Exploring the Benefits in using Video Clippings in Online Learning Environment to

Nursing Students

A Research Presented to

The Faculty College of Nursing

Pines City Colleges

In Partial Fulfillment of the requirements for the

Degree of Bachelor of Science in Nursing

Bernadette P. Arcano

Jeremiah B. Martes

Elma A. Ngalides

Heaven Leigh M. Pagnas

May 4,2021
 APPROVAL SHEET

This research entitled “EXPLORING THE BENEFITS IN USING VIDEO CLIPPINGS

IN ONLINE LEARNING ENVIRONMENT TO NURSING STUDENTS” prepared and
submitted by ANGELICA D. ARSENIO, BERNADETTE P. ARCANO, JEREMIAH B.
MARTES, ELMA A. NGALIDES, HEAVEN LEIGH M. PAGANAS in partial
fulfillment of the requirements for the subject Nursing Research 2, has been examined and
recommended for acceptance and approval for proposal defense on December 5, 2020.

M ARIA GRACE A. GASCON RN, MAN, PhD

Adviser

ORAL EXAMINATION COMMITTEE

Approved by the Committee on Oral Examination with a grade of on

December 9, 2020

Germilyn D. Flora, RN,MSN

Chairman

A fani Grail L. Bayangan, RN V irginia Helen A. Palome, RN

Member Member

Accepted and approved in partial fulfillment for the subject Nursing Research 2.

BUNA B. RACAL, RN, MAN

Dean, College of Nursing
 ACKNOWLEDGEMENT

This research would not have been feasible without the help of these individuals. Without
them, we might not meet the objectives in doing this study. The researchers want to give gratitude
to the following people for their invaluable help and support.

First of all, to their Lord, Jesus Christ, for giving the wisdom, strength, support and
knowledge in exploring things; for the guidance in helping us surpass all the trials that they have
encountered and for giving us determination to pursue our studies and to make this research
possible;

The researchers express their gratitude to Mrs. Marian Grace A. Gascon, our subject
adviser, who has been very active in giving advices, ideas and guidance during the entire process
of this research that have become a landmark effort towards the success of this study.

They would also like to pay thanks to their research panelists, Mrs. Germilyn D. Flora,
Ms. Afani Grail L. Bayangan, and Ms. Virginia Helen A. Palome for assisting them towards the
accomplishment this research study and for giving out ideas and suggestions that helped
improved our study. Also, for their patience, understanding and encouragement in finishing this
research;

The researchers would also like to thank Mrs. Buna B. Racal, dean of the College of
Nursing, who immediately approved this study;

To Mrs. Rowena T. Acacio, whose statistician, for her advices, guidance, valuable
comments, and for the time and effort in facilitating the statistical data that is needed to complete
the study

To all Nursing students of Pines City Colleges, thank you for your active participation
and cooperation for the data gathering to be attainable;

Special thanks to the group members, this research cannot be completed without the
effort and cooperation, who helped and contributed great ideas, opinions and support, classmates
and close friends; for without them, this research would not be possible.

Lastly, whole-heartedly expression of gratefulness to their parents, for giving them

unending support and encouragement in fulfilling this research and for giving love and time to
them which motivated them more to complete the study output.

They would like to extend their deepest and sincerest gratitude to all.
 ABSTRACT

Title: Exploring the Benefits in using Video Clippings in Online Learning Environment
to Nursing Students

Authors: Bernadette P. Arcano, Jeremiah B. Martes, Elma A. Ngalides and Heaven

Leigh M. Pagnas

General Statement: This study explores the benefits of using video clippings in Online
learning environment, specifically to answer extent of benefits in using video clipping in
online learning environment both in lecture and skills laboratory and to know if there are
significant differences of the benefits in using video clipping in online learning
environment in the lectures and skills laboratory according to the year level, sex and age
of nursing students.

Hypothesis: There is no significant differences of the benefits in using video clipping in

online learning environment according to the year level, sex and age of nursing students

Methodology: Descriptive-quantitative research was used to measure the benefits of

using video clippings in online learning environment, questionnaires were distributed
through online among the 150 respondents, data was collected and treated with specific
statistical tools.

Summary: The study found out that most nursing students find video clipping
interestingly very efficient in learning, understanding and in encountering new ideas and
concepts while watching the video clippings. In addition, there is no distinctive difference
or effect of the year level and age in using video clippings in online learning
environment. On the other hand, Sex have an influence to the way of learning and coping.
Of the students.

Conclusion and Recommendation: The findings conclude that using video clippings
regardless of year level and age nursing students learn best when visual aids are present
and could bring out the best performance of students. While nursing regardless of sex
have their own different preferences of learning Nevertheless, Nurses may further
conduct a study related to online learning modalities with other demographic profile such
as course, status or employment and greater population.
 TABLE OF CONTENTS

PAGE

TITLE PAGE.......................................................................................................................i

APPROVAL SHEET..........................................................................................................ii

ACKNOWLEDGMENT…...............................................................................................iii

ABSTRACT…..................................................................................................................iv

TABLE OF CONTENTS...................................................................................................v

LIST OF TABLES…........................................................................................................vii

LIST OF FIGURES….....................................................................................................viii

I. INTRODUCTION

Background of the Study….....................................................................................1

Theoretical Framework….....................................................................................22

Significance of the Study…..................................................................................27

The Paradigm of the Study…................................................................................28

Statement of the Problem…...................................................................................29

Hypothesis….........................................................................................................30

II. METHODOLOGY

Research Design….................................................................................................31

Population and Locale............................................................................................32

Data Gathering Tool….........................................................................................32

Data Gathering Procedure….................................................................................34

 Statistical Treatment of Data…............................................................................35

Ethical Considerations….......................................................................................37

III. RESULTS AND DISCUSSION...........................................................................38

FINDINGS............................................................................................................38

SUMMARY.........................................................................................................119

CONCLUSIONS….............................................................................................120

RECOMMENDATIONS....................................................................................120

REFERENCES…...........................................................................................................122

APPENDICES…............................................................................................................134

PERSONAL DATA SHEET…......................................................................................145

 LIST OF TABLES

Table No. Table Title Page

1 Total Respondents of the Study.................................................................32

2 The benefits in using video clippings

in online learning environment to nursing...............................................38
students in lecture

3 The benefits in using video clippings in

online learning environment to nursing....................................................42
students in skill laboratory.

4 Difference of the benefits in using video

clippings in online learning environment.................................................49
in lecture to nursing students according to
year level

5 Difference of the benefits in using video

clippings in online learning environment.................................................61
in skill laboratory to nursing students
according to year level.

6 Difference of the benefits in using video

clippings in online learning environment….............................................76
in lecture to nursing students according to Sex

7 Difference of the benefits in using video

clippings in online learning environment.................................................88
in skill laboratory to nursing students
according to Sex.

8 Difference of the benefits in using video

clippings in online learning environment................................................98
in lecture to nursing students according to Age.

9 Difference of the benefits in using video

clippings in online learning environment...............................................107
in skill laboratory to nursing students
according to Age.
 LIST OF FIGURES

Figure No. Figure Title Page

1 Paradigm of the Study...............................................................................28

 INTRODUCTION

Background of the study

The COVID-19 pandemic has created the largest disruption of education systems

in history, affecting nearly 1.6 billion learners in more than 190 countries. Closures of

schools from primary to tertiary level have affected 94 percent of the world’s student

population; 99 percent in low and lower-middle income countries (United Nations ,2020).

In college and universities, courses under the health care field have developed hybrid

guidelines and instructional continuity for the transition of learning from face to face

method to e-learning. Online learning systems are web-based software for distributing,

tracking, and managing courses over the Internet. It involves the implementation of

advancements in technology to direct, design and deliver the learning content, and to

facilitate two-way communication between students and faculty. They contain features

such as whiteboards, chat rooms, polls, quizzes, discussion forums and surveys that allow

instructors and students to communicate online and share course content side by side.

These can offer productive and convenient ways to achieve learning goals (Mukhtar K. et

al. 2020)

In the Philippines, previous studies have shown that Filipino students have

difficulty in adapting to the new system due to various complexities; one is the

predicament regarding the slow speed of internet connection. According to the study of

(Fabito, B.et al., 2020) a continuous internet connection is necessary for students to fully

engage in online learning, especially when an online meeting is required for all subjects

enrolled. Aside from being one of the most expensive internet providers in Asia, the
 11

Philippines is also one of the slowest ("LIST: Philippines ranks 21st of 22 Asian

countries in Internet download speed," n.d.). This can be reflected in the responses of the

students. As observed, out of the 300 students, only thirty-eight (38) or 13%o of them are

experiencing a fast and reliable internet connection. In connection to this, a journal

entitled Barriers to online learning in the time of COVID-19: A national survey of

medical students in the Philippines by (Baticulon, et al., 2020), it was discussed that only

1,505 students (41%) considered themselves physically and mentally capable of engaging

in online learning, the remaining students are stressed due to difficulty adjusting learning

styles, having to perform responsibilities at home, and poor communication between

educators and learners. There are studies affirming that the attentiveness, motivation,

confidence and satisfaction of students are afflicted. There are instructors that aren’t

significantly familiar with the use of visual aids in communicating with students through

online discussion which sometimes give learners a hard time getting the means of the

subject, aside from the presentations, according to (Kahlenberg, 2014) the tone of voice

promotes a better learning environment for students, which raises student achievement,

and a better working environment for teachers, which reduces teacher turnover. Research

finds a high level of teacher voice has positive effects on school climate. Besides this,

the environment has a huge impact to their participation in class, a research by (Klawitter

A. 2020) indicated that distractions are a reality of remote learning, a delivery or a pet

running into the home office can be disruptive for everyone involved, if you’re in the

middle of a virtual classroom session. As a result of these distractions - and possibly

having additional responsibilities - time management becomes more challenging. Time

management is perhaps the most difficult challenge for students to overcome because it
 12

depends entirely on self-motivation. Students need to be serious about their education,

learn how to manage time and set their daily schedule, and learn to study despite the

constant distractions, supported by (Kreitzer, N.D.) which he stated that , the environment

of an individual can facilitate or discourage interactions among people (and the

subsequent benefits of social support); influencing peoples' behavior and motivation.

Likewise, as claimed by (Ou C. et al., 2019) researchers examined students’ video

interaction patterns and explored how to leverage the patterns to provide insights for

designing videos for better student engagement. However, their findings are not

completely transferable to general use, as the limitations of their studies point out that

video interaction cannot accurately represent learners’ real behavior (e.g., they may play

a video but not watch it); video interaction might depend on other pedagogical methods

in the courses, such as online discussions, assignments, and quizzes; and MOOC learners

have different learning goals, which affect their learning behavior, and they might not be

representative of students who take other types of online courses. Another reason of lack

of participation is the skipping of meals; skipping breakfast and academic performance

are connected. Furthermore, the university students who do not have breakfast or lower

nutritional breakfast due to any causes are generally complaint from poor academic

performance and lower level of alertness. Correspondingly, skipping breakfast creates a

state of hunger, which prompts diminished students' ability to sustain attention and ability

to learn from new experiences, this can decrease students' academic performance and

academic achievements (Dogbe, E. and Abaidoo B., 2014; Arshad, N. and Ahmed, U.,

2014; Kawafha, 2013 as cited in Sofar and Hafeez, 2019). According to (Nieuwoudt, J.

2018) there are 3 interactions that should be met in order to attain a flourishing class
 13

participation - Student-student interaction is looking at how the student is interacting with

other individual students or in small groups. Student-teacher interaction refers to

interaction between the student and the teacher, with the interaction being synchronous or

asynchronous. Student-content interaction is about interaction with the content. This

includes using study guides, reading texts, watching videos, searching for information,

and completing assessments. Several students have also lost self-esteem in this new

system, as stated by (Galanakis, et al., 2016) Self-esteem affects people’s reaction to

stressful events and in addition the way individuals cope with stress. At the same time,

stressful events negatively affect self-esteem, which is a psychological resource against

psychological disorders.

In connection to this, parental involvement has many positive effects on students

other than academics, including increased motivation, self-esteem, and self-reliance,

which may lead to academic success regardless of economic background. Conversely,

research affirms that inadequate or no parental involvement contributes to low student

achievement and engagement (Bower & Griffin, 2011 as cited in Martinez, 2015). Also,

according to the study of (Moore G. E et al., 2016) entitled “Student-to-Student

Interaction in Distance Education Classes: What Do Graduate Students Want?” (Kuo et

al., 2013, Arbaugh and Rau 2007 and Liu’s 2008) They found out that student-teacher

interaction and student-content interaction were good predictors of student satisfaction

with online courses; however, student-student interaction did not contribute to student

satisfaction found learner-learner interaction was negatively correlated with course

satisfaction among MBA students. qualitative study of distance education students found

students liked the convenience of taking distance education courses but did not want to
 14

put more time and effort into interacting with other students. For freshmen students, as

mentioned by (Estell et al., 2007 as cited in Zhang, et al., 2018) the transition into

college has been identified as a potentially difficult task because they are faced with

many new challenges, including coping with the intellectual, social-emotional, and

behavioral demands of a new environment, this was supported by the study of

(Randhawa and Lewis, 1976 as cited in Malik and Rizvi, 2018) entitled ‘Life space'

which includes the total psychological field with its entire group of forces - which repels

as well as attracts persons in the field. It includes unconscious influence as well as

conscious influence, past as well as present influences has a bearing on the person

(including the person as self). It encompassed in the life space, including the behavioral

and psychobiological environment with all of its influences, such as positive and negative

goals and the barriers restricting movement toward objectives. Each individual has the

ability to overcome challenges, as stated by (Cherry, K. 2020) she associated troubles

with the final stage of Piaget's theory regarding the enhancement of logic; the ability to

use deductive reasoning, and an understanding of abstract ideas. At this point, people

become capable of seeing multiple potential solutions to problems and think more

scientifically about the world around them. The ability to thinking about abstract ideas or

situations and the ability to systematically plan for the future and reason about

hypothetical situations are the key hallmark of the formal operational stage of cognitive

development. Furthermore, several concerns were also raised regarding unique

challenges of nursing students in online learning in relation to their competencies in skills

and knowledge.
 15

As claimed by (Song et al., 2004, as cited in Dhawan, 2020) the learning process

in E-learning cannot reach its full potential until students practice what they learn.

Sometimes, online content is all theoretical and does not let students practice and learn

effectively. Mediocre course content is also a major issue. Students feel that lack of

community, technical problems, and difficulties in understanding instructional goals are

the major barriers for online learning. Also, as attested by (Teacher.com 2020), the term

“learning styles” speaks to the understanding that every student learns differently.

Technically, an individual’s learning style refers to the preferential way in which the

student absorbs, processes, comprehends and retains information. For example, when

learning how to build a clock, some students understand the process by following verbal

instructions, while others have to physically manipulate the clock themselves. This notion

of individualized learning styles has gained widespread recognition in education theory

and classroom management strategy. Individual learning styles depend on cognitive,

emotional and environmental factors, as well as one’s prior experience. In other words:

everyone’s different. It is important for educators to understand the differences in their

students’ learning styles, so that they can implement best practice strategies into their

daily activities, curriculum and assessments. Many degree programs, specifically higher-

level ones like a doctorate of education, integrate different learning styles and educational

obstacles directly into program curriculum. (Ilcin, L. et. al 2018) learning style alone is

not the only factor that may influence a learning situation. Many factors (educational and

cultural context of university, individual awareness, life experience, other learning skills,

effect of educator, motivation, etc.) may influence the learning process. Therefore,

expecting a simple relationship between learning style and teaching strategy may not be
 16

realistic. Determining students’ learning styles provides information about their specific

preferences. Understanding learning styles can make it easier to create, modify, and

develop more efficient curriculum and educational programs. It can also encourage

students’ participation in these programs and motivate them to gain professional

knowledge. In addition, as stated by (Graham &Weiner 1996), he related the current

situations of students in e-learning to the social learning theory of Bandura, the

unfamiliarity of the new environment will strain students to undergo multiple

adjustments, they need to thoroughly observing how the system works in order to analyze

and retain pieces of information which are vital for their assessments. Moreover,

(Öztürk&Dinç, 2014) a complete mastery of clinical skills is one of the tasks nursing

students should achieve during their study at a nursing college. Nursing is a practice-

based discipline and the proficient performance of nursing skills which is essential in

providing competent, safe patient care. Aderson and Krathwohl (2001) highlighted that

cognitive domain is known as the “thinking” domain. Learning in this category involves

acquiring information. Learning strategies used to stimulate learning in this domain

include lecture, computer assisted instruction, and one-on one instruction. Besides this,

Roach &Lemasters ( 2006) emphasized that an important aspect of the learning process is

students’ satisfaction, especially in the case of online learning

In contrary with these, (Clarke, I. et al., 2006) approximately 40% of college

students are visual learners, preferring to be taught through pictures, diagrams, flow

charts, timelines, films, and demonstrations. Without visual instruction, some students

may be underperforming because of the inconsistency between teachers’ teaching styles

and students’ learning styles. Because it has been suggested that some college students
 17

learn better from visual stimuli, an improved balance between verbal and visual

techniques could offer significant learning benefits. (Quintana, Y. N.D.) The Internet is

increasingly being used for the delivery of educational material and distance education.

Internet-based learning allows students to learn at their own pace, access the information

at a time that is convenient for them, and provides education to remote students that

otherwise would not be able to travel to a classroom (Brod, G. 2020) learning strategies

increases in cognitive capacities. The increase in use of learning strategies over middle

childhood and adolescence coincides with an increase in working memory and inhibitory

capacities, which are closely linked to the ongoing maturation of the prefrontal cortex.

Working memory and inhibition together facilitate efficient shifting between tasks or

mental states. According to (Raiyn, 2016) Visual learning such as wall painting, flash

card, pie chart, let the students remember the facts and altitudes for longer and more

clearly. This helps students to develop visual thinking, which is a learning style whereby

the learner comes better to understand and retain information better by associating ideas,

words and concepts with images. (Paavizhi,K. et al., 2016) Videos can increase the

retention in the knowledge as there is a flexibility in stop and pause and replay any

number of times. They can also be viewed again after a lesson is over. They can highly

support in the process of learning in all subjects but in particular where the topics are

very complex and needs high level of imagination. These also increase in the proficiency

and the digital literacy which are much needed in the current era. This is also supported

by (Whatley & Ahmad 2007) that students are able to pause and repeat content to meet

their learning needs and maximize retention and (Thaman&Bachhel, 2014) which he

highlighted that pausing videos give students time to ‘breathe’ to disengage from the
 18

continuous lecture and give them the time to reflect back, review, discuss and pose

questions on the unclear aspect. This gives them the necessary base to get back to the rest

of the lecture with increasing vigor. (Barber et al., 2008; Yang et al., 2016 as cited in

Zhan et al., 2018) also stressed that repetition will result to familiarity, making it easier to

memorize information’s and apply for future references (Bevan, M. 2020) Various studies

have also shown that the use of short video clips allows for more efficient processing and

memory recall. The visual and auditory nature of videos appeals to a wide audience and

allows each user to process information in a way that’s natural to them. In a nutshell,

videos are good teachers. Moreover, a study by (Bialowas A. and Steimel S. 2019)

entitled "Less is More: Use of Video to Address the Problem of Teacher Immediacy and

Presence in Online Courses"(Mazer &Stowe, 2016) suggested that instructors who have

greater immediacy behaviors will lead to greater success and satisfaction in the classroom

while creating “an environment where student motivation, engagement, and learning can

flourish. At the same study it was mentioned that instructors can make a positive

difference in perceived instructor immediacy and presence with small changes through

general class directed videos and short weekly video announcements (roughly 3 minutes

in length) periodically throughout the semester. Use of short videos for feedback as

opposed to longer lecture-based videos can be a useful instructional technique for a wide

range of online courses within higher education. A common theme discussed by faculty

from across campus during the semester-long workshop was not feeling as immediate or

present with students as compared to face-to-face courses. Additionally, students we had

taught in previous face-to-face courses noted that they felt less connected with us (or less

immediacy) in the online courses than in face-to-face classes. It was found out that
 19

conceptualized building rapport with online students by using strategies of emailing each

student a personal email reminder of assignments due each week, weekly video updates

every week, and providing extensive personal feedback on assignments in order to

measure final course grade and retention. It was found that employing these Bialowas and

Steimel Teacher Immediacy and Presence in Online Courses 356 three rapport-building

teaching techniques did lower the number of online students who earned a D or F and

lessened course withdrawals; however, it was not possible to tease out which of these

strategies and the frequency contributed to such success. In addition to this, the use of

video clippings can also stimulate the interest of students to participate in the discussion,

(Berk, 2009 as cited in Kosterelioglu, 2016) reported that use of videos for educational

purposes have cognitive and effective impact. In this context, he argues that use of videos

in the classroom environment will have potential effects such as: arousing student

interest, facilitating student concentration, providing learning practices for highly relaxed

students with low levels of interest, developing imagination, supporting creativity and

increasing comprehension which boosts student’s self-confidence. (Mayer 2001 and

2009) Multimedia elements that address various senses, such as videos used in learning

environments, contribute to increases in student interest and motivation. Aside from this,

(Caranto L. et. al 2015) found out that the video-based materials boost student creativity

and cooperation. Access to video can help motivate students and create a distinctive

context for their learning experience. Based on a true story- the incorporation of video in

the classroom, it has allowed Broadmeadows students and teachers to help in

broadcasting school announcements, use pre- recorded classes to overcome teacher

shortages and influence Internet-based digital video to enhance self-directed learning.

 2

Instructors have also reported that their use of images in the classroom has led to

increased student interactivity and discussion. Teaching with images can also help

develop students’ visual literacy skills, which contributes to their overall critical thinking

skills and lifelong learning. that images can be an effective way of presenting abstract

concepts or groups of data. the use of images in the classroom is a pedagogical strategy

aimed at engaging students who have grown up in a media-rich environment. Digital

technology has made images more readily available and easier to incorporate into

teaching and learning materials (Hall, 2013). Use of videos, which include both visual

and audio elements, facilitate active interaction between students and the topic, ensures

that the content is more meaningful and strengthens learning by allowing associations

between the material in the video and other situations (Barret & Williamson, 2010) .

Furthermore, a study of (Guo P. J. et al., N.D.) entitled “How Video Production Affects

Student Engagement: An Empirical Study of MOOC Videos” they found out that video

length was by far the most significant indicator of engagement, the study shows that

median engagement time of students is at most 6 minutes regardless the length of the

video as a whole. this particular set of findings resonated most strongly with video

producers they had been urging instructors to split up lessons into chunks of less than 6

minutes based solely upon their prior intuitions. Visual presentations can also use to

motivate students to learn, according to (Chae, S-M. et. al. 2016) learning motivation is

one of the key property’s learners must possess to satisfactorily participate in learning

activities. The young generation who has grown up with mobile devices may become

more motivated to learn when mobile devices are incorporated in education. Moreover, a

study of undergraduate nursing students demonstrated that learning motivation was

 2

positively associated with class satisfaction. (Kay &Kletskin 2012) suggests that the

incorporation of video within a course framework can influence students’ motivations to

engage with course materials. In focus groups and surveys, students report using video to

improve learning and to study for exams. As mentioned by (Bravo et al., 2011) students

considered that videos are a more enjoyable way to introduce the subject and a mean to

increase their motivation. Videos enabled students to watch graphic and practical

applications of the concepts seen in class and thus contributed at enhancing their interest

in the contents. Furthermore, a study by (Carmicheal M. et al., N.D.) Entitled "Assessing

the Impact of Educational Video on Student Engagement, Critical Thinking and

Learning: The Current State of Play" they found out video provides great benefits to

teachers and learners, stimulating stronger course performance in many contexts, and

affecting student motivations, confidence and attitudes positively.

