ENRICHING COMPREHENSION THROUGH EDUCATIONAL SCIENTIFIC

VIDEOS IN SELECTED GRADE 9 STUDENTS IN

UNIVERSITY OF EASTERN PHILIPPINES LABORATORY HIGH SCHOOL

BRITANICO, ARZJOHN NIEL H.

 Abstract
This study entitled Enriching Comprehension through Educational Scientific Videos
in Selected grade 9 students University of Eastern Philippines Laboratory high
School was conducted to enrich the student’s comprehension and to increase their
interest regarding on the use of an instructional videos in studying and to able to
cope up their struggles of learning in the new teaching modality and to develop and
improve their cognition by using educational videos as the new source of learning.
The researcher planned to have an intervention with an activity that will be essential
in this study. The activity will be a video viewing and critiquing during the blended
learning modality. Then, researcher wanted to innovate the material using a Physical
Science Video Clips showing scientific lessons. The researcher strategized the study
to promote learning from the activity. First, was family supported learning because
the activity will be done at home and the researcher believed that the immediate
environment for their consultation is their family. Second, the respondents were
suggested to outline the video for a better recall. They will also be oriented to the
scientific videos that will be significant on their continuous learning. Lastly, these
videos will be beneficial during the blended learning modality.

Moreover, this study is a quantitative type and utilized the descriptive

research design. The respondents of this study were the 40 Grade 9 students. The
data were gathered using a survey questionnaire. The findings of this study were
based on the profile and the statements of the questionnaire. For age, data showed
that the respondents aged 17 is an absolute age for Grade 9. For the grade, the data
showed that the majority of the respondents had the average pervious grade of 90-
100. Therefore, majority of them was an outstanding student in their previous year.
For the gender, majority of the respondents who responded on the student-made
questionnaire is female. 75% of the respondents affirmed that instructional materials
are indeed supplemental for learning. Using the Likert Scale which has a values and
a corresponding description of 5 (strongly agree), 4 (agree), 3 (slightly agree), 2
(disagree) and 1 (strongly agree). Out of 10 statements with 40 respondents, item
number 1 got the highest mean of 4.55 and this means that a lot respondents
strongly agreed that they learn better when educational or instructional videos are
used.
 Acknowledgement

Above everything, my deepest gratitude to the Almighty God who is my source of

knowledge, understanding and strength to surpass all the difficulties in making this study and
to the following people who made my task possible;

To my family and friends who are always there for me to assist in times of need.

To my godmother-teacher Mrs. Frances Candy Aliposa who validated my research

instrument.

Thank You!

Content and Rationale

 In today’s global situation, some students are continuously struggling on how to
adopt in the new ways of learning. In the midst of online education, teachers are
virtually teaching students with hard work and patience. Hence, it is somehow a
difficulty on how teachers will strengthen the participation in an online platform and
making sure that their students will highly interpret and comprehend some
educational video lessons. The aforementioned dilemma is noticeable in selective
Grade 11 students in Science, Technology, Engineering and Mathematics. Since
students are learning independently, there is no assurance that they effectively learn
from the classes held and handouts given. With this, there is an indefinite conclusion
if they will gain an enriched comprehension from the class.

The use of educational video and television in classrooms has risen steadily over
the past twenty to thirty years, according to a series of studies conducted by the
Corporation by Public Broadcasting. These surveys measured both patterns of use
and teacher attitudes and expectations for outcomes. Not only is this technology
widely used, according to the most recent study, but it is also highly valued as a
means of teaching more effectively and creatively. Educators have recognized the
power of audio-visual materials to capture the attention of learners, increase their
motivation and enhance their learning experience. Furthermore, the most significant
survey finding that supports the value of these multimedia tools is the direct
relationship between frequencies of use and perceives students achievement and
motivation. Among frequent users, two-thirds find that students learn more when TV
or video is used and close to 70% that student motivation increases. More than half
of frequent users also find that students use new vocabulary as a result of video
use.1 Hence, acquiring these new vocabularies is a proof for a solid comprehension.
According to a recent study in Amasya University, Turkey, students emphasized the
positive effects of using video clips as arousing interest in the class (11,9%),
concentrating during class (8,9%), improving memory in learning (27%) and
providing intelligibility of the topic (7,9%). Students also provided suggestions for
increased effectiveness of using video clips, such as: using videos for short periods
of time, using videos related to the goals of the class and using a limited number of
videos.2

