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VIDEO-STORIES: EFFECT TO THE BEGINNING READING SKILLS

OF KINDERGARTEN PUPILS

An Action Research Proposal Submitted to the Department of

Education Cordillera Administrative Region
School Year 2021-2022

Submitted by :

CHRISTEL C. PERLAS
Teacher 3
Sulbec Primary School
Pidigan District
,Schools Division of Abra

August 2021
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Table of the Contents

Page
Research Proposal Application Form
Title page ……………………………….………………………..…………………….… i
Table of Contents …………………….…….………………….……………………..… ii
Content and Rationale…… …………………...…………………………………… 1
Action Research Questions…………………..………………..…………………..…… 3
Proposed Innovation, Intervention and Strategy……………………………………. 3
Action Research Method………………………………………………………………… 4
Participants and / or other Sources of Data and Information ……………………… 4
Data Gathering Methods ………………...……………………………………………… 4
Data Analysis Methods………………………………………………………………… 4
Ethical Issues…………………………………………………………………………… 4
Action Research Work Plan and Timelines ……….…………. …………..……….... 5
Cost Estimates…….. …………………………………………..……………........…..… 6
Plan for Dissemination and Utilization……………………….. …………….……....... 6
References………………………………………………………………………………… 8
Appendices ……………………………………………………………………………… 9
pretest/posttest…………………………………………………………………………… 9
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CONTEXT AND RATIONALE

In kindergarten, children begin to grow as independent readers and become more

comfortable with reading, which is now part of their daily life. Students read books, the day’s
schedule, class letters, songs, and poems throughout the day.
While there has long been evidence that young children do not learn as much
from video as face-to-face instruction, some research has suggested only infants and
toddlers show a significant deficit from video. Videos can be used to provide students with
extension work. This aims to add to what they've learned. It gives students expanded
opportunities to apply the knowledge and skills they have acquired. Equally
important, videos can be used for revising concepts and reinforcing them for students who
need further explanation.
With increasing concern over the country brought about by the COVID-19, more and
more emphasis is being placed on teaching methods. As internet related infrastructure
becomes cheaper and more powerful, online learning environments are taking a stronger
presence in most higher education institutions, and video content is being sought for these
environments. However, the effectiveness of using video as a teaching tool is still uncertain.
Without additional research, video remains an expensive and unproven gamble
within an already struggling system. Like all new technologies, video was expensive when
first introduced. Teams of highly trained professionals were required to produce even the
shortest video content. These high costs spurred some early research into the effectiveness
of video as an educational tool. Ultimately, the research found that despite the promise it
showed, it was simply too expensive to be practical for teachers or even entire schools.
Video then mostly fell by the wayside until recent advances in computers and the internet
have brought the question of video as an educational tool to the forefront once again
(Houston, 2000).
Copley (2007) in Audio and video podcasts of lectures for campus-based students:
production and evaluation of student use reported the majority of students using
downloadable course lecture podcasts did so as an additional study aid. These studies are
important because they show that video alone is not enough to facilitate efficient learning.
Video instead needs to supplement other course work and learning tools to provide the
student an opportunity to learn.
The purpose of this study is to evaluate the impact on student learning outcomes of
video content as a primary teaching method compared to more traditional lecture based
classes. When used as a primary teaching strategy, high quality, timely , on topic video can
positively impact student learning. Even though this study focuses on the use of video, it is
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important to educators at all levels as it is examining and evaluating the usefulness of video
as an educational tool. As a result of this study, educators from a wide variety of
backgrounds can look at incorporating video into their modular classes as a way to reach
greater numbers of kindergarten pupils.
In the school, teachers have participated in the different virtual training on video
development. It was seen relevant and important for them to be flexible in developing
learning resources which may support the most essential learning competencies. In the first
and second quarters, kindergarten pupils were faced with the uncertainties as to how they
step up on learning the basics of oral reading. The use of printed materials is not effective
when it is given only as the material yet it needs support modes and materials. Only three
Kindergarten pupils were seen and observed improving and escalating toward the next
competencies to be developed. This action research is conceived to look into the new
strategy and method which may effect improvement or not in learning.

Action Research Questions

This action research will determine the effect of video-stories in the beginning
reading skills of Kindergarten Pupils of Sulbec Primary Schools, Pidigan, Abra.

