Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VI
Schools Division Office of Iloilo
District of Leon I
by Unknown CANANAMAN INTEGRATED SCHOOL
Author is
licensed EDUCATIONAL INNOVATION PAPER OUTLINE
under

Title of Innovation: VLC- FORMMATTED VIDEO TUTORIALS OF DIFFICULT

COMPETENCIES IN MATHEMATICS

Innovation Category: CURRICULUM AND INSTRUCTION DELIVERY

(Area Focus: Learning Material)

Name of Innovator: IRA KRYST CALETINA- BALHIN

School: CANANAMAN INTEGRATED SCHOOL

Contact Number: 09389405627

OVERVIEW:

The Covid 19 pandemic has brought many changes in our daily routine. Education is one of
the relevant industries caught in the middle of this pandemic, and the Philippines has million
of affected learners all over the country. To ensure continuity of learning, Deped addressed
this issue by shifting educational set up to distance learning in various modality. However,
the implementation of modular instruction fostered various challenges to teachers, students,
and parents. A study showed that the main challenges that emerged were students struggle
with self-studying, and parents’ lack of knowledge to academically guide their child/children
(Dangle & Sumaoang ,2020). Hence, it was evident that there were struggles associated
with the use of modular distance learning.

Relatively, it also affected the performance level of the pupils. It resulted to poor learning
outcomes, low mastery level, and scores obtained in test below the passing level.

On the contrary, across subject area, Mathematics got the lowest assessment results in the
first and second quarter of the school year.

Aside from the issue, the geographical location of the school and it satellite barangays
affected the communication where dial in and net connections were profoundly slow access.
Its constraining effect hindered teacher and pupil to online platforms for class discussion and
video tutorials.
This project, teacher made VLC- formatted video tutorials of difficult competencies in
Mathematics shared via mobile sharing applications to parents and guardians for offline
viewing were launched to scaffold learners in distance learning. The science behind
educational videos was that, since they were observed through both the visual/pictorial and
auditory/verbal processing channels, learners could make more relevant associations that
helped with memory and recall. A 2015 study conducted by software Kultura concluded that
93% of teachers believed that the use of educational videos improves the learning
experience. It created a more engaging sensory experience than using print materials alone.
Learners got to see and hear the concept being taught, and they could process it in the
same way they process their everyday interactions. Videos increased knowledge retention
since they could be stopped and replayed as many times as needed. They could also be
reviewed long after the initial lesson was taught. They greatly assisted in the learning of all
subjects, but particularly those topics that were complex and/or highly visual, such as step-
by-step procedures, problem-solving, or science and math formula, Bevan (2020).
Statistically, out of 122 pupils and students of Cananaman Integrated School, 78.69 % of
them whom their parents and siblings had compatible mobile phones that could be used for
video viewing. Thus, the proponent came with bright and practical innovation which ensured
continuity of accessible learning during the pandemic outbreak. This innovation increased
scores obtained in test likewise helped pupils access tutorials of difficult competency even
offline.

The project was in support of Department’s thrusts, using the latest technology to ensure
more effective use of resources. The project was aligned in the DepEd’s Mission, Vision and
Core Values where students could learn in safe and motivating environment while ensuring
accessible and effective learning amid the pandemic.

INNOVATION DESCRIPTION

Many educational institutions have created solutions to their increasing educational needs
through the development of distance education programs. Necessity was the baseline of all
innovations. In addendum, this project was reflected on the Basic Education Learning
Continuity Plan (BE+LCP) which ensured that learners were getting full assistance in
learning amid the situation.

The proponent innovated on how teachers could scaffold the learners in distance learning
and answered the problems of parents and guardians in the incapacity to mentoring their
children and likewise increased the mastery level in Mathematics. Thus, the landscape of the
project was, a VLC-formatted video clip tutorials of selected competencies in Mathematics
made by the concerned teacher were shared to parents and guardians for offline viewing.
Short clips were around 5- 10 minutes which helped pupils learn the information without
being overloaded. These video clips were shared to parents and guardians via mobile
sharing app (Share it, Bluetooth, etch) together with the distribution of learning materials
during Friday of the week or scheduled date when the situation was in need to reschedule.
Pupils and students watched the video clips even offline.