As Greenberg and Zanetis concluded that on the educational use of videos

showed that the use of videos or multimedia materials in education increases
learning.3 On the other hand, according to Pekdag, he emphasized the use of videos
in teaching-learning environments are effective in three aspects: providing cognitive
benefits, psychological benefits and visualization of knowledge. 4 Thus, the
researcher wanted to use some educational scientific videos as an appropriate
1
Cruse E. (2013). Using Educational Video in the Classroom: Theory, Research and Practice
2

Kosterelioglu, I. (2016). Student Views on Learning Environments Enriched by Video Clips

3

Greenberg, A. D. & Zanetis, J. (2012). The impact of broadcast and streaming video in education:
What the research says and how educators and decision makers can begin to prepare for the future. Report
commissioned by cisco inc. To Wainhouse research, LLC. Retrieved from
http://www.cisco.com/web/strategy/docs/education/ciscovid eowp.pdf
4
Pekdağ, B. (2010). Alternative methods in teaching chemistry: leaning with animation, simulation,
video and multimedia. Journal of Turkish Science Education, Vol.7, No.2, 79-110. Retrieved from
http://www.tused.org/internet/tused/default1 3.asp
intervention material to comprehend science lessons and to use it to improve
learning.

Generally this study will enrich the student’s comprehension to increase their
interest regarding on the use of an instructional videos in studying and to able to
cope up their struggles of learning in the new teaching modality. Also to develop their
higher cognitive skills in the field of physics and to the other branch of science by
using educational videos as the new source of learning. To enhance their capability
and capacity of being independent learner.

Literature Review

Videos as Digital Learning Material

According to Alkan 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. 5 According to Mayer,
multimedia elements that address various senses, such as videos used in learning
environments, contribute to increases in student interest and motivation. Another
advantage of the use of videos as educational tools has been reported in Dale’s
cone of experience.6 The more senses that are used in the learning environment, the
easier and more meaningful the learning will be. In this context, compared to the
content presented in the class during traditional presentations, the videos used in
learning environments will ensure the effectiveness of hearing and vision senses by
providing interaction between the video and the students. Studies on the use of
different forms of videos in education clearly point to the effectiveness of using
videos in education.7

Videos have educational effects, such as providing interaction with the content,
allowing transfer of knowledge in the mind and facilitating recall. 8 Berk 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. 9

5
Alkan, C. (1983). Bir eğitim ortamı olarak video. Ankara University Educational Sciences Faculty
Journal, Vol.21, No.1, 265-270. doi: 10.1501/Egifak_0000000992
6

Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Pres

7

Dale, E. (1946). Audio-visual methods in teaching. New York: Dryden Press.

8

Greenberg, A. D. & Zanetis, J. (2012). The impact of broadcast and streaming video in education:
What the research says and how educators and decision makers can begin to prepare for the future. Report
commissioned by cisco inc. To Wainhouse research, LLC. Retrieved from
http://www.cisco.com/web/strategy/docs/education/ciscovid eowp.pdf [15]
 Mitra, Jones, Barrett and Williamson 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. 10
When education that is supported by videos is compared with face-to-face
education, it is argued that videos are more effective since they support the process.
In a study conducted in two different classes, Hakkarainen, Saarelainen and
Ruokamo compared face-to-face teaching and teaching through online videos and
identified that more meaningful learning took place in the classes taught via videos,
and positive feelings emerged towards the learning process. Although there are
differences in classification, it was observed that classes that utilize videos have a
high student potential. It is believed that use of video clips in the instructional
process will support the educators since they present sample cases from life and
provide permanent learning.

