details difficult to explain by text or static photos. In
addition, videos can attract students’ attention, thus motivating them and
engaging them to increase their collaboration. Using videos thus can lead to
better learning outcomes. Moreover, video can support different learning styles,
specifically students who are visual learners (Yousef, Chatti & Schroeder, 2014)

All these helped in establishing the framework and methodology of the

present study.

Conceptual Framework

The video – based instruction is an intervention program intended to

increase the achievement level of grade 5 pupils of Bantigue Elementary School
in Science.
The pre – test and post – test was given by the teacher - researcher. The
result of the pre – test and post – test was compared to see the if there is a
significant difference in the achievement level.
The result is assumed to reveal the effectiveness of the intervention
program.
Figure 1 exhibits the study’s research paradigm.
III. SCOPE AND The main focus of this action research was to investigate the effectiveness
LIMITATIONS of Project VBI in increasing the achievement level of grade 5 pupils of Bantigue
Elementary School in Science. It also aimed to know the significant difference in
the achievement level of pupils before and after the implementation of the
program. The action research covered 43 grade 5 pupils of school year 2018 –
2019.

IV. METHODOLOGY Research Design

The research is basically quantitative in nature as it utilized quasi-experimental
method. This method of research requires pre- test, and post – test. The results
of which are compared in order to measure the effectiveness of the intervention
used by the researcher.
Population and Sampling
The respondents of the study were the 43 grade five pupils of Bantigue
Elementary School for school year 2018 – 2019. These respondents were
purposively chosen. As a purposive sampling, the researcher considered the
following in the selection of respondents: (a) pupil enrolled in BES in 2018 – 2019;
(b) grade five pupils; and willing to serve as a respondent of this study.
Ethical Considerations
Parents orientation was conducted before the implementation of the research.
Inclusion criteria are the characteristics that the respondents must have in order
to be included in the study. The respondents included in this study were grade five
pupils of Bantigue Elementary School Pagbilao District 1 of school year 2018 –
2019.
Exclusion criteria are the characteristics that the respondents lack in order not
to be included in the study. In this study the respondents not willing to participate,
pupils who are not in grade five and other personnel who do not have information
in the study.
A respondent can leave a research study at any time. When withdrawing from
the study, the respondent should let the researcher know that he/she wishes to
withdraw. A respondent may provide the researcher with the reason(s) for
leaving the study, but is not required to provide their reason.

Instrumentations

A teacher – made test for the pre – test and post – test was used as research
instrument.

Data Gathering Procedures

The pre – test was given to the grade 5 pupils. After finding out the result,
video – based instruction was given to the pupils. Video was shown to the pupils
as part of lesson presentation. Science educational videos were downloaded,
subscribed and browsed from different internet search engines. The content of
the videos were validated by the teacher prior to its presentation to the pupils.
Post – test was then given at the end of the school year.
The data were then retrieved accordingly for presentation, analysis
and interpretation.
Statistical Treatment
The first and second specific problem was answered completely
through the use of Arithmetic Mean which was obtained by using this formula:

Where:
ΣX = the sum of all data values
N = the number of data items in population

The third specific problem was completely answered through the first
and second parts of the questionnaire. Simple mean, standard deviation, and t-
test were used to treat the data statistically. The following are the formulas:

Simple Mean

X=∑X
N
where: ∑X1 refers to the sum of X1 values

N is the number of items

t - test
 where: 1= means the first sample
2 = means the second sample
1 = standard deviation of the second sample
2 = standard deviation of the second sample
1 = number of items in the first sample
2 = number of items in the second sample

V. RESULTS AND This part presents the data gathered for statistical analysis. This is divided
DISCUSSION into four parts. The first part deals on the achievement level of the grade 5 pupils
in Science before using video – based instruction. The second tests the
achievement level of grade 5 pupils in Science after using the video – based
instruction. The third part determines the significant difference in the achievement
level of grade 5 pupils in Science before and after using the video – based
instruction. The last determines the implication to the findings of the study in
increasing the achievement level of the pupils in Science.

1. Achievement Level of Grade 5 Pupils in Science Before Using Video –

based Instruction

Table 1

Frequency and Percentage Distribution of the Achievement Level of Grade 5

Pupils in Science Before Using Video – Based Instruction

Science 5 Pre – test Qualitative Frequency Percentage

Scores Description
41–50 Very High 0 0%
31–40 High 0 0%
21–30 Average 9 20.93%
11–20 Low 30 69.77%
1–10 Very Low 4 9.30%
TOTAL 43 100%

Table 1 shows the frequency distribution and percentage distribution of the

achievement level of grade 5 pupils in Science before using the video – based
instruction.