The designated advisory room of the pupil served as the point office of the project. The
project catered all the learners and parents of the school. The project was implemented in
the second half of the School Year 2020-2021. School resources, partnerships and
individual donations were utilized thereby expenditures was minimized.
The realization of BE-LCP was the best approach for stronger partnership between schools,
households, and communities.

INNOVATION STATEMENT

The innovation project aimed to:

1. Increase the percentage of students’ assessment results in Mathematics
2. Increase in level of participation of parents in learning process
3. Access pupils and parents to video tutorials

IMPLEMENTATION PROCEDURE

A. PROCESS FLOW / FRAMEWORK

The method of the implementation of the project was through sharing of VLC- formatted
video clips of difficult competency to parents and guardians thru mobile sharing applications.

Teachers recorded a short video clip of tutorials of the difficult competencies. Difficult
competencies were identified thru diagnostic test and item analysis. Screencast-O-Matic
Video Recorder an internet app was used for creating video lesson and formatted to VLC.
Digital writing pen tablet was used in writing Mathematical formulas and step by step
operation. Short clips were around 5- 10 minutes which helped pupils learn the information
without being overloaded and due to the small space that these videos clips occupied, they
were shared on Group chats without interruption. These video clips were shared to parents
and guardians via mobile sharing app (Share it, Bluetooth, etch) during the distribution and
retrieval of learning materials every Friday of the week. In a case when parents and
guardians missed to pick up the learning materials on scheduled time, advisers coordinated
to LDM coordinator and Barangay Focal person. Likewise, home visitations were organized
in distributing learning materials to learners whom their parents were missed to pick up their
modules following minimum health standards.

While this innovation required Monitoring and Evaluation, Teachers were encouraged to do
Home Visitation but merely depended on the quarantine restrictions of the Government. The
Criterion-referenced Assessment (Brown, 1998; Harvey 2004) were used to evaluate the
development of the child. The advisers submitted to School facilitators the copies of
Assessment tools for proper documentation.

ACCESS PLATFORMS SYSTEM APPROACH IN-CHARGED

VLC formatted video clips Administration

Thru Distribution of learning
were shared to parents and Project Head / Facilitators
materials on scheduled time
guardians via mobile Class Adviser
sharing app

In a case when parents and

guardians missed to pick up Class Adviser/ LDM
Thru Barangay Focal
the learning materials on coordinator, Barangay Focal
Person
scheduled time, advisers Person
coordinated to LDM
 coordinator and Barangay
Focal person
Home visits were needed to
see the present situation of
the learner and provide
learning materials if parents
Home Visitations failed to pick up the learning Project Head / Facilitators
materials in school but Class Advisers
those were merely
dependent on the
quarantine restrictions of
the Government.

A. PROJECT MANAGEMENT

Innovation Project Organizational Structure

The Project Head were the Innovation Proponent / Head Innovator, School Administrator
and Consultant. Other members of the Innovation Project were the class adviser from
Kinder to Grade Seven.

School Project Head/ Project

Administrator Innovator Consultant

Math Teachers

TERMS OF
TECHNICAL
IMPLEMENTATION PERSONS REFERENCE
ACTIVITIES ASSISTANCE
STAGES INVOLVED (ROLES AND
PROVIDED
RESPONBILITIES
PRE-  Finalization, IRA KRYST 1. Conceptualized,
IMPLEMENTATION Submission and C. BALHIN Finalized and
STAGE Approval of Innovator / Submitted for
Innovation Proposal Project Head Approval of
Innovation
Proposal provided
 its documentary
needs.
 Finalization of IRA KRYST 1.Coordinated all
Project Tools C. BALHIN, project needs and
 Validation of FELOMINO C. internal resources.
Project tool CAMINCE 2.Overseen the
School project tools,
Administrator managed validation of
distribution competencies that
approaches and were included in the
troubleshooted. video tutorials
CATHERINE 3.Managed project
L. progress and
MARAVILLA adapted work as
T-III/ Validator required.
4.Ensured projects
meet documentary
needs such
encoding and
reports.
5.Managed
relationships with
school,
stakeholders,
learners, and
communities.