The nursing curriculum is continuously changing. In the study of (Devi B. et al

2019)Bandura stated that the style of teaching preferred by a student is a reflection of his

or her learning style. (Holland et al., 2013 as cited in Forbes et al., 2016) ICT strategies

such as video use could assist the development of psychomotor clinical skills that are

critical for patient care that are challenging to teach to students and instructional videos

are particularly useful for learning nursing skills, as the videos enable a visual

representation of clinical care situation. The teaching of different skills requires various

techniques and contemporary methods along with the traditional lecture method. Video-

based education can be a suitable substitution when the demonstration methods

unavailable. One of the advantages of video-based education is that the voice of the

broadcaster can be heard. Moreover, the figures, movements, illustrations used, and
 2

demonstrations presented can be seen. (Kelly et al., 2009 as cited in Forbes et al.,)

teaching of clinical skills supplemented with online videos was as effective as face-to-

face teaching with the added benefit of higher student satisfaction with the learning

experience. (Simi 2019) Visual stimulation encourages student interaction with content or

a concept. It also creates a bigger memory imprint in a student’s mind, making teaching

with videos perfect for information retention. Videos are great for teaching concepts that

are practical, and which are best-explained step-by-step. When students are struggling

with a part of an activity, all a teacher needs to do is to pause the video to allow them to

catch up. Students have the same option if they’re using the videos on their own. The

stimulation of higher order learning that the use of videos stimulates the cognitive

processes of thinking, reasoning, problem-solving, decision-making, and creating. Videos

take the student beyond recall-and-relate activities. Use videos to engage viewers with

more complex themes, and to facilitate further engagement with the content. Various

observational studies have also demonstrated that the use of video streaming contributes

to learning as a powerful instrument for education and for the acquisition of clinical

competencies, reducing the gap between theory and practice. It has also been highlighted

that knowledge is not only acquired through video observation, but as part of the

students’ learning process (Salina L. et al. 2012). Moreover, some authors suggest how

the use of video can support students in learning different types of techniques. (Harrison,

F., 2003) showing clinical competency can be presented on video before the students

attempt these procedures for themselves, thus, aiding in retaining the skills before

performing There are also some observational studies which demonstrate that the

introduction of video streaming in schools has been very positive in terms of

 2

effectiveness and facilitation of learning. Some authors describe the simulation as a

characteristic feature which may render the video particularly effective in stimulating

learning and emphasizing the concepts. (Athmika, T. 2017), videos can be used to

demonstrate procedures that can assist in mastery learning. If your e-learning material is

procedural in nature, such as product training, then using videos would be the ideal way

to present a string of procedures in a comprehensive way that can be referenced again and

again. For example, videos are a great way to demonstrate case studies, clinical

procedures or mechanical processes. They can also be used to reinforce information that

has been previously explained in text. (Garrino et al., 2012) The use of videos help

students to learn new skills and enhance learning processes in much the same way as

experience is acquired during their practical training. (Taslibeyaz et al., 2017) in the

context of medical education from 2000 to 2014, predominantly case studies, showed that

watching videos was beneficial for gaining clinical skills, changing attitudes, encouraging

cognitive learning and retaining knowledge. In connection, (Das et al., 2019) videos help

to memorize the steps of procedures but may not allow for the sense of touch needed to

identify the fatal parts. In a traditional demonstration, the teacher observed or critique

students which enabled the students to understand better. There is no substitute for

clinical demonstration; however, video-assisted teaching can be used as a supplement to

the traditionally used demonstration. (Hibbert et al., 2013; Holland et al., 2013; Lee et

al.,2007) In face-to-face class, students are often interacted with other students if they

don’t understand the other procedure but since online learning environment was

implemented there are time that student were busy and difficulty to perform return

demonstration. Multiple studies testing various clinical nursing skills appraised the
 2

effectiveness of video instruction as being superior in ensuring performance outcomes,

student confidence and satisfaction compared to traditional methods used in nursing

education. Watching videos is not a passive but an experiential process. Video use should

help students to learn new skills and enhance learning processes in much the same way as

experience is acquired during their practical training (Charrier, L. et. al. 2012).

According to (Tan, A. L. &Towndrowb, P. A., 2009) internet and internet-based

communications has allowed the use of videos as educational tools. Videos create a

permanent recording environment for realized events and allow unlimited viewing

opportunities to ensure detailed analysis. Furthermore, according to a study of (Lee N. J.

et al. 2016) entitled as “Mobile-Based Video Learning Outcomes in Clinical Nursing

Skill Education a Randomized Controlled Trial” concluded that that a mobile device is a

valuable form of technology that can be used with video clips in nursing education to

promote nursing students’ learning motivation and confidence in learning a clinical

nursing skill; motivation and confidence in learning were improved, and students’

satisfaction with the class was high. This randomized controlled trial provides evidence

that mobile learning using a video clip was successful in clinical nursing skill education.

This study suggests that nursing educators should investigate ways to enhance their

learners’ motivation by engaging them in the learning experience and reinforcing their

self-learning behaviors. One way that motivation might be enhanced is through the

design and implementation of a mobile-based learning video clip for use in nursing

education. A study entitled as “Comparison of the Effectiveness of Video-assisted

Teaching Program and Traditional Demonstration on Nursing Students Learning Skills of

Performing Obstetrical Palpation” by (Devi B. et al 2019) concluded that Videos help to

 2

memorize the steps of palpation but may not allow for the sense of touch needed to

identify the fetal parts. In a traditional demonstration, the teacher observed the fetal parts

which enabled the students to understand better. There is no substitute for clinical

demonstration; however, video-assisted teaching can be used as a supplement to the

traditionally used bedside demonstration. Unfortunately, some students are unsuccessful

in demonstrating proficiency with their first attempt at performing required skills, which

can impact self-confidence and cause students to doubt their abilities. Going further,

evidence suggests that the act of watching video-modelling where an instructor performs

a task has been shown to increase the confidence of students in believing they could also

perform the same task

In the lecture part, PowerPoint presentations, images and videos can help to

improve the audience's focus. (Triacca, S. 2017) Teachers usually adopt visuals to

support oral presentations, to make the concepts clear and situated, to facilitate focusing

on relevant elements. To support the mediation process, they often draw on a

representational repertoire. the lens with which we have tried to approach the problem is

that of neuroscience. They suggest that the trajectories of neuroscience and didactics can

converge: contributions about the peculiarity of the visual brain and the body’s value in

aesthetic experience can be interesting for the teacher, already used to employ images

widely, but not always consciously, in the mediation process. Providing the learners with

a graphic or iconic representation supports brain work, normally engaged in a search for

the essentials within the flow of the world, scaffolding the learner to work on a simplified

scenario. Not only this, videos are used in a variety of ways to support various

pedagogical strategies successfully. By no means a comprehensive list, within just the

 2

context of problem-based learning, video clips can be used to present a problem to

students to trigger problem-solving; to provide information around the topic; or to present

solutions to the problem at the end of the process (Rasi and Poikela, 2016). Videos can

include content that might be academic in nature or material that is supplementary to

academic content, such as a news or film clips. Additionally, as claimed by (Dhawan,

2020) educators can use a combo of audio, videos, and text to reach out to their students

in this time of crisis to maintain a human touch to their lectures. This can help in creating

a collaborative and interactive learning environment where students can give their

immediate feedback, ask queries, and learn interestingly. According to (University of

British Columbia N.D.) the use of videos in a course can be an effective way to enrich

students’ learning experiences. Videos can be used to spark discussions, supplement key

concepts, provide real-life examples, demonstrate problem solving or bring in the views

of outside experts. You can use video to add flexibility to your course, increasing class

time for interactive activities and allowing for personalized learning around online video

material. To achieve the greatest benefits from using videos in your course, instructors

should think about how it integrates with learning outcomes and assessment activities and

communicate the purpose of watching the videos to the students. Reinforce the

knowledge presented in the videos by following up with online or in-class discussions,

assignments, or mini quizzes. If students see that the videos clearly connect to in class

activities and assessments, they will be more likely to see relevance in engaging with the

videos and not see them as “extra work”. Moreover, (Kosterelioglu, I. 2016) emphasized

that using videos in learning environments is beneficial for students. The benefits of

videos can be listed as making learning independent from time and space, providing
 2

group learning opportunities, facilitating learning in dimensions of movement, color and

sound, transferring outside class environments to class and facilitating concrete and

permanent learning. Bobek E. and Tversky B. 2016) External visual representations,

including diagrams, photographs, illustrations, flow charts, and graphs, are often used in

science to both illustrate and explain concepts. Learner-generated explanations of

scientific phenomena may be an important learning strategy to consider beyond the utility

of learning from a provided external visualization. Explanations convey information

about concepts or processes with the goal of making clear and comprehensible an idea or

set of ideas. According from .(Ljubojevec M. et al. 2014) The position of inserted video

has an important role in increasing efficiency of learning. The entertainment video at the

beginning of the lecture motivated students towards learning, so testing results were

better for that method than if a lecture without videos was used. A better effect was

achieved when educational video content was used. This research showed that the most

efficient method of use of supplementary video is integration of educational video

content in the middle of the lecture. Positive feedback from students about enhancement

of their learning motivation and results of performed testing confirmed positive effects of

the use of videos in teaching. Subjective assessment of quality of experience achieved by

the use of supplementary video in teaching confirmed that the educational video inserted

in the middle of the lecture may increase efficiency of learning. The results indicate that

female students are more interested than male students to use learning material enriched

by supplementary videos. (Lifelearners.ng 2019) Learning is created through the

interaction between the variables of motivation and cognition. Analyzing the use of video

streaming as a learning tool focused their research efforts on analyzing the benefits and
 2

disadvantages of using this new technology tool. Without providing external incentives to

induce participation, motivation in the academic context was defined as the motivational

value of the content itself. Video can be a powerful motivator and context setter for

student learning in the context of the knowledge economy, citing examples of Martin

Luther King’s speech’ I have a dream’ or the Challenger space shuttle disaster.

Moreover, most educational experts agree that the best way to maximize the

concentration of learners is to show video in short segments. Most students used the

space allocated to fill in the positive aspects of using videos to thank teachers for their

efforts in preparing the videos. By using various tools to present content, lecturers have

been able to enhance the intrinsic motivation of students and encourage them to improve

their learning outcomes. (Hoogerheide et al., 2015) Students are typically evaluated in a

skills check-off by faculty one student at a time. (Brame& Perez, 2017) Also, the

presence of images and videos during online classes helps them in identifying various

materials that are being utilized throughout the process and allows memory recall. The

utility of video lessons can be maximized by matching modality to content. By using both

the audio/verbal channel and the visual/pictorial channel to convey new information, and

by fitting the particular type of information to the most appropriate channel, instructors

can enhance the germane cognitive load of a learning experience, while showing an

animation of a process on screen while narrating it uses both channels to elucidate the

process, thus giving the learner dual and complementary streams of information to

highlight features that should be processed in working memory. The insertion of images,

texts, captions and videos are also vital in aiding individuals who have visual and hearing

impairment. (Shabiralyani, G. et al., 2015) Visual aids clarify the relationship between
 2

material objects and concepts to understand. Symbols, graphs, and diagrams can also

show associations of location, time, size, value and frequency. By symbolizing the factors

tangled, it is possible to visualize an abstract relationship. Visual aids distribute the

learners with true knowledge, which detention their devotion and help in the

understanding of the ancient marvels. They demand to the mind through the visual

auditory senses. When we use visual aids as teaching aid, it is one of the aspects which

root participation of students in the lesson because when students look at visual model or

aid, it is measured as a kind of contribution. (Nsta.com N.D.) Students with any type of

vision impairment will have a method of accessing the learning material. It may be a

laptop with zoom text, an enlarger that sits on the desk, a program such as join.me which

allows them to see what is on the teacher's laptop on their laptop, enlarged text, or

something else that makes the material accessible to them. If you have a student with

impairment severe enough to need this type of assistance, the case manager should be in

touch with you before school starts to let you know what will be needed in the classroom.

Tactile models are often very useful. You can run a thin bead of glue over all drawings so

the student can also feel what they are seeing. (Burgstahler, S. N.D.) captioning involves

synchronizing text with audio content of a video presentation. It is more common than

sign language because not all individuals who are deaf know sign language, there is no

one standard version of sign language, and the intricate motions of sign language may be

difficult to display clearly, especially when scientific or other highly specialized language

is used. Captions can also serve other viewers, such as for those for whom English is a

second language. People with certain learning disabilities can also benefit from hearing

and seeing the spoken word simultaneously. For those learning to read, captioning has
 3

educational value; some instructors use captioned videos with the sound turned off to

teach people how to read. Captions also provide content access to people viewing videos

in noisy settings or in situations when it is important to be quiet. In connection to this, the

analysis of (Jaclyn Packer, 2015) showed that VD contributes to gains in knowledge and

understanding of visual materials for students who have visual impairments. VD provided

greater information retention, increased interest and enjoyment, better social connection,

and increased knowledge about the visual world. Moreover, (Adcet.edu.au N.D.) the use

of technology allow students to record lectures or, preferably, make available copies of

the instructor’s lecture notes. Flexible delivery of teaching materials via electronic media

is also particularly helpful for students who have difficulty accessing information in the

usual ways. For students with a hearing loss, new technology and the internet in

particular can be used to bridge many gaps.

Hence this study aims to determine the benefits in using video clippings in online

learning environment and to compare the effectiveness of video clips with lecture and

skills laboratory or demonstration method of teaching.

 3

Theoretical Background

(Bandura 1997) developed a social learning cognitive theory that has been widely

and accepted (Graham &Weiner, 1996). Bandura wrote that individuals possess

self-beliefs that can enable them to exercise control over their thoughts, feelings and

actions. Self- efficacy, or belief in one’s ability to perform adequately, has proven to be a

more consistent predictor of behavioral outcomes than other motivation outcomes than

other motivational constructs.

Bandura emphasized the importance of modelling behaviors, attitudes, and

emotional reactions. He believed that it was the human capability to symbolize that

allowed learners to: Extract meaning from the environment, construct guides for action,

solves problem cognitively, support well thought-out courses of action, gain new

knowledge by reflective thought and use self-reflection to make sense of their

experiences. The implications of Bandura’s social cognitive theory are that nurse

educators take care to role model positive behavior, attitudes, and emotional reactions

when teaching learners. Nurse educators must also provide a learning environment that

allows learners to extract meaning from it and develop high self-efficacy beliefs.

The theory focused more on self- beliefs that motivates learner to understand and

decode different data and turned it to new knowledge or learning, that students have the

control in learning in different environment with the help of their experiences,

capabilities and motivation to analyze, construct, good though process and gain

knowledge. In the current situation students are in a new learning environment which is

through online. It means there is a huge adjustment that’s going to happen and in order
 3

for them to adjust they need to observe the system and pay attention on how it works in

order for them to analyze and retain the information before demonstrating it or

performing it in order to adopt. Now with the help of video clippings in both the lectures

and skills lab of nursing students it would be able to help or improve the learners interest

and performance.

According to (Watson and Skinner 1971) behavioral learning theory is popular

concept that focuses on how students learn. Behaviorism focuses on the idea that all

behaviors are learned through interaction with environment. This learning theory is

learned from the environment, and says that innate or inherited factors that have very

little influence on behavior. We can apply this theory in clinical application (i.e.,

behavior modification) as well as teaching (i.e., classroom management) and instructional

development (e.g., programmed instruction) Behaviorism is key for educators because it

impacts how students react and behave in the classroom, and suggests that teachers can

directly influence how their students behave. It also helps teachers understand that a

student’s home environment and lifestyle can be impacting their behavior, helping them

see it objectively and work to assist with improvement.

With the knowledge of behavioral learning theory, the teachers and instructors are

in a better position to make choices about how to approach their teaching in ways that

will best fit the perceived needs their students. Skinner’s theory of learning provides

underlying theoretical basis for the development of teaching machines, measurable

learning objectives, computer assisted instruction. It also observes the student’s on how

they behave and respond to certain stimuli such as video clippings. Bloom created a

learning taxonomy in 1956 that was revised by Aderson and Krathwohl in 2001.
 3

According to this theory, all learning can be classified into one of the categories or

domains.

 The cognitive domain is known as the “thinking” domain. Learning in this

category involves acquiring information. Learning strategies used to stimulate

learning in this domain include lecture, computer assisted instruction, and one-on

one instruction.

 The affective domain is also called the “feeling” domain. Learning in this domain

enhances the internalization or commitment to feelings expressed as attitudes,

emotions, values, and/or beliefs. Learning strategies that are believed to enhance

learning in this domain include role-playing, case studies, simulation, games, and

group discussion.

 The psychomotor domain is known as the “skills” domain. Learning in this

category involves acquiring motor abilities and capabilities to perform nursing

procedures. Learning strategies most often used to enhance learning in this

domain include return demonstration, and practice. The theory helps the learners

to improve their critical thinking skills and nursing educators may be more

confident giving information than focusing on feeling or skill-building.

The theory emphasizes that there is a direct impact of the environment on how a

student learn and teachers can also be of influence to their students learning, in a way that

they could be able to assess what are better options for the students depending on their

environment, needs and lifestyle of their student. Online learning environment platform is

a new environment for the students it could be a negative or a positive outcome

depending on how students experience it and deal with it and how does the instructor
 3

manipulate their students and motivate them and be interested during lecture and skills

laboratory also on how to retain information, having video clippings in lectures and skills

laboratories of the students could be able to improve their behavior in learning effectively

in cognitive ,affective and psychomotor learning.

Jean Piaget's theory of cognitive development (2003). suggests that children move

through four different stages of mental development. His theory focuses not only on

understanding how children acquire knowledge, but also on understanding the nature of

intelligence. Piaget's stages are:

 Sensorimotor stage: birth to 2 years –during this earliest stage of cognitive

development, infants and toddlers acquire knowledge through sensory

experiences and manipulating objects

 Preoperational stage: ages 2 to 7—at this stage, kids learn through pretend play

but still struggle with logic and taking the point of view of other people.

 Concrete operational stage: ages 7 to 11—during this stage, children also become

less egocentric and begin to think about how other people might think and feel.

 Formal operational stage: ages 12 and up—the final stage of Piaget's theory

involves an increase in logic, the ability to use deductive reasoning, and an

understanding of abstract ideas.

Piaget believed that children take an active role in the learning process, acting

much like little scientists as they perform experiments, make observations, and learn

about the world. Piaget theory of cognitive development is a comprehensive theory about

the nature around them and development of human intelligence while growing they
 3

interact with the world around them, they continually add new knowledge, build upon

existing knowledge, and adapt previously held ideas to accommodate new information.

This theory will help to better understand and learn to adapt the online learning

environment around them, it also helps to easily interpret the new knowledge that they

learn through online.

In relation to our study the researchers made use of Bandura, Watson & Skinners’

and Piaget’s theory in order to establish the relevance of video clipping learning styles of

nursing students and effects to the nursing students on video clipping and learning

experiences.
 3

Significance of the Study

The Finding of this Study is of help to the following :

Nursing students- The results of this study aids in knowing the rate of efficacy of visual

aids (ppt, videos, pictures) among nursing students in this time of online learning.

Knowing such will help them raise concerns about problems they encounter which hinder

them to gain both knowledge and skills

Nursing Education- Analysis, interpretation and implication of the data gathered will

provide an actual and practical understanding of nursing education by focusing on the

benefits of video clipping in both lecture and skills laboratories.

Researchers- The results can be used by other researchers as a reference for further study

of the benefits of video clipping in lectures and skills laboratory in online learning using

a wider range and divers groups of respondents

Clinical Instructors- The results of the research will enlighten them to know the benefits

or advantages of video clippings in skills laboratories so they could be able to modify or

improve their teaching methodologies and to adjust to the learning of their students in

online learning.

Nursing Profession- The results and interpretation of this research would be of benefit to

the nursing profession as it would be able to improve the quality and competency of

nursing students and nursing profession as a whole.

 Paradigm of the Study

INDEPENDENT VARIABLES EXPECTED OUTCOME

DEPENDENT VARIABLES

BENEFITS OF VIDEO CLIPPINGS EXTENT OF BENEFITS

VERY
I.LECTURE
BENEFICIAL
INTERVENING VARIABLE
II.SKILLS LABORATORY TO

A) NURSIN
G
STUDENT

B) NURSIN
G
EDUCATIO

1.YEAR
Figure 1. Paradigm of The Study
2.SEX

3.AGE
 3

Figure shows the relationship between the variables of exploring how video

clippings benefit the nursing students amidst online learning. The benefits of learning

through video clippings in terms of lecture and of skills laboratory are to be measured

through assessing the nursing student's perception on how the video clippings benefit

them throughout the online learning. However, the participants' profile (year, gender, and

age) is also considered to find out the significant difference regarding the benefits they

acquire from online learning with video clippings. In additional, the line that connects the

dependent and independent variables means; the extent of the benefits that are being

perceived by the nursing students to video clippings in terms of lecture and laboratory. It

is expected that the nursing students are highly benefited to the video clippings as the

result of the data being gathered.

Statement of the Problem

1. What are the benefits in using video clipping in online learning environment to nursing

students in the following dimensions?

a. Lectures

b. Skill laboratory

2. Are there significant differences of the benefits in using video clipping in online

learning environment in the lectures and skills laboratory to nursing students when the

following are considered;

a. Year Level

b. Sex

c. Age

Hypothesis
 3

1. The benefits in using video clippings in online learning environment to nursing

students in lecture and skills laboratory is very beneficial

2. There is no significant differences of the benefits in using video clipping in online

learning environment to the nursing students when the following are considered?

a. Year Level

b. Sex

c. Age
 CHAPTER II

METHODOLOGY

This chapter presents the design of the study, locale and respondents, data

gathering procedures, data instrumentation and statistical treatment of data that will be

employed in this study.

Research Design

To conduct the study on the benefits in using video clippings in online learning

environment to nursing students, the descriptive research design of a quantitative research

was used. According to the research of (Apuke 2017) he described the research

methodology as the holistic steps a researcher employ in embarking on a research work

(p. 14). Therefore, a quantitative research method deals with quantifying and analysis

variables in order to get results. It involves the utilization and analysis of numerical data

using specific statistical techniques to answer questions like who, how much, what,

where, when, how many, and how. Expatiating on this definition, (Aliaga, and

Gunderson 2002), describes quantitative research methods as the explaining of an issue

or phenomenon through gathering data in numerical form and analyzing with the aid of

mathematical methods; in particular statistics.

The purpose of descriptive research is to describe, as well as explain, or validate

some sort of hypothesis or objective when it comes to a specific group of people.

(Gutcheckit, 2020).
 4

Locale and Population

This study was conducted at Pines City Colleges (PCC), Nursing Department.

This school offers medical field courses and is located at Magsaysay Avenue, Baguio

City. The respondents include the nursing students accorded to their year level, sex and

age.

Table 1. Total Respondents of the Study

Year Level Population
F %
First Year 58/123 22.76 %
Second Year 53/73 72.60 %
Third year 39/42 92.86 %
Total 150/238 63.05 %

Table 1 Presents the total population of the study per year level and the quantity

of students who answered the questionnaire. For 1st year level out of 123 nursing students

only 58 of them answered which is equivalent to 23 % and for 2nd year level out 73

nursing students 53 students answered equivalent to 73 % . Lastly, for the 3rd year level

out of 42 nursing students 39 students answered the questionnaires equivalent to 93.%

with a total of 150 students or 63 % who answered the questionnaire out of 238 which is

the proposed number of respondents.

Data Gathering Tool

In controlling useful research, one important element is by gathering information.

Specifically, structured questionnaires were used by the researchers to gather data, for it

is useful in obtaining a large amount of information from a large sample of people. To be

able to know the benefits in using the video clipping in online learning environment to
 4

nursing students, the researchers used a 39-item structured test questionnaire that

primarily focused on lecture and skills laboratory (see Appendix A). The questionnaire

was tested for validity by our research adviser with knowledge on how to do so.

To make the questionnaire more reliable and valid they verified thru reliability

test. The researchers made used of Cronbach’s Alpha, to provide measure of the internal

consistency of a test or a scale; it is expressed as a number between 0 and 1. Internal

consistency describes the extent to which all the items in a test measure the same concept

or construct and hence it is connected to the inter-relatedness of the items within the test.

