Finalized Format Research Proposal

CONTEXTUALIZING THE USE OF VIDEO MATERIALS IN PROMOTING LITERARY
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College of Our Lady of Mercy of Pulilan Foundation, Inc.
Old Cagayan Valley Road Longos, Pulilan, Bulacan
“CONTEXTUALIZING THE USE OF VIDEO MATERIALS IN PROMOTING
LITERARY APPRECIATION FOR ENGLISH MAJOR STUDENTS OF BULACAN
STATE UNIVERSITY”
GROUP 1
Vergara, Rona Ana S.
Supapo, Ana Rona V.
Humanities and Social Sciences – 12
Practical Research 1
Ms. Ana Rona V. Supapo, LPT
April 06, 2021
TABLE OF CONTENTS
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Title Page ..............................................................................................................
Page 1
Table of Contents ..................................................................................................... Page2
Abstract .............................................................................................................. … Page 3
Acknowledgement .................................................................................................. Page
1. CHAPTER I ........................................................................................................ Page
1.1 Introduction …………………………………………………………… Page 5
1.2 Statement of the Problem ……………………………………………… Page 6
1.3 Significance of the Study ……………………………………………... Page 7
1.4 Scope and Delimitation ………………………………………………. Page 10
2. CHAPTER II ………………………………………………………………….. Page 1
2.1 Relevant Theories …………………………………………………….. Page 12
2.2 Relevant Literature …………………………………………………… Page
2.3 Relevant Studies…..…………………………………………………… Page
2.4 Conceptual Framework..……………………………………………… Page
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3. CHAPTER III ………………………………………………………………….. Page
3.1 Research Methods and Techniques.…………………………………… Page
3.2 Population and Sampling.……………………………………………… Page
3.3 Research Instruments…..……………………………………………… Page
3.4 Data Gathering Procedure.……………………………………………… Page
3.5 Data Processing and Statistical Treatment.…………………………… .Page
References .............................................................................................................. Page 4
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ABSTRACT
This paper examines how video materials can promote literary appreciation. The study
aims to test how video materials work in the literature class. Qualitative design was used
to carry out the study. Therefore, a questionnaire with open-response items was
administered to thirty students majoring English from College of Education of Bulacan
State University. The result shows that the use of video materials can help the students to
increase their appreciation of literature. The study proposes that the learners get more
dynamic and more realistic which can foster better learning for them. This study
discusses that the use of video materials has a great impact on the learners. The result
also presents that video materials motivate the learners in learning literature. The study
also includes drawbacks of using videos in literature class. With this, the researchers
found that video materials can promote literary appreciation but it cannot be used as a
substitute for the authentic texts.
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ACKNOWLEDGEMENT
I would like to express my deepest appreciation to all those who provided me the
possibility to complete this study. A special gratitude I give to our final year project
adviser Ms. Ana Rona V. Supapo whose contribution in stimulating suggestions and
encouragement, helped me to coordinate my project especially in writing this report. A
special thanks goes to my friend ________who helped me to assemble the parts and gave
suggestion about the task.
(NOTE: YOU MAY EDIT AND IMPROVE THIS)
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Technology has advanced rapidly over the last few years. We can maximize to
learners through a variety of technology-rich educational environments. An array of tools
for acquiring information and for thinking and expression allowing more children more
ways to enter the learning enterprise successfully. These same experiences provide the
skills that will enable students to live productive lives in the global, digital, information-
based future they all face. (David Dwyer, 1994)
Through the transformation of Information and Communication Technology, we
learn the nature of how work is conducted and the meaning of social collaboration.
Students can no longer look forward to middle class success in the conduct of the manual
labor and with the use of routinary skills. In the present time much success lies on being
able to communicate, share and use information to solve complex problems, being
capable to adapt and innovate at the same time to response to the new demands and the
change of circumstances, to being able to command and increase the power of technology
to acquire new knowledge. The basic skills competencies and knowledge expectation of
the past are needed to be replaced by new standards. To meet the challenges, schools
must be transferred in ways that will enable students to acquire the creative thinking,
flexible problem solving, collaboration and innovative skills. They will need to be
successful in work and life. (Carrol et al., 2007)
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Education does not only occur in the four walls of the classroom and it should not
stop after the learners leave the classroom. So, technological devices should be always
used by students and teachers. In order to provide an interaction between language
learners and teachers or peers, internet connections and mobile devices are one of the
most popular and useful way in language education. New technologies are continually
developed, improved, and even replaced at a rapid pace. Learning in the 21 st century is
assisted by various information technologies because the networked information
economy made possible by the internet allowing students to access a rich array of online
information resources including community based and collaborative knowledge exchange
system.
Statement of the Problem
Education system has typically used technology to attain the greatest benefit when
the environment is conducive to such experiences. Teachers can create tools interactive
enough to let students work at their own pace. They can allow students to communicate
with each other through the use of virtual classrooms. In virtual classrooms, they can
trade ideas, brainstorm, and debate on a certain issue. Cooperation and collaboration is
necessary to complete the task given by the teacher.
In view of this, the researchers have decided to investigate these variables to
know the impact it has on the economic and growth and its involvement for the students’
engagement inside the classroom
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The researchers will conduct a quantitative method for enormous gathering
of data that will become prior sources and basis in determining the outcome of the study.
Specifically, it aims to answer the following questions:
1. Do teachers integrate technology during English Literature lessons?
2. Are the students motivated and engaged to study English Literature through
technology integration?
Significance of the Study
The researcher believes that this study will not only yield data that will be helpful to her,
more so to the following groups of people:
Students. This study will provide the indispensable facts on how the 21 st century learners
of Bulacan State University will use technology effectively in learning English Literature.
This study will help the students to understand the impact of technology enhanced
learning and the best way to integrate technology into the classroom. It will let the
students know how to use technological tools but also how to construct things of
significance with those tools. (Mbaka, 2014)
Teachers. This study will serve as the basis for the future plans of the teachers with
regard to the necessary actions for the development of teaching strategies as they engage
their students in learning English Literature. As this study will be conducted, it will help
to better understand the professional development, training, and/or support teachers need
to elicit the needed student outcomes for a highly competitive 21st century workforce.
This will help the teachers to enable access to a wider range of learning resources, to
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keep the content current and to provide greater depth and “richness” not otherwise
available. This study will aid the teachers to tailor or personalize instruction to meet a
wide range of learning need. The implications for teachers and teacher education could
very well be the “reframing of the entire field of English studies and English teacher
education” (George, 2011, p. 183) as proposed by Brauer and Clark (2008) with the
inclusion of multiple contemporary text types and the “need to shift and broaden to
include a fuller range of production methods (films studies and TV production along with