 Meeting and provided

Orientation of FELOMINO C. 1. Helped in term management
Project Staff CAMINCE/ of administrative solutions to
 Consultative Meeting School obligations of the expected problems
with Project Administrator school in the
Consultant and project. coordination
Adviser IRA KRYST 2. Provided with administration
 Communication with C. BALHIN/ feedback and
the School Innovator suggested ways to feedbacking
Administration improve the project and guidance
 Communication and CATHERINE 3. Offered their monitoring
training of Math L. expertise on
Teachers MARAVILLA project
 Establishment of T-III management.
Project Point Office / Validator and 4. Provided
 Preparation and Consultant guidance and
production of project monitored the
tool RESPECTIVE progress made
CLASS with each project
ADVISERS stage.
5. Facilitated
suitable technical
interventions in
trouble shooting of
project.
IMPLEMENTATION A. Distribution of the
STAGE project tools through
 various approaches:

I. Distribution
of Learning SUBJECT 1. In-charged
materials TEACHERS of tools and
(modules monitoring
and video of the
tutorials) project.
on
scheduled
time

II. Barangay
BARANGAY 2. In- charged
Focal Person FOCAL distribution
PERSON of learning
materials

III. Home CLASS

Visitations
ADVISERS
Monitoring of and SUBJECT 3. In-charged
lagged pupils AREA of
and providing TEACHER assessmen
learning t tool
material

B. Assessment CLASS
ADVISERS,
SUBJECT 4. In-charged
AREA of
TEACHER analyzing
the results
CLASS of
C. Analyzing of ADVISERS, assessmen
results SUBJECT t
AREA
TEACHER

POST A. Documentation IRA KRYST 1. Managed project

IMPLEMENTATION Activities C. BALHIN progress and
STAGE B. Preparation of Innovator / adapt work as
Completion of Project Project Head required.
C. Submission of 2.
Completion Report FELOMINO C. Ensuredbprojects
Feed backing CAMINCE/ meet documentary
School Head needs such
 encoding and
reports.

II. TIMELINE

DATE OF
IMPLEMENTATION PERFORMANCE
ACTIVITIES IMPLEMENTATIO
STAGES INDICATORS
N
•Finalization, January 4-15, 2021 approved proposal
Submission and Approval
of Innovation Proposal
 Finalization of Project February 8-12, validation results of project
Tools 2021 tool
 Validation of Project
Tools

 Meeting and Orientation February 8-25, production of final project

of Project Staff 2021 tool
PRE-  Consultative Meeting
with Project Consultant communication sent and
IMPLEMENTATION
and Adviser documented
STAGE
 Communication with the
School Administration establishment of point office
 Communication and
training of Math
Teachers
 Establishment of Project
Point Office
 Preparation and
production of project
tools

A. Distribution of the March 22, 2021 sharing of video tutorials

project tools:
movs of home visitations
B. Home visits are
depended on
quarantine retrieval of assessment tool
restrictions. and documentation
IMPLEMENTATION As scheduled
STAGE C. Assessment

D. Analyzing of
assessment
results/
intervention
 A. Documentation July - August 2021 documentation report
Activities
POST- B. Preparation of
IMPLEMENTATION Completion of Project
STAGE C. Submission of
Completion Report
Feed backing

III. RESOURCE UTILIZATION

The project itself was intended to be practical and could be achieved with minimal funding.
Furthermore, the project mostly relied on the donations received, external resources and the
existing resources of the school that were not directly come from the MOOE