According to a recent study in Amasya University, Turkey, students emphasized

the positive effects of using video clips as arousing interest in the class (11,9%),
concentrating during class (8,9%), improving memory in learning (27%) and
providing intelligibility of the topic (7,9%). Students also provided suggestions for
increased effectiveness of using video clips, such as: using videos for short periods
of time, using videos related to the goals of the class and using a limited number of
videos. Educational videos have become an important part of higher education,
providing an important content-delivery tool in many flipped, blended, and online
classes.11

Cognitive Load

One of the primary considerations when constructing educational materials,

including video, is cognitive load. Cognitive load theory, initially articulated by Sweller
suggests that memory has several components. Sensory memory is transient,
collecting information from the environment. Information from sensory memory may
be selected for temporary storage and processing in working memory, which has
very limited capacity. This processing is a prerequisite for encoding into long-term
memory, which has virtually unlimited capacity. Because working memory is very
limited, the learner must be selective about what information from sensory memory
to pay attention to during the learning process, an observation that has important
implications for creating educational materials. 12

9
Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube and mtvU in the
college classroom. International Journal of Technology in Teaching and Learning, Vol.5, No.1, 1-21. Retrieved
from http://www.pptdoctor.net/files/articles/2009_video.pdf
10

Mitra, B., Lewin-Jones, J. Barrett, H., & Williamson, S. (2010). The use of video to enable deep
learning. Research in Post-Compulsory Education. Vol.15, No.4, 405-414. doi:10.1080/13596748.2010.526802

11
Hakkarainen, P., Saarelainen, T., & Ruokamo, H. (2007). Towards meaningful learning through
digital video supported, case based teaching. Australasian Journal of Educational Technology, Vol.23, No.1, 87-
109. Retrieved from http://ascilite.org.au/ajet/ajet23/hakkarainen.html
12

Sweller J. Cognitive load theory, learning difficulty, and instructional design. Learn Instr. 1994;4:295–
312
Practices to Maximize Student Learning from Educational Videos

Signaling, which is also known as cueing as stated by deKoning, is the use of

on-screen text or symbols to highlight important information. 13For example, signaling
may be provided by the appearance of two or three key words, Mayer and Johnson
also stated, a change in color or contrast or a symbol that draws attention to a region
of a screen. By highlighting the key information, signaling helps direct learner
attention, thus targeting particular elements of the video for processing in the
working memory.14 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. Mayer and Moreno15 have shown that this approach improves
students’ ability to retain and transfer new knowledge from animations, and have
shown that these effects extend to video.

The benefits of signaling are complemented by segmenting, or the chunking

of information in a video lesson. Segmenting allows learners to engage with small
pieces of new information and gives them control over the flow of new information.
As such, it manages intrinsic load and can also increase germane load by
emphasizing the structure of the information. Segmenting can be accomplished both
by making shorter videos and by including “click forward” pauses within a video,
such as using YouTube Annotate or HapYak to provide students with a question and
prompting them to click forward after completion. Both types of segmenting have
been shown to be important for student engagement with videos and learning from
video.

Finally, 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. For example, 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. 16

Student Engagement

13

deKoning B, Tabbers H, Rikers R, Paas F. Towards a framework for attention cueing in instructional
animations: guidelines for research and design. Educ Psychol Rev. 2009;21:113–140
14

Mayer RE, Johnson CI. Revising the redundancy principle in multimedia learning. Br J Educ
Psychol. 2008;100:380–386. 
15

Mayer RE, Moreno R. Nine ways to reduce cognitive load in multimedia learning. Educ
Psychol. 2003;38:43–52
16

Zhang D, Zhou L, Briggs RO, Nunamaker JF., Jr Instructional video in e-learning: assessing the impact
of interactive video on learning effectiveness. Inf Manage. 2006;43:15–27. 
 Another lens through which to consider educational video is student
engagement. The idea is simple: if students do not watch videos, they cannot learn
from them. Lessons on promoting student engagement derive from earlier research
on multimedia instruction and more recent work on videos used within MOOCs
(massive open online courses).