writing composition) and text media (TV, radio, film, and other nonprint media along
with literature anthologies, textbooks, and other print based text)” (Brauer and Clark,
2008, p. 309, as cited in George, 2011, p. 183). This study will give an opportunity to the
teachers to design meaningful learning experiences that embed technology. This is not a
new area for teachers; we have always considered the tools and resources that can best
support learning activities for students. However, advances and accessibility of
technologies have made the possibilities seem almost endless. (Eady and Lockyer, 2013)
School. This study will therefore be significant in developing ways and means of
assimilating ICT in education and training in order to prepare learners for the 21st
century education and knowledge. Therefore, the findings of this study will have an
implication for the policy of school systems in preparing the students for the kinds of
abilities and skills that build the foundation for lifelong learning. New knowledge and
skills are necessary for a successful adaptation to a changing world. In order to achieve
the desired learning, there should be new paradigms shift for 21st century skills that
includes; curriculum, pedagogies, assessment and policy in ICT implementation in a
schools.
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Parents. This study will help the parents to have collaboration in engaging their
child to learn Literature. Research clearly demonstrates the significant influence of
parents over their children’s engagement with learning, and over their children’s
educational achievements, yet this is a relatively new, and challenging, area for many
schools and for many teachers. Seeking to enhance the way in which teachers and parents
relate to each other can be confronting, calling into question long-held beliefs and
assumptions about the nature of education and learning, about roles and responsibilities
and about power and control. There are also major logistical issues that cannot be
ignored. Yet despite these barriers, it is worth persevering to find ways to support parents
in their engagement with their children’s learning, and to support parents and teachers to
work collaboratively rather than in parallel or at cross purposes. As the research
demonstrates, the benefits – for all – can be significant. (Perkins, 2015)
Future Researchers. This study will serve as a theoretical model for future studies of
the same nature if ever the existing problem has penetrated in this case will exist in the
future. Future researchers will benefit from this study, and it will provide them the facts
needed to compare their study during their respective time and usability.
Scope and Delimitation of the Study
This study is descriptive in nature and it will focus on meeting the needs of the
21st Century learners of English Literature. The research sample will be composed of
forty (40) 2nd Year College students.
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The primary data gathering that will be used is the survey questionnaire to
determine the students’ perspectives on how to meet their educational needs based on
their experience. The professors will be interviewed to determine the methods and
approaches they use to teach English Literature and how these methods and approaches
meet the needs of the 21st Century learners. Verbatim quotations from the respondents
will be used. The survey questionnaire will be prepared by the researchers. The questions
for the one-on-one interview will also be prepared by the researchers. This research will
use purposive sampling in which an equal representation for year level and major among
the respondents will be applied. Verbatim quotations from the respondents will be used.
The study will be delimited to a group of 2 nd Year College students who are
English majors and studying at Bulacan State University in Malolos City.
A 21st Century learner needs 6 elements to achieve its goals; these are the core
subjects which include Math, English and Science, 21 st Century Content, ICT Literacy,
Learning Skills, Life Skills and the 21 st Century Assessment. In this research, needs of
the 21st century learners will be delimited to the element of ICT Literacy. This element
will help the learners and teachers suffice their educational needs, interests and goals as
the students learn English Literature and as the teachers teach English Literature.
Technology integration in the teaching and learning process is very essential and
beneficial.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Relevant Theories
Educational Theory
Educational theory covers many theories of learning and retaining information. It
explains application of learning and education. It also refers to instructional and learning
on constructing how we best learn through applied practice. Using this theory we can
unpuzzle a complex issue and transfer information from and to different places.
It also provides an appropriate design of resources and how will the teachers
effectively use those resources to present it to the students. It helps making the students
learn through communicating and interacting with other learners in a conducive
environment.
The teachers should develop learning resources that will meet the learning and
content objectives of the subject he/she teaching. An effectively designed learning
resource should focus on information to knowledge construction, and clearly connect the
learning materials to the real world experience of the learners.
Resources support exploration of different ways of learning as well as the learning
styles, goals, and preferences. Students will enjoy variety off approach and strategies
making learning exciting and unpredictable.
Media Richness Theory
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Media Richness Theory provides a framework for describing a
communication medium's ability to reproduce the information sent over it without loss or
distortion. Media Richness Theory, or MRT, is the idea that all types of communication
are compared to each other in their ability to express understanding to another person.
When we talk about how 'rich' a source of communication is, we refer to how much
information is being transferred from the sender to the receiver.
Using Daft and Lengel’s media richness theory as a basis, this meta-analysis
provides a comprehensive overview of the effect of technology enhanced learning
programs on K-12 students’ overall academic performance and factors that can increase
the effectiveness of such programs.
According to Draft and Lengel’s media richness theory, which is largely based on
the contingency and information processing theories, certain technologies may be more
desirable than others due to the fact that a particular technology has a greater ability to
reproduce the information that the user intended and “change understanding within a time
interval (Daft & Lengel, 1986).
Institutions must be aware of what students and teachers may be losing during the
information exchange process when new technology is introduced—balance is essential,
as some classroom situations do not warrant the use of technology (Gitlin, 2002.)
MRT was originally designed by Daft and Lengel as a guide to achieve effective
managerial communication (Sheer, 2010). In this concept, various communication
channels or media, have different levels of “richness,” which is based on the following
characteristics:
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The availability of instant feedback, which allows questions to be asked
and corrections to be made. The use of multiple cues, such as physical presence, voice
inflection, body gestures, words, numbers, and graphic symbols. The use of natural
language, which can be used to convey an understanding of a broad set of concepts and
ideas The personal focus of the medium (Sheer, 2010.)
The more characteristics and to what extent a medium possesses each
characteristic determines its richness. Although TEL has changed drastically since Daft
and Lengel’s development of MRT in the mid-1980s, the theory remains relevant,
because new technology can provide similar characteristics on comparable levels in
different ways (Daft and Lengel, 1986).
As the theory was developed, the understanding of the ways in which MRT can
be applied has also changed. In early studies, it was viewed exclusively as a characteristic
of a medium, unchanging across users and situations. The ambiguity of a situation
determined the requirements for which a medium would be selected.
Therefore, MRT can be used not only to explain which TEL programs may be
more desirable in specific situations or environments, but also to reveal the most
desirable TEL programs for individual users—students and teachers. The concept of
media richness has been used by researchers in various disciplines, including
communication, sociology, and psychology, to explain behavior—the decision to use one
medium over another. Timmerman used MRT as a basis for understanding the difference
between mindless and mindful use of technology within organizations (Timmerman,