As can be seen from the table, 69.77% of the pupils obtained a score
between 11 – 20 in a 50 – item test and was qualitatively described of having a low
level of achievement. Twenty and ninety – three percent (20.93%) of the pupils
were classified of having an average level of achievement while 9.30% of them
were classified of having a very low level of achievement.

The identified level of achievement in the pre – test given to the pupils
implied that the grade 5 pupils generally have a low level of achievement in
Science.
 These findings were supported by the study conducted by Ngema (2016)
who investigated the factors that cause the poor performance of learners in the
science subjects. The results of this study indicate that factors that contribute to
poor performance are, namely a change in the curriculum, the time allocated for
each science topic, the teachers’ teaching load, resources, the educators’ lack of
specialized content knowledge, the medium of instruction, the involvement of the
parents, poverty, and motivation.

Likewise, Ngema (2016) stated that poor teaching methods have a direct
influence on the poor performance of learners in the science subjects. The poor
teaching methods are a result of the apartheid regime and also the belief that
“one teaches the way one is taught” simply because even when educators use
different teaching methods when they come across a challenge they teach in the
way they were taught.

2. Achievement Level of Grade 5 Pupils in Science After Using Video –

Based Instruction

Table 2

Frequency and Percentage Distribution of the Achievement Level of Grade 5

Pupils in Science Before Using Video – Based Instruction

Science 5 Pre – test Qualitative Frequency Percentage

Scores Description
41–50 Very High 6 13.95%
31–40 High 24 55.81%
21–30 Average 9 20.93%
11–20 Low 4 9.30%
1–10 Very Low 0 0%
TOTAL 43 100%

Table 2 reveals the achievement level of grade 5 pupils in Science after

using the video – based instruction. The table shows that 24 or 55.81% obtained
a score of between 31- 40 which qualitatively described as high level of
achievement. Moreover, 9 or 20.93% obtained a score of 21 - 3– (low), 6 or
13.95% obtained a score of 41 – 50 (very high) and 4 or 9.30% obtained a score
of 1 – 10 (very low).

The gathered data implied that that majority of the pupils obtained a score
of 31 – 40 which is qualitatively described as high achievement level.

These findings were supported by the study conducted by Kuiper, Carver,

Posner and Everson (2015). They stated that using video-based instruction
allows pupils to have autonomy over their learning as they are able to pause, re-
watch or review until mastery of the content is achieved. Kuiper, Carver, Posner
and Everson (2015) identified that this approach means that students ‘can
dramatically impact the pace of the course as it enables learners to proceed at
their own rate. This has enormous implications for special needs students, who
can view the video as many times as needed to ensure success.

Plavnick, Sam, Hume, Odom (2013) have been identified the general
advantages of VBI such as an individual learning focus, the ability for students to
work at their own pace, increased engagement, more focused behavior of
students and the ease of creating videos using mobile technologies, have been
identified. VBL has unique features that make it an effective learning method that
can enhance and partly replace traditional classroom - based and teacher - led
learning approaches. VBI can change the way we learn as well as how the
teachers teach. Videos can help students by visualizing how something works
and show information and details difficult to explain by text or static photos. In
addition, videos can attract students’ attention, thus motivating them and
engaging them to increase their collaboration. Using videos thus can lead to
better learning outcomes. Moreover, video can support different learning styles,
specifically students who are visual learners (Yousef, Chatti & Schroeder, 2014)

3. Significant Difference in the Achievement Level of Grade 5 Pupils in

Science Before and After Using Video – Based Instruction

Table 3

T-test of the Significant Difference on the Achievement Level of Grade 5 Pupils

in Science Before and After Using Video – Based Instruction

Pupils Pre – test Post - test Pupils Pre – test Post - test
1 13 17 23 14 38
2 25 41 24 20 35
3 12 19 25 22 40
4 12 35 26 15 27
5 13 18 27 21 29
6 22 40 28 20 40
7 10 35 29 10 34
8 20 30 30 18 44
9 16 45 31 19 27
10 18 42 32 10 32
11 19 26 33 14 25
12 17 36 34 18 33
13 21 40 35 14 35
14 13 36 36 21 43
15 16 39 37 19 33
16 15 37 38 12 29
17 13 38 39 25 28
18 21 37 40 21 41
19 20 36 41 12 18
20 10 34 42 20 39
21 14 37 43 14 28
22 16 36
Mean 16.63 30.77
MPS 33.26 61.54
Computed Critical Impression at
Variable t-value t-value Decision 0.05 level
Pre – test and
Post – test Result -13.58265 .0001 Rejected Significant