An instrument cannot be valid unless it’s reliable. they tested 30 random respondents for

the reliability and disseminated through online google forms, the result of the reliability

test is 0.98 (see Appendix B) items have relatively high internal consistency or is highly

correlated.

According to (Tavakol & Dennick 2011), the acceptable values of alpha, ranging

from 0.70- 0.95. A low value of alpha could be due to a low number of questions or poor

inter-relatedness between items. A maximum alpha value of 0.90 has been recommended.

In the structured questionnaires, Likert scale was used to measure students’ projections

towards the benefits that they acquire from the video clippings. This design was used

systematically, factually and accurately to describe the data being gathered from the

nursing students’ response to the questions that was disseminated through online. The

questionnaires consist of short explanations regarding the topic and its purpose was

attached and the participation of each respondent will be carefully explained and making

sure that all of the gathered data will be used in research purposes only after that will be

burned or shredded.
 4

Data Gathering Procedure

For the purposes of this exploration, the researchers constructed a letter

addressing to the dean to conduct this study and was granted permission they then

formulated questionnaires basing from the possible benefits of visual aids specifically

power point presentations, images and video clippings to explore the extent of benefits of

these to nursing students in online learning environment. Thereafter, they were tasked to

submit it to the members of the panel for evaluation.

After being approved and validated by the research adviser they were subjected to

conduct a pilot testing allowing them to test 30 respondents to scrutinize the feasibility of

the questionnaire. To proceed, the researchers created an online survey using google

forms by inputting all the information’s that are needed to be filled out and answered.

The researchers decided to randomly pick 10 participants in each year level to balance the

outcome of the test. Prior to giving the link of the questionnaire, the researchers asked the

30 students if they are willing to participate in the study and explained what should be

done. It took the researchers 7 days to complete the pilot testing and proceeded to

examine its reliability by using the Cronbach’s alpha which resulted the questionnaires to

have a high internal consistency.

Due to this accomplishment, the researchers submitted an informed consent to the

panel asking for an approval to conduct the actual data gathering. After receiving the

grant to proceed, the researchers disseminated the questionnaires along with the informed

consent to all nursing students from level 1 to level 3 excluding those who participated in

the pilot testing and the researchers. Subsequently, the researchers gathered all the data
 4

by checking the response section in the google form online where the overall feedback is

stored in a form of graphs and tables, the researchers consulted to a statistician for further

review and to validate the statistical treatment used.

Treatment of the Data

The data that was gathered from the officially enrolled Nursing students, the data

was then subjected to statistical treatment.

Research problem number 1, on the extent of benefits of video clippings in online

learning in lectures and skills laboratory, findings were treated with statistical formula of

weighted mean:

Wherein:

W= weighted average

∑ = Summation

n – number of terms to be averaged

= weights applied to x values

= data values to be averaged

According to (Ganti 2020) weighted average is most often computed to equalize

the frequency of the values in a data set. Moreover, he indicated that a weighted average

can be more accurate than a simple average in which all numbers in a data set are

assigned an identical weight. This statistical method allowed the researchers to

investigate the statistical relationship between the data and identify possible errors in the
 4

study which are the systematic and random error. This Systematic error (also

called systematic bias) is a repeatable error associated with faulty equipment or flawed

experiment design (Glen, 2016). In contrary, random error is the change caused by

unknown; it is unavoidable and is not biased (Oregon State University 2020). According

to (Microstrategy 2019), the weighted mean is used to allow us apply a weight, or

relative significance to each value when determining an average. Values with a higher

value for their weight are considered as more significant when compared to the other

values.

On the other hand, to answer the statement of the problem number 2 and to test

the hypotheses the F-test ANOVA was used with a formula of:

Wherein:
X = individual observation,

X j = sample mean of the j th treatment (or group),

X = overall sample mean,
k = the number of treatments or independent comparison groups,
N = total number of observations or total sample size.
This test is designed to test if two population variances are equal by comparing

them from one another. According to (Jones J. 2020) if the two variances are equal it is =

1, and subjected to accept the null hypothesis. On the contrary, as stated by (SAS Institute

Inc. 2020) when the variances across groups are not equal, the usual assumptions for

analysis of variance are not satisfied. Therefore, the ANOVA F test is not valid.
 4

The Extent of Benefits of Video Clipping in Online Learning Environment to

Nursing Students in Lecture and Skills Laboratory
4 VB- Very Beneficial 75%-100%

3 B- Beneficial 50%-74%

2 SB- Slightly Beneficial 25%- 49%

1 NB- Not Beneficial 1%- 24%

Ethical Considerations

Before the conduct of the study, the researchers will disseminate an informed

consent to the participants regarding the purpose of the study, how the study will be

conducted, the benefits that the respondents may receive by participating, as well as the

possible risks that may be involved in the conduct of the study.

The personal information provided by the participants will also be kept

confidential. Only the researchers will have access to this information. As for the data

that will be obtained through the surveys, the researchers will keep their record secured

with the use of passwords to ensure that no one else has access to the files. With the

respondents’ participation, the researchers will ensure that what is being done will cause

no harm to the participants.

Reporting back to the participants is part of the practice of transparency that keeps

researchers honest and accountable. As such, the researchers will disseminate the

research findings to the participants’ emails after the completion of the study if they

opted to be given a copy of the results afterward.

 CHAPTER III

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of the data gathered, findings

were presented in tables, provided implications and corroborations the research findings

were integrated in the analysis. The answers to the research findings are the following.

A. FINDINGS
Table 2a. The benefits in using video clippings in online learning environment to nursing
students in lecture.
LECTURE MEAN D.E
1. It provides memory retention very well. 3.10 B
2. It arouses interest in the discussion. 3.09 B
3. It facilitates my learning and develop on 3.20 B
independent learners.
4. It enlightens assignments given. 3.18 B
5. It ensures better understanding of lessons 3.12 B
everyday.
6. It enhances interest to study. 3.14 B
7. It enhances joy as we share the video online 2.89 B
with fellow classmates.
8. It makes students appreciate online learning better. 2.34 SB
9. It encourages students to study future lessons. 2.95 B
10. It makes the class active in participation. 2.74 B
11. It increases achievement and self-fulfillment. 2.93 B
12. It helps the student’s to be aware during discussion 3.08 B
properly.
13. It supports learning with real life situation. 3.05 B
14. It provides better clarification of ideas when supported 3.32 VB
with pictures and drawings.
15. The pictures and drawings help to aid the lessons to 3.43 VB
have a clearer idea .
16. It arouses the attentiveness of students in class discussion. 3.08 B
17. It retains lessons better when the video clips are viewed 3.35 VB
repeatedly.
18. It provide students with a new educational style of learning 3.21 B
19. It helps to assist those with hearing and visual impairments 3.21 B
20. It gives opportunity for self-study 3.27 VB

GENERAL WEIGHTED MEAN 3.08 B

Legend: Numerical Value Description Descriptive Equivalent

3.25-4.00 Very Beneficial VB
2.50-3.24 Beneficial B
1.75-2.49 Slightly Beneficial SB
1.00-1.74 Not Beneficial NB
 4

Table 2a presents the extent of the benefits of video clipping in the lecture part of

online learning type of environment to nursing students with an overall weighted mean of

3.08 described as Beneficial (B). This means that the use of video clippings/films gives

more comfort and chance of helping nursing students to understand their topics in lecture

with online learning type of environment the video shared a clear understanding of

lessons to nursing students. According to (Salina L. et al. 2012) in his study, various

observational studies had demonstrated that the use of video streaming contributes to

learning as a powerful instrument for education and for the acquisition of clinical

competencies, reducing the gap between theory and practice. It was also highlighted in

the study that knowledge is not only acquired through video observation, but as part of

the students’ learning process.

In table 2a it also showed the benefits in using video clippings in online learning

environment to nursing students in lecture. Item number 15 which states that “the pictures

and drawings help to aids the lesson to have a clearer idea “had the highest average

weighted mean result of 3.43 described as very beneficial (VB). These findings showed

that most of the students agreed in the extreme benefits of video clipping to understand

better the if they see pictures and drawings in discussing their lesson. The students most

question was ‘’what is it or how does it look like’’, so by simply showing pictures and

drawings would provide answer to their questions of “what is it or how does it look like”.

According to the study of (Devi B. et al 2019) he stated that Bandura stated that the style

of teaching preferred by a student is a reflection of his or her learning style. Teaching of

different skills requires various techniques and contemporary methods along with the

traditional lecture method.

 4

The gathered data in item number 17 which states that “it retains lessons better

when the video clips are viewed repeatedly” got the 2nd highest mean of 3.35 described as

very beneficial (VB). These finding shows that most students are helped to learn better

when video clips are viewed repeatedly. The students who cannot understand or follow

discussions at one time seeing the video, may benefit by repeatedly watching the video

clips over and over to take down notes as well as detailed explanation in clearer views of

the video skills by demonstration. According to the study of (Rasi and Poikela, 2016)

Video is used in a variety of ways to support various pedagogical strategies successfully.

emphasizing further that within the context of problem-based learning, video clips can be

used to present a problem to students to trigger problem-solving; provide relevant

information about the topic discussed or present additional solutions to the learning

problems of the students.

The item number 14 which states that “it provides better clarification of ideas

when supported with pictures and drawings” grieved the 3rd highest average weighted

mean of 3.32 or describes as very beneficial (VB). This means that nursing students find

the video clippings very effective in gaining better clarification of ideas when supported

with pictures and drawings. This means further that the students become independent

learners when they are left alone to see the video clipping on time. It helps the students to

better understand the lesson and it also help them to retain the knowledge that they learn

through online. This finding is supported by (Aderson and Krathwohl, 2001) study where

they highlighted that cognitive domain is known as the “thinking” domain. Learning in

this category involves acquiring information. Learning strategies used to stimulate

 5

learning in this domain include lecture, computer assisted instruction, and one-on one

instruction.

In contrast, the item number 8 which states that “It makes students appreciate

online learning better” has an average weighted mean of 2.34 or described as beneficiary

(B) is ranked as the 1st lowest, this implies that 142 of the students somewhat agree or

feel that using video clippings in online learning environment makes a student appreciate

online learning more. This response can be due to the fact that most students still can’t

adopt to the new learning environment. In addition to this, to view the videos fluently,

one should have a strong internet connection, considering this, majority of the students

are in their own provinces mostly with only 1 satellite and lots of barriers from walls to

mountains which make signals reflected and travel to different directions, making online

videos difficult to view. The finding therefore supported by (Watson and Skinner, 1971)

states that the learning theory is learned from the environment, and says that innate or

inherited factors that have very little influence on behavior. We can apply this theory in

clinical application (i.e., behavior modification) as well as teaching (i.e., classroom

management) and instructional development (e.g., programmed instruction).

The item number 10 which states that "It makes the class active in participation"

has an average weighted mean of 2.74 described as beneficiary (B) is ranked 1st lowest.

This implies that students agree that video clippings could make the whole class active in

participation during lectures, this could also mean that students do log in or attend to their

online classes but for attendance only after then leave to do their chores, personal things

or even sleep during the discussion or viewing of the video clippings. The finding

therefore supported by (Ljubojevec M. et al. 2014) the position of inserted video has an
 5

important role in increasing efficiency of learning. The entertainment video at the

beginning of the lecture motivated students towards learning, so testing results were

better for that method than if a lecture without videos was used. A better effect was

achieved when educational video content was used. This research showed that the most

efficient method of use of supplementary video is integration of educational video

content in the middle of the lecture.

The item number 7 which states that “It enhances joy as we share the video online

with fellow classmates” has an average weighted mean of 2.89 or described as

beneficiary (B) ranked as 3rd lowest. This implies that majority of the students happy in

sharing videos online with their fellow classmates. Sharing notes or videos can also be

interesting, it can send a message of goodness because he shared videos or photos

important to his colleague. Moreover, development of trust and confidence is acquired.

The finding further imply that friendships strength is sharing knowledge and skills.

According to (Baticulon, et al., 2020) a journal published on the 18 of July 2020 entitled
th

Barriers to online learning in the time of COVID-19: A national survey of medical

students in the Philippines, in the result it was discussed that only 1,505 students (41%)

considered themselves physically and mentally capable of engaging in online learning,

the remaining students are stressed due to difficulty adjusting learning styles, having to

perform responsibilities at home, and poor communication between educators and

learners.
 5

Table 2b. The benefits in using video clippings in online learning environment to nursing
students in skill laboratory.
SKILL LABORATORY MEAN D.E
1. It makes return demonstrations of procedures better 3.20 B
2. It makes skills interesting and pleasant 3.13 B
3. It retains the skills of the procedure efficiently 3.05 B
4. It makes more interesting to perform return 3.07 B
demonstrations.
5. The video clipping are accessible and can be viewed 3.29 VB
anytime which serves as basis in conducting activities.
6. It is convenient to learning in any place or location. 3.15 B
7. It gives assurance of lesser mistake because the video 3.11 B
clipping are available.
8. It makes the student well prepared for return 3.13 B
demonstrations.
9. It eases tension during return demonstrations 3.15 B
10.It increases concentration by making the students focus 3.18 B
on the video clippings given or being presented.
11. It motivates students to learn better. 3.05 B
12. It assist those with hearing and visual impairments 3.19 B
13. It makes procedures easier to follow. 3.27 VB
14. It motivates students to participate during discussions. 3.00 B
15. It provides more information about the given 3.20 B
subject matter.
16. The availability of video clipping boost self confidence 3.02 B
of students
17. It makes identification of different instruments easier 3.15 B
for the learners
18. It provides better retention of instruments and skills 3.18 B
19. It facilitates skill competencies and individualized 3.16 B
outcome base

GENERAL WEIGHTED MEAN 3.14 B

Legend: Numerical Value Description Descriptive Equivalent

3.25-4.00 Very Beneficial VB
2.50-3.24 Beneficial B
1.75-2.49 Slightly Beneficial SB
1.00-1.74 Not Beneficial NB

Table 2b presents the extent of the benefits of video clipping in the Skills

Laboratory part of online learning type of environment to nursing students with an

overall weighted mean of 3.14 described as Beneficial (B). This imply that the use of

video clipping in the skills laboratory to nursing students are effective and advantageous

in aiding the students to further understand the topics, demonstrations and procedures.

Video Clippings are very helpful and can make learning easier to observe. A study of

(Lee N. J. et al. 2016) entitled “Mobile-Based Video Learning Outcomes in Clinical

 5

Nursing Skill Education a Randomized Controlled Trial” they concluded that that a

mobile device is a valuable form of technology that can be used with video clips in

nursing education to promote nursing students’ learning motivation and confidence in

learning a clinical nursing skill; motivation and confidence in learning were improved,

and students’ satisfaction with the class was high. Moreover, it empowers the service of

human race, as videos are stood longer when viewed by learners.

The item number 5 in the table 2b skills laboratory showed that the video clipping

is accessible and can be viewed anytime which serves as basis in conducting activities got

the 1st highest weighted mean result of 3.29 which described as very beneficial (VB).

These findings show that the students prefer to use video clippings as a study guide, and

easier memory recall which may help them during their lists such as quizzes and actual

return demonstrations. Many students forget what they learned after watching the video

once, so they tend to replay or rewind the video to be able to recalled the entire procedure

or skill. It has been discussed in the study of (Graham & amp;Weiner 1996), that the

theory of Bandura in the current situation of pandemic , where students are in a new

online learning environment. It further implies that students undergo a huge adjustment

of learning. The technology, patience in connectivity and getting used to the system

before learning. The students also learn to discover ways of analyzing, retaining the

information before demonstrating. The service of the video clippings in both the lectures

and skills lab of nursing students it would be able to help or improve the learner’s interest

performance, choice of career

The item number 13 which states that “it makes procedures easier to follow” got

the 2nd highest average weighted mean of 3.27 which described as very beneficial (VB).
 5

These findings implies that most of the students can easily follow any procedures as long

as they watch videos repeatedly. Videos are very helpful to nursing students by simply

watching the steps or procedure of a certain demonstration or an activity so that they

would be able to know what to do, what to follow, what and how to demonstrate. It has

been discussed in the study of (Devi B. et al 2019) that Bandura stated that the style of

teaching preferred by a student is a reflection of his or her learning style. The teaching of

different skills requires various techniques and contemporary methods along with the

traditional lecture method.

The item number 1, “it makes return demonstrations of procedures better”

garnered the 3rd highest mean result of 3.20 which described as beneficial (B). These

findings indicate that most student nurses trust and preferred to watch videos as one of

their sources that will guide them in performing return demonstration. As a result, the

student’s explanations appear clear and procedures were in ordered that means

performance were acceptable and well improved. Thus, students feel satisfaction and

achievement on their given performance. It has been discussed in the study of (Devi B. et

al 2019) Bandura stated that video-based education can be a suitable substitution when

the demonstration methods is unavailable. One of the advantages of video-based

education is that the voice of the broadcaster can be heard repeatedly. Moreover, the

figures, movements, illustrations used, and demonstrations presented can be seen over

and over again since this is recorded.

The item number 15, “it provides more information about the given subject

matter” also got the 3rd highest weighted mean result of 3.20 which described as

beneficial (B). These findings showed that most student nurses appreciate video clippings
 5

as one of their references in which they learned and encountered new topics and ideas.

Any topics that were not discussed or didn’t discussed well encouraged them to seek on

websites. In most discussions that seen in videos, the explanations and rationales of a

certain topic were already given which gives additional knowledge and information. It

has been discussed in the study of (Rasi and Poikela 2016) states that video is being used

in a variety of ways to support various pedagogical strategies successfully. By no means

a comprehensive list, within just the context of problem-based learning, video clips can

be used to present a problem to students to trigger problem-solving; to provide

information around the topic; or to present solutions to the problem at the end of the

process.

In the contrary under the skills laboratory, question number 14 which states that

“the use of video clippings is beneficial in motivating students to participate during class

discussions” had the lowest average weighted mean of 3.00 which is described as

beneficial (B). this indicate that these visual presentations can captivate the attention of

students which promotes their engagement during class discussions, our laboratory

subjects require skills and these visual presentations like video clippings and pictures

make us more knowledgeable on what to do and how to undertake specific actions that

are vital in the clinical area. An example of this is a recorded video on how to do open

and close gloving. There are various videos and pictures on the internet but a uniformed

source can help each student to make use of their time efficiently because the absence of

these visual materials will only increase their boredom resulting to ignorance. The

students are very well given the time to study and learn at their own pace. According to

(Rasi and Poikela, 2016) video is being used in a variety of ways to support various
 5

pedagogical strategies successfully. By no means a comprehensive list, within just the

context of problem-based learning, video clips can be used to present a problem to

Student’s to trigger problem-solving; to provide information around the topic; or to

present solutions to the problem at the end of the process. In addition to this, (Ljubojevec

M. et al. 2014) also indicated in his research that a better effect was achieved when

educational video content was used and the use of supplementary video in teaching

confirmed that the educational video inserted in the middle of the lecture may increase

efficiency of learning.

Furthermore, the item number 16 which states that “The availability of video

clipping boost self-confidence of students” under skills laboratory is the ranked as the 2nd

lowest with an average weighted mean of 3.02 described as beneficial (B). Indicating that

the availability of video clipping is indeed valuable in boosting their self-confidence

during skills laboratory. This also means that after students watch video clippings, they

are already being familiar on the steps, having an idea on how to rationalize it and the

different materials to utilize. Knowing these minimizes their sense of insecurity and

doubt being replaced by their strong will to conduct their own tasks which can result to

an impeccable performance. According to the study of (Lee N. J. et al. 2016) entitled,

“Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education a

Randomized Controlled Trial” they have concluded that that a mobile device is a

valuable form of technology that can be used with video clips in nursing education to

promote nursing students’ learning motivation and confidence in learning a clinical

nursing skill; motivation and confidence in learning were improved, and students’

satisfaction with the class was high.

 5

The items with the 3rd lowest weighted mean are both numbers 3 and 11 - both

have a weighted mean of 3.05 which is described as beneficial (B). the item number 3

which states that “ It retains the skills of the procedure efficiently”. This imply that

nursing students agreed that the use of video clippings helps in retaining the procedure of

the skills longer. This is for a reason that nursing student doesn’t only watch a certain

video once, well unless if one is genius enough or has a photographic memory. In order

to fully grasp the essence of the video and its content, the students’ needs to adapt to their

new learning environment first before proceeding in prioritizing their plan of action to

finish their tasks. Conforming to (Jean Piaget’s theory of cognitive development 2003),

she stated here that children take an active role in the learning process, acting much like

little scientists as they perform experiments, make observations, and learn about the

world. Piaget theory of cognitive development is a comprehensive theory about the

nature around them and development of human intelligence while growing they interact

with the world around them, they continually add new knowledge, build upon existing

knowledge, and adapt previously held ideas to accommodate new information.

For item number 11 which states that “it motivates students to learn better” is

ranked as part of the 3rd lowest. Nursing students also agreed that video clippings are

useful to motivate students to learn better. These video clippings drive students to be

curious about the topic being presented. For example, the video which the clinical

instructor played that day is about a depressed individual, in here the student will not only

pay attention to the words being exchanged by the patient and but also the tone of voice,

choose of words and the nonverbal cues of the patient himself. These factors will trigger

the inquisitiveness, creativity and innovative thoughts of the student which will later on
 5

widens her scope of knowledge regarding the situation, but this exertion is not applicable

to all people. As stated by Bandura, it was the human capability to symbolize that

allowed learners to: Extract meaning from the environment, construct guides for action,

solves problem cognitively, support well thought-out courses of action, gain new

knowledge by reflective thought and use self-reflection to make sense of their

experiences.

With this finding in both lecture and skills laboratory, the hypothesis which is

stated as “The benefits in using video clippings in online learning environment to nursing

students in lecture and skills laboratory is very beneficial” is therefore negated since the

general weighted mean is 3.08 which is interpreted as Beneficial (B), implying that there

are certain aspects that needs further assessments and evaluation that will best improve

the online learning environment experience of the students in both lecture and skill

laboratory.
 5

Table 3a. Difference of the benefits in using video clippings in online learning
environment in lecture to nursing students according to year level
LECTURE 1ST YEAR D.E 2ND YEAR D.E 3RD YEAR D.E

1. It provides memory retention very well. 3.27 VB 3 B 3.10 B

2. It arouses interest in the discussion. 3.29 VB 3 B 3.10 B
3. It facilitates my learning and develop on 3.18 B 3.09 B 3.23 B
independent learners.
4. It enlightens assignments given. 3.08 B 3.11 B 3.12 B
5. It ensures better understanding of lessons 2.01 SB 3.07 B 3.07 B
everyday.
6. It enhances interest to study. 2.86 B 3.35 VB 2.94 B
7. It enhances joy as we share the video 3.01 B 2.77 B 2.87 B
online with fellow classmates.
8. It makes students appreciate online 2.77 B 2.88 B 3.15 B
learning better.
9. It encourages students to study 2.96 B 2.84 B 3.02 B
future lessons.
10. It makes the class active in participation. 3.12 B 2.69 B 2.76 B
11. It increases achievement and 3.12 B 2.81 B 3.05 B
self-fulfillment.
12. It helps the student’s to be aware 3.27 VB 2.98 B 3.17 B
during discussion properly.
13. It supports learning with real life situation. 3.44 VB 2.98 B 3.02 B
14. It provides better clarification of ideas 3.17 B 3.32 VB 3.38 VB
when supported with pictures and drawings.
15. The pictures and drawings help to aid 3.39 VB 3.43 VB 3.41 VB
the lessons to have a clearer idea .
16. It arouses the attentiveness of 3.24 B 3.01 B 3.02 B
students in class discussion.
17. It retains lessons better when the 3.17 B 3.24 B 3.41 VB
video clips are viewed repeatedly.
18. It provide students with a new 3.25 VB 3.15 B 3.25 VB
educational style of learning
19. It helps to assist those with hearing 3.10 B 3.24 B 3.23 B
and visual impairments
20. It gives opportunity for self-study 3.05 B 3.22 B 3.35 VB

F- Value: 0.97 - No Significant Difference

Legend: Numerical Value Description Descriptive Equivalent

3.25-4.00 Very Beneficial VB
2.50-3.24 Beneficial B
1.75-2.49 Slightly Beneficial SB
1.00-1.74 Not Beneficial NB

Table 3a presents the results of the difference of the benefits in using video

clipping in online learning environment in lecture to nursing students according to their

year level. The survey done to the 1st year nursing students had various results. Wherein,

item number 13 which states that “It supports learning with real life situation” in first

year level is ranked as the highest with an average weighted mean of 3.44 which is

described as very beneficial (VB). This implies that when clinical instructors were not
 6

able to discuss and demonstrate well the topic during lectures, the first-year nursing

student search videos online to complement better understanding. It is a consideration

that would help clinical instructors who were not able to discuss and demonstrate well

online learning as the medium of communication which and makes demonstration

difficult and challenging for them to apply. However, video clippings boost knowledge

and skills which guides first year nursing students to do concrete applications in different

settings and situations including emergency situations. In addition, most of them agreed

that video clippings are very advantageous to expand their knowledge and supplement

their abilities to apply in real life situations. According to (Charrier, L. et. al. 2012) in the

literature various observational studies have demonstrated that the use of video streaming

contributes to learning as a powerful instrument for education and for the acquisition of

clinical competencies, reducing the gap between theory and practice. It has also been

highlighted that knowledge is not only acquired through video observation, but as part of

the students’ experiential learning process. Moreover, some authors suggest how the use

of the video can support students in learning different types of techniques. There are also

some observational studies which demonstrate that the introduction of video streaming in

schools has been very positive in terms of effectiveness and facilitation of learning. Some

authors describe the simulation as a characteristic feature which may render the video

particularly effective in stimulating learning and emphasizing the concepts. Watching

videos is not a passive but an experiential process. Video use should help students to

learn new skills and enhance learning processes in much the same way as experience is

acquired during their practical training.