2002). It was found that “the relationships between variables from media richness theory
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and media use were significantly greater when participants were in the mindful
condition,” as opposed to mindless use (Timmerman, 2002.) These findings can be
applied to the recommended use of TEL programs in the classroom, meaning that TEL is
more likely to be effective when users are mindful of the technology’s intended use
throughout the duration of the program. Nowak and Rauh’s study of technology use to
enhance communication also offers invaluable insight into understanding TEL. They
found that while media features or characteristics must be considered when selecting
technology, “social norms and rules influence how media are, and should be used”
(Nowak & Rauh, 2004.)
Information System Theory
This is an Information System Theory that models how users come to accept and
use a technology. The model suggests that when users are presented with a new
technology, a number of factors influence their decision about how and when they will
use it, notably Perceived Usefulness. This was defined by Fred Davis as the degree to
which a person believes that using a particular system would enhance his or her job
performance. Perceived Ease Of use Davis defined this as the degree to which a person
believes that using a particular system would be free from effort. (Davis 1989)
The TAM has been continuously studied and expanded the major upgrades being
the TAM 2 (Venkatesh 2000) and the Unified Theory of Acceptance and Use of
Technology or (Venkatesh et al. 2003) Tested a unified information technology
acceptance and use research model, called which aims to explain user intentions to use an
information system and subsequent usage behavior.
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Several studies have been carried out, related on possibilities of technology in
enhancing 21st century skills in education. This study revealed positive and consistent,
patterns when students were engaged in technology, rich environments, including
significant gains and achievement in all subject area. Pervasiveness of technology in
society expanded. The Internet has assumed substantial skills in their social and
educational lives.
Constructivism Theory
Espousing that knowledge is not "about" the world but rather "constitutive" of the
world (Sherman, 1995). According to constructivism, knowledge is not a fixed object;
instead, an individual through his or her own experience of that object constructs it. The
constructivist approach to learning emphasizes authentic, challenging projects that
include students, teachers, and experts in the learning community. Its goal is to create
learning communities that are closely related to the collaborative practice of the real
world (Dwyer, 1994).
Constructivism is a learning theory found in psychology which explains how
people might acquire knowledge and learn. It therefore has direct application
to education. The theory suggests that humans construct knowledge and meaning from
their experiences.
Constructivism views learning as a personal, reflective, and transformative
process where ideas, experiences, and points of view are processed into something new.
In this philosophy, teachers are the facilitators for the students’ learning rather than the
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instigators. In the knowledge-constructed classroom, the students work together,
sharing the process of learning not only with their peers but with parents and others
(Sandholtz et al., 1997).
Constructivist teaching is based on the belief that learning occurs as learners are
actively involved in a process of meaning and knowledge construction as opposed to
passively receiving information. Learners are the makers of meaning and knowledge.
In the classroom, the constructivist view of learning can point towards a number
of different teaching practices. In the most general sense, it usually means encouraging
students to use active techniques such as experiments, real-world problem solving to
create more knowledge and then to reflect on and talk about what they are doing and how
their understanding is changing. The teacher makes sure she understands the students'
preexisting conceptions, and guides the activity to address them and then build on them.
Related Literature
Teachers and researchers agree that today’s students need and deserve the skills,
strategies, and insights to successfully exploit the rapidly changing information and
communication technologies that continually emerge in the world. As a result, literacy
educators of all grade levels are recognizing the need to respond to the changing array of
media technologies and resources used both within and outside the classroom to make
education more responsive to today’s learners (Hobbs & Leu, 2002). There is a recurrent
and specific challenge in understanding and applying research evidence as it takes time
for robust evidence to emerge in education, and the rapid pace of change of technology
makes this difficult to achieve. (Higgins, Xiao, & Katsipataki, 2012). Students seem
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concerned about a perceived lack of formal research skills instruction, which
maybe suggests broader concerns with education and accountability beyond the ICT
sphere. Training in specific programs is also commonly desired; however, primarily the
skills required are not technological, but academic. Citing Bruns & Humphreys (2005)
and Landow (2006) as sources, Beetham et al claim that “new ways of sharing content
online are blurring the boundaries between creative production and consumption, through
practices such as commenting, reviewing, re-purposing, re-tweeting, media meshing.
Education needs to respond by focusing on creative collaboration” (Attwell & Hughes,
2010). The benefits of education seems premised on the shallow assumption that
students’ only interests in it are material and financial. But we all know that life’s most
fundamental conditions have little to do with money and are not generally solved by
money. Through education, we want our students to grow intellectually, to mature
personally, to develop socially and to become more sophisticated emotionally. (Chambers
& Gregory, 2006)
Literature suggests a degree of confusion between the application of the common
core as raising the personal skills of teachers and the application of the common core for
teaching and learning. In general there appears to be more emphasis on the former rather
than the latter. The literature identifies two distinct trajectories: the digital literacy
approach with the focus on developing teachers’ technical skills and a pedagogic
approach with the emphasis on new teaching and learning opportunities afforded by the
technology. (Attwell & Hughes, 2010). They estimated that in order for the process of
teaching and learning the literature component to be authentic and relevant to the current
century, providing necessary technological equipment and teacher training have to be
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considered by the educational institutions. Observing the literature classes taught
to third- and fourth-year students, it is highlighted that traditional approaches to teaching
literature are used extensively including the information-based approach and the literature
as a content approach. These two approaches are teacher-centered and allocate less credit
to the students’ needs, interests and different learning styles. Using such approaches
implies that there is no actual interaction, collaboration, discussion, and group work or
classroom community among the students. Literature is then taught as a content and a
piece of information that the students should know about. It does not allow them to
reflect on what they perceive of the literary texts under study. Accordingly, there were no
tasks specified to indulge the students in an actual practice in the classroom. The only
way of assessment was the verbal response to assess the students’ engagement which was
obviously poor. On these premises, it is important to report that no technology was used
while teaching the literature component, even in technology-equipped classes. The main
aims for teaching literature courses in the English syllabus included only linguistic and
cultural aims neglecting the poetic, aesthetic and personal enrichment goals of teaching
literature. It should be noted that the teachers should be aware that traditional approaches
are no longer effective in a 21st century learning process. In the interview with the
literature teachers, it was obvious that they do not give much credit to the students’ needs
and interests – which are rather technology oriented – for achieving more engagement.
However, the students have reported that selecting the works to be studied according to
their interest and giving them the chance to reflect on their ideas will make them more
motivated to learn about the subject matter. This is to stress the need to use more student-