This study specifically seeks to answer the following:

1. What is the level of the performance of the Kindergarten pupils in oral reading
before using the video stories in the teaching-learning process?,
2. What is the level of the performance of the Kindergarten pupils in oral reading after
using the video stories in the teaching-learning process?
3. What is the significant difference between the performance of the Kindergarten pupils
in the pretest and posttest?
Hypothesis: There is no significant difference between the performances of the Kindergarten
pupils before and after the using the video lessons in the teaching-learning process.

Proposed Innovation, Intervention and Strategy

Video learning is effective in the new normal education. Kindergarten pupils can use
it to create time and space for active learning. Once a video is created, it can be reused
and updated as needed, leaving more time in the classroom for live discussions and
engagement with students. Video engages both the kindergarten pupils and teachers in a
one-on-one relationship without ever being in the same venues. Video learning has
positive outcomes on multiple levels, including increased motivation and deeper learning,
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and can specifically impact students’ ability to facilitate discussions and identify problems.
Visual cues combined with audio play a huge role in the comprehension and retention of
new material. Kindergarten pupils can rewatch a video multiple times in order to gain and
retain learning material.
The videos will be prepared and it will be quality assured by a panel of experts.
These experts will look into the technical and instructional qualities. These videos will be
given together with the self- learning modules based from the most essential learning
competencies from weeks 4 to 8. The researcher will look into the effectiveness of the
video lessons through her monitoring. She will take note of observable proofs of
responses of the kindergarten pupils.

Action Research Methods

This part of the action research discusses the process of identifying the participants,

sources of information, data gathering methods, and data analysis plan.

Participants and / or other Sources of Data and Information

The researcher will accomplish and conduct the study to look into the effect of the
video-stories to the oral performance of the kindergarten pupils. With this, the researcher
decides to use the purposive sampling in selecting the number of participants who will
engage in the study. With the use of the technique, the researcher will rely on her own
judgment when choosing members of population to participate in the study. The researcher
implies the use of inclusion criteria by which the researcher sets criteria first she will ask
permission and approval from parents for the involvement of the study, she will note if the
participants are willing to take part officially in the pretest, implementation and posttest of the
study. The participants will be of sound health condition, accessible, and available. As to
comply with the exclusion criteria, the researcher will be seeing factors that may hinder the
participation of the learners in the study. These include their proximity or distance of their
residences, and it will also include their attitude towards the accomplishment of their self-
learning modules in the previous quarters.

The other sources of data and information will come from the results of the written
tests and performance –based activity results to include as other sources. The researcher
will note down the MPS data of the third and fourth quarter data which will support the
results of the study. Findings of conducted researches will be used to corroborate with the
findings of this study.
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Data Gathering Methods

The researcher will be using the pretest-strategy-post-test design. In getting the basis

of data, the dependent variable or variables are measured before the intervention (i.e., the

pretest) and after the intervention (i.e., the posttest). Typically, measures used in the pretest and

the posttest are the same, and changes in the dependent variable from pretest to posttest are

interpreted to reflect the effectiveness of the intervention (the independent variable).

Data Analysis Plan

This action research uses the mean and the mean percentage score formula in
getting the results of the pre-test and the post-test. The pre-test is where a questionnaire is
tested on a (statistically) small sample of respondents before a full-scale implementation of
the strategy in the action research and the post-test. The posttest covers the activities using
the strategy on what have been taught during the modular teaching-learning.

Table 1

Normative values will be used in analyzing the obtained data

No.of Items MPS DE Meaning

10-15.00 67-100.00 M Learners have attained a given level set to

move forward.
5-9.99 34-66.99 WTM Learners have attained activities with
teachers’ guidance
0-4.99 0.00-33.99 NI Learners have not mastered the
competency

Legend: M- Mastery WTM- Working Towards Mastery NI- Needs Improvement

The t-test is the statistical test tool that compares the means of two samples.The two
samples are the mean percentage scores of the pretest and the posttest. It is used in
hypothesis testing, with the stated null hypothesis that was stated in this action research.
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Ethical Issues

The researcher will adhere to ethical norms in research particularly on the standards

and requirements set for action research and formats.