The first and most important guideline for maximizing student attention to
educational video is to keep it short. Risco et al, observed that the median
engagement time for videos less than 6 minutes long was close to 100%–that is,
students tended to watch the whole video. As videos lengthened, however, student
engagement dropped, such that the median engagement time with 9- to 12-minute
videos was ∼50%, and the median engagement time with 12- to 40-minute videos
was ∼20%. In fact, the maximum median engagement time for a video of any
length was 6 minutes. Making videos longer than 6–9 minutes is therefore likely to
be wasted effort. In complementary work, showed 1-hour videos to students in a lab
setting, probing student self-reports of mind wandering four times in each lecture and
testing student retention of lecture material after the lecture. They found that student
report of mind wandering increased and retention of material decreased across the
video lecture.17

Another method to keep students engaged is to use a conversational style.

Called the personalization principle by Mayer, the use of conversational rather than
formal language during multimedia instruction has been shown to have a large effect
on students’ learning, perhaps because a conversational style encourages students
to develop a sense of social partnership with the narrator that leads to greater
engagement and effort. In addition, some research suggests that it can be important
for video narrators to speak relatively quickly and with enthusiasm. In their study
examining student engagement with MOOC videos. 18

Foundation on Multimedia Materials

Recently, the Commission on Audit (COA) released their findings of under utilized
and unutilized multimedia materials that were donated to various schools nationwide.
Multimedia materials are resources wherein a combination of text, audio, still
images, animation, and video are recorded into different types of media (audio tapes,
video tapes, compact disks, DVDs). The different multimedia materials distributed in
schools are composed of assorted text, presentations about a particular topic and
other associated illustrations in various information formats, some of which are
interactive whose objective is to enhance learning theories. In order to address the
said issue, the Information and Communication Technology Unit (ICTU) under the
Office of the Director, Technical Service prepared the following guidelines:
All Regional and Division ICT Coordinators are instructed to retrieve samples of all
multimedia materials and send it thru the Office of the Director, Technical Service for
upcoming evaluation of the Multimedia Task Force regarding appropriateness to the
current curriculum; For analog media (ex. VHS tapes, audio cassette tapes, etc.) ICT

17

Risko EF, Anderson N, Sarwal A, Engelhardt M, Kingstone A. Everyday attention: variation in mind
wandering and memory in a lecture. Appl Cognitive Psych. 2012;26:234–242. 
18

Mayer RE. Applying the science of learning: evidence-based principles for the design of multimedia
instruction. Cogn Instr. 2008;19:177–213
Coordinators are instructed to retrieve these materials cleaned-up and transferred or
converted to digital format (ex. CDs, VCDs, DVDs, etc.). If conversion facilities are
not available within the area, the said media can be sent thru their Regional/Division
ICT Coordinators then to the Technical Service of the DepED Central office for
format conversion; In addition, all excess quantities of these multimedia materials
must be distributed to other schools within the division or district. These schools
should be equipped with compatible devices needed/equipped to utilize the said
resources for instruction; and moreover, a report on the current status of deployed
multimedia materials must be submitted to the same office thirty (30) days upon
receipt of this Order.19

Intervention, Innovation & Strategy

The researcher has planned to have an intervention plan with an activity that will
be essential in this study. The activity will be a video viewing and critiquing during
the blended learning modality. This activity will aim to enrich the student’s
comprehension on a given certain video. The materials to be used will be multimedia
instruments particularly video clips showing several scientific lessons. The
researcher will be expecting a comprehensive critique output from the video.

Furthermore, the researcher wanted to innovate the material mentioned. This will
be a Physical Science Video Clips showing both scientific and numerical lessons
rather than usual videos containing biological concepts. It is somehow easy to
understand for a science student if the video will show some biological lessons. Now,
this study will measure the comprehension level that will be manifested on their
critique outputs. This is one of the objectives of the researcher. Therefore, the
activity will be beneficial to the learning of the students even without face-to-face
classes.