centered approaches to teaching literature. (AbdAlla, 2017). The study and teaching of
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English is also shaped by our students’ purposes and the conditions in which they
live and work, and by academics’ shifting ideas about the nature of the discipline and its
relationship to other, adjacent, fields. Literature is always at the heart of things, but from
there we try to move ‘out’ to make fruitful connections to current educational thinking.
Readers may, or may not, like to follow those leads. When Classics and Literature finally
went their separate disciplinary ways, and literature teaching was mounted on the
platform of students’ own language rather than difficult and dead ‘foreign’ languages, the
pedagogy of Literature could be loosened considerably. The issue in reading literature
was no longer tied to students ‘getting it right’ as a matter of necessity. They could be
encouraged to develop their own interpretive opinions. However, the magisterial
rightness as represented by the teacher was a strongly entrenched tradition in the
academy and did not immediately melt away. Throughout the latter part of the nineteenth
and much of the twentieth century, students in literature classes were still taught as if
their job was to ‘get it right’, if not tenses and inflection then interpretations and
meanings. The kinds of connection that many students want to make to the literature they
study can be called, for lack of a better term, existential, that is connections between
literatures on the one hand, and the basic, enduringterms and conditions of human
existence on the other. (Chambers & Gregory, 2006)
This rapid rising and development of information technology has offered a better
pattern to explore the new teaching model. As a result, technology plays a very important
role in English teaching. Using multimedia to create a context to teach English has its
unique advantages. This paper tries to analyze the necessity of multimedia technology to
language teaching and also brings out the problems faced by using these technologies. It
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also aims to make English teachers aware of the strategies to use it in an effective
manner. (Shyamlee & Phil, 2012). The role of technology in education has been an
important question since the potential of computer technology to transform Skinner’s
teaching machines was recognized in the 1960s. It remains an important issue today with
debates about the impact of technology on our society, the implications of quick and easy
online access to information for knowledge and learning and the effect of technology on
young people’s social, emotional and physical development frequently in the news. It is
therefore important to take stock of what we know about the impact of digital technology
on education from what we have learned over the last fifty years. With computer and
digital technologies there is a recurrent and specific challenge in understanding and
applying the research evidence as it takes time for robust evidence to emerge in education
and the rapid pace of change of technology makes this difficult to achieve. (Higgins,
Xiao, & Katsipataki, 2012). There has been increasing interest in pedagogic theories and
processes for the use of technology for learning. In part this may be seen as a reaction to
the perception that despite considerable investments in new technology for learning in
many countries, technology enhanced learning has failed to have the expected impact on
learning processes. It may also be in part a reaction to changing demands and
expectations from learners and also to changing demands in competences for learners.
Compared to the school or university sectors, there is limited data available on the impact
of technology on the further education and lifelong learning sector. What data and
research there is presents conflicting pictures. Hadyn (2008) observes that there are
problems from survey data in understanding what is happening in practice. (Attwell &
Hughes, 2010).
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Over the past 20 years, technology has transformed society and changed
many aspects of daily life. The proliferation of technology has led to a growing
consensus among educators and the general public that it should play a more integral role
in students’ education. (Culp et al., 2003; CEO Forum on Education and Technology,
2001; Fouts, 2000; Johnson, 2000).
Schools’ use of educational technology has continued to steadily increase over the
years, as educators introduce a variety of efforts to integrate technology into the
curriculum. In 2003, only 4 percent of U.S. school districts had implemented one-to-one
computer programs (in which each student was given a computer for his or her own use).
By 2006, more than 24 percent of school districts were in the process of transitioning to
one-to-one programs. In 2006, the America’s Digital Schools report estimated that over
19 percent of all student devices were mobile and predicted that this percent would
increase to 52 percent by 2011 (The Greaves Group, 2006).
In 2008, there were, on average, 3.8 students for every instructional computer in
the nation’s public schools, compared to 5.7 students per computer in 1999, and 125
students per computer in 1983 (Education Week, 2008; Glennan & Melmed, 1996).
In the 21st century, mentioning technology generally inspires thoughts of
advancement, improvement, and progress. On the contrary, the lack of technology stirs
feelings towards a practice as antiquated, ineffective, and clumsy. The classroom has not
been exempt from this general thinking. Over the past thirty years, instructional
technology is being integrated into the classroom at alarming rates. As fast as integration
has been, the development of new technologies has even been faster. The literature in the
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area of instructional technology is vast and sometimes overwhelming. Often times,
articles will focus on how to integrate technology into the classroom and the
recommendation of new technologies. A significant amount of research on instructional
technology is associated with faculty competency and teaching effectiveness.
Technological advances in all fields of sciences have rapidly expanded during the
past thirty years. Digital technologies and computers are now commonplace within our
lives. Consequently, educational accountability all over the world is calling for practical
research-based evidence to investigate the impact of these great evolutions on the
performance of teachers as well as students. All the recent studies have found that the
wider accessibility of technology tools has resulted in wider usages (Schrum, 2010).
Teachers and those who devote their professional lives to the educational field
have to consider such advancements and relate them to the teaching and learning process
to keep abreast with the rapidly evolving world. Technology then is considered to be the
key to provide the next generations with the needed tools and resources to access, use and
attain the expected skills for a modern society.
The Apple Classroom of Tomorrow (ACOT) which is considered to be the most
distinguished program treating the issue of technology integration in the teaching and
learning process over decades has provided significant findings. It has revealed that “any
disconnect between the students’ digital life and the educational systems will matter
because learning better involves engagement and engagement points to technology
integration” (Apple, 2008).
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The program has developed six key characteristics for education in the 21st
century which provokes collaboration and community, authenticity and relevance, uses
real world tools and methods, uses rich teaching and learning strategies, uses content that
is related to 21st century context and creates linkage to the outside world (Apple, 2008).
Therefore, technology can help deepen and construct students’ own knowledge regarding
their critical thinking, problem solving and creative thinking skills through a high-quality
authentic learning environment, if effectively integrated (Light, 2009).
Educational technology’s impact on academic achievement should not be
measured alone, but with a group of other important factors. Its impact is influenced by
software design, the subject area, the specific student population, how the students are
grouped, the educator's role and professional training, and the level of student access to
the technology (Software Publishers Association, 1998).
Dede (1998) states that new pedagogical models need to be mastered before
improvements in student outcomes can be observed that are directly related to specific
technology implementations. It must also be noted that knowledge and skills achieved
through technology are more sophisticated and complex than multiple choice items on
current standardized tests.
Manzo (2001) presents the caveat that technology use can increase the
achievement gap if care is not taken to include other factors that can influence the
