PRE-RECORDED EDUCATIVE VIDEO CLIPS ON PHYSICAL EDUCATION FOR THE

STRUGGLING SENIOR HIGH SCHOOL STUDENTS WITH MISSED ONLINE CLASSES:

AN ANALYSIS OF STUDENTS’ QUALITY EXPERIENCE

An Action Research
Presented to the
Department of Education
Region X

IAN L. TABOR
Teacher II
Ozamis National High School
Ozamis City Division

2021
 ACKNOWLEDGEMENT

I'd like to express my heartfelt appreciation to everyone who has suggested ideas and voiced
their opinions. For the invaluable assistance and unwavering support provided by the following
individuals who assisted in the planning and execution of this research project.

For continuing to inspire and motivate my beloved students, as well as my colleagues for their
support and assistance in carrying out this study, which would not have been possible without
them.

My unending gratitude to Lilibeth Y. Bamonga, School Principal II, for all of your support and
motivation.

And thanks to Alie A. Bongcawil, our Senior High School Assistant School Principal II, for her
feedback and help with importing data from this study into the analysis.

Above all, we are grateful to the Almighty God for instilling in us the trust and determination to
complete this report.
 ABSTRACT

Educators are looking at how to deliver better teaching strategy and interactive teaching
and learning process effectively with a perspective to raising the efficiency of learning delivery
mode under the Department of Education’s learning continuity plan during this pandemic school
year. This study aims to evaluate the potential use of video clips as an additional tool to improve
the quality of experience of the students, which is characterized as the level of compliance and
motivation of the students in responding to the modules. The participants were taken from
Ozamis National High School. There were ten (10) participants involved who were Senior High
School students. Descriptive-survey designed through the use of checklist questionnaire was
used in the study and purposive sampling was used in getting the study sample.
The findings of the study shows the positive feedback from students on improving their
motivation for learning and level of compliance reported positive effects of using videos in
modular learning. Specifically the result reveals that the majority of the participants are aged 16-
17, female and grade 11; the quality of the participants' experience based on the level of
compliance and motivation is high with the use of the Physical Education module with video
assisted tool rather than using real time online videoconferencing class; and it was evident that
using the intervention video-assisted or video recorded class was effective for those struggling
student attendees on online class. Therefore, teachers should be prepared to allow comprehensive
or clear recorded video clip presentations to be incorporated into the physical education modules
for those students struggling attending online classes.
CONTEXT AND RATIONALE

For a long time, interactive videos have been used as a teaching tool, with the earliest use
noted during the Second World War (Yousef et al., 2014). A variety of recent developments,
most notably the exponential increase of access to technology usage of home education and
classrooms, have a major effect on improving the learning environment and speeding up the
level of literacy used as a supplementary resource to attain learning objectives.

According to Kay (2015) the integration of video clips into instructional materials has
increasingly gained further interest and the results of using supplementary videos increase
student activity and teaching process efficiency. An important issue is the establishment of a
methodology for embedding video clips into teaching material for multimedia to improve the
learning process and improve level of compliance of the students during the learning process. In
addition, method of distance learning where the students act independently on their lessons and
performance at home is particularly ideal for exploring innovative approaches among the
teachers’ practices to enhance the students’ output quality and their motivation to fulfil the
output required.

The major reason for studying the impact of video clip integration into multimedia
presentation is that visual stimulus will enhance their interaction with a media program common
to the student community. Hence, the major problem for instructional design is the collection of
suitable video clips and strategies for their presentation inside the instruction resources,
contributing to successful learning results by stimulating the interest of the students to perform a
given tasked (McConville & Lane, 2016).

In light of this research study, the students' level of compliance will be defined by their
level of compliance and motivation in answering the physical education modules and video clips
as a supplemental tool used during the pilot testing. More closely this study will analyse on the
level of compliance and motivation using the student feedback gathered during the data
collection that will be significant in the result of this study.
Action Research Questions

The researcher aims to answer the following questions.

1. What is the demographic profile of the participants in terms of:
1.1 age?;
1.2 gender? ; and
1.3 grade level?
2. What is the respondents’ quality of experience in the pre and post intervention phase based on
the:
2.1 level of compliance?; and
2.3 level of motivation?
3. Is there a significant difference in pre and post intervention phase as to the level of compliance
of the respondents?
4. Is there a significant difference in pre and post intervention phase as to the level of
motivation?
The null hypothesis considered in this study is tested at 0.05 level of significance. The
claim is stated as follows:
H01 : There is no significant difference in the level of compliance in the pre and post intervention
phase of the respondents.
H02: There is no significant difference in the level of motivation in the pre and post intervention
phase of the.

PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

Multimedia technology has been regularly used to enhance teaching and learning. Videos
are an instrument for engaging the student's verbal (linguistic), visual (spatial) and musical
(rhythmic) knowledge in the learning process, particularly in the cycle of self-learning (Gardner,
2015).

Another term that has developed in the past several years and that relates itself towards
video is "blended learning" (the fusion of digital tools and conventional approaches in the
classroom). Blended learning provides learning strategies here; video-based learning provided
alongside other instructional techniques and strategies, delivered both online and face-to - face,
may deliver a very beneficial learning environment and good outcomes (Kinash et al., 2015). In
addition, significant improvements of video clip characteristics (multisensory, interactive and
worthy of catching the attention of the viewer) have also been used in academic background
(Marques, 2012). Specific embedding approaches and various supplemental video material
meanings can be included in the teaching process. Teachers use the course-prepared multimedia
presentation as well as additional supplementary videos.

Bravo et al. (2016) stated on their research conducted that supplementary usage of video
content signifies an increase the student's interest to the topic of the lesson and fulfil activities
efficiently. Two important goals were achieved: reduced cognitive load and increased student
attention. According to Hsin and Cigas (2018) have been using video clips to boost student
compliance and motivation for a modular physical education and music introductory course.
They achieved a slightly higher number of students participating, and improved their overall
grades.

Another approach to involve and encourage students is by displaying examples of media

(Steffes & Duverger, 2015). As mentioned by Steffes and Duverger, displaying supplemental
videos at the beginning of the class in an entertainment sense may be used to improve the
students' pleasant mood. Furthermore, the recent findings of Bravo et al. (2016) and Steffes and
Duverger (2015), highlight the value of careful arrangement of supplementary video material, as
well as the technique for showing students information to motivate them in participating in the
learning process.

Donkor (2015) has shown that it also appears promising to use video-based instructional
materials to teach practical skills from a distance.

A few of the main issues is the quality of experience (QoE) obtained with the multimedia
materials offered. The question becomes more complex as the different video material
frameworks are mixed together. In the research analyzed in Le Callet et al. (2017), the study
defined experience as the medium of perception and understanding of one or more occurrences
relating to a person. At the other side, quality is described as the product of the process of
evaluation and judgment of a person, which involves interpretation, reflection on the
interpretation, and explanation of the product.

Nevertheless, defining the quality of experience offers a basis for assessing the efficacy
of video content distribution across the Internet. Ljubojevic et al. (2015) analyzed the efficiency
of linear web video advertising using QoE methods. Another significant role is the impact on the
level of learning of students through the production of supplemental video used in the teaching
phase. Visual durations and methodologies of showing them affect learning performance and
student compliance. A significant outcome of this work is to enhance the capacity of students to
learn in an autonomous way through uploading supplementary content.

Therefore, the level of experience and learning result of students can depend on the
significance of the supplemental videos inserted and on the method of integrating video into
teaching content.
 ACTION RESEARCH METHODS
a. Participants/Data Source
The participants were taken from Ozamis National High School. There were ten (10)
participants involved who were Senior High School students. Purposive sampling was used in
getting the study sample. Purposive sampling was used in getting the study sample. Checklist
type of questionnaire was used as the survey instrument of this study.
A standard modified questionnaire formulated based on the ideas and insights taken
from the different authorities as reflected in the literature as well as suggestions and
recommendation of the research coordinator/adviser. The questionnaire was used to gather
information on the participants’ demographic profile and quality of experience measured as level
of compliance and motivation.

b. Data Gathering Methods

Descriptive-survey designed through the use of checklist questionnaire was used in the
study. Descriptive analysis requires data collection to check theories or address concerns about
the existing status of study participants. It concerns the condition or relationship that exists,
prevailing practices, beliefs, viewpoints or attributes that are held, ongoing processes, felt effects
or developing trends (Prieto et al., 2015). The questionnaire was designed to induce the
respondents' independent perception by using a 5-point Likert Scale response model with (5)
being the highest, and one (1) being the lowest.

c. Data Analysis Plan

The data were analyzed using statistical indicators such as percentage frequency
counting, and weighted mean for summary descriptive analysis. The consistency of interaction
linked to the degree of compliance and motivation was calculated in the Likert scale of five (5) –
point and evaluated using the mean indices expressed below. Single factor ANOVA was used as
an inferential measure to reject or accept the significance point of the null hypothesis at 0.05.