 6

The item number 15 which states that “The pictures and drawings help to aid the

lessons to have a clearer idea” in first year level ranked as the 2nd highest result with an

average weighted mean of 3.39 which is described as very beneficial (VB). This implies

that upon looking on pictures and drawings while actively listening to the discussion is

very much accepted by students as a learning method. They can definitely grasp the

lesson, retain better, understand the discussion. Thus, pictures and drawings play a very

important role to student’s cognitive development as they gain understanding and

thinking abstractly. According to (Shabiralyani, G. et al., 2015) visual aids clarifies the

relationship between material objects and concepts to understand. Symbols, graphs, and

diagrams can also show associations of location, time, size, value and frequency. By

symbolizing the factors tangled, it is possible to visualize an abstract relationship.

The item number 2 which states that “It arouses interest in the discussion” in first

year level ranked as the 3rd highest with an average weighted mean of 3.29 which is

described as very beneficial (VB). This implies that 1st year nursing students are

interested to learn and listen actively if discussions were supported with videos. In this

time, clinical instructors may present or give supplementary videos that assist the

students on better retention of the lesson. In addition, viewing videos help students to

engage on participating in class in which watching different videos, different tone of

voice/s awakens their sleeping cells and nerves. According to a study conducted by (Lee

N. J. et al. 2016) entitled as “Mobile-Based Video Learning Outcomes in Clinical

Nursing Skill Education a Randomized Controlled Trial” concluded that that a mobile

device is a valuable form of technology that can be used with video clips in nursing

education to promote nursing students’ learning motivation and confidence in learning a

 6

clinical nursing skill; motivation and confidence in learning were improved, and students’

satisfaction with the class was high. This randomized controlled trial provides evidence

that mobile learning using a video clip was successful in clinical nursing skill education.

Inversely, the item number 5 which states that “It ensures better understanding of

lessons” in first year level ranked as the lowest with an average weighted mean of 2.01

which is described as slightly beneficial (SB). This implies that visual aids

supplementation was not enough as one medium of learning of 1st year nursing students

since they are starting to adopt a new environment and learning style. Moreover, it is a

fact that students have different learning styles and methods, everyone are not the same

and do not learn at the same pace. According to the study conducted by (Kosterelioglu, I.

2016) that Alkan emphasized using videos in learning environments is beneficial for

students. The benefits of videos can be listed as making learning independent from time

and space, providing group learning opportunities, facilitating learning in dimensions of

movement, color and sound, transferring outside class environments to class and

facilitating concrete and permanent learning. According to Mayer multimedia elements

that address various senses, such as videos used in learning environments, contribute to

increases in student interest and motivation

The results showed that item number 6 which states that “It enhances interest to

study” in first year level ranked as the 2nd lowest with an average weighted mean of 2.86

which is described as beneficial (B). This implies that 1st year nursing students were not

satisfied that viewing video clippings enhance their interest in studying their lessons. In

some cases, students don’t have the same perspectives in learning, others preferred

reading notes nor handouts than viewing pictures and drawings although other students
 6

more comfortable if pictures were present. In addition, viewing videos online can disturb

the focus of the nursing students because of different notifications pop-out from the

internet. According to (Nieuwoudt, J. 2018) there are 3 interactions that should be met in

order to attain a flourishing class participation - Student-student interaction is looking at

how the student is interacting with other individual students or in small groups. Student-

teacher interaction refers to interaction between the student and the teacher, with the

interaction being synchronous or asynchronous. Student-content interaction is about

interaction with the content. This includes using study guides, reading texts, watching

videos, searching for information, and completing assessments.

The item number 8 which states that “It makes students appreciate online learning

better” ranked as the 3rd lowest with an average weighted mean of 2.77. This implies that

less 1st year nursing students appreciate learning when video clippings were added to

discussions. There are various factors that will affect a student learning behavior. Since it

was a virtual learning, students were attracted to other applications or websites attached

on their mobile phones, these will now be an excuse not to focus in studying, listening

and participating even though visual aids were given. According to (Watson and Skinner,

1971) this learning theory is learned from the environment, and says that innate or

inherited factors that have very little influence on behavior. We can apply this theory in

clinical application (i.e., behavior modification) as well as teaching (i.e., classroom

management) and instructional development (e.g., programmed instruction).

Moving to the 2nd year level side of the table, the question under the item number

15 which states that “pictures and drawings help to aid the lessons to have a clearer idea”

in second year level had the highest mean result of 3.43 which is described as very
 6

beneficial (VB). These findings showed pictures and drawings are used in the classroom

to encourage 2nd year nursing students learning process. These tools can be used to make

the learning experience more real, more accurate and more active. According to the study

of (Hall, 2013) instructors have reported that their use of images in the classroom has led

to increased student interactivity and discussion. Teaching with images can also help

develop students’ visual literacy skills, which contributes to their overall critical thinking

skills and lifelong learning.

The item number 6 which states that “it enhances interest to study” in second year

level had the 2nd highest average weighted mean of 3.35 which is described as very

beneficial (VB). It Indicates that the video clippings used in online learning environment

will ensure the effectiveness of hearing and vision senses by providing active interaction

between the students and the topic. According to (Mayer 2009) multimedia elements that

address various senses, such as videos used in learning environments, contribute to

increases in student interest and motivation.

The item number 14 which states that “it provides better clarification of ideas

when supported with pictures and drawings” in second year level had the 3rd highest

average weighted mean of 3.32 which is described as very beneficial (VB). These finding

showed that video clippings give 2nd year nursing students additional ways to process

subject information, thus stimulate thinking and cognize. It is supported by (Aderson and

Krathwohl, 2001) the cognitive domain is known as the “thinking” domain. Learning in

this category involves acquiring information. Learning strategies used to stimulate

learning in this domain include lecture, computer assisted instruction, and one-on one

instruction.
 6

In contrast, the item number 11 which states that “t increases achievement and

self-fulfillment” had the 3rd lowest average weighted mean of 2.81 which is described as

beneficial (B). It is indicating that students are unable to focus on complying with their

activities since some of the students are experiencing a technical and emotional problem

such as low signal, financial crisis, lack of student’s motivation, and lack of self-esteem.

(Bandura 1997) stated that self-efficacy, or belief in one’s ability to perform adequately,

has proven to be a more consistent predictor of behavior outcomes than other motivation

outcomes than motivational constructs.

The item number 7 which is stated as “it enhances joy as we share the video

online with fellow classmates” in second year level had the 2nd lowest weighted mean of

2.77 which is described as beneficial (B). During the face to face learning, 2nd year

nursing students enjoyed sharing videos or notes with fellow classmates because they are

able to interact with each other and allowing transfer of knowledge in their mind, and

facilitating recall as they discussed as a group since students are not fully adjusted with

the new learning environment it is a challenge for them to disseminate videos/notes and

enjoy communicating with fellow classmates. According from (Baticulon, et al., 2020) a

journal published on the 18th of July 2020 entitled Barriers to online learning in the time

of COVID-19: A national survey of medical students in the Philippines, in the result it

was discussed that only 1,505 students (41%) considered themselves physically and

mentally capable of engaging in online learning, the remaining students are stressed due

to difficulty adjusting learning styles, having to perform responsibilities at home, and

poor communication between educators and learners.

 6

The item number 10 which states that “It makes the class active in participation”

in second year level had the 1st lowest weighted mean of 2.69 which is described as

beneficial (B). There is lack of willingness and desire to learn. 2nd year nursing students

are not motivated in online classes due to absence of face to face interaction between

teacher and students. Online classes also require either computer or laptop and a reliable

internet connection, and not all students have access to these types of resources which

causes them to be inactive. According to (Barret & Williamson, 2010) also emphasized

that use of videos, which include both visual and audio elements, facilitate active

interaction between students and the topic, ensures that the content is more meaningful

and strengthens learning by allowing associations between the material in the video and

other situations

Provided the data above items number 15 and 17 possesses the highest weighted

mean of 3.41. The question number 15 which states that “The pictures and drawings help

to aid the lessons have a clearer idea”, portrayed as very beneficial (VB) signifies that the

use of pictures, videos and drawings during online discussions aids 3rd year nursing

students to have a better understanding regarding the topics being discussed. For tertiary

level, the Commission on Higher Education (CHED) approved distance learning as an

alternative learning mode for face to face interaction to continue education amidst

pandemic. Lecture is very import for nursing students. The incorporation of knowledge

with skills raises an awareness of personal and professional accountability and the

dilemmas of practice making the student nurse decide on what the best evidence-based

practice is needed (EBP) to improve patient outcome. Visual presentations during

lectures can make students develop visual literary skills which help them have a better
 6

understanding concerning complex situations saving time and effort. According to

(Dhawan, 2020) Educators can use a combo of audio, videos, and text to reach out to

their students in this time of crisis to maintain a human touch to their lectures. This can

help in creating a collaborative and interactive learning environment where students can

give their immediate feedback, ask queries, and learn interestingly.

On the other hand, Item number 17 which states that “It retains lessons better

when the video clips are viewed repeatedly” is part of the 1st highest ranked item in third

year level. It implies that visual aids are helpful in the retention of knowledge when it is

viewed repeatedly. Proper Repetition will result to familiarity, making it easier to

memorize information’s and apply for future references - just like a first day in school

wherein students considered each other as strangers, but because they belong to the same

class and required to see each other 5 times a week, they reached the point of knowing

one another; name, voice and physical appearance that lasts for a long time. Previous

studies have shown that repetition learning significantly increased the memory

performance for detailed and associative information, and at the same time, increased the

recollection contribution in associative memory (Barber et al., 2008; Yang et al., 2016 as

cited in Zhan et al., 2018)

Item number 14 which states that “it provides a better clarification of ideas if it is

supported by pictures and drawings” has the 2nd highest weighted mean of 3.38

portrayed as very beneficial (VB). A discussion with an audio but empty presentation will

mystify 3rd year nursing students regarding the focal point of the discussion. There are

several English words that have the same name, pronunciation and spelling but have

distinct method of application. An example of this is the scalpel, there are different kinds
 6

of scalpel within the hospital setting and each of them have their significant advantages,

so as to achieve an improve mastery of these tools’ students need an image for a better

distinction. According to (Clarke, I. et al., 2006) Approximately 40% of college students

are visual learners, preferring to be taught through pictures, diagrams, flow charts,

timelines, films, and demonstrations. Without visual instruction, some students may be

underperforming because of the inconsistency between teachers’ teaching styles and

students’ learning styles. Because it has been suggested that some college students learn

better from visual stimuli, an improved balance between verbal and visual techniques

could offer significant learning benefits. The number with the 3rd highest weighted mean

under lecture is question 20, which denotes that power point presentations and recorded

video discussion grants opportunity to nursing students in level 3 to perform self-study.

Every after discussion, instructors post their presentations and videos in their respective

Google Classrooms which gives students the liberty to look through it anytime for note

taking, clarification and analyzation which promotes the acquisition of new knowledge.

According to the University of Nebraska – Lincoln, studies find that notetaking

helps students' focus attention, promotes more thorough elaboration of ideas, and

encourages efforts to relate ideas and organize materials. In short, notetaking

helps students to process information more deeply.

As indicated above, item number 10 which states that “it makes the class active in

participation” with an average weighted mean of 2.76, portrayed as beneficial (B) ranked

1st in terms of the lowest weighted mean. This implies that visual materials don’t make

the class of level 3 BSN students active during synchronous learning. Unlike face to face

interaction wherein instructors and students can freely observe each other and ask
 6

questions without delay the e-learning tends to be more passive making students

disinterested. In addition to this, the location of each student during class discussions

contributes a big impact to their height of participation; staying in bed makes one sleepy

and watching a Korean drama in the living room can also lead to attention conflict

because these places aren’t a suitable learning environment. According to (Randhawa

and Lewis, 1976 as cited in Malik and Rizvi, 2018) ‘Life space' includes the total

psychological field with its entire group of forces, which repels as well as attracts persons

in the field. It includes unconscious influence as well as conscious influence, past as well

as present influences and has a bearing on the person (including the person as self). It

encompassed in the life space, including the behavioral and psychobiological

environment with all of its influences, such as positive and negative goals and the barriers

restricting movement toward objectives.

Furthermore, item number 7 which states that “It enhances joy, as we share the

video online with fellow classmates” with an average of 2.87, portrayed as beneficial (B)

ranked 2nd among the questions with lowest weighted mean in lecture. This indicates that

sharing videos and images during distance learning doesn’t intensify the level of joy of

BSN students who are in level 3. Each individual has their own phase, kind, way and

source of happiness. Unlike toddlers and preschoolers who instantaneously become

happy if they have shared their toys to their friends or family members, college students

are subjected with more responsibilities at school, meaning they have various tasks to

accomplish which makes them sleep deprived and hop meals due to scarcity of time,

making them irritated especially if there are someone who keeps on asking them about

sending notes or recorded discussions. According to (Dogbe, E. and Abaidoo B., 2014;
 7

Arshad, N. and Ahmed, U., 2014; Kawafha, 2013 as cited in Sofar and Hafeez, 2019)

skipping breakfast and academic performance are connected. Furthermore, the university

students who do not have breakfast or lower nutritional breakfast due to many reasons

generally complaint of poor academic performance and lower level of alertness.

Correspondingly, skipping breakfast creates a state of hunger, which prompts diminished

students' ability to sustain attention, concentration and ability to learn new experiences,

and this can result to low or poor students' academic performance. In addition, item

number 6 which states that “It enhances interest to study” with an average of 2.94,

portrayed as beneficial (B) ranked 3rd among the questions which has the lowest weighted

mean in lecture. This infers that video presentations aren’t that highly valuable in

boosting the interest of level 3 nursing students to learn during online classes. The very

important factor for a student to feel motivated and have an intensified interest to study is

his/her family specifically the parent’s support. It is widely acknowledged that students

who receive support from their parents develop an appropriate mindset, motivation, and

self-discipline at school. According to (Bower & Griffin, 2011 as cited in Martinez, 2015)

Parental involvement has many positive effects on students other than academics,

including increased motivation, self-esteem, and self-reliance, which may lead to

academic success regardless of economic background. Conversely, research affirms that

inadequate or no parental involvement contributes to low student achievement and

engagement.
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Table 3b. Difference of the benefits in using video clippings in online learning
environment in skill laboratory to nursing students according to year level.
SKILL LABORATORY 1ST YEAR D.E 2ND YEAR D.E 3RD YEAR D.E

1. It makes return demonstrations of 3.05 B 3.05 B 3.30 VB

procedures better
2. It makes skills interesting 3.12 B 3.09 B 3.23 B
and pleasant
3. It retains the skills of the 3.22 B 2.98 B 3.15 B
procedure efficiently
4. It makes more interesting to 3.12 B 3.01 B 3.07 B
perform return demonstrations.
5. The video clipping are accessible 3.15 B 3.26 VB 3.41 VB
and can be viewed anytime which
serves as basis in conducting activities.
6. It is convenient to learning in any 3.13 B 3.09 B 3.25 VB
place or location.
7. It gives assurance of lesser mistake 3.05 B 2.98 B 3.23 B
because the video clipping are available.
8. It makes the student well prepared 3.15 B 3.03 B 3.23 B
for return demonstrations.
9. It eases tension during 3 B 3.20 B 3.23 B
return demonstrations
10.It increases concentration by making 3.15 B 3.22 B 3.17 B
the students focus on the video clippings
given or being presented.
11. It motivates students to learn better. 3.18 B 3.13 B 3.02 B
12. It assist those with hearing and 2.93 B 3.20 B 3.23 B
visual impairments
13. It makes procedures easier to follow. 3.12 B 3.30 VB 3.35 VB
14. It motivates students to participate 3 B 3.11 B 2.94 B
during discussions.
15. It provides more information about 3.12 B 3.26 VB 3.23 B
the given subject matter.
16. The availability of video clipping 3.06 B 3 B 3.07 B
boost self confidence of students
17. It makes identification of different 3.20 B 3.15 B 3.17 B
instruments easier for the learners
18. It provides better retention of 3.06 B 3.18 B 3.35 VB
instruments and skills
19. It facilitates skill competencies 3.20 B 3.11 B 3.17 B
and individualize outcome base

F- Value: 0.97 – No Significant Difference

Legend: Numerical Value Description Descriptive Equivalent

3.25-4.00 Very Beneficial VB
2.50-3.24 Beneficial B
1.75-2.49 Slightly Beneficial SB
1.00-1.74 Not Beneficial NB

Table 3b presents the findings of the difference of the benefits in using video

clipping in online learning environment in skill laboratory to nursing students according

to their year level. The item number 3 which states that “It retains the skills of the

procedure efficiently” in first year nursing students ranked as the highest with an average
 7

weighted mean of 3.22 which described as beneficial (B). This implies that some first-

year nursing students agreed that through watching video clippings will help them to

retain knowledge in a certain procedure during skills laboratory. When a certain part of a

procedure was forgotten, thinking and forcing self to remember the pictures or drawings

that was seen will help student to recall the next procedure. Thus, viewing is useful to

some students which guide them to familiarize procedures if memorization was not

effective to them. According to a study entitled as “Comparison of the Effectiveness of

Video-assisted Teaching Program and Traditional Demonstration on Nursing Students

Learning Skills of Performing Obstetrical Palpation” by (Devi B. et al 2019) concluded

that Videos help to memorize the steps of palpation but may not allow for the sense of

touch needed to identify the fetal parts. In a traditional demonstration, the teacher

observed the fetal parts which enabled the students to understand better. There is no

substitute for clinical demonstration; however, video-assisted teaching can be used as a

supplement to the traditionally used actual bedside demonstration.

The item number 17 which states that “It makes identification of different

instruments easier for the learners” in first year nursing students ranked as the 2nd highest

with an average weighted mean of 3.20 which described as beneficial (B). The findings

imply that during this pandemic, face-to-face classes were not allowed. So, first year

nursing students were more dependent and capable of using posted pictures in

determining and familiarizing different types of instruments since they were still starting

to study. In most researches, individuals need visual aids in learning to recognize such

things. According to Ilcin, L. et. al (2018) learning style alone is not the only factor that

may influence a learning situation. Many factors (educational and cultural context of
 7

university, individual awareness, life experience, other learning skills, effect of educator,

motivation, etc.) may influence the learning process.

The item number 19 which states that “It facilitates skill competencies and

individualize outcome base” in first year nursing students also ranked as the 2nd highest

with an average weighted mean of 3.20 which described as beneficial (B). The findings

imply that the beginning in encountering new world of a college life is challenging. First

year nursing students execute efforts to study by seeking information on books and

Internet sources that tends to increase their knowledge and proficiency. Moreover,

pictures and drawings that was seen in books and Internet help them to familiarize such

procedure that tends to improve their skills and performances during return

demonstrations. According to (Watson and Skinner 1971) behavioral learning theory

emphasized the psychomotor domain is known as the “skills” domain. Learning in this

category involves acquiring motor abilities and capabilities to perform nursing

procedures. Learning strategies most often used to enhance learning in this domain

include return demonstration, and practice. The theory helps the learners to improve their

critical thinking skills and nursing educators may be more confident giving information

than focusing on feeling or skill-building.

The item number 11 which states that “It motivates students to learn better” in

first year nursing students ranked as the 3rd highest with an average weighted mean of

3.18 which described as beneficial (B). This implies that supplementing first year nursing

students with videos support their learning abilities. It will encourage them to participate

in class actively, encourage interactions between teacher and students and promote better

understanding of topic during skills laboratory, specifically during return demonstrations.

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According to (Chae, S-M. et. al. 2016) that learning motivation is one of the key

property’s learners must possess to satisfactorily participate in learning activities. The

young generation who has grown up with mobile devices may become more motivated to

learn when mobile devices are incorporated in education. A study of undergraduate

nursing students demonstrated that learning motivation was positively associated with

class satisfaction.

In the contrary, item number 12 which states that “It assist those with hearing and

visual impairments” in first year nursing students ranked as the lowest with an average

weighted mean of 2.93 which described as beneficial (B). This implies that some first-

year nursing students agreed that video clippings assist those with hearing and visual

impairments, however it is still beneficial. Video clippings plays a big role in students

with hearing difficulties since captions of the discussion were stated. While, students with

visual difficulties can increase the brightness of their gadget to have a clearer sight. In

addition, they can pause and continue the video while watching. According to (ADCET

N.D.) that allow students to record lectures or, preferably, make available copies of your

lecture notes. Flexible delivery of teaching materials via electronic media is also

particularly helpful for students who have difficulty accessing information in the usual

ways.

The item number 14 which states “It motivates students to participate during

discussions” in first year nursing students ranked as the 2nd lowest with an average

weighted mean of 3 which described as beneficial (B). The findings indicate that visual

aids such as video clippings was not that usable to some first-year nursing students during

discussions. Some of them preferred actual discussions and demonstrations of procedures

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by their clinical instructors during skills laboratory. Other first-year nursing students also

preferred to watch online videos which may help them to practice more and gives

additional information therefore, video clippings is still important to them. According to

(Life Learners Academy 2019) shows that learning is created through the interaction

between the variables of motivation and cognition. Analyzing the use of video streaming

as a learning tool focused their research efforts on analyzing the benefits and

disadvantages of using this new technology tool. Without providing external incentives to

induce participation, motivation in the academic context was defined as the motivational

value of the content itself. Video can be a powerful motivator and context setter for

student learning in the context of the knowledge economy, citing examples of Martin

Luther King’s speech’ I have a dream’ or the Challenger space shuttle disaster.

Moreover, most educational experts agree that the best way to maximize the

concentration of learners is to show video in short segments. Most students used the

space allocated to fill in the positive aspects of using videos to thank teachers for their

efforts in preparing the videos. By using various tools to present content, lecturers have

been able to enhance the intrinsic motivation of students and encourage them to improve

their learning outcomes.