achievement of struggling students. Curriculum alignment, well-designed software, and
innovative instruction are imperative, she asserts. In reviewing several studies, Fouts
(2000) found that achievement increased not only by incorporating technology, but by
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also addressing instructional design, software design, and technology capabilities.
The Wenglinsky (1998) study finds that the greatest inequities in computer use are not in
how often they are used, but in the ways in which they are used. In essence, the study
concluded that technology could matter, but that this depended on how it was used.
Taken together, findings indicate that computers are neither a cure-all for problems
facing the schools nor mere fads without impact on student learning. When used
properly, computers may serve as important tools for improving student proficiency and
the overall learning environment of the school.
The Technology and Education Standards Issue Brief (1996), proclaims that
technology enables teachers to enrich student learning experiences by bringing the
outside world into their classrooms and obtaining instructional resources that go beyond
what a single school or district can provide. Also, parent involvement in their children's
education can increase through using voice mail, electronic mail, and video. Additionally,
technology can provide educational equity by providing access for all schools to
information and high-quality learning experiences. By facilitating communication,
providing greater access to information, and saving time, administrative uses of
technology can support school improvement and in some cases cut costs. Using
technology wisely can increase student metacognitive skills, the application of skills, and
inquiry learning (Sherry et al., 2001).
Terrell & Rendulic (1996) point to increased student motivation through
technology implementation in the classroom.
Related Studies
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Education systems have undergone major changes worldwide creating a
disjuncture between the centuries that have past and the one that is emerging. The
educational demand of this new century require a new paradigms shifts of thinking,
teaching and learning which will bring authentic connection with learners due to their
ability to gather information through technology (Bill Sheskey, 2010). Technology has
contributed greatly to educational management in schools globally (Zhao and Frank,
2003). Unfortunately, many schools hardly use technology to manage the quality of
output, or to raise teacher productivity. This has resulted to a slow rate of adoption of
technology despite its promise and potential for use in educational management in
schools. ICTs can be valuable for storing and analysing data on education indicators;
students’ assessments, physical and human infrastructure; and cost and finance
(Campbell and Sellbum, 2002).
Several studies claimed that integrating technology in the classroom yielded
positive impact in learning and the proliferation of online teaching is considered as
evidence of how integral technology is in education. The use of computers increased
student learning in the traditional curriculum and basic skills area when combined with
traditional instruction (Fouts, 2000). Further, Fouts (2000) also mentioned that the
integration of computers with traditional instruction produces higher academic
achievement in a variety of subject areas than traditional instruction alone. It has now
crossed the boundaries of the traditional four- cornered classroom towards a virtual
learning activity that is now a global trend and pursuit of quality education.
The term “Education” is a very common and popular word that is usually uttered
by many of us but unfortunately understood by a very few in its right perspective. It is
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one way or the other appears to be as old as our human race, though during the
course of time its meaning and its objectives have inevitably undergone through series of
changes. It is essential for us to know the conceptual features and different perspectives
that shaped it from time to time. Education is the manifestation of perfection already in
man. Like fire in piece of flint, knowledge exists in the mind suggestion is the friction
which brings out. (Swami Vivekahanda)
. 10 years of gathering information that includes teachers’ personal accounts of
their experiences in teaching in these classrooms. Results suggest that the impact of
technology on education has the potential to change education in a beneficial way if done
under certain circumstances. (Rozalind G. Muir-Herzig, 2003)
It is important not to use technology for its sake, but rather to embed technology
appropriately. Here, teachers draw upon their expertise and experience in what to teach
and how to teach it. A teacher has many considerations and influences in designing
learning experiences for students, and the appropriate use of technology is but one of
those considerations. Just as teachers keep up to date with curriculum developments, new
educational policies and advances in the art and science of teaching practice, they keep
up to date with the technological tools that are available to them. This means that
sometimes experimentation and trial and error are just as important as experience in what
influences teachers’ lesson plan. (Cuban, 2003)
Literature is a collection of written works having excellence of form or expression
and expressing ideas of permanent or universal interest. By ‘literature-related literacies’
we mean a range of competences enabling students to read, interpret and critique literary
texts however defined and to engage in the production of such texts. Such a definition
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accommodates, for example, theoretical positions which distinguish between
operational, cultural and critical literacies (Green and Bigum, 1996) or which advocate
the notion of 'technological literacy' (Lankshear & Knobel, 1997).
The problematical nature of literature, the changing nature of all and textual
practices under technological pressure, the problematic nature of narrowly conceived
learning outcomes, and the mediation of pedagogical discourses. It concludes that these
implications are relevant to policy, practice and the future research agenda. Further,
critical reading skills are crucial in the study of literature: people outside of academia
seldom practice this kind of reading. Information consumerism and the abundance of
inaccurate or trivial information constitute the experience of many students. Students also
faced a problem in the method of teaching them lecturing, that followed the same routine.
Using another method of teaching at literature classes, technology motivates students to
study, and increase their understanding of the ideas in English classes. Improving
teaching literature, especially the literature/novel class is critical. A number of studies
specifically frame literature-based literacy within a response based-tradition and assume a
degree of orthodoxy in this position. Others confirm a more problematic status for
literature as a category and assume, for example, that as a category it has expanded
beyond print-based mediation. It is also a common thread that a carefully conceptualized
account of literature-based literacy lends itself more easily to the identification of
desirable learning outcomes, with both social and cognitive dimensions. (Locke T. &
Andrews R., 2004)
Technology is a part of nearly everything people do. But does it have a place in
the classroom? All Americans must be technically adept and numerically literate
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regardless of their chosen occupation so that they can make informed decisions
and enjoy advancement in their careers (Spellings,2006). Therefore it is imperative
students have a positive attitude and a basic understanding about technology in their life.
The advent of technology is considered as the pivotal change in the field of
education specifically in the delivery and accessibility of learning. Knowledge became
instantaneous with the coming of the internet and this brought convenience in searching
information using different platforms like a tablet, desktop, laptop, mobile phones, library
kiosk, and the like. Technology is also used for writing instruction; indeed, the interface
of technology and writing is sufficiently sophisticated to have attracted both best practice
synthesis as well as meta-analysis. (Goldberg et al., 2003).
The 21st century is upon us. The role of educational institutions to prepare
students for the types of skills needed for them to live and work in the 21st century has
never been more crucial and there is a strong sense of urgency to equip our students for
jobs and technologies that don’t yet exist in order to solve problems that we don’t even
know are problems yet (Riley, 2011). Educators everywhere are facing this challenge and