Mean Index of Level of Compliance and Motivation

Scale Mean Value Interpretation

1 1.00 – 1.80 Extremely not Satisfied
Extremely not Motivated
2 1.81 – 2.60 Not Satisfied
Not Motivated
3 2.61 – 3.40 Slightly Satisfied
Slightly Motivated
4 3.41 – 4.20 Satisfied
Motivated
5 4.21 – 5.00 Extremely Satisfied
Extremely Motivated
 DISCUSSION OF RESULTS AND REFLECTION

This part deals with the salient findings of this study in tabular form followed by a
discussion based on statistical results and review of related literatures and studies.

Problem No. 1: What is the demographic profile of the participants in terms of age, gender and
grade level?

Table 1.1
Profile of the Respondents Based on Age Category

Age Category Frequency Percentage

14-15 years old 4 40%

16-17 years old 3 30%

18 and above years old 3 30%

Total 10 100.00

Table 1.1 shows the profile of the teacher-participants based on age category. As shown,
12-13 years old takes the 40% which is at the highest; 14-15 years old takes 30%; 16-17 years
old takes also the 30%; and 18 years old & above takes 0%. The data reflect the variation in age
characteristics among the participants and the difference in the number of young and middle
adolescents. These findings are in consistent with the findings of Prieto et al. (2015) which
demonstrate the dominance of young or early adolescents aging 12-13 years old in the school
population.

As the age advanced, the students become independent in dealing with learning process
they need less guidance and want to make it on their own. Students feel that they are capable
enough to motivate themselves as they grow responsible to deal with content and added
responsibilities pertaining to doing homework or school related activities (Susanto, 2016).

Table 1.2
Profile of the Respondents Based on Gender Category
Gender Category Frequency Percentage
Male 4 40.00
Female 6 60.00
Total 10 100.00

Table 1.2 presents the profile of the respondents based on gender category. As shown,
30.00 % are males and 70% are females. Female students in the research performed by Spanjers
et al. (2016) indicate that when visual stimuli were used to learn more efficiently, they had a
higher degree of involvement.

The literature points out those female students engaged most where there are visual
images introduced on the assigned task, which could be due to a number of variables such as
critical thinking, greater comprehension and a sense of their interest (Mayer, 2014). Many female
students enjoyed video clips where they were more inspired to do good work; attempts were
made to engage in lectures and performance fulfilment as female students often found
information as well as becoming even more aggressive in completing school tasks.

Table 1.3
Profile of the Respondents Based on Grade Level

Grade Level Frequency Percentage

Grade 11 7 70.00
Grade 12 3 30.00
Total 10 100.00

Table 1.3 shows the profile of student participants based on grade level. As seen, Grade
11 70% and 12 comprises 50%. The data affirm that majority of the respondents are Grade 11.
This implies that the Grade 11 students need more guidance and supplemental tool such
as video clips to get done with the task given in the module.

As pointed out in the study of White and Fredericksen (2016) that the video-assisted
modeling tools rendered the challenging topic more comprehensible and enjoyable for a broad
range of students with less previous expertise and motivation, particularly for students in the
lower years. Students taught not just about the definition and principle but also regarding inquiry
processes.

Problem No. 2: What is the respondents’ quality of experience in the pre and post intervention
phase based on the level of compliance and motivation in submission of the learning tasks?

2.1 Level of Compliance in Pre-Intervention Phase

Table 2.1
Quality of Experience Indicator based on the Level of Compliance in Pre Intervention
Phase