There will be ways to promote learning from the activity. First, is family supported
learning because the activity will be done at home and the researcher believes that
the immediate environment for their consultation is their family. Second, the
respondents are suggested to outline the video for a better recall. They will also be
oriented to the scientific videos that will be significant on their continous learning.
Lastly, these videos will be beneficial during the blended learning modality.

Action Research Questions

This study aims to enrich the comprehension to educational scientific videos

among selected Grade 11 STEM students in Catarman National High School.

Specifically, this study attempted to answer the following questions:

1. How does Educational Scientific Videos enrich student’s comprehension?

19
DePed Orde62, s.2009. Guidelines in Managing Existing Multimedia Materials in Schools.
 2. How can Educational Scientific Videos affect students in learning various
concepts in Science?

3. How can Educational Scientific Videos impact to the cognitive ability of the
students in their continous learning?

Action Research Methods

A. Participants of Data Information

The respondents or the participants of this study are the selected Grade
students. The population of the Grade 9 STEM students is 523. With this, the
researcher uses a Random Sampling Technique using the Slovin’s Formula to arrive
at a definite number of sample students. The researcher believes that their
responses or participation will be a contribution to the success of the study. Also, the
responses of the respondents will be kept confidential and are solely used in the
study.

B. Data Gathering Method

This study will use a Survey Questionnaire as the researcher’s instrument in

gathering the data. The researchers will make questions with regards to the study.
The questionnaire has two parts, the first part is the demographic profile of the
respondents containing the age, gender, science grade in the previous quarter, and
the second part are the statements with corresponding scale which is the focus of
the researchers’ instrument. Moreover, the questionnaire will undergo validation and
review for the researcher will make the test. The questionnaire will be validated by
an English, Science and Technology teachers. Upon the process, the researcher will
fully consider all the revisions or changes such as grammar and typographical error,
rephrasing or changing particular words or statements.
In the actual gathering of data, the researcher will ask permission from the
school principal of University Eastern Philippines Laboratory High School if will be
given the opportunity in giving the questionnaire to the sample students. Since the
Department of Education implemented the Blended Learning Modality, the
researcher will accord in this new way of learning and as well as in the new way of
gathering the data. Also, the researcher will still observe the protocols during this
time of pandemic and will give the questionnaire via online or virtual assessment.

C. Data Analysis Plan

The researcher will analyze the data quantitatively. Since, this study uses a
descriptive research design, this will going to be analyzed using descriptive statistics
containing frequency counts and percentages as well as determining the mean and
the standard deviation of the data. The frequency counts and percentages will
quantify or describe the size or proportionality of one figure in comparison with
others. On the other hand, the mean and the standard deviation will show the
average responses of the respondents using the interpretation as shown below.
 Values Interpretation
4.51-5.00 Strongly agree
3.52-4.50 Agree
2.51-3.50 Slightly Agree
1.51-2.50 Disagree
1.00-1.50 Strongly Disagree

The formula in getting the mean is shown below:

x̄ = ( Σ xi ) / n
Where:
x̄= just stands for the “sample mean”
Σ= is summation notation, which means “add up”
xi =“all of the x-values”
n =means “the number of items in the sample”

Further, this study contains the quarterly grade of the respondents and this
will be classified based on the DepEd K to 12 Grading System:

Grading Scale Descriptor

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectations

Discussion of Results and Reflection

This study is a quantitative type of research which means that the result will be
numerically expressed. In addition, the researcher made a questionnaire in gathering
the data. The questionnaire consists of two parts; the profile and the actual
statements.

Demographic Profile
___________________________________________________________________

Age Tabulation Frequency Percentage

16 IIIII-IIIII-II 12 30
17 IIIII-IIIII-IIIII-IIII 24 60
18 II 2 5
19&above I 1 2.5
 The data above showed that the respondents aged 17 is an absolute age for
Grade 11.
__________________________________________________________________

___________________________________________________________________

Grade Tabulation Frequency Percentage

90-100 IIIII-IIII-IIIII-IIIII-III 23 57.5
85-89 IIIII-IIIII-IIIII-II 17 42.5
80-84 - -
75-79 - -
Below 75 - -

The data showed that the majority of the respondents had the average
pervious grade of 90-100. Therefore, majority of them was an outstanding student in
their previous year.
___________________________________________________________________