the solution appears to be to work in partnerships with businesses and policymakers.
There has been a significant shift over the last century from manufacturing to
emphasizing information and knowledge services. Knowledge itself is growing ever more
specialized and expanding exponentially. Information and communication technology is
transforming how we learn and the nature of how work is conducted and the meaning of
social relationships. (Jemi Sudhakar, 2016)
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Traditional education models have often focused on learning identified
content for subject areas like math, science, language arts, and social studies, and then
assessing this content knowledge with quizzes, and tests at the end of a chapter or
learning module. Desired outcomes within 21st century learning frameworks include
learning traditional school subject and contemporary content themes in combination with
the interdisciplinary 21st century themes (Jemi Sudhakar, 2016). The core subjects and
themes that frame 21st century learning include traditional core subjects while
emphasizing civic literacy, global awareness, financial literacy, health literacy, and
environmental literacy.
21st Century Learning has become an integral part of educational discourse.
According to (Kozma et al., 2003) schooling needs to be fundamentally reconfigured to
emphasize higher order cognitive processes such as critical thinking, creative problem
solving, curiosity, and adaptability these skills can be achieved by use of technology.
This is because ICT is observed as modern and relevant to 21stcentury learners. More so,
use of computer related technology is particularly helpful to, administrators and policy
makers who can construct virtual scenarios around different policy options to determine
needs and analyze potential consequences. Each scenario can be analyzed and evaluated
systematically, not only in terms of educational desirability, but also in terms of financial
afford-ability, feasibility and sustainability over a sufficient period of time to show
results.
As 21st-century learners, students are expected to be able to create a multitude of
products in the school environment. The creation of new ideas can be exemplified
through stories, maps, projects, games, journals and much more. Curriculum documents
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have change to address the increasing demands of the technological world that we
live in; they also hold steadfast to fundamental values for learning. For 21st-century
students, creativity is an important focus. Perhaps one of the most innovative ways to use
technology in the classroom is for students to create original texts (Jennifer Groff, 2013).
The current state of research on the impact of 21st century skill acquisition of student
achievement is steadily expanding, with current research seeking to document the
longitudinal effects of the acquisition of 21st century skills on student success and
workforce development (NCREL, 2003).
Conceptual Framework
Technology Literature Students
integration of the 21st century
Hypotheses of the Study
For this study, the researchers hypothesize that there is no significant
influence between the integration of technology and the needs of 21st century learners.
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The researchers conducted this study because they believe that by knowing the
needs of the 21st century learners of English literature they can propose ideas and provide
additional information on meeting the needs of the said learners.
Definition of Variables
Technology integration. This is the independent variable in this study. Technology
integration is the emergence and development of technology.
Literature students. The literature students are the dependent variables of this study. They
are the 21st century learners.
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CHAPTER III
METHODS OF RESEARCH
Research Methods and Techniques
This study will use a quantitative approach and survey to collect the data. The
quantitative approach to gather information focuses on summarizing characteristics
across the group. This approach surveys a large number of participants and applies
statistical techniques to recognize overall patterns in the relations of process. According
to Creswell (2014), to study the relationship of two or more variables, correlational
research design is often used. This research design is most common in quantitative
approach as it involves gathering data from larger groups. It tests the objective theories
by examining the relationship among variables. These variables can be measured on
instruments so that the numbered data can be analyzed using the statistical procedures.
This research is designed to identify the needs of students in learning literature, to
distinguish the relationship between the teaching styles used by the teachers in 20th
century and 21st century and to figure out ways to improve learning motivation of the
students.
Population and Sampling
The target population of this research defined to include the students of Bulacan
State University, while the accessible population are the students who are taking up
Literature subjects in line with their course.
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In this study the accessible population involved the students of Bachelor of
Secondary Education who are taking up the Philippine Literature subject.
The sample of the population of this study stood at 40 second year students of
secondary education who are taking up literature subjects giving the total number of only
40 respondents.
The sampling method used is non-probability sampling specifically the
Convenience sampling. The students who are taking up the Literature subject in Bachelor
of Secondary education are chosen for this study because they are the ones who are
convenient for this study.
Research Instruments
The instrument used for this subject was a survey with a series of questions
designed specifically for this study. The students of Bulacan State University particularly
the Bachelor of Science in Secondary Education who are taking up the Philippine
Literature subject.
With the use of this survey to collect data a large number of participants and
applies statistical techniques to recognize overall patterns in the relations of process. In
administering this survey the researchers will use the time allotted for vacant to avoid
distractions of class discussion.
Data Gathering Procedure
The respondents in this study were the selected Second Year College students of
College of Education who are currently taking the subject Philippine Literature in
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Bulacan State University, Second Semester in the Academic Year 2017-2018. The
first step before conducting our survey is to make a request letter. Upon approval, the
researchers will retrieve the request letter. The researchers will explain the purpose of the
study to the selected respondents and then they made sure each participant corresponds to
their predefined criteria. The researchers collected the data by means of survey
questionnaire.
In administering the questionnaire, the researchers will use the time allotted for
vacant to avoid distractions of class discussions. The students will be given enough time
to answer the questions. After the respondents have taken the test, the papers will be
checked. The researchers will collect it for tallying the scores and to apply the statistical
treatment to be used with the study.
Data Processing and Statistical Treatment
A survey research is a form of quantitative approach wherein independent and
dependent variables are used to define the scope of study. A model will be predicated to
identify the expected relationships among these variables. The survey is then constructed
to test the model against observations of the phenomena (Glasow, 2005).
The respondents in this study will be the English students and teachers. A briefing
will be given before the questionnaires are distributed. The content of the briefing
consists of objective of the study and the types of questions in the questionnaire. Data
collections will be conducted during the normal class hour for the students and working
hour for the teachers or any suitable time. The questionnaires will be collected upon
completion.
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The responses made by the students and teachers describing the needs in
learning and teaching literature will be presented. The responses to the questionnaire will
be statistically analyzed with the data requirements of the study. Students and teachers
will be statistically analyzed with the data instruments of the study.
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References
Albers, M., & Kim, L. (2001). Information design for the small screen interface: an
overview of web design issues for personal digital assistants. Technical
Communications. Retrieved on March 5, 2019 from
https://dl.acm.org/citation.cfm?id=501516.501555
Apple. (2008). Apple classroom of tomorrow today 2: Learning in the twenty-first