Indicators Mean Interpretation

1. I find the video lesson helpful. 1.3 Extremely not Satisfied
2. I find the video clips to be effective in meeting the 1.2 Extremely not Satisfied
lesson objectives.
3. I would recommend having video clips integrated in 1.2 Extremely not Satisfied
the modules.
4. I am satisfied with my learning from the module 1.4 Extremely not Satisfied
integrated with video clips.
5. I find it easy for me in acquiring and performing 1.5 Extremely not Satisfied
practical lessons in Physical Education.
Over All Mean 1.32 Extremely not Satisfied
Table 2.1 presents the level of compliance of students measuring their level of
compliance without the integration of video clips into the Physical Education module. As we
have seen, the underlying mean is very low, in which the student-respondents were extremely not
satisfied with the online class or real time video conferencing.
According to Bennett (2020) posited that video recorded lessons meet the learner where
they are by minimizing the demands on the learner. Self-paced instruction, on-demand learning,
anytime learning – video recorded classes meet the learner where they are by minimizing the
demands on the learner. Learners can complete their learning tasks on their own schedule, at
their own location, using any computer, from any location in the world. That's very practical.
You can offer required instruction without the stumbling blocks that come with a diverse group
of students by using online classes. Adult education and continuing technical education have
benefited greatly from this versatility. During their daily commute, learners will watch a video
on their phone and launch a vibrant conversation group about relevant learning topics.

2.2 Level of Compliance in Post Intervention Phase

Table 2.2
Quality of Experience Indicator based on the Level of Compliance in Post Intervention
Phase

Indicators Mean Interpretation

1. I find the video lesson helpful. 4.56 Extremely Satisfied
2. I find the video clips to be effective in meeting the 4.48 Extremely Satisfied
lesson objectives.
3. I would recommend having video clips integrated in 4.55 Extremely Satisfied
the modules.
4. I am satisfied with my learning from the module 4.67 Extremely Satisfied
integrated with video clips.
5. I find it easy for me in acquiring and performing 4.55 Extremely Satisfied
practical lessons in Physical Education.
Over All Mean 4.56 Extremely Satisfied

Table 2.2 presents the level of compliance of students measuring their level of
compliance with the integration of video clips into the Physical Education module. As we have
seen, the underlying mean is very high, in which the student-respondents were extremely
satisfied with the use of video clips as an additional instructional dimension.
Issa et al. (2015) cites three explanations why the usage of an interactive video clip
method is productive and effective: (1) it is self-paced learning where learners may replay the
sections of the lesson at their leisure without inhibiting their natural progress; (2) it provides
video / audio output that improves the connection between learners and the course content; (3) it
offers flexibility because it is self-regulated guidance throughout the learning process.

2.3 Level of Motivation in the Pre Intervention Phase

 Table 2.4
Quality of Experience Indicator based on the Level of Motivation in

Indicators Mean Interpretation

1. I intend to use the integrated videos regularly in 1.4 Extremely not Motivated
learning practical lessons in physical education.
2. I feel confident in answering the activities in 1.50 Not Motivated
the module with supplementary video clips.
3. I feel i never go wrong in doing the task in the 1.8 Not Motivated
physical education module since i can visualize
the concepts well.
4. I find the lessons very interesting. 2.2 Not Motivated
5. I find the lessons enjoyable with the use of 1.5 Not Motivated
supplementary video clips.
Over All Mean 1.68 Not Motivated

Table 2.3 presents the level of compliance of the students measuring their level of
motivation without integrating video clips in the physical education module. As gleaned, the
underlying mean is very low in which the student-respondents were extremely not motivated
with the online class or real time video conferencing.

2.4 Level of Motivation in the Post Intervention Phase

Table 2.4
Quality of Experience Indicator based on the Level of Motivation in

Indicators Mean Interpretation

1. I intend to use the integrated videos regularly in 4.50 Extremely Motivated
learning practical lessons in physical education.
2. I feel confident in answering the activities in the 4.50 Extremely Motivated
module with supplementary video clips.
3. I feel i never go wrong in doing the task in the 4.49 Extremely Motivated
physical education module since i can visualize the
concepts well.
4. I find the lessons very interesting. 4.78 Extremely Motivated
5. I find the lessons enjoyable with the use of 4.90 Extremely Motivated
supplementary video clips.
Over All Mean 4.63 Extremely Motivated

Table 2.4 presents the level of compliance of the students measuring their level of
motivation on integrating video clips in the physical education module. As gleaned, the
underlying mean is very high in which the student-respondents were extremely motivated with
the use of video clips as a supplementary tool.

Video-assisted instruction enables the demonstration of complicated processes in a highly

interactive, interesting and engaging manner that instructional material can be interconnected
with other related topics in a more natural and intuitive way that students will not get bored
doing their own tasks (Crosby & Stelovsky, 2016).

Problem No. 3: Is there a significant difference in pre and post intervention phase as to the level
of compliance of the respondents?