FINANCIAL
IMPLEMENTATIO HUMAN MATERIAL RESOURCES
ACTIVITIES
N STAGES RESOURCES RESOURCES BUDGET
BUDGET
SOURCE
Validation of Validators Bond Paper
PRE- School
Project Tool Ink PHP150.00
IMPLEMENTATIO Donation
Printer
N
Production of Subject Internet External
STAGE PHP1,000.00
Project Tool teachers connection resources
IMPLEMENATION Distribution of
STAGE the project Advisers
tools through
Scheduled
time, Barangay
Barangay Focal Person
Focal Person,
and Home
Visitations Ink, bond
School
Subject papers and Php 500.00
Donation
Assessment teachers printers
POST Printing of Bond Paper PHP100.00
School
IMPLEMENTATIO Documentatio Ink
Donation
N STAGE n Printer

IV. PROGRESS MONITORING

Monitoring was essential to track the development and efficacy of the project.
Likewise, this served as bases for improvement and enhancement of the project.
 QUANTITATIVE EVALUATION TOOL was applied to measure the targets.
Quantitative assessment tools focused on countable values. It was in the form of objective
exams with multiple choices or questions that required short answers. Ultimately,
quantitative assessment tools were useful in helping achieve desired outcomes and evaluate
their effectiveness.

ACTION
DATE OF WHAT WAS/ WHO SIGNIFICAN ISSUES/ TA
TAKEN BY
MONITORIN WERE TO MONITORE T CHALLENG PROVID
INNOVAT
G MONITOR D MILESTONE ES ED
OR
July 2, 2020 Learners Subject 1. Increased Validity of Reminded
progress in teacher the test results parents of
academic when percentage since it was the
supplemented of students’ administered importance
with offline assessment at home of
videos results in assessmen
Mathematics t in the
learning
process of
students

INNOVATION OUTPUT / OUTCOMES

OUTPUT / OUTCOMES BENEFICIARIES

 Parents

Increased the percentage of student’s assessment  Learner

results in Mathematics
 Adviser

 School

 Parents
Increased in level of participation of parents in
learning process
 Learner
 Parents
Accessed pupils and students to video tutorials
Learner

To sustain the project the following suggested initiatives were undertaken:

1. ADOPTING METHODOLOGY
In this time of pandemic where physical contact is restricted, the methodologies used in this
project is replicable and can be used in the same activities are implemented by the
Department of Education.

2. BUILD IN TIME TO FURTHER IMPLEMENT THE PROJECT

The project can be implemented in the following year since it is projected that no face-to-
face classes is forthcoming. The project can be implemented and tested again for
improvement.

3. MANAGEMENT INCLUSION
Though the project is open to the entire school citizenry, in the following year of
implementation it is highly recommended for the strict compliance of teachers and non-
teaching personnel to said project. This would be of great help during Distance Learning
Modality where pupils need supplemental learning materials which help them to become
interactive in learning and increases their statistics performances.

REFERENCES

June 2021International Journal of Research Studies in Education 10(8)

DOI:10.5861/ijrse.2021.602 Felicisimo Castroverde; Michelle Acala

https://www.ioer-imrj.com/wp-content/uploads/2021/03/27-Modular-Distance-Learning-
Amidst-of-Covid-19-Pandemic-Challenges-and-
Opportunities.pdfedith.lindog@deped.gov.ph; lindog.ea@ pnu.edu.ph https://orcid.org/0000-
0001-8430-8739.

https://www.nextthoughtstudios.com/video-production-blog/2017/1/31/why-videos-are-
important-in-education by Max Bevan, B.B.A

https://www.researchgate.net/publication/303446354_The_effects_of_video_tutorials_as_a_
supplement_in_enhancing_students'_statistics_performance , Gaolin Lai; Zhewei Zhu and
Douglas C. Williams
 Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from
http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

Prepared by:

IRA KRYST C. BALHIN

Innovator

Recommending Approval:

FELOMINO C. CAMINCE
Head Teacher III
Cananaman Integrated School

Approved:

NORALYN A. CABATBAT
Public Schools District Supervisor
Schools District of Leon I