The item number 9 which states that “It eases tension during return

demonstrations” in first year nursing students also ranked as the 2nd lowest with an

average weighted mean of 3 which described as beneficial (B). The findings indicate that

video clippings are beneficial to first year nursing students to ease the feeling of tension

during performing return demonstrations. The response of the body is due to the different

emotional development of students when facing to clinical instructor or co-student

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nurses. Thus, the first-year student nurses need to cultivate their mindfulness to help

manage their moods and pressure while demonstrating. According to (Ilcin, N. et.al 2018)

determining students’ learning styles provides information about their specific

preferences. Understanding learning styles can make it easier to create, modify, and

develop more efficient curriculum and educational programs. It can also encourage

students’ participation in these programs and motivate them to gain professional

knowledge.

The item number 1 which states that “It makes return demonstrations of

procedures better” in first year nursing students ranked as the 3rd lowest with an average

weighted mean of 3.05 which described as beneficial (B). This finding implies that video

clippings is beneficial in applying demonstrations of procedures to first year nursing

students. Some of them consider and doesn’t consider video clippings will guide them to

perform better procedures during return demonstrations. On the other hand, some

students preferred verbalization and auditory presentations of their respective clinical

instructors during discussions of the topic especially when return demonstrations will be

conducted. It will help students to ask questions and clarifications to instructors to have a

clearer, well explained concerns and expand knowledge. According to (Athmika, T.

2017), videos can be used to demonstrate procedures that can assist in mastery learning.

If your e-learning material is procedural in nature, such as product training, then using

videos would be the ideal way to present a string of procedures in a comprehensive way

that can be referenced again and again. For example, videos are a great way to

demonstrate case studies, clinical procedures or mechanical processes. They can also be

used to reinforce information that has been previously explained in text.

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The item number 7 which states that “It gives assurance of lesser mistake because

the video clipping is available” in first year nursing students also ranked as the 3rd lowest

with an average weighted mean of 3.05 which described as beneficial (B). The findings

imply that most 1st year nursing students agree that utilizing video clippings wouldn’t

give assurance of lesser mistake during return demonstrations. It is a fact that clinical

instructors are taught differently during their times hence different approach can be done.

If there is a specific video for all, these would create uniformity and agreement among

clinical instructors and students would refrain from less comparison of instructors or

errors during actual return demonstrations with different instructors and different settings

especially in the clinical areas. Only special considerations happen when clinical

instructors considered which procedure followed by the student. However, student

mistakes also depend on how they explained and presented the procedure. Therefore,

students have different learning styles. According to (Teacher.com 2020), the term

“learning styles” speaks to the understanding that every student learns differently.

Technically, an individual’s learning style refers to the preferential way in which the

student absorbs, processes, comprehends and retains information. For example, when

learning how to build a clock, some students understand the process by following verbal

instructions, while others have to physically manipulate the clock themselves. This notion

of individualized learning styles has gained widespread recognition in education theory

and classroom management strategy. Individual learning styles depend on cognitive,

emotional and environmental factors, as well as one’s prior experience. In other words:

everyone is unique and different from its other.

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Looking to the 2nd year side of the table in skills laboratory, in table 3b showed the

benefits in using video clipping in online environment to 2nd year nursing students in

lecture. The question under skills shows that the it makes the procedures easier to follow

had the highest mean result of 3.30 which is described as Very Beneficial (VB). Video

clipping helps the student understand the activities given to them especially return

demonstration. For example, nursing students are going to perform demonstrations it is

easy for them to learn, analyze and understand with the use of video clippings. It has been

discussed in the study of Devi B. et al (2019) that Bandura stated that the style of

teaching preferred by a student is a reflection of his or her learning style. The teaching of

different skills requires various techniques and contemporary methods along with the

traditional lecture method.

The item number 15 which states that “it provides more information about the

given subject matter” had the 2nd highest weighted mean result of 3.26 which is described

as Very Beneficial (VB). Video clippings aimed at helping students to improve learning

and increases in access to practical demonstrations. For example, video clippings show

more information about the medical instruments given, case studies, and clinical skills as

more useful for improving learning. According to (Rasi and Poikela, 2016), (Schneps et

al., 2010) these examples can illustrate real-life practices and highlight information

visually that would be impossible to adequately describe verbally or through written text

In the contrary under the skills laboratory, question number 5 which states that

“the video clipping are accessible and can be viewed anytime which serves as basis in

conducting activities” had highest weighted mean result of 3.26 which is described as

Very Beneficial (VB). Students can learn from videos having the opportunity to view
 7

close-up expert illustration, and the option to view them repeatedly if necessary. For

example, if the 2nd year students were making their activity or assignment, they can able

to pause, rewind, or skip throughout the video to have discussion or review particular

areas. It has been discussed in the study of (Graham &Weiner 1996), that the theory

of Bandura in the current situation students are in a new learning environment which is

through online. It means there is a huge adjustment that’s going to happen and in order

for them to adjust they need to observe the system and pay attention on how it works in

order for them to analyze, follow and retain the skills well before return demonstrating it.

For item number 4 in table 3b skills laboratory which states that “it makes more

interesting to perform return demonstration” had 3rd lowest weighted mean result of 3.01

which is described as Beneficial (B). This implies that students may worry when they

demonstrate back the procedure without seeing their teacher do the procedure herself

because the procedure in the video may not fit the instructor’s knowledge of the

procedure. The use of video in performing demonstration may result to non-assurance of

which step may come first or be done first. While there is a saying that procedure may

have different priorities or steps, principles count. Students may find the use of creative

in technology to make their demonstration successful and accepted in the eyes of the

clinical instructor.it is difficult to perform the procedures and students need complete

equipment before starting to be more relaxed and competent enough to perform the skill.

(Bandura 1997) stated that the style of teaching preferred by a student is a reflection of

his or her learning style and preparation physically and mentally.

In the contrary under the skills laboratory, question number 16 which states that

“the availability of video clipping boost self-confidence of student” had 2nd lowest
 8

weighted mean result of 3 which is described as Beneficial (B). It is lowest in 2nd year

level because student’s having great difficulty to interact with other students and to

express themselves due to their shyness and lack of confidence. However, use of video

clippings indeed boost self-confidence of students which help them to accomplish some

goal and determine the student’s belief about their ability or skill to perform the task.

According to the study of (Lee N. J. et al. 2016) entitled, “Mobile-Based Video Learning

Outcomes in Clinical Nursing Skill Education a Randomized Controlled Trial” they have

concluded that that a mobile device is a valuable form of technology that can be used

with video clips in nursing education to promote nursing students’ learning motivation

and confidence in learning a clinical nursing skill; motivation and confidence in learning

were improved, and students’ satisfaction with the class was high.

The item number 3 which states that “it retains the skills of the procedure

efficiently” had 1st lowest weighted mean result of 2.98 which is described as Beneficial

(B). These findings imply that in 2nd year students have difficulty retaining the procedure

efficiently because of a lack of understanding when viewing the videos without the guide

of clinical instructors. However, video clippings are helpful when viewing repeatedly in

memorizing the procedures. (Jean Piaget’s theory of cognitive development 2003), stated

here that children take an active role in the learning process, acting much like little

scientists as they perform experiments, make observations, and learn about the world.

Piaget theory of cognitive development is a comprehensive theory about the nature

around them and development of human intelligence while growing they interact with the

world around them, they continually add new knowledge, build upon existing knowledge,

and adapt previously held ideas to accommodate new information.

 8

Furthermore, the item number 7 under skill laboratory which states that “it gives

assurance of lesser mistake because the video clippings are available” had lowest

weighted mean result of 2.98 which is described as Beneficial (B). Students experienced

technical problems during online class even though video clippings are available. For

example, when they had quiz in google classroom some instruction is not clear that make

their answers wrong. Student’s satisfaction is important, the quality of student

satisfaction and experience depends on the method of usage of video clips in designing

linear educational video materials. According to (Roach & Lemasters 2006) an important

aspect of the learning process is students’ satisfaction, especially in the case of online

learning.

As shown at table 3b Item number 5 which states that “The video clipping is

accessible and can be viewed anytime which serves as basis in conducting activities”

with an average of 3.30, portrayed as very beneficial (VB) ranked 1st among the questions

with the highest weighted mean. This signifies that visual presentations are useful for

level 3 BSN students in this time of distance learning because of its accessibility to any

location. This allows them to watch, download and replay videos wherever they are –

perhaps inside the car, bathroom or kitchen with a reduced maintenance cost providing an

equal opportunity to all students - with or without a problem in signal strength, which

makes them grasp the true essence of the laboratory topic on hand. According to (Rasi

and Poikela, 2016) video is being used in a variety of ways to support various

pedagogical strategies successfully. By no means a comprehensive list, within just the

context of problem-based learning, video clips can be used to present a problem to

 8

students to trigger problem-solving; to provide information around the topic; or to present

solutions to the problem at the end of the process

Next to this are items number 13 which states “It makes procedures easier to

follow” and number 18 which states that “It provides better retention of instruments and

skills” has an average of 3.35, portrayed as very beneficial (VB) ranked 2nd among the

questions with the highest weighted mean. Item number 13 suggests that videos and

images are very valuable for level 3 BSN students in making each procedure in skills

laboratory easier to conduct. When images and graphs are present in a discussion or play,

the person listening will be curious on what is being portrayed in front of him, which

makes him avert his focus at the monitor where the sound is coming from, like how we

stopped along the sidewalks and take a glimpse outside the window car gazing at the

billboards and televisions which were attached to the huge structures in the city. On the

other hand, item number 18 suggests that visual presentations are very helpful for level 3

BSN students to better retrieve and remember information in skills laboratory. Nursing

students has plenty of medical instruments and procedures to memorize, the use of

images during discussions will help them easily categorize and discern each just how we

classify shoes based on brands, using their attached logo – nike has a check mark, under

armor has a combined U which is upside down and New Balance has a NB mark.

According to (Raiyn, 2016) Visual learning such as wall painting, flash card, pie chart, let

the students remember the facts and altitudes for longer and more clearly. This helps

students to develop visual thinking, which is a learning style whereby the learner comes

better to understand and retain information better by associating ideas, words and

concepts with images.

 8

Additionally, item number 1 which states that “It makes return demonstrations of

procedures better” with an average of 3.30, portrayed as very beneficial (VB) ranked 3 rd among

the questions with the highest weighted mean in skills laboratory. This infers that visual aids

make return demonstrations of procedures better. Humans are visual creatures, with the

presence of presentations, students can clearly see the systematic measures done and

materials used to successfully deliver a specific procedure and materials that are vital in

the nursing profession, this helps nursing students to have a better understanding on what

to do and use which improves their return demonstrations. According to (Salina L. et al.,

2012) various observational studies have demonstrated that the use of video streaming

contributes to learning as a powerful instrument for education and for the acquisition of

clinical competencies, reducing the gap between theory and practice. It has also been

highlighted that knowledge is not only acquired through video observation, but as part of

the students’ learning process.

Basing from the weighted mean shown at table 3.b Skills Laboratory which was

computed from the gathered responses of level 3 nursing students of Pines City Colleges.

The question number 14 has the lowest weighted mean, which implies that visual aids

aren’t extremely beneficial in motivating level 3 students to participate during online

discussions. Using visual presentations aren’t enough to drive students to take part during

classes; a teacher's tone of voice is a powerful instrument in setting the environment of

the entire class in terms of engagement, behavior, and rapport with students. The

educator’s clarity of voice and appropriateness of tone during class discussions are

essential because it doesn’t only affect how students perceive the atmosphere of the

learning space but also their willingness to listen. According to (Kahlenberg, 2014) The
 8

tone of voice promotes a better learning environment for students, which raises their

academic achievement, to seek ways to be more progressive and show genuine interest

during lecture – making it a better working environment for instructors,

reducing teacher turnover. Print Stronger School Climate. Research finds a high level

of teacher voice has positive effects on school climate.

On the other hand, question number 11 has the 2nd lowest weighted mean,

meaning – visual presentations aren’t that useful in motivating 3rd year BSN students to

learn better. Every person has their own way of learning; there are people who are

motivated when visual aids are present, some are driven with the presence of music,

humor, clear discussions or the combination of two. According to Bandura’s Social

Cognitive Theory, individuals possess self-beliefs that can enable them to exercise control

over their thoughts, feelings and actions. He believed that it was the human capability to

symbolize that allowed learners to: Extract meaning from the environment, construct

guides for action, solves problem cognitively, support well thought-out courses of action,

gain new knowledge by reflective thought and use self-reflection to make sense of their

experiences.

In addition to this, numbers 4 and 16 ranked 3rd among the questions in terms of

the lowest weighted mean. (4) Videos aren’t very beneficial in making the class

interesting to perform return demonstrations and (16) in boosting self-confidence Most

students in level 3 are in their hometowns due to the onset of pandemic, and it is not

unknown to the public that the internet connection in these places, especially those

provinces located at the outskirts are slow, which makes it hard for them to attend their

classes and access the videos posted by their instructors in their Google classrooms,
 8

which can lower their self-confidence to participate during online discussions. According

to (Fabito, B.et al., 2020) a continuous internet connection is necessary for students to

fully engaged in online learning. This is true, especially when an online meeting is

required for all subjects enrolled. However, variables may come to play that would

inhibit continuous internet connection. Aside from being one of the most expensive

internet providers in Asia, the Philippines is also one of the slowest ("LIST: Philippines

ranks 21st of 22 Asian countries in Internet download speed," n.d.). This can be reflected

in the responses of the students. As observed, out of the 300 students, only thirty-eight

(38) or 13%o of them are experiencing a fast and reliable internet connection.

Tables above presents the ANOVA single factor results of the significant

differences between the year level of nursing students to the benefits of video clippings in

online learning environment in both lecture and skills laboratory, with a F value of 1.95

and F crit value of 3.075 since the F value is lesser than the F crit value the hypothesis is

therefore accepted, emphasizing that there is no significant differences between the year

level of the nursing student to the benefits of the video clippings in online learning

environment. Which means whether the students are in first years ,second year ,third year

or even fourth it doesn’t matter there is no definite difference of the video clippings being

beneficial to students basing from there year level since video clippings serves as a

supplementary to learning or studies of students it is safe to conclude that it is beneficial

to all year level at this point of pandemic and online learning type of environment.

According from (Salina L. et al. 2012) the use of video streaming contributes to learning

as a powerful instrument for education and for the acquisition of clinical competencies,

reducing the gap between theory and practice.

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Table 3c. Difference of the benefits in using video clippings in online learning
environment in lecture to nursing students according to Sex.
LECTURE FEMALE D.E MALE D.E
1. It provides memory retention very well. 3.11 B 2.88 B
2. It arouses interest in the discussion. 3.12 B 2.66 B
3. It facilitates my learning and develop on 3.23 B 2.66 B
independent learners.
4. It enlightens assignments given. 3.21 B 2.77 B
5. It ensures better understanding of lessons 3.14 B 2.77 B
everyday.
6. It enhances interest to study. 3.19 B 2.33 SB
7. It enhances joy as we share the video online 2.92 SB 2.25 SB
with fellow classmates.
8. It makes students appreciate online learning better. 2.98 B 2.33 SB
9. It encourages students to study future lessons. 2.98 B 2.44 SB
10. It makes the class active in participation. 2.77 B 2.33 SB
11. It increases achievement and self-fulfillment. 2.97 B 2.33 SB
12. It helps the student’s to be aware during discussion 3.10 B 2.77 B
properly.
13. It supports learning with real life situation. 3.08 B 2.44 SB
14. It provides better clarification of ideas when supported 3.34 VB 2.89 B
with pictures and drawings.
15. The pictures and drawings help to aid the lessons to 3.46 VB 3 B
have a clearer idea .
16. It arouses the attentiveness of students in class discussion. 3.12 B 2.44 SB
17. It retains lessons better when the video clips are viewed 3.38 VB 2.77 B
repeatedly.
18. It provide students with a new educational style of learning 3.24 B 2.77 B
19. It helps to assist those with hearing and visual impairments 3.25 VB 2.55 B
20. It gives opportunity for self-study 3.19 B 2.55 B

P- Value: 5.7 – Significant

Legend: Numerical Value Description Descriptive Equivalent

3.25-4.00 Very Beneficial VB
2.50-3.24 Beneficial B
1.75-2.49 Slightly Beneficial SB
1.00-1.74 Not Beneficial NB

Table 3c presents the differences of benefits of using video clips to nursing

students according to their sex. Item number 15 which states that “The pictures and

drawings help to aid the lessons to have a clearer idea” in females garnered the highest

average weighted mean of 3.46 which is describes as very beneficial (VB). The findings

indicate that having pictures and drawings as visual aids during the discussion of their

topics could be able to give them a clearer view and understanding of the topic in their

lectures. According to (Shabiralyani G. et al., 2015) Visual aids distribute the learners

with true knowledge, which detention their devotion and help in the understanding of the
 8

ancient marvels. They demand to the mind through the visual auditory senses. When we

use visual aids as teaching aid, it is one of the aspects which root participation of students

in the lesson because when students look at visual model or aid, it is measured as a kind

of contribution.

The item number 17 in the table which states that “It retains lessons better when

the video clips are viewed repeatedly” in females had the 2nd highest average weighted

mean of 3.38 which is described as very beneficial (VB). These findings indicate that

repeated or prolong exposure of female nursing student in the video clips that was given

to them may increase retention of lesson learned from a certain topic in their lectures, the

video can also be paused, rewind and replay at any time and can be viewed repeatedly on

parts of the lecture that are complex to understand. According to (Simi 2019) Visual

stimulation encourages student interaction with content or a concept. It also creates a

bigger memory imprint in a student’s mind, making teaching with videos perfect for

information retention. Videos are great for teaching concepts that are practical, and which

are best-explained step-by-step. When students are struggling with a part of an activity,

all a teacher needs to do is to pause the video to allow them to catch up. Students have the

same option if they’re using the videos on their own.

The gathered data in item number 14 which states that “It provides better

clarification of ideas when supported with pictures and drawings” in females had the 3rd

highest average weighted mean of 3.34 which is describe as very beneficial (VB). This

implies that female students prefer to have visual aids such as sample of pictures and

drawing of concepts of their lessons to give them a better understanding and to crystalize

the idea being presented to them in their lectures. According to (Bobek E. and Tversky B.
 8

2016) External visual representations, including diagrams, photographs, illustrations,

flow charts, and graphs, are often used in science to both illustrate and explain concepts.

Learner-generated explanations of scientific phenomena may be an important learning

strategy to consider beyond the utility of learning from a provided external visualization.

Explanations convey information about concepts or processes with the goal of making

clear and comprehensible an idea or set of ideas.

Consequently, the item number 10 in the table which states that “It makes the

class active in participation” in females gravely had the lowest average weighted mean of

2.77 which is described as beneficial (B). This indicate that female nursing students find

that video clippings as essential to increase the class participation and cooperation but it

may also depend on the duration of the video and the type of video being used the longer

the video clip it can possibly bore the students and ignore the video clippings being

presented. According from the study of (Guo P. J. et al., N.D.) entitled “How Video

Production Affects Student Engagement: An Empirical Study of MOOC Videos” they

found out that video length was by far the most significant indicator of engagement, the

study shows that median engagement time of students is at most 6 minutes regardless the

length of the video as a whole. This particular set of findings resonated most strongly

with video producers they had been urging instructors to split up lessons into chunks of

less than 6 minutes based solely upon their prior intuitions.

The item number 7 which states that “It enhances joy as we share the video online

with fellow classmates” in females had the 2nd lowest average weighted mean result of

2.92 which described as beneficial (B). The findings suggest that video clipping have an

impact in enhancing the joy felt by female student when sharing video clips to their
 8

classmates but it varies personally to students, it can be disturbing for other students since

they are focusing on their own studies and personal matters that they couldn’t care less

for others since they can assume that officers on their class would be responsible in

disseminating the video clip to their classmates who are not able to download or view it

due to some technicalities. According to the study of (Moore G. E et al., 2016) entitled

“Student-to-Student Interaction in Distance Education Classes:What Do Graduate

Students Want?” (Kuo et al., 2013, Arbaugh and Rau 2007 and Liu’s 2008) They found

out that student-teacher interaction and student-content interaction were good predictors

of student satisfaction with online courses; however, student-student interaction did not

contribute to student satisfaction. found learner-learner interaction was negatively

correlated with course satisfaction among MBA students. qualitative study of distance

education students found students liked the convenience of taking distance education

courses but did not want to put more time and effort into interacting with other students.

Item number 11 which states that “It increases achievement and self-fulfillment”

in females had the 3rd lowest average weighted mean of 2.97 which is described as

beneficial (B). The results indicate that video clips in lecture may increase the feeling of

self-fulfillment and may enhance achievement during lecture since video clips can help

supplement learning and analyzation of concepts and idea that are being discussed which

may increase competency and confidence of female students. According to the study of

(Carmicheal M. et al., N.D.) Entitled "Assessing the Impact of Educational Video on

Student Engagement, Critical Thinking and Learning:The Current State of Play" they

found out Video provides great benefits to teachers and learners, stimulating stronger
 9

course performance in many contexts, and affecting student motivations, confidence and

attitudes positively.

On the other side of the table 3c it presents the data gathered regarding the

differences of benefits of using video clips to male nursing students. In Item number 15

which states that “The pictures and drawings help to aid the lessons to have a clearer

idea” in males garnered the highest average weighted mean of 3.00 which is describes as

beneficial (B). This indicate that having video while learning can retain memory better

and helps the student faster in recalling the lesson during return demonstrations and

examination. According to (Shabiralyani G. et al., 2015) Visual aids distribute the

learners with true knowledge, which detention their devotion and help in the

understanding of the ancient marvels. They demand to the mind through the visual

auditory senses. When they use visual aids as teaching aid, it is one of the aspects which

root participation of students in the lesson because when students look at visual model or

aid, it is measured as a kind of contribution.

Item number 14 which states that “It provides better clarification of ideas when

supported with pictures and drawings” in males had the 2nd highest average weighted

mean of 2.89 which is describe as beneficial (B). this implies that pictures and drawings

have a great impact in learning during the online type of environment not only in females

but also to male nursing students having this visual aids can help them clarify the idea

that they are imagining or thinking on their own during their lectures this images brings

clarification and validation of idea to see if the learner and educator are at the same page

or idea during the discussion. According to (Bobek E. and Tversky B. 2016) External

visual representations, including diagrams, photographs, illustrations, flow charts, and

 9

graphs, are often used in science to both illustrate and explain concepts. Learner-

generated explanations of scientific phenomena may be an important learning strategy to

consider beyond the utility of learning from a provided external visualization.

Explanations convey information about concepts or processes with the goal of making

clear and comprehensible an idea or set of ideas.

Item number 1 which states that “It provides memory retention very well” in male

had the 3rd highest average weighted mean of 2.88 which is described as beneficial (B).

The results gathered indicates that video clips can be of help to male nursing student in

retaining lessons or topics better. Nursing course has many subjects taken one after the

other in a day and that would put a student at a chaos as to what were discussed in a day

hence images and pictures can help retain knowledge. The video clips can help

summarize and efficiently discussed the topic in general thus increase in memory

retention. According from the study of (Carmicheal M. et al., NA) Entitled "Assessing the

Impact of Educational Video on Student Engagement, Critical Thinking and

Learning:The Current State of Play" a study of (Taslibeyaz et al., 2017) in the context of

medical education from 2000 to 2014, predominantly case studies, showed that watching

videos was beneficial for gaining clinical skills, changing attitudes, encouraging

cognitive learning and retaining knowledge.

In contrast, the item number 7 which states that “It enhances joy as we share the

video online with fellow classmates” in males gravely had the lowest average weighted

mean of 2.25 which is described as slightly beneficial (SB). This indicate that male

nursing students have minimal communication or socialization to other students or

classmates, since this is a new environment for them, they are more focused on their
 9

academe and in coping up int his kind of educational system, same goes to the female

nursing students. According to the study of (Moore G. E et al., 2016) entitled “Student-

to-Student Interaction in Distance Education Classes:What Do Graduate Students Want?”