___________________________________________________________________

Gender Tabulation Frequency Percentage

Male IIIII-IIIII-IIIII-III 18 45
Female IIIII-IIIII-IIIII-IIIII-II 22 55

This implies that the majority of the respondents who responded on the
student-made questionnaire is female.
___________________________________________________________________

___________________________________________________________________

Are Instructional
Videos Tabulation Frequency Percentage
Supplemental?
Yes IIIII-IIIII-IIIII-IIIII- 36 90
IIIII-IIIII- IIIII-I
No IIII 4 10
___________________________________________________________________
The data above showed that 75% of the respondents affirmed that
instructional materials are indeed supplemental for learning.

Statements 5 4 3 2 1 Mean
1. I learn better when instructional videos are 27 8 5 4.55
used.
2. Educational videos are just a waste of 2 5 4 7 22 1.95
time during a class discussion.
3. I understand Science topics when videos 9 21 7 3 3.9
are presented after the discussion.
4. Physical Scientific Videos are complicated 6 10 13 9 2 3.225
and difficult to comprehend.
5. Having a video viewing for a particular 14 14 11 1 4.025
Science lesson enriches my
comprehension and helps me to excel
academically.
6. Educational videos don’t help the students 1 1 6 11 21 1.75
to perform well in the classroom.
7. I easily understand and give my critique or 5 17 16 2 3.625
reflection to a Science lesson when
videos are incorporated in the discussion.
8. Instructional videos for SHS student are 1 3 3 7 26 1.65
not helpful anymore.
9. Educational videos help me to apply the 10 19 10 1 3.95
lessons in real-life situation.
10. Educational Scientific Videos cause me to 8 14 14 4 3.65
be inquisitive.

From the given data it can be said that in the first statement the mean which is
4.55 implies that the respondents strongly agreed that they learned better using
instructional videos. Then in the second statement it has a mean of 1.95 which
means that the respondents disagreed that using educational videos are just a waste
of time during a class discussion. In the third statement it has a mean of 3.9 which
means that the respondents agreed that the students understand Science topics
when videos are presented after the discussion. Also in the fourth statement it has a
mean of 3.225 which means that the responds slightly agreed that physical scientific
videos are complicated and difficult to comprehend. In the fifth statement it has a
mean of 4.025 implies that the respondents agreed that having a video viewing for a
particular science lesson enriches their comprehension and helps them to excel
academically. In the sixth statement it has a mean of 1.75 implies that the
respondents disagreed that the educational videos don’t help students to perform
well in the classroom. In the seventh statement it has a mean of 3.625 implies that
the respondents agreed that they easily understand and give their critique or
reflection to a science lesson when videos are incorporated in the discussion. In the
eight statements it has a mean of 1.65 which implies that the respondents disagreed
that an instructional videos for SHS student are not helpful anymore. In the ninth
statement it has a mean of 3.95 implies that the respondents agreed that using
educational videos help them to apply the lessons in real-life situation. In the last
statement it has a mean of 3.65 implies that the respondent agreed that educational
scientific videos cause them to be more inquisitive.

Action Plan
 Objectives Strategy Time- Person Expected Remarks
Frame Involved output

Enriching Producing 1 day Researcher / Validated Successful

Comprehension my own Teacher survey
through Survey questionnair
Educational questionnair e
Scientific Videos e
in Selected Grade Data 21 days Researcher/ Complete Successful in
9 Students in gathering students gathered disseminating
UEPLHS data the data

Data 1 day Researcher Finished Successful of

analysis data computing the
analysis data

Financial Report

Expenses Amount
Printing 50
(Research paper)

Gasoline Premium 300

Piso Wi-Fi 150

Cellphone Load 200

Other Expenses: Brown Envelope/ folder 30

Total Php 730

References

Alkan, C. (1983). Bir eğitim ortamı olarak video. Ankara University Educational
 Sciences Faculty Journal, Vol.21, No.1, 265-270. doi:
10.1501/Egifak_0000000992

Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube and
mtvU in the college classroom. International Journal of Technology in
Teaching and Learning, Vol.5, No.1, 1-21. Retrieved from
http://www.pptdoctor.net/files/articles/2009_video.pdf

Cruse E. (2013). Using Educational Video in the Classroom: Theory, Research and
Practice.