Table 3 reveals the T – test on the significant difference in the achievement

level of the grade 5 pupils before and after the implementation of Project VBI.
Since the computed t – value (-13.58265) is higher than the critical value (.0001)
 at 0.05 level of significance; it means that there is a significant difference in the
achievement level of grade 5 pupils of Bantigue Elementary School in Science.
This implies that the post – test result is significantly better than the achievement
level in pre – test. This further implies that Project VBI is an effective intervention
program.

4. Implication of the Findings to this Action Research for Increasing the

Achievement Level of Pupils in Science

Pupil motivation may be different for each individual and varies from person
to person in each classroom setting. Pupils may be intrinsically motivated or
extrinsically motivated to learn. Some pupils may complete an activity simply for
the enjoyment of it, while others may complete an assignment to obtain a reward
or avoid a punishment of some sort. As accountability for pupil achievement
increases across the nation, policy makers can use the findings from this study to
create a standardized approach for training administrators and teachers in best
practices to increase student motivation and achievement in the science
classroom, in addition to improving evaluation systems to measure teacher
effectiveness. School leaders can also use the findings from this study to develop
intervention program suited to the needs of their learners.

Conclusions:

1. Majority of the grade 5 pupils have low achievement level in Science

before the implementation of Project VBI.
2. After the implementation of Project VBI, majority of the pupils have high
achievement level. There was a marked improvement in the achievement
level of the pupils.
3. There was a significant difference in the achievement level of pupils
before and after the implementation of the project. Project VBI was found
effective in improving the achievement level of the pupils.
4. An intervention program was necessary to motivate pupils to actively
engaged in their learning tasks and increased their achievement level

VI. RECOMMENDATIONS Based on the findings of this action research, the following recommendations
offered:
1. Teachers should continuously develop an intervention program to increase the
achievement level of the low performing pupils.
2. A parallel action research should be conducted to continuously monitor the
reading progress of the pupils.

VII. LIST OF Abudu, K.A. & Gbadamosi, M.R. 2014. Relationship between teacher’s attitudes
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academic performance of girl learners from poverty-stricken families: A
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Ferreira, G.J. 2011. Teaching Life Sciences to English second language

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Goos, M. (2013). Knowledge for teaching secondary mathematics: What counts?
International Journal of Mathematical Education in Science and
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Hlabane, A.S. 2014. Exploring effects of incorporating English language in

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Mwenda, E., Gitaari, E., Nyaga, G., Muthaa, G. & Reche, G. 2013. Factors
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Ngema, M. (2016). Factors that cause poor performance in Science subject at

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Pei – Lin, W., Savage, M. N., & Bouck, E. C. (2014). Video – based instruction
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Based_Learning_A_Review_and_Future_Perspectives

VII. APPENDICES
APPENDIX A
Bantigue Elementary School
Intervention Program in Science 5
I. Title
Project VBI (Video – Based Instruction)

II. Background/Rationale
The low achievement level of the grade 5 pupils in Science in the Pre - test
initiated this intervention.
To increase the achievement level of the pupils an intervention program
should be given to them.

III. Objectives
Project VBI aimed to:
1. Increase the achievement level through MPS from 33.26 to 50%

IV. Expected Outcomes

The following are expected after the implementation of the project:
1. Increased achievement level in Science by 16.74%

V. Prime

Movers
Teacher

Pupils
 VI. Strategies
 Video – aided instruction

VII. Project Duration

July 2018 to February 2019

VIII. Monitoring and Evaluation

Pre – test Reading Assessment by School Heads

Post – test Conducted by School Heads

Prepared by

ELIZABETH F. GUTIERREZ
T-III

Noted:

FRANCISCO V. MEDENILLA
ESHT - III

APPENDIX B

Project VBI
Work Plan

Activities July Aug Sept Oct Nov Dec Jan Feb

1. Pre – reading
assessment
2. Analyzing test
results
3. Parent orientation
4. Project
Implementation
5. Post reading
assessment
6. Analyzing
assessment result

ELIZABETH F. GUTIERREZ

SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

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