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
under
PROJECT PROPOSAL FOR INNOVATION

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 is evident that there are struggles associated with the
use of modular distance learning.

Relatively, it also affects 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
affects the communication where dial in and net connections are profoundly slow access. Its
constraining effect hinders 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 will be launched to scaffold learners in distance learning. The science behind
educational videos is that, since they are observed through both the visual/pictorial and
auditory/verbal processing channels, learners can make more relevant associations that help
with memory and recall. A 2015 study conducted by software Kultura concluded that 93% of
teachers believe that the use of educational videos improves the learning experience. It
creates a more engaging sensory experience than using print materials alone. Learners get
to see and hear the concept being taught, and they can process it in the same way they
process their everyday interactions. Videos increase knowledge retention since they can be
stopped and replayed as many times as needed. They can also be reviewed long after the
initial lesson was taught. They greatly assist in the learning of all subjects, but particularly
those topics that are 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 have compatible mobile phones that could be used for video viewing. Thus, the
proponent came with this bright and practical innovation to ensure continuity of accessible
learning during this pandemic outbreak. This innovation could increase scores obtained in
test likewise help pupils access tutorials of difficult competency even offline.

The project is in support of Department’s thrusts, using the latest technology to ensure more
effective use of resources. Aligning the project with 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 is the baseline of all
innovations. In addendum, this project is reflected on the Basic Education Learning
Continuity Plan (BE+LCP) to ensure that learners are getting full assistance in learning amid
the situation.

The proponent opted to innovate on how teachers could scaffold the learners in distance
learning and answer the problems of parents and guardians in the incapacity to mentoring
their children and likewise to increase the mastery level in Mathematics. Thus, the landscape
of the project will be, a VLC-formatted video clip tutorials of selected competencies in
Mathematics made by the concerned teacher will be shared to parents and guardians for
offline viewing. Short clips are around 5- 10 minutes to help pupils learn the information
without being overloaded. These video clips will be shared to parents and guardians via
mobile sharing app (Share it, Bluetooth, etch) together with the distribution of learning
materials on scheduled time. Pupils and students could be able to watch the video clips even
offline. These video clips can be uploaded to online platforms (Facebook, Messenger, and
YouTube) if connections are available.

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

INNOVATION STATEMENT

The innovation project aims 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 is through sharing of VLC- formatted video
clips of difficult competency to parents and guardians thru mobile sharing applications.

Teachers will record a short video clip of tutorials of the difficult competencies. Difficult
competencies will be identified thru diagnostic test item analysis. Screencast-O-Matic Video
Recorder an internet app will be used for creating video lesson and format to VLC. Digital
writing pen tablet will be used in writing Mathematical formulas and step by step operation.
Short clips are around 5- 10 minutes to help pupils learn the information without being
overloaded and due to the small space that these videos clips can occupy, it can be shared
on Group chats without interruption. These video clips will be shared to parents and
guardians via mobile sharing app (Share it, Bluetooth, etch) during the distribution and
retrieval of learning materials. In a case when parents and guardians miss to pick up the
learning materials on scheduled time, advisers will coordinate to LDM coordinator and
Barangay Focal person. Likewise, home visitations could also be organized to distribute
learning materials following minimum health standards.

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

ACCESS PLATFORMS SYSTEM APPROACH IN-CHARGE

VLC formatted video clips Administration

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

In a case when parents and

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

A. PROJECT MANAGEMENT

Innovation Project Organizational Structure

The Project Head is the Innovation Proponent / Head Innovator, School Administrator and
Consultant. Other members of the Innovation Project will be 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- 1. Conceptualized,
IMPLEMENTATION Finalized and
STAGE  Finalization, IRA KRYST Submitted for
Submission and C. BALHIN Approval of
Approval of Innovator / Innovation
Innovation Proposal Project Head Proposal providing
its documentary
needs.
 Finalization of IRA KRYST 1.Coordinating all
 Project Tools C. BALHIN, project needs and
 Validation of FELOMINO C. internal resources.
Project tool CAMINCE 2.Overseeing the
School project tools,
Administrator managing validation of
distribution competencies that
approaches and will be included in
troubleshooting. the video tutorials
CATHERINE 3.Managing project
L. progress and
MARAVILLA adapt work as
T-III/ Validator required.
4.Ensuring projects
meet documentary
needs such
encoding and
reports.
5.Managing
relationships with
school,
stakeholders,
learners, and
communities.

 Meeting and provided

Orientation of FELOMINO C. 1. Help in term of management
Project Staff CAMINCE/ 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. Provide feed with administration
 Communication with C. BALHIN/ backing and
the School Innovator suggest ways to feedbacking
Administration improve the project and guidance
 Communication and CATHERINE 3. Offer their monitoring
training of Math L. expertise on
Teachers MARAVILLA project
 Establishment of T-III management.
Project Point Office / Validator and 4. Providing
 Preparation and Consultant guidance and
production of project monitoring the
tool RESPECTIVE progress made
CLASS with each project
ADVISERS stage.
5. Facilitating
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-charge
 materials TEACHERS of tools and
(modules monitoring
and video of the
tutorials) project.
on
scheduled
time

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

III. Home CLASS

VisitationsADVISERS
Monitoring of and SUBJECT 3. In-charge
lagged pupils AREA of
and providing TEACHER assessmen
learning t tool
material

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

POST A. Documentation IRA KRYST 1. Managing

IMPLEMENTATION Activities C. BALHIN project progress
STAGE B. Preparation of Innovator / and adapt work as
Completion of Project Project Head required.
C. Submission of 2. Ensuring
Completion Report FELOMINO C. projects meet
Feed backing CAMINCE/ 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

POST- A. Documentation July - August 2021 documentation report

IMPLEMENTATION Activities
STAGE B. Preparation of
Completion of Project
 C. Submission of
Completion Report
Feed backing

III. RESOURCE UTILIZATION

The project itself is intended to be practical and can be achieved with minimal funding.
Furthermore, the project will mostly rely on the donations receive, external resources and the
existing resources of the school that would 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 is essential to track the development and efficacy of the project. Likewise,
this serves as bases for improvement and enhancement of the project.

QUANTITATIVE EVALUATION TOOL will be applied to measure the targets.

Quantitative assessment tools focus on countable values. It is in the form of objective exams
with multiple choices or questions that require short answers. Ultimately, quantitative
assessment tools can be useful in helping achieve desired outcomes and evaluate their
effectiveness.
 ACTION
WHAT WAS/ ISSUES/ TAKEN TA
DATE OF WHO SIGNIFICANT
WERE TO CHALLEN- BY PROVID
MONITORING MONITORED MILESTONE
MONITOR GES INNOVA- ED
TOR
July 2, 2020 Learners Subject 1. Increase the Validity of Remindin
progress in teacher percentage of test results g parents
academic students’ since it of the
when assessment was importan
supplemented results in administer ce of
with offline Mathematics ed at home assessm
videos ent in the
progress
of
students

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