Kuo et al., (2013), Arbaugh and Rau (2007) and Liu’s (2008) they found out that student-

teacher interaction and student-content interaction were good predictors of student

satisfaction with online courses; however, student-student interaction did not contribute

to student satisfaction. found learner-learner interaction was negatively correlated with

course satisfaction among MBA students. qualitative study of distance education students

found students liked the convenience of taking distance education courses but did not

want to put more time and effort into interacting with other students.

The items number 6,8,10 and 11 in male are ranked as the 2nd lowest with an

average weighted mean of 2.33 which is described as slightly beneficial (SB). The item

number 6 which states that “It enhances interest to study” Is ranked as one of the 2nd

lowest average weighted mean. This implies that male nursing student perceive that video

clips being shown during their discussion in lecture slightly enhances their interest in

studying especially if there are problems on technology such as internet connection,

accessibility of video clips and preferences in studying some students have low internet

connection which can cause difficulty of downloading videos or even viewing it and

some videos are too big to be downloaded that it can occupy a large amount of phone

memory which can cause to inaccessibility. According from the study of (Kosterelioglu I.

2016) entitled "Student Views on Learning Environments Enriched by Video Clips"

(Mayer 2001) mentioned that multimedia elements that address various senses, such as

videos used in learning environments, contribute to increases in student interest and

 9

motivation. On the other hand, according to (Tan, A. L. & Towndrowb, P. A., 2009)

internet and internet-based communications has allowed the use of videos as educational

tools. Videos create a permanent recording environment for realized events and allow

unlimited viewing opportunities to ensure detailed analysis.

The item number 8 which states that “It makes students appreciate online learning

better” in male is one of the 2nd lowest ranked item which is described as slightly

beneficial. This means that video clips being shown does not fully convince the male

nursing student in appreciating online learning environment as a conducive type for

learning in their lectures. There are different factors to why this was ranked lowest it can

also be caused by instructors difficulty of using the online platform and communicating

to their students properly and since it is a new environment for the students in this time of

pandemic they may tend to have difficulties in adjusting and coping from the new

educational system and giving the fact that all students needs access to the internet and

some students are having financial crisis during this time which could cause them to

prioritize there needs and buying load for data just to download video clips for their

lectures are not enough reason to risk the money rather to buy it for food and home

necessities instead, nevertheless, according from the study of (Bialowas A. and Steimel S.

2019) entitled "Less is More: Use of Video to Address the Problem of Teacher

Immediacy and Presence in Online Courses"(Mazer &Stowe, 2016) generally suggested

that instructors who have greater immediacy behaviors will lead to greater success and

satisfaction in the classroom while creating “an environment where student motivation,

engagement, and learning can flourish. At the same study it was mentioned that

instructors can make a positive difference in perceived instructor immediacy and

 9

presence with small changes through general class directed videos and short weekly

video announcements (roughly 3 minutes in length) periodically throughout the semester.

Use of short videos for feedback as opposed to longer lecture-based videos can be a

useful instructional technique for a wide range of online courses within higher education.

A common theme discussed by faculty from across campus during the semester-long

workshop was not feeling as immediate or present with students as compared to face-to-

face courses. Additionally, students we had taught in previous face-to-face courses noted

that they felt less connected with us (or less immediacy) in the online courses than in

face-to-face classes.

The item number 10 which states that “It makes the class active in participation”

in male is still ranked as the 2nd lowest item which is described as slightly beneficial (SB).

Reviewing the table female also ranked this item as part of their lowest but they differ

from results and description, this indicate that male students also perceive video clips not

as beneficial as possible in terms of increasing participation students but yet again certain

factors can affect this such as the duration of the video clip and instructors cooperation

and manipulation of the entirety of class during lecture are possible factors. According

from the study of (Guo P. J. et al., N.D.) entitled “How Video Production Affects Student

Engagement: An Empirical Study of MOOC Videos” they found out that video length

was by far the most significant indicator of engagement, the study shows that median

engagement time of students is at most 6 minutes regardless the length of the video as a

whole. this particular set of findings resonated most strongly with video producers they

had been urging instructors to split up lessons into chunks of less than 6 minutes based

solely upon their prior intuitions. According from the study of (Bialowas A. and Steimel
 9

S. 2019) entitled "Less is More: Use of Video to Address the Problem of Teacher

Immediacy and Presence in Online Courses" It was found out that conceptualized

building rapport with online students by using strategies of emailing each student a

personal email reminder of assignments due each week, weekly video updates every

week, and providing extensive personal feedback on assignments in order to measure

final course grade and retention. It was found that employing these Bialowas and Steimel

Teacher Immediacy and Presence in Online Courses 356 three rapport-building teaching

techniques did lower the number of online students who earned a D or F and lessened

course withdrawals; however, it was not possible to tease out which of these strategies

and the frequency contributed to such success.

The result showed that item number 11 which states that “It increases

achievement and self-fulfillment” in male is ranked as the 2nd lowest item described as

slightly beneficial. Female also ranked this item as their lowest but they vary from results

and descriptions. This indicate that male student seldom finds video clips as a way to

increase or enhance their achievement and self-fulfillment but according to the study of

(Carmicheal M. et al., N.D.) Entitled "Assessing the Impact of Educational Video on

Student Engagement, Critical Thinking and Learning: The Current State of Play" they

found out Video provides great benefits to teachers and learners, stimulating stronger

course performance in many contexts, and affecting student motivations, confidence and

attitudes positively.

Items number 9 and 13 in male gravely are ranked as the 3rd lowest average

weighted mean of 2.44 which is described as slightly beneficial (SB). For item number 9

which states that “It encourages students to study future lessons” in male is ranked as one
 9

of the 3rd lowest average weighted mean. This implies that male student seldom perceive

that the video clips being given to them can encourage them to review their lessons, topic

and concepts in advance this can be influenced by what kind of video clip is being used

and how is it utilized properly by the instructor and the student behavior in learning and

utilizing the video clip at the same time. According to (Ou C. et al., 2019) The

researchers examined students’ video interaction patterns and explored how to leverage

the patterns to provide insights for designing videos for better student engagement.

However, their findings are not completely transferable to general use, as the limitations

of their studies point out that video interaction cannot accurately represent learners’ real

behavior (e.g., they may play a video but not watch it); video interaction might depend on

other pedagogical methods in the courses, such as online discussions, assignments, and

quizzes; and MOOC learners have different learning goals, which affect their learning

behavior, and they might not be representative of students who take other types of online

courses.

For item number 13 which states that “It supports learning with real life situation”

in male is ranked as part of the 3rd lowest items which is described as slightly beneficial

(SB). This indicate that video clips regarding nursing concepts and topics that are being

shown or presented to male students are not quite instrumental in giving a view of real

life situation but this may also be affected by the study habits of the student and own

perception of learning as some of the student do open the video clips but don’t watched in

whole heartedly ,some may ignore it and wait for other students to share their ideas and

thoughts regarding the video clip and its where they will base their own idea from and

some don’t have the that kind of privilege to open or even download the video clip while
 9

some may perceive it as extra work. According to (University of British Columbia 2020)

The use of videos in your course can be an effective way to enrich students’ learning

experiences. Videos can be used to spark discussions, supplement key concepts, provide

real-life examples, demonstrate problem solving or bring in the views of outside experts.

You can use video to add flexibility to your course, increasing class time for interactive

activities and allowing for personalized learning around online video material. To achieve

the greatest benefits from using videos in your course, instructors should think about how

it integrates with learning outcomes and assessment activities and communicate the

purpose of watching the videos to the students. Reinforce the knowledge presented in the

videos by following up with online or in-class discussions, assignments, or mini quizzes.

If students see that the videos clearly connect to in class activities and assessments, they

will be more likely to see relevance in engaging with the videos and not see them as

“extra work”.
 9

Table 3d. Difference of the benefits in using video clippings in online learning
environment in skill laboratory to nursing students according to Sex.
SKILL LABORATORY FEMALE D.E MALE D.E

1. It makes return demonstrations of procedures better 3.23 B 2.66 B

2. It makes skills interesting and pleasant 3.17 B 2.55 B
3. It retains the skills of the procedure efficiently 3.07 B 2.66 B
4. It makes more interesting to perform return 3.09 B 2.66 B
demonstrations.
5. The video clipping are accessible and can be viewed 3.31 VB 2.77 B
anytime which serves as basis in conducting activities.
6. It is convenient to learning in any place or location. 3.17 B 2.77 B
7. It gives assurance of lesser mistake because the video 3.12 B 2.88 B
clipping are available.
8. It makes the student well prepared for return 3.13 B 3 B
demonstrations.
9. It eases tension during return demonstrations 3.16 B 3 B
10.It increases concentration by making the students focus 3.19 B 3 B
on the video clippings given or being presented.
11. It motivates students to learn better. 3.07 B 2.77 B
12. It assist those with hearing and visual impairments 3.23 B 2.55 B
13. It makes procedures easier to follow. 3.26 VB 3.44 VB
14. It motivates students to participate during discussions. 3.02 B 2.77 B
15. It provides more information about the given 3.19 B 3.22 B
subject matter.
16. The availability of video clipping boost self-confidence 3.02 B 3 B
of students
17. It makes identification of different instruments easier 3.17 B 2.88 B
for the learners
18. It provides better retention of instruments and skills 3.19 B 3 B
19. It facilitates skill competencies and individualized 3.17 B 3.11 B
outcome base

P- Value: 5.7 – Significant

Legend: Numerical Value Description Descriptive Equivalent

3.25-4.00 Very Beneficial VB
2.50-3.24 Beneficial B
1.75-2.49 Slightly Beneficial SB
1.00-1.74 Not Beneficial NB

Table 3d presents the difference of benefits of using the video clips to nursing

students in skill laboratory according to their sex. In the item number 5 which is states

that “Video clipping are accessible and can be viewed anytime which serves as basis in

conducting activities” in female garnered the highest weighted mean of 3.31 which is

describe as very beneficial (VB). This indicate that the female of nursing students had a

positive effects of video clippings during their skill laboratory that can help to adjust with
 9

new learning environment. According to (Whatley & Ahmad 2007) students are able to

pause and repeat content to meet their learning needs and maximize retention.

The item number 13 which states that “it makes procedure easier” in female had

the 2nd highest weighted mean result of 3.26 which is described as very beneficial (VB).

This indicates that videos contribute to student’s performance, videos are effective in

moving students towards desired learning outcomes. According to study of (Garrino et

al., 2012) video use should help students to learn new skills and enhance learning

processes in much the same way as experience is acquired during their practical training.

The item number 1 which states that “it makes return demonstration of procedures

better” in female had the 3rd highest weighted mean result of 3.23 which is described as

Beneficial (B). Indicates that video clips are a great tool to assist female nursing students

in gaining that deeper understanding of procedure and video clips make the

demonstration realistic. For example, provide brief instructional videos on how to

perform return demonstration such as how to do proper gloving’s, tube feedings,

handwashing, vital signs and etc. These findings were supported by (Das et al., 2019)

videos help to memorize the steps of procedures but may not allow for the sense of touch

needed to identify the fatal parts. In a traditional demonstration, the teacher observed or

critique students which enabled the students to understand better. There is no substitute

for clinical demonstration; however, video-assisted teaching can be used as a supplement

to the traditionally used demonstration.

The number 12 which states that “it assists those with hearing and visual

impairments” in female is part of the 3rd highest weighted mean result of 3.23 which is
 1

described as Beneficial (B). These findings indicate that video clippings help a student to

hear and understand what is being said more clearly and express thoughts more easily

from what they heard or saw from the video. (Jaclyn Packer, 2015) analyzed and

summarized the research studies on the benefits of Video description. Their analysis

showed that VD contributes to gains in knowledge and understanding of visual materials

for students who have visual impairments. VD provided greater information retention,

increased interest and enjoyment, better social connection, and increased knowledge

about the visual world.

The gathered data of the item number 4 which states that “it makes more

interesting to perform return demonstration” in female had the 3rd lowest average

weighted mean result of 3.09 which is described as beneficial (B). In face-to-face class,

students are often interacted with other students if they don’t understand the other

procedure but since online learning environment was implemented there are time that

student were busy and difficulty to perform return demonstration. Multiple studies testing

various clinical nursing skills appraised the effectiveness of video instruction as being

superior in ensuring performance outcomes, student confidence and satisfaction

compared to traditional methods used in nursing education (Hibbert et al., 2013; Holland

et al., 2013; Lee et al.,2007).

The question number 3 which states that “it retains the skills of the procedure

efficiently” in female had the 2nd lowest average weighted mean result of 3.07 which is

described as Beneficial (B). It is low to female nursing students because they may prefer

hard copy when reading the procedures and prefer highlighted important words which
 10

help them to retains the skills of the procedures given to them. As for showing clinical

skills, the correct procedure for basic clinical skills can be presented on video before the

students attempt these procedures for themselves, thus, aiding in retaining the skills

before performing (Harrison, F., 2003).

In addition to this, the question number 11 which states that “it motivates students

to learn better” in female had the lowest average weighted mean result of 3.07 which is

described as Beneficial (B). Videos increases student engagement, which turn helps boost

achievement and goals. If students are interested in the material or topic, they process to

motivate learners and remember the topics better. According to (Bravo et al., 2011)

showed that students considered that videos are a more enjoyable way to introduce the

subject and a mean to increase their motivation. Videos enabled students to watch graphic

and practical applications of the concepts seen in class and thus contributed at enhancing

their interest in the contents.

The question number 14 which states that “it motivates students to participate

during discussions” in female had the 1st lowest average weighted mean result of 3.02

which is described as Beneficial (B). Teachers had responsibility to make the online

learning environment exciting with the use of video clippings the nursing female students

felt the online learning environment was a way to get to know students outside the

classroom and motivates each other to voice what they feel or raise questions during

discussions. According to (Kahlenberg, 2014) The tone of voice promotes a better

learning environment for students, which raises student achievement, and a better

working environment for teachers and students, which reduces teacher turnover.
 10

The question number 16 which states that “the availability of video clipping boost

self-confidence of the students” in female had the average lowest weighted mean result of

3.02 which is described as Beneficial (B). Students are typically evaluated in a skills

check-off by faculty one student at a time. Unfortunately, some students are unsuccessful

in demonstrating proficiency with their first attempt at performing required skills, which

can impact self-confidence and cause students to doubt their abilities. Going further,

evidence suggests that the act of watching video-modelling where an instructor performs

a task has been shown to increase the confidence of students in believing they could also

perform the same task (Hoogerheide et al., 2015).

Looking at the result of the males in table 3d, the item number 13 which states

that “it makes procedures easier to follow” in male had 1st highest average weighted mean

result of 3.44 which is described as Very Beneficial (VB). These findings indicate that

males can easily do the procedure if they watch video clips regarding demonstrations

because it is understandable. During the course many students were able to comply with

the requirements they were able to improve their ability of self- learning. According to

study of (Garrino et al., 2012) video use should help students to learn new skills and

enhance learning processes in much the same way as experience is acquired during their

practical training.

The item number 15 which states that “it provides more information about the

given subject matter” in male had 2nd highest average weighted mean result of 3.22 which

is described as beneficial (B). Male students prefer video clippings because it is

accessible and it provides more information. Video clipping help Student's in reviewing
 10

the subject and also it is significant to them because it increases knowledge when

accessing online videos, the week prior the exam. There is recent evidence to suggest that

the incorporation of video within a course framework can influence students’ motivations

to engage with course materials. In focus groups and surveys, students report using video

to improve learning and to study for exams (Kay & Kletskin 2012).

The item number 19 which states that “it facilitates skill competencies and

individualized outcome base” in male had 3rd highest average weighted mean result of

3.11 which is described as beneficial (B). In order to provide high-quality and safe

nursing care to patients, nurses need to be competent in clinical nursing skills. Complete

mastery of clinical skills is one of the tasks nursing students should achieve during their

study at a nursing college. Nursing is a practice-based discipline and the proficient

performance of nursing skills is essential in providing competent, safe patient care

(Öztürk & Dinç, 2014)

In contrary under skills laboratory, the item number 5 which states that “the video

clipping are accessible and can be viewed anytime which serves as basic in conducting

activities” in male had 3rd lowest average weighted mean result of 2.77 which is described

as beneficial (B). It is lowest for male students because they haven’t interacted with

technology daily for their entire lives since they have lots of responsibility at home

compared to females. With the help of video clippings, they are free to access and

opportunity to repeat it anytime. According to (Whatley & Ahmad 2007) students are able

to pause and repeat content to meet their learning needs and maximize retention.
 10

The item number 6 which states that “it is convenient to learning in any place or

location” in male had average lowest weighted mean result of 2.77 which is described as

beneficial (B). These finding indicate that students from different places which has low

connection affects the student attendance and it is hard for the students to connect

educational sources when the location is not convenient for them. According to the study

of (Quintana, Y. 2016). the Internet is increasingly being used for the delivery of

educational material and distance education. Internet-based learning allows students to

learn at their own pace, access the information at a time that is convenient for them, and

provides education to remote students that otherwise would not be able to travel to a

classroom.

The item number 11 which states that “it motivates students to learn better” in

male had lowest average weighted mean result of 2.77 which is described as beneficial

(B). Student’s motivation is coming from curiosity and self-awareness. For example,

when students saw unfamiliar images, words, and content, out of curiosity they will

search in different software or browsers which helps to increase motivation, improve self-

concept, and mastery of basic skills. According to (Bravo et al., 2011) showed that

students considered that videos are a more enjoyable way to introduce the subject and a

mean to increase their motivation. Videos enabled students to watch graphic and practical

applications of the concepts seen in class and thus contributed at enhancing their interest

in the contents.

In addition to this, the item number 14 which states that “it motivates students to

participate during discussion” in male had the lowest average weighted mean result of
 10

2.77 which is described as beneficial (B). It is lowest among male because some students

prefer to be engaging and interacting with fellow classmates to improve participation and

paying attention to the lesson. Student’s participation was better during face-to-face class

than online class, video clips that was uploaded or given to them are just being watched

without interaction between students and teachers. According to (Kahlenberg,2014) The

tone of voice promotes a better learning environment for students, which

raises student achievement, and a better working environment for teachers and students,

which reduces teacher turnover.

The gathered data in item number 1 which states that “it makes return

demonstrations of procedures better” in male had 2nd lowest average weighted mean result

of 2.66 which is described as Beneficial (B). Through video-based, students are able to

practice their skills and learn in safe learning environment but traditional demonstration

has more impact in improving the skill. These findings were supported by (Das et al.,

2019) videos help to memorize the steps of procedures but may not allow for the sense of

touch needed to identify the fatal parts. In a traditional demonstration, the teacher

observed or critique students which enabled the students to understand better. There is no

substitute for clinical demonstration; however, video-assisted teaching can be used as a

supplement to the traditionally used demonstration.

The item number 3 which states that “it retains the skills of the procedure

efficiently” in male had lowest average weighted mean result of 2.66 which is described

as beneficial (B). Video clippings are very useful in terms of skills because it provides

more information, efficient processing and memory retention. As for showing clinical
 10

skills, the correct procedure for basic clinical skills can be presented on video before the

students attempt these procedures for themselves, thus, aiding in retaining the skills

before performing (Harrison, F., 2003)

The item number 4 which states that “it makes more interesting to perform return

demonstration” in male had lowest average weighted mean result of 2.66 which is

described as beneficial (B). The benefits of video clips in male students found that videos

of clinical skills viewed through mobile devices and computers were more convenient

and interesting for medical students when performing return demonstration because it

provides real-life situations. Thus, used video clips in nursing skill education may also

enhance accessibility to these videos and ultimately improve learning outcomes. Multiple

studies testing various clinical nursing skills appraised the effectiveness of video

instruction as being superior in ensuring performance outcomes, student confidence and

satisfaction compared to traditional methods used in nursing education (Hibbert et al.,

2013; Holland et al., 2013; Lee et al.,2007).

Furthermore, the item number 2 which states that “it makes skills interesting and

pleasant” in male had 1st lowest average weighted mean result of 2.55 which is described

as beneficial (B). This indicate that male students find videos more interesting when

performing and engaging more with the skills, it also increases the positive mood of the

students. Thus, student’s judgment of their likely learning performance: their interest,

attention, and engagement levels. One study of (Taslibeyaz et al., 2016) in the context of

medical education from 2000 to 2014, showed that watching videos was beneficial for
 10

gaining clinical skills, changing attitudes, encouraging cognitive learning and retaining

knowledge.

The item number 12 which states that “it assists those with hearing and visual

impairments” in male had lowest average weighted mean result of 2.55 which is

described as beneficial (B). The result is lower than females because some students are

unable to understand and analyze the topics even though they hear or saw the video clips

presented to them, on the other hand, video clips help to increase student’s reading skills

and motivation to read. (Jaclyn Packer, 2015) analyzed and summarized the research

studies on the benefits of DV. Their analysis showed that DV contributes to gains in

knowledge and understanding of visual materials for students who have visual

impairments. DV provided greater information retention, increased interest and

enjoyment, better social connection, and increased knowledge about the visual world.

Hence, tables above presents the t-test of equal variance to the significant

differences of sex of the nursing students to the benefits of video clippings in online

learning environment both lecture and skills laboratory, with a t-stat of 8.67 and P two-

tail result of 5.27, since t-stat is greater than the P two-tailed .The hypothesis is therefore

rejected, with this gathered results it is safe to conclude that there is a significant

differences of the benefits of video clipping to the sex of the nursing students in online

learning environment both lectures and skills laboratory. This means that male and

female student has their own distinctive preferences of learning in different field and

environment both on their lectures and skill laboratory, this can also be caused by the

population of males and females, male nursing students have lower population than
 10

females. Nevertheless, according to Skinner’s theory of learning emphasizing that there is

a direct impact of the environment on how a student learn and teachers can also be of

influence to their students learning, in a way that they could be able to assess what are

better options for the students depending on their environment, needs and lifestyle of

their student

Table 3e. Difference of the benefits in using video clippings in online learning
environment in lecture to nursing students according to Age.
LECTURE 17-20 D.E 21 AND D.E
YEARS OLD ABOVE

1. It provides memory retention very well. 3.11 B 3.06 B

2. It arouses interest in the discussion. 3.10 B 3.06 B
3. It facilitates my learning and develop on 3.21 B 3.15 B
independent learners.
4. It enlightens assignments given. 3.19 B 3.15 B
5. It ensures better understanding of lessons 3.15 B 3.04 B
everyday.
6. It enhances interest to study. 3.26 VB 2.86 B
7. It enhances joy as we share the video online 2.93 B 2.79 B
with fellow classmates.
8. It makes students appreciate online learning better. 2.88 B 3.09 B
9. It encourages students to study future lessons. 2.96 B 2.93 B
10. It makes the class active in participation. 2.73 B 2.77 B
11. It increases achievement and self-fulfillment. 2.92 B 2.95 B
12. It helps the student’s to be aware during discussion 3.08 B 3.09 B
properly.
13. It supports learning with real life situation. 3.05 B 3.02 B
14. It provides better clarification of ideas when supported 3.33 VB 3.27 B
with pictures and drawings.
15. The pictures and drawings help to aid the lessons to 3.45 VB 3.38 B
have a clearer idea .
16. It arouses the attentiveness of students in class discussion. 3.12 B 2.97 B
17. It retains lessons better when the video clips are viewed 3.33 VB 3.36 VB
repeatedly.
18. It provide students with a new educational style of learning 3.17 B 3.29 VB
19. It helps to assist those with hearing and visual impairments 3.19 B 3.25 VB
20. It gives opportunity for self-study 3.33 VB 3.11 B

P- Value : 0.807 – No Significant Difference

Legend: Numerical Value Description Descriptive Equivalent

3.25-4.00 Very Beneficial VB
2.50-3.24 Beneficial B
1.75-2.49 Slightly Beneficial SB
1.00-1.74 Not Beneficial NB

The table 3e presents the results of the difference of the benefits of using video

clipping in lecture during online learning environment to nursing students according to

 10

their sex. The item number 15 which states that “The pictures and drawings help to aid

the lessons to have a clearer idea” in 17 -20 years old is ranked as the highest with an

average weighted mean of 3.45 which described as very beneficial (VB). This implies

that pictures and drawings are powerful tool in helping students in learning. The fact that

different age of students has their own cognitive abilities such as the way they think,

learn, reasoning and problem-solving. According to (Triacca, S. 2017) teachers usually

adopt visuals to support oral presentations, to make the concepts clear and situated, to

facilitate focusing on relevant elements. To support the mediation process, they often

draw on a representational repertoire.