century. Retrieved on February 23, 2019 from
http://ali.apple.com/acot2/global/files/ACOT2_Background.pdf.
Carter, R. (2001). Working with text: A core introduction to language analysis. Retrieved
on February 23, 2019 from
https://www.researchgate.net/publication/261910409_Working_with_Texts_A_C
ore_Introduction_to_Language_Analysis_3rd_ed_by_RONALD_CARTER_ANG
ELA_GODDARD_KEITH_SANGER_NIKKI_SWIFT
Cavana et al. (2001). Research design and method. Retrieved on March 6, 2019 from
http://studentsrepo.um.edu.my/3861/4/CHAPTER_4_RESEARCH_DESIGN_AN
D_METHOD
Creswell, J. (2003). Research methods-quantitative, qualitative, and mixed methods.

Retrieved on March 6, 2019 from
https://www.researchgate.net/publication/305215626_Research_Methods-
Quantitative_Qualitative_and_Mixed_methods
CRQ (2015b). Research methods-quantitative, qualitative, and mixed methods. Retrieved

on March 6, 2019 from
https://www.researchgate.net/publication/305215626_Research_Methods-
Quantitative_Qualitative_and_Mixed_methods
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D'Angelo, D. (2010). Journal of Media Literacy Education. Retrieved on March 2,