Table 3.0
Paired T-test on Significant Difference in the Pre and Post Intervention Phase as to Level
of Compliance

Paired T-test Pre Post

Mean 2.29 4.225

SD 0.43884 0.1768

SEM 0.31 0.125

95%Cl of mean (-1.65)-(6.23) (2.64)-(5.81)

Critical t value (two-tail) = 4.7062

Computed t value (two-tail) = 16.4595
P(T<=t) two-tail = 0.0048
Reject the Ho Significant

Table 3.1 presents the hypothesis test using the paired or dependent t-test. Based on the
result, the observed t statistic (computed t value) is greater than the corresponding t-critical value
(4.7062) at 0.05 level of significance. It is also noted that the p-value (0.0048) is less than the
pre-defined level of significance (0.05 ɑ).With this result, the null hypothesis is rejected which
means that there is significant difference in the pre and post intervention phase of the
respondents based to the level of compliance.

Problem No. 4: Is there a significant difference in pre and post intervention phase as to the level
of motivation of the respondents?
 Table 4.0
Paired T-test on Significant Difference in the Pre and Post Intervention Phase as to Level
of Motivation

Paired T-test Pre Post

Mean
1.68 4.634
SD 0.43884 0.1768

SEM 0.31 0.125

95%Cl of mean (-1.65)-(6.23) (2.64)-(5.81)

t Stat -20.10128548
P(T<=t) one-tail 1.80757
t Critical one-tail 2.131846786
t Critical two-tail 2.776445105
Reject the Ho Significant

Table 3.2 presents the hypothesis test using the paired or dependent t-test. Based on the result,
the observed t statistic (computed t value) is greater than the corresponding t-critical value
(2.131846786) at 0.05 level of significance. It is also noted that the p-value (1.80757) is less than
the pre-defined level of significance (0.05 ɑ).With this result, the null hypothesis is rejected
which means that there is significant difference in the pre and post intervention phase of the
respondents based to the level of motivation.

The findings of the study are summarized as follows:

1) The majority of the participants are, female and at below family monthly income;

2) The quality of the participants' experience based on the level of compliance before
intervention is low and after intervention is very high which is interpreted as being extremely
satisfied with the use of the Physical Education module video-assisted tool;

3) The quality of the participants' experience based on the degree of motivation is also low in the
pre intervention phase and high in the intervention phase, interpreted as being highly motivated
in responding to the Physical Education module audio-assisted tool activities for those students
who were struggling on complying learning tasks and less motivated on their Physical Education
modules.

4) As to the hypotheses testing, there is a significant difference in the level of compliance and
motivation of the learners with and without using the video recorded tool from the online class
conducted compared to the real time online class.
 Based on the findings of this research, it is greatly presented that there are positive effects
of using videos as additional teaching tool. Motivation and learning compliance of the students
were improved with the used of additional video tools. The following are the made conclusions
and recommendations based on the results of this study:
(1) Teachers should be prepared to allow comprehensive video clip presentations to be
incorporated into the physical education modules that will be placed in each learner's memory
stick;
(2)The school should have a clear and comprehensive alternative learning tool aside from
modules since the students demonstrate positive feedback by testing their level of compliance
and motivation towards the use of video clips as a supplemental tool in answering the task given
in the physical education module;
(3) Attitudinal evaluation of the quality of experience achieved by the use of supplementary
video in learning has verified that the educational video inserted in the majority of the lecture
may improve the student engagement. The findings suggest that female students are more
interested in using learning content supplemented with additional videos than male students;
(4) Parallel research can be carried out on the strength and limitations of incorporated additional
video clips to redefine issues on significant, consistency and coherence of the video clips
embedded in the modules stored in a memory stick.
 ACTION PLAN

This action plan is designed to reinforce the recommendation of the study. This action

plan is intended for teachers & students.

Activity Implementation Period Authority In-Charge

1. Parents’ Orientation and Before the Start School Administration

Dry-run
2. Monitoring and
Designing Alternative
IWLP
3. Installation of Internet
Connection
4. Workshop on Reading
Instructional Resources
Designing
or Opening of Classes
Every Quarter Principal
Teacher
Education Specialist
Before the Start Education Specialist
or Opening of Classes
Every Grading Period Master Teachers
Program Supervisor
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 FINANCIAL REPORT

Particulars Cost
Photocopy of Research Questionnaire PhP. 15.00
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Copy Reader 1000.00
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Data Statistical Analysis 3000.00
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