The item number 14 which states that “It provides better clarification of ideas

when supported with pictures and drawings” in 17 -20 years old is ranked as the 2nd

highest with an average weighted mean of 3.33 which described as very beneficial (VB).

The findings indicate that most student nurses in 17 -20 years old their thinking abilities

works when discussions were supported with pictures and drawings. Thus, students mind

settings may lead to think abstract ideas that they would be able to share with others.

Students may also raise clarifications when ideas were not well clear. According to (Hall,

M. 2013) that images can be an effective way of presenting abstract concepts or groups of

data. Instructors have reported that their use of images in the classroom has led to

increased student interactivity and discussion. Teaching with images can also help

develop students’ visual literacy skills, which contributes to their overall critical thinking

skills and lifelong learning.

The item number 17 which states that “It retains lessons better when the video

clips are viewed repeatedly” in 17 -20 years old also ranked as the 2nd highest with an
 1

average weighted mean of 3.33 which described as very beneficial (VB). The findings

indicate that students have their unique abilities in learning which depends on their age

numbers. There are students who are called fast learners and slow learners but everyone

has their own strategies in studying. For example, Student A and B was watching the

video. Student A understood the video discussion when he watched one time while

Student B needed to repeat the video to be able for him to understand the video

discussion. According to (Simi S. 2019) the stimulation of higher order learning that the

use of videos stimulates the cognitive processes of thinking, reasoning, problem-solving,

decision-making, and creating. Videos take the student beyond recall-and-relate

activities. Use videos to engage viewers with more complex themes, and to facilitate

further engagement with the content.

The item number 6 which states that “It enhances interest to study” in 17 -20

years old is ranked as the 3rd highest with an average weighted mean of 3.26 which

described as very beneficial (VB). This implies that video-based material encouraged

students to study well since videos have better and clearer explanations and supported

with pictures that can retain on their minds. It can also be repeatedly viewed when they

needed. Thus, students are attracted more to watch rather than reading their notes. So

that, if words will be forgotten, they can be reminded of the pictures and drawings of

concepts that was in the video clippings that they watched or viewed. According to

(Bevan, M. 2020) various studies have shown that the use of short video clips allows for

more efficient processing and memory recall. The visual and auditory nature of videos

appeals to a wide audience and allows each user to process information in a way that’s

natural to them. In a nutshell, videos are good teachers.

 11

Inversely, the item number 10 which states that “It makes the class active in

participation” in 17 -20 years old is ranked as the lowest with an average weighted mean

of 2.73 which described as beneficial (B). The findings indicate that inserting video

clippings in lecture help students in 17 -20 years old to participate in class. This will now

include the different cognitive development of individuals according to their ages like

they show formal logical operations in school and boosting self-confidence to speak their

own thoughts and views of certain topics. In addition, during the age of 17 to 20 years

old, students develop their own way of complex thinking. According to (Caranto L. et. al

2015) the video-based materials boost student creativity and cooperation. Access to video

can help motivate students and create a distinctive context for their learning experience.

Based on a true story- the incorporation of video in the classroom, it has allowed

Broadmeadows students and teachers to help in broadcasting school announcements, use

pre- recorded classes to overcome teacher shortages and influence Internet-based digital

video to enhance self-directed learning.

The item number 8 which states that “It makes students appreciate online learning

better” in 17 -20 years old is ranked as the 2nd lowest with an average weighted mean of

2.88 which described as beneficial (B). The findings imply that less students appreciate

video clippings as one medium of online learning. This is due to different perspectives

and insights of students regarding to their preferences of learning since every individual

have their own strategies in learning. Video clips can't be effective to others because they

can view it anytime in YouTube or other sites, this will lead to laziness of some students

to participate during classes. In the study conducted by (Brod, G. 2020), he emphasized

that (Best and Miller 2010; Schneider 2015) learning strategies increases in cognitive
 11

capacities. The increase in use of learning strategies over middle childhood and

adolescence coincides with an increase in working memory and inhibitory capacities,

which are closely linked to the ongoing maturation of the prefrontal cortex. Working

memory and inhibition together facilitate efficient shifting between tasks or mental states.

The item number 11 which states that “It increases achievement and self-

fulfillment” in 17 -20 years old gravely ranked as the 3rd lowest with an average

weighted mean of 2.92 which described as beneficial (B). The findings imply that

learning, attention, focus and engagement of an individual desires to study is depending

on their cognitive aging and thinking. Thus, cognitive aging between 17 to 20 years old

increases their thinking skills as they grow older. According to (Cherry, K. 2020) the

final stage of Piaget's theory involves an increase in logic, the ability to use deductive

reasoning, and an understanding of abstract ideas. At this point, people become capable

of seeing multiple potential solutions to problems and think more scientifically about the

world around them. The ability to thinking about abstract ideas and situations is the key

hallmark of the formal operational stage of cognitive development. The ability to

systematically plan for the future and reason about hypothetical situations are also critical

abilities that emerge during this stage.

Looking at the next side of the table 3e which is age 21 and above. The item

number 17 which states that “It retains lessons better when the video clips are viewed

repeatedly” in age 21 and above ranked as the highest with an average weighted mean of

3.36 which described as very beneficial (VB). The findings indicate that video clips

influence nursing students in age 21 and above to continue using video clippings in

studying their lessons since it is a powerful tool which lead to a higher retention rate for
 11

the viewer or student. Thus, viewing video clips repeatedly helps brain solidify

connections that are used in improving and recalling past memories or events. According

to (Simi, S. 2019) the stimulation of higher order learning. The use of videos stimulates

the cognitive processes of thinking, reasoning, problem-solving, decision-making, and

creating. Videos take the student beyond recall-and-relate activities. Use videos to engage

viewers with more complex themes, and to facilitate further engagement with the content.

The item number 18 which states that “It provide students with a new educational

style of learning” in age 21 and above is ranked as the 2nd highest with an average

weighted mean of 3.29 which describes as very beneficial (VB). The findings imply that

most of the students agreed in age 21 and above that video clippings have positive impact

in the fields of nursing education. On the other hand, video clippings have impact

according to age since everyone has their own learning strategies and abilities. Thus,

different age affects cognitive development of every individuals. According to (Hall, M.

2013) the use of images in the classroom is a pedagogical strategy aimed at engaging

students who have grown up in a media-rich environment. Digital technology has made

images more readily available and easier to incorporate into teaching and learning

materials.

The item number 19 which states that “It helps to assist those with hearing and

visual impairments” in age 21 and above is ranked as the 3rd highest with an average

weighted mean of 3.25 which described as very beneficial (VB). The findings imply that

visual aids play a big role to visual impaired students since they can’t normally hear and

see. Students with visual impairments were free to adjust brightness of their gadget to

have a clearer sight. While, those students with hearing impairments were free to increase
 11

the volume for them to hear the discussion loud and clear. According to the (National

Science Teaching Organization 2021) students with any type of vision impairment will

have a method of accessing the learning material. It may be a laptop with zoom text, an

enlarger that sits on the desk, a program such as join.me which allows them to see what is

on the teacher's laptop on their laptop, enlarged text, or something else that makes the

material accessible to them. If you have a student with an impairment severe enough to

need this type of assistance, the case manager should be in touch with you before school

starts to let you know what will be needed in the classroom. Tactile models are often very

useful. You can run a thin bead of glue over all drawings so the student can also feel what

they are seeing. In addition, (Burgstahler, S. n.d.) states that captioning involves

synchronizing text with audio content of a video presentation. It is more common than

sign language because not all individuals who are deaf know sign language, there is no

one standard version of sign language, and the intricate motions of sign language may be

difficult to display clearly, especially when scientific or other highly specialized language

is used. Captions can also serve other viewers, such as for those for whom English is a

second language. People with certain learning disabilities can also benefit from hearing

and seeing the spoken word simultaneously. For those learning to read, captioning has

educational value; some instructors use captioned videos with the sound turned off to

teach people how to read. Captions also provide content access to people viewing videos

in noisy settings or in situations when it is important to be quiet.

In contrast, the item number 10 which states that “It makes the class active in

participation” in age 21 and above is ranked as the lowest with an average weighted mean

of 2.77 which describes as beneficial (B). The findings imply that less of the 21 years old
 11

and above nursing students appreciate the use of video clippings during their skills

laboratory since participating in class is depending to an individual whether the

discussions were supported with visual and auditory way of learning. However, the use of

video clippings still helps students to focus and concentrate to discussions since it is

beneficial to them. According to (Caranto L. et. al 2015) the video-based materials boost

student creativity and cooperation. Access to video can help motivate students and create

a distinctive context for their learning experience. Based on a true story- the

incorporation of video in the classroom, it has allowed Broad meadows students and

teachers to help in broadcasting school announcements, use pre- recorded classes to

overcome teacher shortages and influence Internet-based digital video to enhance self-

directed learning.

The item number 7 which states that “It enhances joy as we share the video online

with fellow classmates” in age 21 and above is ranked as the 2nd lowest with an average

weighted mean of 2.79 which described as beneficial (B). The findings imply that sharing

videos online enhances joy to first year nursing students because everyone is free to share

and explain their own understanding to the video to benefits others who can't understand

it well. However other nursing students couldn’t be able to join with fellow classmates

due to internet problems, time management and study habits with classmates. According

to (Conyers, M. & Wilson, D. 2018) that encourage students to tell a friend their learning

goal and get their support. This allows students to verbalize their goal, which will help

them internalize it. Students of all ages are inherently social, and getting support from a

peer can be very motivating. However, according to (Klawitter A. 2020) distractions are a

reality of remote learning, a delivery or a pet running into the home office can be
 11

disruptive for everyone involved, if you’re in the middle of a virtual classroom session.

As a result of these distractions - and possibly having additional responsibilities - time

management becomes more challenging. Time management is perhaps the most difficult

challenge for students to overcome because it depends entirely on self-motivation.

Students need to be serious about their education, learn how to manage time and set their

daily schedule, and learn to study despite the constant distractions.

The item number 6 which states that “It enhances interest to study” ranked as the

3rd lowest with an average weighted mean of 2.86 which described as beneficial (B). The

findings imply that video clips arouse attention of individuals to focus in studying. In

accordance, individual’s age is not the measure to calculate the cognitive ability of an

individual but it is the uniqueness and strategies in their learning ways. According to

(Triacca, S. 2017), the lens with which we have tried to approach the problem is that of

neuroscience. Rivoltella suggests that the trajectories of neuroscience and didactics can

converge: contributions about the peculiarity of the visual brain and the body’s value in

aesthetic experience can be interesting for the teacher, already used to employ images

widely, but not always consciously, in the mediation process. Providing the learners with

a graphic or iconic representation supports brain work, normally engaged in a search for

the essentials within the flow of the world, scaffolding the learner to work on a simplified

scenario.
 11

Table 3f. Difference of the benefits in using video clippings in online learning
environment in skill laboratory to nursing students according to Age.
SKILL LABORATORY 17-21 D.E 21 AND D.E
YEARS OLD ABOVE

1. It makes return demonstrations of procedures better 3.19 B 3.20 B

2. It makes skills interesting and pleasant 3.09 B 3.22 B
3. It retains the skills of the procedure efficiently 3.00 B 3.18 B
4. It makes more interesting to perform return 3.05 B 3.11 B
demonstrations.
5. The video clipping are accessible and can be viewed 3.30 VB 3.25 VB
anytime which serves as basis in conducting activities.
6. It is convenient to learning in any place or location. 3.12 B 3.20 B
7. It gives assurance of lesser mistake because the video 3.09 B 3.15 B
clipping are available.
8. It makes the student well prepared for return 3.06 B 3.27 VB
demonstrations.
9. It eases tension during return demonstrations 3.12 B 3.22 B
10.It increases concentration by making the students focus 3.16 B 3.22 B
on the video clippings given or being presented.
11. It motivates students to learn better. 3.02 B 2.11 B
12. It assist those with hearing and visual impairments 3.19 B 2.18 B
13. It makes procedures easier to follow. 3.23 B 3.36 VB
14. It motivates students to participate during discussions. 3.00 B 3.00 B
15. It provides more information about the given 3.18 B 3.22 B
subject matter.
16. The availability of video clipping boost self confidence 3.03 B 2.97 B
of students
17. It makes identification of different instruments easier 3.16 B 3.11 B
for the learners
18. It provides better retention of instruments and skills 3.14 B 3.29 VB
19. It facilitates skill competencies and individualized 3.13 B 3.25 VB
outcome base

P- value : 0.807 – No Significant Difference

Legend: Numerical Value Description Descriptive Equivalent

3.25-4.00 Very Beneficial VB
2.50-3.24 Beneficial B
1.75-2.49 Slightly Beneficial SB
1.00-1.74 Not Beneficial NB

The table 3f presents the results of the difference of the benefits of using video

clippings in skills laboratory during online learning environment to nursing students

according to their age. Item number 5 has the highest weighted mean of 3.30, portrayed

as very beneficial (VB) which states that “the video clipping are accessible and can be

viewed “. This denotes that video clippings are very beneficial during online discussions

for nursing students who are 17-21 years old because of its accessibility at any time in

anyplace. This age range is under the Generation Z, can easily adapt to and manipulate all
 11

type of new technology and screen-based design. Information and Communication

Technology (ICT) have long dominated the 21st century; almost each person owns a

gadget – it can be a laptop, cell phone or both. These devices with the support of web

connection have contributed to the enhancement of communication covering the huge

distance of each individual, making learning very flexible. As stated by (Mukhtar K. et al.

2020) Online learning systems involve the implementation of advancements in

technology to direct, design and deliver the learning content, and to facilitate two-way

communication between students and faculty. They contain features such as whiteboards,

chat rooms, polls, quizzes, discussion forums and surveys that allow instructors and

students to communicate online and share course content side by side, offering

productive and convenient ways to achieve learning goals

Furthermore, the item with the 2nd highest weighted mean of 3.23 is number 13,

portrayed as very beneficial (VB) which states that “It makes procedures easier to

follow”. This entails that the presence of video clippings is valuable for nursing students

who are 17-21 years old in making the procedures easier during assessments and return

demonstrations. Nursing educators at the tertiary level have their own reliable sources

which were evaluated by professionals, often called as EVB or Evidence Based Practice

where they gather functional information’s in teaching skills competencies to their

students. The videos being presented serves as a basis and aids BSN students on the

systematic order of interventions and provides comparison between how the learner

perceives their performance to that given by the expert, students will question themselves

if what they are doing are accurate or not, an example is the donning and doffing of

catheters. According to (Brame & Perez, 2017) the presence of images and videos during
 11

online classes helps them in identifying various materials that are being utilized

throughout the process and allows memory recall. The utility of video lessons can be

maximized by matching modality to content. By using both the audio/verbal channel and

the visual/pictorial channel to convey new information, and by fitting the particular type

of information to the most appropriate channel, instructors can enhance the germane

cognitive load of a learning experience, while showing an animation of a process on

screen while narrating it uses both channels to elucidate the process, thus giving the

learner dual and complementary streams of information to highlight features that should

be processed in working memory.

In addition to this, both numbers 12 with a statement of “It assists those with

hearing and visual impairments” and number 1 with a statement of “It makes return

demonstrations of procedures better” of the above questions ranked 3rd in terms of the

highest weighted mean with an average of 3.19, portrayed as very beneficial (VB) among

students who are 17-21 years old. Question number 12 implies that the use of images,

power point presentations with texts, graphs and videos during online discussions are

useful in assisting students who have eyes and hearing problems. The eyes and the

monitor have a diminutive distance during online classes while using laptops and cell

phones giving learners the benefit of seeing things clearly. Those with hearing

impairment can use their headset or manipulate the volume to hear what is being

explained, unlike face to face interactions, students with visual and hearing problems still

need to move from one place to another to have a better grasp of what is being discussed

in front. According to (Brame & Perez, 2017) with the use of visual presentations,

educators are able to emphasize data by highlighting the key information which helps
 1

individuals with eye problems. This signaling helps direct learner attention, thus targeting

particular elements of the video for processing in the working memory. This can reduce

extraneous load by helping novice learners with the task of determining which elements

within a complex tool are important, and it can also increase germane load by

emphasizing the organization of and connections within the information. Question

number 1 on the other hand, signifies that video clippings are very helpful in assisting

students to understand procedures in the skills laboratory better. Learners who are 17-21

need visual presentations for basis and corroboration of interventions; adolescents need

more resources to develop a higher cognitive ability to explore a full range of possibilities

and acquire competency in clinical skills. According to (Kelly et al., 2009 as cited in

Forbes et al.,) teaching of clinical skills supplemented with online videos was as

effective as face-to-face teaching with the added benefit of higher student satisfaction

with the learning experience.

On the other hand, As shown in table 3f numbers 14 and 3 ranked 1st in terms of

the lowest weighted mean which has an average of 3.00, portrayed as beneficial (B). This

implies that the use of video clippings during online discussions isn’t remarkably helpful

among students who are 17-21 years old. Item number 14, which states that “it motivates

students to participate during discussions” has the lowest weighted mean - taking into

account that distance learning isn’t really being utilized that much in our country before,

but due to the pandemic these ttechnological innovation is now driving the emergence of

a knowledge-based society and transforming teaching, especially in the universities.

Filipino Students are still in the process of adapting to this new class setting because they

are used to face to face interaction, this means it will take them time to completely
 12

appreciate the essence of distance learning especially for individuals at level 1 and level 2

in college. Furthermore, adapting to a new learning stage could be conceptualized as a

multifaceted task, which might put pressure on students. According to (Estell et al., 2007

as cited in Zhang, et al., 2018) the transition into college has been identified as a

potentially difficult task during which they are faced with many new challenges,

including coping with the intellectual, social-emotional, and behavioral demands of a

new environment.

In connection to this, question number 3 which states that “it retains the skills of

the procedure efficiently” also ranked 1st among the lowest, which denotes that the use of

video presentations during distance learning aren’t highly beneficial in retaining

procedures in skills laboratory for BSN students who are 17-21 years old. Videos may

not be the best medium when it comes to helping learners retain knowledge. Some

students may appreciate static materials more than the dynamic ones. During online

discussions the clips being presented are continuously playing - a disadvantage for some

learners. When watching skills related videos, students tend to pause it every now and

then to fix their misconceptions and this action creates an opportunity for learners move

from passive watching to active learning. Watching video is a passive activity; however,

when using the pause button, they can interject an active learning moment which retains

the steps of the procedure longer. According to (Thaman & Bachhel, 2014) pausing

videos give students time to ‘breathe’ to disengage from the continuous lecture and give

them the time to reflect back, review, discuss and pose questions on the unclear aspect.

This gives them the necessary base to get back to the rest of the lecture with increasing

vigor.
 12

The question that ranked 2nd among the lowest with an average weighted mean of

3.02, portrayed as beneficial (B) is item number 11 with a statement of “It motivates

students to learn better”. This signifies that the use of video clippings during online

classes isn’t highly beneficial among BSN students who are 17-21 years old. Due to

covid-19, lockdown has been around the corner for a year now, making students stay in

their houses for safety purposes, but majority of these students aren’t delighted with this

idea since not all them have a happy and comfortable environment at home. Humans

have a strong need for safety and security and look for these attributes in their

environment to feel motivated and fulfill their duties efficiently. According to (Kreitzer

M. 2016) The environment of an individual can facilitate or discourage interactions

among people (and the subsequent benefits of social support); can influence peoples'

behavior and motivation.

Furthermore, the number which has the 3rd lowest weighted mean with an average

of 3.03, portrayed as beneficial (B) is question number 16 with a statement of “the

availability of video clipping boost self-confidence of students”. This represents that the

availability of video clipping during online classes doesn’t boost the confidence of BSN

student’s ages 17-21. Using visual presentations aren’t enough to suffice the need of

students to gain confidence. The need of warmth from the educator and acceptance from

fellow learners are important to increase one’s self belief. Student’s at this age especially

females, tends to be sensitive because of a hyperactive amygdala that generates many

"hazards" false alarms. Instructors in college are very straightforward when teaching their

students, most of them doesn’t sugar coat words. For example, due to low exam scores,

the instructor suddenly shouts at his advisory class in the 1st year level, as the result, these
 12

students will misinterpret it negatively and be terrified in answering future questions

afraid of being yelled at again. According to (Maslow, 1987 as cited in Mbuva, 2016) his

hierarchy of needs highlights self-esteem as one of human needs which is at the 4th

category. This shows that self-esteem includes self-respect, achievement, attention,

recognition, self-worth, self-value, and reputation but before a person completely acquire

these, he/she must first fulfill the need of love and belongingness which is at the 3rd

category in Maslow’s theory of motivation.

Moving on the other column of the table which is the age 21 and above. question

number 13 which states that “it makes procedures easier to follow” ranked 1st in terms of

the highest weighted mean among the questions with an average of 3.36, which is

portrayed as very beneficial (VB). This implies that video clippings among BSN students

who are 21 years old and above are very helpful in making the steps of every procedure

in skills laboratory easier to follow. Individuals at this age prefer things that are direct to

the point because it saves time, videos that are being played during skills laboratory

encompasses a clear, complete and systematic order of interventions needed to improve

clinical skills and patient outcomes, which makes it easier to follow. Unlike when

discussions lack visual resources, students will have a hard time imagining things since

their only guide is the way the instructor describe it which sometimes lead to

misconceptions. According to (Holland et al., 2013 as cited in Forbes et al., 2016) ICT

strategies such as video use could assist the development of psychomotor clinical skills

that are critical for patient care that are challenging to teach to students and instructional

videos are particularly useful for learning nursing skills, as the videos enable a visual

representation of clinical care situation.

 12

Moving on, question number 18 which states that “It provides better retention of

instruments and skills” ranked 2nd among the highest which has an average of 3.29,

portrayed as very beneficial (VB). This denotes that visual presentations are very

effective among BSN students who are 21 years old and above in retaining cognition

regarding the different paraphernalia’s and procedures in skills laboratory. Regardless of

age the presence of images and short videos provides a complete mastery of clinical

competencies since they can be stopped and replayed as many times as needed. In

addition, the emotions and pace of the person within the video helps students determine

on what to prioritize first. For example, a video regarding ACLS or the Advanced

Cardiac Life Support were presented, throughout the duration of the clip the eyes of those

who are watching are sending vital information’s to the brain regarding the features and

characteristics of the content of the clip (e.g. what an AED – (Automated External

Defibrillator) looks like). Viewers retain 95% of a message when they watch it through

video compared to the 10% retention when they are reading it in text. According to

(Paavizhi,K. et al., 2016) Videos can increase the retention in the knowledge as there is a

flexibility in stop and pause and replay any number of times. They can also be viewed

again after a lesson is over. They can highly support in the process of learning in all

subjects but in particular where the topics are very complex and needs high level of

imagination. These also increase in the proficiency and the digital literacy which are

much needed in the current era.

On the other hand, question number 8 which states that “It makes the student well

prepared for return demonstration” ranked 3rd among the highest which has an average

of 3.27, portrayed as very beneficial (VB). This signifies that visual resources such as
 12

video clips aids BSN students who are 21 years old and above in conducting specific

procedures and techniques in skills laboratory. With the presence of video clips, students

tend to feel more secure because of the existence of resources where they can refer their

actions - this will now urge them to master its every content believing that memorizing

and conducting all the interventions within the video will result them to have higher

grades giving them both inspiration and confidence in performing it. According to (Berk,

2009 as cited in Kosterelioglu, 2016) reported that use of videos for educational purposes

have cognitive and effective impact. In this context, he argues that use of videos in the

classroom environment will have potential effects such as: arousing student interest,

facilitating student concentration, providing learning practices for highly relaxed students

with low levels of interest, developing imagination, supporting creativity and increasing

comprehension which boosts student’s self-confidence.

