Video as an Audio Visual Aid

to improve Generation Z learners’ performance in ESP subject

at San Jose National High School

Action Research Proposal

By:

LUCILLE F. MAGNETICO
Master Teacher I
Rationale

Generation Z or Gen Z, also known by a number of other names, is the

demographic cohort after the Millennials. Demographers and researchers typically use the mid-
1990s to mid-2000s as starting birth years. There is little consensus regarding ending birth
years. Most of Generation Z have used the Internet since a young age and are comfortable
with technology and social media. Whereas Millennials were the first generation to grow up
with computers and the internet, Generation Z is the first to grow up with the smartphone.
That means today’s teenagers are more comfortable with being constantly connected than
any other group before them. Of all the traits that make Generation Z unique, perhaps the
most influential is how they consume media. Slightly more than half of today’s teens (52%)
owned a smartphone by age 13. And now, 1 in 5 of them report spending eight or more hours
a day with their mobile devices--that’s longer than the average school day, by the way.
Compared to Millennials, who access an average of three different devices regularly, Gen Z-
ers typically use five or more.

Integrating technology into the classroom is a great way to empower students to stay
connected in this technological era. Technology-rich lessons have been found to keep students
motivated and engaged longer. Some examples of utilizing technology in the classroom is to create web-
based lessons or a Webquest, multimedia presentations such as a video, animation, or some type of
graphic, utilizing a tablet or an iPad, taking your class on a virtual field trip, participating in an online
research project, or even creating a class website. Any of these technology integration strategies will
have a positive impact on student learning.

Thomas Edison, the famous inventor, predicts that “our educational system will be modernized

by the motion pictures which replaces the use of textbooks” as cited by Mayer (1997). This

proclamation is happening at present which encourages everyone to be updated with the new

technologies useful in teaching. Such technologies are video clips, films, audio tapes, music videos and

graphics also known as multimedia technologies that could help increase the academic performance of

the learners.

The use of audio visual aids can create a lot of interest and make teaching- learning process

more effective when these are coupled with good public speaking skills. The study puts emphasis to

use audio visual aids frequently while teaching the students. No doubt, speaking style and stage

presence of teachers are personal talents but these can be refined with much practice and experience

and by using the audio visual aids quite often while teaching. Furthermore, Children learn best by
observing and copying the behaviors of adults. It is therefore evident that learning is more effective

when sensory experiences are stimulated. These include pictures, slides, radios, videos and other

audiovisual tools. According to the Webster dictionary, audio-visual aids is defined as "training or

educational materials directed at both the senses of hearing and the sense of sight, films, recordings,

photographs, etc. used in classroom instructions, library collections or the likes". Video Clips

strengthen the dramatization of events and concepts, visual demonstration or evidence of situation

that is emotionally appealing (Champoux, 2001). Its entertainment aspect increases interest in the

topics, which boost pupil’s motivation to acquire knowledge (Silvia, 2008). It gives illustration,

demonstrations, specimens and the environment of real life activities brought to the learners in a neat

and exciting package (Wetzel 1994; Isaiaka 2007).

Video in particular is often attractive as a means to capture lecture content and present direct

instruction. Of all the technological components involved in the learning experience, it is often the

most visible and the most resource intensive. It is easy then to assume that it will be the most

impactful. Students will not be bored anymore. It can motivate learners and attract their attention. The

purpose of this research is to integrate video materials in Edukasyon sa Pagpapakatao subject Grade 7

class to enhance their academic performance.

Literature Review

Multimedia is a great innovation in the Pedagogy of teaching. It serves as medium of

instruction to augment the learning process of the pupils that satisfy the affective and cognitive

domain of the learners.

Despite the plethora of new electronic media aimed at very young children, little is known

about which media are available to children and whether or how children engage with them. This study

reports on a nationally representative telephone survey of more than 1,000 parents of children ages 6

months through 6 years, conducted in Spring 2003. The most significant findings cited in the study are

as follows: (1) children six and under spend an average of 2 hours daily with screen media, mostly TV

and videos; (2) TV watching begins at very early ages, well before the medical community

recommends; (3) a high proportion of very young children are using new digital media, including 50

percent of 4- to 6-year-olds who have played video games and 70 percent who have used computers;
(4) two out of three 6-year-olds and under live in homes where the TV is left on at least half the time,

even without viewers present, and one-third live in homes where the TV is on "almost all" or "most" of

the time-- children in the latter group appear to read less than other children and to be slower to learn

to read; (5) many parents see media as an important educational tool, beneficial to their children's

intellectual development, and parents' attitudes on this issue appear to be related to the amount of

time their children spend using each medium; and (6) parents clearly perceive that their children's TV

watching has a direct effect on their behavior, and are more likely to see positive rather than negative

behaviors being copied (Rideout,2003)

According to Oblinger (2005), today’s children who are below six years old spend at least two

hours watching screen media (TV, Videos, Computers, Cartoon Movies) in daily frequency. The

situation cited would suggest that using video clips are beneficial to the learners. Viewing television,

video clips and movies have multiple modes which effectively match with the learners’ various

intelligence preference (Gardner 1999). Therefore, video clips could be adopted in the classroom as

facet of instruction together with the other instructional materials you prepare for the given lesson

(Griffin, 1998).