Dale, E. (1946). Audio-visual methods in teaching. New York: Dryden Press.

deKoning B, Tabbers H, Rikers R, Paas F. Towards a framework for attention cueing

in instructional animations: guidelines for research and design. Educ Psychol
Rev. 2009;21:113–140

DePed Orde62, s.2009. Guidelines in Managing Existing Multimedia Materials in

Schools.

Greenberg, A. D. & Zanetis, J. (2012). The impact of broadcast and streaming video

in education: What the research says and how educators and decision
makers can begin to prepare for the future. Report commissioned by cisco
inc. To Wainhouse research, LLC. Retrieved from
http://www.cisco.com/web/strategy/docs/education/ciscovid eowp.pdf

Greenberg, A. D. & Zanetis, J. (2012). The impact of broadcast and streaming video
in education:
What the research says and how educators and decision makers can begin
to prepare for the future. Report commissioned by cisco inc. To Wainhouse
research, LLC. Retrieved from
http://www.cisco.com/web/strategy/docs/education/ciscovid eowp.pdf [15]

Hakkarainen, P., Saarelainen, T., & Ruokamo, H. (2007). Towards meaningful

learning through digital video supported, case based teaching.
Australasian Journal of Educational Technology, Vol.23, No.1, 87-109.
Retrieved from http://ascilite.org.au/ajet/ajet23/hakkarainen.html

Kosterelioglu, I. (2016). Student Views on Learning Environments Enriched by Video

Clips

Mayer RE, Johnson CI. Revising the redundancy principle in multimedia learning. Br
J Educ Psychol. 2008;100:380–386. 

Mayer RE, Moreno R. Nine ways to reduce cognitive load in multimedia

learning. Educ Psychol. 2003;38:43–52
Mayer RE. Applying the science of learning: evidence-based principles for the
design of multimedia instruction. Cogn Instr. 2008;19:177–213. 
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Pres

Mitra, B., Lewin-Jones, J. Barrett, H., & Williamson, S. (2010). The use of video to
enable deep learning. Research in Post-Compulsory Education. Vol.15, No.4, 405-
414. doi:10.1080/13596748.2010.526802

Pekdağ, B. (2010). Alternative methods in teaching chemistry: leaning with

animation, simulation, video and multimedia. Journal of Turkish Science Education,
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 Appendix I

Enriching Comprehension Through Educational Scientific Videos in Selected Grade

7 Students in University of Eastern Philippines Laboratory High School

SURVEY QUESTIONNAIRE

Instruction: Kindly provide answers to the statements below.

I. Demographic Profile

Name: ___________________________________________________________

Age: _______ Gender: ________ Grade in Science in the Previous Year: ________

Instructional Videos are Supplemental: YES NO

II. Questionnaire

Use the scale below to determine answer in the following statements:

5- Strongly Agree
4-Agree
3- Slightly Agree
2- Disagree
1-Strongly Disagree

Statements 5 4 3 2 1
1. I learn better when instructional videos are used.
2. Educational videos are just a waste of time during a
class discussion.
3. I understand Science topics when videos are
presented after the discussion.
4. Physical Scientific Videos are complicated and
difficult to comprehend.
5. Having a video viewing for a particular Science
lesson enriches my comprehension and helps me to
excel academically.
6. Educational videos don’t help the students to
perform well in the classroom.
7. I easily understand and give my critique or reflection
to a Science lesson when videos are incorporated in
the discussion.
8. Instructional videos for SHS student are not helpful
anymore.
9. Educational videos help me to apply the lessons in
 real-life situation.
10. Educational Scientific Videos cause me to be
inquisitive.

Appendix II