In this action research, the researcher will follow the norms in promoting the aims
of research, such as knowledge, truth, and avoidance of error and avoidance on fabricating,
falsifying, or misrepresenting research data promote the truth and minimize error.
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Action Research Work Plan and Timeline

Activities May June July August September October

1. AR proposal
2. approval of proposal
3.administration of the pre-test
4.Prepare the MELC- based video
lessons
4.conducts of the intervention and
strategy
6. Monitoring by the school head or
by a master teacher.
7.Administration of the post-test
9.final report preparation
10. Research LAC and
dissemination of the findings

Cost Estimates

The following table presents the cost estimates which will be used to cover the
expenses incurred for the preparation, implementation and completion of the action
research.
A.School Supplies
Activity items Unit Quantity Estimated Total
Cost
Preparation of A4 paper Ream 1 250.00 250.00
research proposal, substance
IMS/ 20
questionnaires, and
final report
A4 folder Pc 20 10.00 200.00
tagboard
with
fasteners
Printer ink Bottle 1 300.00 300.00
black
Printer ink Bottle 1 300.00 300.00
cyan
Printer ink Bottle 1 300.00 300.00
magenta
Printer ink Bottle 1 300.00 300.00
yellow
Implementation of the study
B. Domestic expenses
Submission of School to Back and 2 10.00 20.00
research proposal DO forth
to the DO
TA for research School to Back and 1 2,000.00 2,000
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proposal RO forth
Submission of School to Back and
deliverables RO forth
1st tranche 1 2,000.00 2,000
2nd tranche 1 2,000.00 2,000
rd
3 tranche 1 2,000.00 2,000
C. Reproduction / printing /binding cost
Photocopy of 10 pages (x Set 50 10.00 500.00
IMs/Questionnaires Php 1.00
D. food and other incurred expenses during conduct of research
Snacks of Pre-test Set 50 grade 50.00 2,700.00
respondents/ /FGDs 6 , 1 school
learners / during the head, I
implementation researcher,
2 for
monitoring
personnel
=54
Post-test Set 50 grade 50.00 2,700.00
/FGDs 6 , 1 school
head, I
researcher,
2 for
monitoring
personnel
=54
E.Communication expenses
Preparation of Cellphone 1 350.00 350.00
research proposal, load
IMs, questionnaires,
and final report
Internet 1 350.00 350.00
load
Others
Total estimated cost 16,270.00

Plan for Dissemination and Utilization

The researcher will prepare an activity request and learning action cell plan for
approval. This aims to focus on research dissemination of the salient findings and shall
conduct a demonstration lesson utilizing the innovation and strategy. She will also
distribute a brochure of the abstract for teachers’ reference and replication.
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References

Aabø, S., & Audunson, R. (2012). Use of library space and the library as place. Library &
Information Science Research, 34(2), 138-149. https://doi.org/10.1016/j.lisr.2011.06.002

Al-Khalifah, A. J. (1994). Teachers’ use of audiovisual media for teaching and learning in
Kuwait public schools, the influence of teacher training colleges and the role of the school
library in media provision (Doctoral dissertation, © Ahmad J. Al-Khalifah). Retrieved from
http://bit.ly/2Ynh3P9

Azhar, M., Nadeem, S., Naz, F., Perveen, F., & Sameen, A. (2014). Impact of parental
education and socioeconomic status on academic achievements of university students.
European Journal of Psychological Research, 1(1). Retrieved from http://bit.ly/30eepNl

Bates, A. T. (2005). Technology, e-learning and distance education. Routledge.

https://doi.org/10.4324/9780203463772

Bennett, S., & Lockyer, L. (2008). A study of teachers’ integration of interactive whiteboards
into four Australian primary school classrooms. Learning, Media and Technology, 33(4), 289-
300.https://doi.org/10.1080/17439880802497008

Malkevitch, John. Mathematics and Art, New York: Mason Crest Publisher Inc., 2012.

Wakit, Shiela K. ICT Based Lessons as Tools in Improving Pupils’ Performance in Science
of Gold Creek Elementary School ( Unpubished Action Research, Gold Creek Elementary
School, Itogon, Benguet, 2014)
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APPENDICES

Pretest/ Posttest

Activity 1: Classifying Small and Big Objects ( 5 points)

Procedure:

1. Show the following objects to the learner:

 wooden chair/stool;

 a spoon;

 a plastic cup;

 a newspaper;

 a magazine;

 a wooden box;

 a fork; and

 a plastic pail.

2. Let the learner do the following: ( five points)

 name each object;

 classify the objects into big and small ; and

 produce the sound of the first letter of the name

of each object.

Activity 2: Step on Pairs

Procedure:

1. Scatter the pictures of the footwear on the floor

without pairing them.

2. Let the learner do the following:

• step on one shoe;

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• look for the other pair of the shoe that has

same size; and

• hold the shoes.

Follow the same procedure with slippers, socks and

others.

Activity 3: Shape Hunt (five points)

Procedure:

1. Let the learner do the following:

 look for things/objects that are

rectangular, triangular , square and

circular in shape;

 say the name of each object/thing;

 write the first letter of each object; and

 say the sound.