Improving one’s teaching-learning strategy is the ultimate goal of the educators. Engaging

with new intervention can be of great help in transmitting quality education to the learners. The

principle known as the “multimedia principle” states that “people learn more deeply from words and

pictures than from words alone”. However, simply adding words to pictures is not an effective way to

achieve multimedia learning. The goal is to instructional media in the light of how human mind works.

This is the basis for Mayer’s cognitive theory of multimedia learning (Mayer, 2003)

More recently, Willmot et al (2012) showed that there is strong evidence that digital video
reporting can inspire and engage students when incorporated into student-centred learning activities
through:

 increased student motivation

 enhanced learning experience
 higher marks
 development potential for deeper learning of the subject development potential for deeper
learning of the subject 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
 learning resources for future cohorts to use

Moore and Smith (2012) researched the use of video presentations of both psychomotor-skill training

and clinical-diagnosis techniques to undergraduate physical-therapy students and found that the

majority liked the reproducibility of the videos. Additionally, the students indicated that the availability

of viewing at their convenience was a large benefit, although they also indicated that one thing they

missed from live lectures was the ability to ask questions as they came up and have immediate

feedback. Moore and Smith evaluated their questionnaire responses and concluded that a potential

solution for the feedback issue associated with viewing video instruction might be an online repository

for questions (e.g. Twitter), but that more research would be necessary. Although their project

included interactive diagnostic discussion, Moore and Smith (2012) also concluded that future studies

should be developed that included a focus on cognitive skills separately from psychomotor skills and

that compiled student attitudes regarding learning problem-solving skills from videos.

Research Questions

This study aims to investigate the effects of the video clip as an audio visual aid in ESP Grade 7

subject to improve learners’ performance. Specifically, it will find answers to the following problems;

1. What is the impact of the video material as teaching aid in teaching ESP subject?

2. What is the academic performance in Edukasyon sa Pagpapakatao subject of:

1.1. Grade 7 learners taught with video as teaching aid and;

1.2. Grade 7 learners taught without video?

3. Is there significant difference in the academic performance in Edukasyon sa Pagpapakatao

subject between those Grade 7 learners who were taught using the video and those who are taught

without integration of video?

 Scope and Delimitation

This study will focus on determining the impact of video in the grade 7 academic performance in

Edukasyon sa Pagpapakatao subject of San Jose National High School. The study will be conducted to

200 grade 7 students on June-December 2019.

Research Methodology

a. Sampling

Cluster sampling will be utilized in the study. Two sections of Grade 7 or 100 grade 7 students

will be the target number respondents. Fish bowl technique was applied in assigning classes for the

experimental group and the control group.

b. Data Collection

Descriptive research design will be employed in the conduct of the study. As cited by Dullock

(1993), descriptive research provides an accurate portrayal or account of characteristics of a particular

individual, situation or group: these studies are a means of discovering new meaning , describing what

exists, determining the frequency with which something occurs.

b. 1 Permission

Accomplished forms such as Researchers Proposal Application Form and Endorsement of

Immediate Supervisor and Declaration of Anti-Plagiarism and Absence of Conflict of Interest will be

secured;

b. 2. Submission of Proposal

Action Research Proposal will be sent to the Division Office for validation and approval.

b. 3 Determining Respondents

Two sections or 100 grade 7 students will be the respondents. Fish bowl technique was applied

in assigning classes for the experimental group and the control group.
b. 4 Data Gathering

Lesson plan with the integration of video will be used. The performance of students will be based

from the result of their evaluation test.

b. 5 Data Analysis

Data gathered on students’ performance will be determined by their score in the evaluation test

while t-test will be used to determine the significant difference between the lesson taught with video

integration and without video integration.

C. Ethical Issues

Letter of permission and accomplished forms signed and approved by Dr. Vicky G. Aquino , School

Principal IV, will be secured prior to the conduct of the study. Work citations on the related literatures

and studies to be used will be cited properly following the proposal format of the DepEd. Respondents’

identity will be treated with utmost confidentiality.

D. Plan for Data Analysis

The researcher will deploy descriptive design. Statistical tools such as percentage and t-test will be

used.

Work Plan ( Gantt chart)

ACTIVITIES JANUARY- JUNE- AUGUST- OCTOBER DECEMBER

MAY JULY SEPETEMBER -DECEMBER

SUBMISSION OF
PROPOSAL
APPROVAL OF
PROPOSAL
DATA GATHERING
DATA ANALYSIS
DISSEMINATION
OF RESULTS
SUBMISSION OF
FINAL OUTPUTS
Cost Estimates

Materials Quantity Amount

Registration Fee (Division) 1 x 500 500.00
Bond Paper 4 x 280 1,120.00
Ink 1set 1,360.00
Binding Fee 9 copies x 50 450.00
Folder 10 pcs x 18 180.00
Tarpaulin 1 210.00
Total 3,820.00

Plans for dissemination and Advocacy

The result of the study will be presented during the school Learning Action Cell (LAC)Session .

List of References

1. https://eric.ed.gov/?id=ED482302 Retrieved: May 2, 2019.

2. https://www.pandoraforbrands.com/article/events_engineering-for-engagement-generation-z-is-the-
earbud-generation
3. https://en.wikipedia.org/wiki/Audiovisual
4. https://www.teachthought.com/pedagogy/factors-of-academic-performance/