In contrast, basing from the computed weighted mean of students ages 21 years

old and above presented by table 3f, question number 11 which states that “it motivates

students to learn better” ranked the lowest with an average of 2.11, portrayed as

beneficial (B). This indicates that videos and images during online discussions aren’t

very useful in urging students to learn better. The way visual presentations are shown and

discussed affects the behavior of students towards it, if the images are disarranged, texts

are not readable and videos are inaudible students will not listen or try to understand it,

especially that individuals at this age are very attentive in the arrangement of

presentations because it reflects how the educator wants to communicates with them, if

the visual materials aren’t in good order they will consider it as a sign of insolence.
 12

According to (Ljubojevec M. et al. 2014) the position of inserted video has an important

role in increasing efficiency of learning.

Next to this is item number 12 which states that “It assist those with hearing and

visual impairments” ranked 2nd among the questions which has the lowest weighted

mean of 2.18, portrayed as beneficial (B). This represents that the utilization of visual

materials to these students aren’t highly useful in assisting those with visual and hearing

impairments. Some municipality in various provinces throughout the country don’t have

computer shops and not all college students possess a gadget that has an excellent

condition nor afford purchasing a new one. During online classes, some students with

hearing and visual problems may have difficulty in perceiving the presentation and video

due to problems with the device they are using which includes a damaged speaker and a

wrecked screen which is a significant challenge for them to learn and acquire skills. In

addition, students at this age also have difficulty in manipulating or troubleshooting their

own devices. According to (Song et al., 2004, as cited in Dhawan, 2020) the learning

process in E-learning cannot reach its full potential until students practice what they

learn. Sometimes, online content is all theoretical and does not let students practice and

learn effectively. Mediocre course content is also a major issue. Students feel that lack of

community, technical problems, and difficulties in understanding instructional goals are

the major barriers for online learning

The item which ranked 3rd among the lowest with an average of 2.97 portrayed as

beneficial (B) is number 16 which states that “the availability of video clipping boost

self-confidence of students”. This conveys that visual presentations during E-learning

aren’t exceedingly effective in enhancing the self-esteem of BSN students who are 21
 12

years old and above. Learners who are at this age are likely to have their own family

already and has to fulfil various responsibilities at home which hinder them in focusing

and memorizing all the steps that are required to perform the procedure efficiently which

stresses them and lowers their self-esteem during return demonstrations, unlike when

they are at school where they have peace of mind and has the ability to focus at the

subjects on hand. According to (Galanakis, et al., 2016) Self-esteem affects people’s

reaction to stressful events and in addition the way individuals cope with stress. At the

same time, stressful events negatively affect self-esteem, which is a psychological

resource against psychological disorders. The purpose of this literature review is to

examine the connection between stress and self-esteem and to use this knowledge in

order to reduce stress, improve self-esteem and as a result eliminate psychological

disorders and ameliorate the quality of people’s life.

Tables above present the t-test of equal variance to the significant differences of

age of the nursing students to the benefits of video clippings in online learning

environment both lecture and skills laboratory, with a P two-tail result of 0.807 and alpha

of 0.05, since P two-tail value is greater than the alpha or margin of error used. Therefore,

the hypothesis is accepted. With this gathered results it is safe to conclude that there is no

significant differences of the benefits of video clipping to the age of the nursing students

in online learning environment both lectures and skills laboratory, Implying that age gaps

between nursing students doesn’t affect the way they learn and how does the video

clippings benefit from them emphasizing that video clippings is universal or flexible that

it can be used in any age range to supplement learning in online environment type of

teaching. According to the cognitive theory of Jean Piaget under his formal operational
 12

stage which ages 12 and up emphasizing that students at this level involves an increase in

logic, the ability to use deductive reasoning, and an understanding of abstract ideas.

B. SUMMARY
 12

The study was conducted to determine and explore the extent of benefits of video

clipping in online learning environment to nursing students in their lecture and skills

laboratory. The students are having hard time to adopt the new learning environment

and some of students considered themselves physically and mentally capable of

engaging online learning but video clipping helps the learner to increased knowledge

retention, a study guide and in supplementing learning which help them during their daily

activities and tasks.

The following were the salient results of the study:

1. The extent of benefits in using the video clippings in online learning

environment to nursing students in terms of lectures and skill laboratory

are interestingly very efficient. With that, students learned, understood and

encountered new ideas and concepts while watching video clippings about

the topics, for this reason the students learned additional knowledge and

skills on their lessons.

2. The second finding was that the extend of the benefits in using video

clipping in online learning environment to nursing students according to:

their year level and age does not have any distinctive difference or

effect in using the video clippings .This implies that

the potential for online learning environment to be effective exist and is

unhampered by their year level and age. On the other hand, the student’s

sex have an influence to their way of learning and coping. This signifies

that learning delivery modalities in distance learning should be set out

according to the proclivity or preferences of both sex.

 1

C. CONCLUSIONS

Based on the findings of the study, the following conclusions were derived to:

1. The utilization of video clippings in the online learning environment has a great impact

in bringing the best performance of nursing students in both their lecture and skills

laboratory class.

2. Nursing Students, regardless of year level and age learn best when visual aids are

present during online discussions. While nursing students regardless of sex have their

own different preferences and strategies of learning in both lectures and skills laboratory.

D. RECOMMENDATIONS

The following recommendations are proposed based on the findings and conclusions of

the study:

Based on the research study, the researchers suggest that:

1. Nursing Educators should: a) make effective use of legible visual aids like

images, videos, infographics and drawings in presenting their own discussions

online regardless the year level and age of students. b) conduct preliminary

checks on the audio, captions and orderliness of slides prior to discourse. c)

provide sufficient time to learners - allowing them to screenshot and take note

during classes. d) assess the student’s discernment regarding the synchronous

discussion. and e) upload files regarding the topic discussed in an online learning

platform like Google classroom authorized by the institution.

 1

2. School administrators should: a) develop a flexible and appropriate policies and

guidelines to fit all learning modalities applied to all students. b) conduct a web

conference regarding the rules and procedures of distance learning to enhance the

awareness of educators, students and parents. c) provide comprehensive list of

students who have visual and hearing impairment to instructors by year level.

3. Nurses may further conduct a study related to online learning modalities with

other demographic profile such as course, status or employment.

4. Nursing Students of either sex should verbalize their own concerns regarding

distance learning for accommodations and modifications of learning.

5. Future researchers may further conduct a study related to possible differences of

learning style of nursing students according to sex.

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APPENDICES
 APPENDIX A

PINES CITY COLLEGES

(Owned and operated by THORNTON`S INTERNATIONAL STUDIES, INC.)
Magsaysay Ave. Baguio City 2600
College of Nursing

January 23,2021

Buna B. Racal , RN, MAN

Dean, College of Nursing
Pines City Colleges
Magsaysay Avenue , Baguio City

Thru: Evangeline B. Fuentes, RN, MAN, MAEd, PhD

Research Coordinator

We, the researchers from Group 4 of Level III Nursing students from Pines City
Colleges, with a research entitled: " Exploring the Benefits in using Video Clippings in
Online Learning Environment to Nursing Students." In this regard, we would like to
request permission to conduct a pretest through google forms targeting the 1st year to 3rd
year Nursing Students as our chosen respondents. This survey will be used concerning
the pilot testing of questionnaires that will be given to the students after the research
proposal approval.

If you have any questions or concerns about this matter, please contact Jeremiah
B. Martes at 09456653140. he would gladly attend to your questions and further
clarification regarding this pretesting.
We look forward to your positive approval. Thank you very much.

Respectfully yours;

Jeremiah B. Martes
Researcher Leader

Dr. Maria Grace A. Gascon, RN, MAN, Phd

Research Adviser

APPENDIX B
 PINES CITY COLLEGES
(Owned and operated by THORNTON`S INTERNATIONAL STUDIES, INC.)
Magsaysay Ave. Baguio City 2600
College of Nursing

Researchers: Arsenio, Angelica D.

Arcano, Bernadette P.
Martes, Jeremiah B.
Ngalides, Elma A.
Pagnas, Heaven Leigh M.

BSN 3 Section 2 Group Sapphire of PCC. we are currently conducting a research

entitled, “Exploring the Benefits in using Video Clippings in Online Learning
Environment to Nursing Students.” In line with this we would like to ask your
participation by answering our survey questionnaires which would not take more than 20
minutes. We ensure that all information will be treated with utmost confidentiality.

Participants Rights and Confidentiality

If you agree to participate in this study, please understand that this is not compulsory but
voluntary. We guarantee that your identity will be protected and respected. You have the
right to withdraw from this study anytime and for any reason without penalty.
Signing this form signifies agreement with the condition stated above and that no forcing,
harassment, abuse and other similar forms have been made.

Participant’s Signature: Date:

Researcher’s Signature: Date:

 APPENDIX C

PINES CITY COLLEGES

(Owned and operated by THORNTON`S INTERNATIONAL STUDIES, INC.)
Magsaysay Ave. Baguio City 2600
College of Nursing

Dear Respondents,

Greetings! The undersigned researchers from Pines City College, College of

Nursing (CON) are currently conducting a study entitled “EXPLORING THE

BENEFITS IN USING VIDEO CLIPPINGS IN ONLINE LEARNING

ENVIRONMENT TO NURSING STUDENTS” in this connection, they are earnestly

asking for your valuable time and cooperation in answering the questionnaire. Rest

assured that all data gathered through questionnaires will be treated with strict

confidentiality.

The researchers sincerely appreciate your time and support to their research

endeavor.

Respectfully Yours,
The Researchers

PART I- Please fill up the needed information.

Name (Optional):

Age : [ ] 17-20 [ ] 20-25 [ ] 25-30

Year Level: [ ] 1st Year [ ] 2nd Year [ ] 3rd Year

Gender: [ ] Male [ ] Female

PART II

Directions: The succeeding items were grouped into 2 main categories namely

Lecture and Skill Laboratories. Kindly mark a tick (/) on the appropriate column that

corresponds to your choices making use of the legend below.

Legend:
4- Very Beneficial (VB) – The use of video clippings/films is very beneficial in aiding
nursing students to understand their topics in Lecture.
3- Moderately Beneficial (MB)- The use of video clippings/films is Frequently
beneficial in aiding nursing students to understand their topics in Lecture.
2-Slightly Beneficial (SB)- The use of video clippings/films is occasionally beneficial in
aiding nursing students to understand their topics in Lecture.
1-Not Beneficial (NB)- The use of video clippings/films is not beneficial at all in aiding
nursing students to understand their topics in Lecture.

A. LECTURE VB B SB NB

The video clippings shall benefit the students in the (4) (3) (2) (1)
following manner:
1. It provides memory retention very well.

2. It arouses interest in the discussion.

3. It facilitates my learning and develop on independent

learners.
4. It enlightens assignments given.

5. It ensures better understanding of lessons everyday.

6. It enhances interest to study.

7. It enhances joy as we share the video online with fellow

classmates.
8. It makes students appreciate online learning better.

9. It encourages students to study future lessons.

10. It makes the class active in participation.

11. It increases achievement and self-fulfillment.

12. It helps the student’s to be aware during discussion
properly.
13. It supports learning with real life situation.

14. It provides better clarification of ideas when supported with

pictures and drawings.
15. The pictures and drawings help to aid the lessons to have a
clearer idea .
16. It arouses the attentiveness of students in class discussion.

17. It retains lessons better when the video clips are viewed
repeatedly.
18. It provide students with a new educational style of learning

19. It helps to assist those with hearing and visual impairments

20. It gives opportunity for self-study

Legend:
4- Very Beneficial (VB) – The use of video clippings/films is very beneficial in aiding
nursing students to understand their topics in skills laboratory.
3- Moderately Beneficial (MB)- The use of video clippings/films is somewhat beneficial
in aiding nursing students to understand their topics in skills laboratory.
2-Slightly Beneficial (SB)- The use of video clippings/films is under most beneficial in
aiding nursing students to understand their topics in skills laboratory.
1-Not effective (NB)- The use of video clippings/films is not beneficial at all in aiding
nursing students to understand their topics in skills laboratory.

A. SKILL LABORATORY V B S N
The video clippings shall benefit the students in the B (3) B B
following manner:
(4) (2) (1)

1. It makes return demonstrations of procedures better

2. It makes skills interesting and pleasant
3. It retains the skills of the procedure efficiently
4. It makes more interesting to perform return demonstrations.
5. The video clipping are accessible and can be viewed anytime
which serves as basis in conducting activities.
6. It is convenient to learning in any place or location.

7. It gives assurance of lesser mistake because the video

clipping are available.

8. It makes the student well prepared for return demonstrations.

9. It eases tension during return demonstrations

10. It increases concentration by making the students focus on

the video clippings given or being presented.

11. It motivates students to learn better.

12. It assist those with hearing and visual impairments
13. It makes procedures easier to follow.
14. It motivates students to participate during discussions.
15. It provides more information about the given subject matter.
16. The availability of video clipping boost self confidence of
students
17. It makes identification of different instruments easier for the
learners
18. It provides better retention of instruments and skills

19. It facilitates skill competencies and individualized outcome

base
 APPENDIX D
PINES CITY COLLEGES
(Owned and operated by THORNTON`S INTERNATIONAL STUDIES, INC.)
Magsaysay Ave. Baguio City 2600
College of Nursing

February 1,2021

Buna B. Racal , RN, MAN

Dean, College of Nursing
Pines City Colleges
Magsaysay Avenue , Baguio City

Thru: Evangeline B. Fuentes, RN, MAN, MAEd, PhD

Research Coordinator

We, the researchers from Group 4 of Level III Nursing students from Pines City
Colleges, with a research entitled: " Exploring the Benefits in using Video Clippings in
Online Learning Environment to Nursing Students." In this regard, we would like to
request permission to disseminate questionnaires and gather data through google forms
targeting the 1st year to 3rd year Nursing Students as our chosen respondents. This
survey will be used in research purposes only. All data gathered will be treated with strict
confidentiality and will be deleted there after

If you have any questions or concerns about this matter, please contact Jeremiah
B. Martes at 09456653140. he would gladly attend to your questions and further
clarification regarding this matter.

We look forward to your positive approval. Thank you very much.

Respectfully yours;

Jeremiah B. Martes
Researcher Leader

Dr. Maria Grace A. Gascon, RN, MAN, Phd

Research Adviser
 APPENDIX E
RESULT OF RELIABILITY TEST
Cronbach's Alpha 0.9843693 Reliability Calculator
7
Split-Half (odd-even) 0.9863547 created by Del Siegle (del.siegle@uconn.edu) for
Correlation 5 EPSY 5601
Spearman-Brown 0.9931305
Prophecy 1
Mean for Test 127.06666
7
Standard Deviation for 23.848037
Test 4
KR21 1.5441065 Questions Subjects
7
KR20 1.5454729 39 30
 APPENDIX F
RESULT OF ANOVA AND T-TEST TREATMENT

ANOVA RESULTS
Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
121.137 3.10610 0.04930
1st years 39 9 1 8
119.924 3.07498 0.05470
2nd years 39 5 8 2
122.769 3.14792 0.05614
3rd years 39 2 9 2

ANOVA
Source of
Variation SS df MS F P-value F crit
Between 0.10449 0.05224 0.97870 0.37893 3.07585
Groups 4 2 7 5 2 3
6.08576 0.05338
Within Groups 6 114 4

Total 6.19026 116

T-TEST RESULTS OF SEX

t-Test: Two-Sample Assuming Equal Variances

Female Male
3.13093 2.72934
Mean 3 5
0.04979 0.08173
Variance 1 8
Observations 39 39
0.06576
Pooled Variance 4
Hypothesized Mean
Difference 0
df 76
 6.91517
t Stat 3
6.34E-
P(T<=t) one-tail 10
1.66515
t Critical one-tail 1
1.27E-
P(T<=t) two-tail 09
1.99167
t Critical two-tail 3

T-TEST RESULT OF AGE

t-Test: Two-Sample Assuming Equal Variances

17-20 21 Years
Years Old and
Old Above
3.10353 3.11480
Mean 2 2
0.05044 0.05265
Variance 6 7
Observations 39 39
0.05155
Pooled Variance 2
Hypothesized Mean
Difference 0
df 76
t Stat -0.21919
0.41354
P(T<=t) one-tail 4
1.66515
t Critical one-tail 1
0.82708
P(T<=t) two-tail 8
1.99167
t Critical two-tail 3
Poblacion, Suyo, Ilocos Sur
Mobile Number: 0966-817-6116
Email: Greatasabear@gmail.com

BERNADETTE P. ARCANO

O BJECTIVE:

To have courage and enhance my interpersonal skills in order to give quality of care to
every individual.

P ERSONAL DATA:

Age: 20
Date of Birth: August 5, 2000
Place of Birth: San Fernando City, La Union
Civil Status: Single
Sex: Female
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Michelangelo S. Arcano
Mother’s Name: Rosa Padios

E DUCATIONAL BACKGROUND:

Tertiary: Bachelor of Science in Nursing

Pines City Colleges, Baguio City
2019-2020

Secondary:
Senior High School: Saint Augustine’s School
Rizal, Tagudin, Ilocos Sur
2016-2018

Junior High School: Saint Augustine’s School

Rizal, Tagudin, Ilocos Sur
2012-2016

Elementary: Suyo Central School

Poblacion, Suyo, Ilocos Sur
2006-2012

R ELEVANT SEMINARS ATTENDED:

A. Understanding the Global Pandemic: COVID19 Disease Online Seminar

Pines City Colleges
Magsaysay Avenue, Baguio City
October 30, 2020

B. Statistics Research Forum

Pines City Colleges
Magsaysay Avenue, Baguio City
Year 2019

C. Fire Prevention Awareness Seminar

Pines City Colleges
 Magsaysay Avenue, Baguio City
Year 2019

D. BGH Seminar
Pines City Colleges
Magsaysay Avenue, Baguio City
August 22, 2019

E. RA 11036: The Mental Health Act

Pines City Colleges
Magsaysay Avenue, Baguio City
August 7, 2019

No. 408, Magsaysay Avenue ,

Baguio City, Philippines
Mobile Number: 09456653140
Email: majiahmarks17@gmail.com

JEREMIAH BALICTAN MARTES

O BJECTIVE:

To be able to overcome challenges and obstacles in life and be able to grow holistically
and commit self-actualization and success ,to foster positivity and acquire new
knowledge to be able to share and inspire people.

P ERSONAL DATA:

Age: 21
Date of Birth: January 17, 1999
Place of Birth: La Trinidad Benguet, Philippines
Civil status: Single
Sex: Male
Citizenship: Filipino
Religion: Roman Catholic
Mothers Name: Devorah Z. Balictan
Fathers Name: Janson L. Martes

E DUCATIONAL BACKGROUND:

Tertiary: Bachelors of Science In Nursing

Pines City Colleges
2020-2021

Secondary: University of the Cordillera

Senior High School: Governor Pack Road, Baguio City
August 2018

Junior High School: Magsaysay National High School

New Lucban , Baguio City
May 2016

Elementary: Magsaysay Elementary School

New Lucban , Baguio City
May 2012

R ELEVANT SEMINARS AND TRAININGS ATTENDED:

A. Understanding the Global Pandemic: COVID19 Disease Online Seminar

Pines City Colleges
Magsaysay Avenue, Baguio City
October 30, 2020

B. Red Cross : First Aid

Pines City Colleges
Magsaysay Avenue, Baguio City
Year 2019

C. Statistics Research Forum

Pines City Colleges
Magsaysay Avenue, Baguio City
Year 2019
 D. Fire Prevention Awareness
Magsaysay Avenue, Baguio City
Pines City Colleges
Year 2019

E. BGH Seminar
Pines City Colleges
Magsaysay Avenue, Baguio City
Year, 2019

F. RA 11036: The Mental Health Act

Pines City Colleges
Magsaysay Avenue, Baguio City
Year, 2019

G. Violence Against Women and Children

Pines City Colleges
Magsaysay Avenue, Baguio City
Year 2018

H. Leadership Training
Pines City Colleges
Magsaysay Avenue, Baguio City
Year 2018

Km. 13, Pasnaan, Acop,

Tublay, Benguet, Philippines
Mobile Number: 09101499639
Email: elmangalides144@gmail.com

ELMA ANOD NGALIDES

O BJECTIVE:

To succeed in my life, give joy to myself and focus on the possibilities and positivity’s
for my success, not on my potential for failure.

P ERSONAL DATA:

Age: 20
Date of Birth: May 7, 2000
Place of Birth: Lenneng, Kabugao, Apayao
Civil status: Single
Sex: Female
Citizenship: Filipino
Religion: Lutheran
Father’s Name: Nixon M. Ngalides
Mother’s Name: Tita M. Anod

E DUCATIONAL BACKGROUND:

Tertiary: Bachelor of Science in Nursing

Pines City Colleges, Baguio City
2019-2020

Secondary
Senior Highschool: Tublay School of Home Industries
Acop, Tublay, Benguet
March 2018
Junior Highschool: Tublay School of Home Industries
Acop, Tublay, Benguet
March 2016

Elementary: Mamuyod Elementary School

Mamuyod, Ambassador, Tublay, Benguet
March 2012

R ELEVANT SEMINARS ATTENDED:

A. Understanding the Global Pandemic: COVID19 Disease Online Seminar

Pines City Colleges
Magsaysay Avenue, Baguio City
October 30, 2020

B. Statistics Research Forum

Pines City Colleges
Magsaysay Avenue, Baguio City
Year 2019

C. Fire Prevention Awareness Seminar

Pines City Colleges
Magsaysay Avenue, Baguio City
 Year 2019

D. BGH Seminar
Pines City Colleges
Magsaysay Avenue, Baguio City
August 22, 2019

E. RA 11036: The Mental Health Act

Pines City Colleges
Magsaysay Avenue, Baguio City
August 7, 2019

F. Violations Against Women and Children

Pines City Colleges
Magsaysay Avenue, Baguio City
Year 2018

G. Fire Prevention Awareness Seminar

Pines City Colleges
Magsaysay Avenue, Baguio City
Year 2018

Palina, Taloy Sur

Tuba, Benguet
Mobile Number: 09615925308
Email: bencilamaryrose@gmail.com

PAGNAS, HEAVEN LEIGH M.

O BJECTIVE:

To improve my critical thinking skills in order prioritize and make key decision that can
save lives. I strive for the best in all that I do.

P ERSONAL DATA:

Age: 20
Date of Birth: January 21, 2000
Place of Birth: Baguio City
Civil status: Single
Sex: Female
Citizenship: Filipino
Religion: Anglican
Mothers Name: Thelma M. Pagnas
Fathers Name: Bobby S. Pagnas

E DUCATIONAL BACKGROUND:

Tertiary: Bachelor of Science in Nursing

Saint Louis University, Baguio City
March 2009

Secondary Saint Louis School Inc. (Center) High School Department

Senior High School: Quirino highway, Baguio City
May 2018

Junior High School: Taloy Sur National High School

Taloy Sur Tuba, Benguet
May2016

Elementary: Palina Elementary School

Palina Pugo, La Union
March 2011

R ELEVANT SEMINARS AND TRAININGS ATTENDED:

A. Financial Literacy
Saint Louis School Center—Elementary Department
Social Hall, Assumption Rd., Baguio City
February, 2018

B. Basic Life Support

Saint Louis School Center—Elementary Department
Social Hall, Assumption Rd., Baguio City
February, 2018

C. World of Statistic and Statisticians

Saint Louis School Center—High school Department
Quirino highway, Baguio City
November, 2017

D. Seminar of Computer Ethics

Saint Louis School Center—High school Department
 Quirino highway, Baguio City
September, 2017

E. Seminar on Research Ethics

Saint Louis School Center
Quirino highway, Baguio City
Baguio City, Philippines
September, 2017

F. Current Issues and Health Care

Pines City Colleges
Magsaysay Avenue, Baguio City
November, 2018