2019 from https://www.researchgate.net/publication/287570807
Dill, K. E. (2009). How fantasy becomes reality: Seeing through media influence.
Retrieved on March 2, 2019 from psycnet.apa.org/record/2009-16271-000
Ibrahim M, Antonenko PD, Greenwood CM, & Wheeler D (2012). Effects of segmenting,
signaling, and weeding on learning from educational video. Learning, Media and
Technology. Retrieved on March 5, 2019 from
https://www.tandfonline.com/doi/abs/10.1080/17439884.2011.585993
Kim, K. (2013). Using Video in the English Literature Classroom: Literary Analysis,
Theology, Cain and Kung Fu. Retrieved on March 4, 2019 from
https://www.researchgate.net/publication/287570807_Using_Video_in_the_Engli
sh_Literature_ClassroomLiterary_Analysis_Theology_Cain_and_Kung_Fu
Light, D. (2009). The role of ICT in enhancing education in developing countries:

Findings from an evaluation of the Intel Teach Essentials Course in India,
Turkey, and Chile. Journal of Education for International Development.
Retrieved on February 23, 2019 from
https://journals.sfu.ca/vict/index.php/vict/article/view/242
Mayer RE and Moreno R (2003). Nine ways to reduce cognitive load in multimedia
learning. Educational Psychologist, Volume No. 38(1), pp. 43–52. Retrieved on
March 5, 2019 from https://psycnet.apa.org/record/2003-04803-006
Melor, M. Y., & Ashairi, S. (2014). Information 7 Communication Technology (ICT)

Tools in Teaching and Learning Literature Component In Malaysian Secondary
School. Asian Social Science. Retrieved on March 5, 2091 from
http://www.ccsenet.org/journal/index.php/ass/article/view/35655/20195
Olufunwa, H. (2001). The English Compendium 3& 4, Department of English. Retrieved

on February 23, 2019 from
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Sivapalan, S., Wan Fatimah Ahmad & Nur Khairun Ishak. A Web-Based
Multimedia Approach to Literature in Malaysian Secondary Schools: Designs
and Learning Preferences. Retrieved on March 5, 2019 from
https://arxiv.org/ftp/arxiv/papers/1305/1305.6360
Page 39 of 39

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CONTEXTUALIZING THE USE OF VIDEO MATERIALS IN PROMOTING LITERARY

College of Our Lady of Mercy of Pulilan Foundation, Inc.

Old Cagayan Valley Road Longos, Pulilan, Bulacan

“CONTEXTUALIZING THE USE OF VIDEO MATERIALS IN PROMOTING

LITERARY APPRECIATION FOR ENGLISH MAJOR STUDENTS OF BULACAN

Vergara, Rona Ana S.

Supapo, Ana Rona V.

Humanities and Social Sciences – 12

Ms. Ana Rona V. Supapo, LPT

April 06, 2021

Title Page ..............................................................................................................

Table of Contents ..................................................................................................... Page2

Abstract .............................................................................................................. … Page 3

Acknowledgement .................................................................................................. Page

1. CHAPTER I ........................................................................................................ Page

1.1 Introduction …………………………………………………………… Page 5

1.2 Statement of the Problem ……………………………………………… Page 6

1.3 Significance of the Study ……………………………………………... Page 7

1.4 Scope and Delimitation ………………………………………………. Page 10

2. CHAPTER II ………………………………………………………………….. Page 1

2.1 Relevant Theories …………………………………………………….. Page 12

2.2 Relevant Literature …………………………………………………… Page

2.3 Relevant Studies…..…………………………………………………… Page

2.4 Conceptual Framework..……………………………………………… Page

3. CHAPTER III ………………………………………………………………….. Page

3.1 Research Methods and Techniques.…………………………………… Page

3.2 Population and Sampling.……………………………………………… Page

3.3 Research Instruments…..……………………………………………… Page

3.4 Data Gathering Procedure.……………………………………………… Page

3.5 Data Processing and Statistical Treatment.…………………………… .Page

References .............................................................................................................. Page 4

administered to thirty students majoring English from College of Education of Bulacan

substitute for the authentic texts.

encouragement, helped me to coordinate my project especially in writing this report. A

suggestion about the task.

(NOTE: YOU MAY EDIT AND IMPROVE THIS)

THE PROBLEM AND ITS BACKGROUND

learners through a variety of technology-rich educational environments. An array of tools

based future they all face. (David Dwyer, 1994)

Through the transformation of Information and Communication Technology, we

successful in work and life. (Carrol et al., 2007)

used by students and teachers. In order to provide an interaction between language

assisted by various information technologies because the networked information

information resources including community based and collaborative knowledge exchange

Statement of the Problem

necessary to complete the task given by the teacher.

In view of this, the researchers have decided to investigate these variables to

engagement inside the classroom

The researchers will conduct a quantitative method for enormous gathering

Specifically, it aims to answer the following questions:

1. Do teachers integrate technology during English Literature lessons?

Significance of the Study

more so to the following groups of people:

significance with those tools. (Mbaka, 2014)

support learning activities for students. However, advances and accessibility of

includes; curriculum, pedagogies, assessment and policy in ICT implementation in a

child to learn Literature. Research clearly demonstrates the significant influence of

work collaboratively rather than in parallel or at cross purposes. As the research

demonstrates, the benefits – for all – can be significant. (Perkins, 2015)

Scope and Delimitation of the Study

forty (40) 2nd Year College students.

English majors and studying at Bulacan State University in Malolos City.

REVIEW OF RELATED LITERATURE AND STUDIES