CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale

The COVID-19 pandemic has taken its toll on the country's educational

system. The greatest impact of COVID-19 is the requirement to maintain strict social

or physical distance to prevent or mitigate transmission. This meant canceling classes

and other school activities for the remaining weeks of School Year 2019-2020, and

that for S.Y. 2020-2021, schools must find ways to continue learning despite the

threat and uncertainty caused by COVID-19, while ensuring the health, safety, and

well-being of all learners, teachers, and school personnel. Both parents and teachers

were unprepared to deal with the slew of issues brought on by these changes. In this

current academic year, all lessons are taken virtually through various learning

management systems, social media platforms, and learning applications that are new

to most teachers and students (Avila et al, 2020).

More than a billion learners have been affected worldwide as a result of this

global COVID-19 pandemic. Among these are almost 28 million Filipino learners

who have to stay at home and comply with the Philippine government's quarantine

measures. The traditional delivery of instruction in education has transformed and

responded to the challenges of innovating educational delivery mechanisms (Cahapay

and Rotas 2020).

The Department of Education (DepEd) continued to address pandemic-related

issues by addressing challenges in basic education through the Learning Continuity

Plan (LCP), which went into operation this school year. As stated in the DO 12, S.

2020 – Adoption of the Basic Education Learning Continuity Plan for the School

Year 2020-2021 In Light Of The Covid-19 Public Health Emergency, Deped

developed the Basic Education Learning Continuity Plan (BE-LCP) which was a

package of education interventions that will respond to the basic education challenges

brought by COVID-19 pandemic. The LCP was the major response of the Deped and

their commitment to ensuring the health, safety, and well-being of the learners,

teachers, and personnel during the time of COVID-19 while they were finding ways

for education to continue amidst the crisis for the whole school year. The main thrust

of distance learning is to bring education to those who are unreachable, under-

resourced, less privileged, and inaccessible (Biana, 2013). In this way, students are

given more freedom to actively participate in learning even if they are separated from

their teachers by space and time.

At Mindanao State University, educational institutions have suspended their

face-to-face academic activities and classes. Their face-to-face learning classes have

resorted to different modes of learning and were suggested into modular distance

learning and online distance learning. Some claim that modular distance learning is

the best alternative way to make up for the loss of the physical classroom while others

believe that we need to consider using other modes of learning as technology

continues to improve, in which the university pursue creative approaches in a

relatively short notice, where a higher level of external and internal units have shifted

to online learning.

In addition, the use of online platforms such as google classroom, zoom,

virtual learning environment, social media, and various group forums like telegram,

messenger, WhatsApp, and WeChat, are explored and tried for teaching and learning
for the first time to continue education (Chhetri and Pokhrel, 2021). Online learning

has provided the opportunity to teach and learn in innovative ways unlike the teaching

and learning experiences in normal classroom settings (Chhetri and Pokhrel, 2021).

The rapid growth of online education has resulted in increasing interest in

learning with instructional videos (Dawson et al, 2018). In such online courses,

education then must appear interesting for the students for them to be motivated

during this time of the pandemic. Education must redesign the lessons and use

technological resources such as using video lessons to apprehend social interaction so

that learning science clearly can take place. Learning biological concepts during this

COVID-19 pandemic can be very difficult because its abstract level of concepts deals

with scientific facts and events which may show disinterest among the students. The

use of effective instructional materials will help the students to overcome their

difficulties in online distance learning for a better understanding of the biological

concept as mentioned by Zeidan (2010).

It is on this premise that the researcher is encouraged to pursue this study

because she believes that educational clips in learning biological concepts had been

very helpful in online distance modality. These clips helped students to understand

concepts that are hard to understand when there is no teacher physically. Basically,

this study aims to determine the importance of educational video clips in biological

concepts to the students, to determine the level of motivation among students who

watch the educational video clips in biological concepts, and lastly, to identify the

challenges that the students have faced in using online distance learning. Thus, the

title of the study is The Role of Educational Video Clips in Learning Biological

Concepts through Online Distance Learning among Senior High School Students in

Marawi City.
Statement of the Problem

The main purpose of the study is to determine the role of educational video

clips in biological concepts through online distance learning among Senior High

School students in MSU Marawi City.

More specifically, this study will seek to find out the answers to the following

research questions:

1. What is the socio-demographic profile of the students in terms of:

a. Age;

b. Gender;

c. Grade Level;

d. Strand;

e. Family Income;

f. Educational Attainment;

g. Mother’s Occupation; and

h. Father’s Occupation?

2. What are the student’s perceptions of the use of Online Distance Learning in

terms of:

2.1. Learning process;

2.2. role of teachers; and

2.3. perceived usefulness of video clips

3. What is the level of motivation of students to:

4.1. learning process;

4.2. role of teachers;

 4.3. participation and attention

4.4. technical and infrastructure; and

4.5. time management?

4. Is there a significant relationship between the students’ profile and their

perceptions of the use of online distance learning?;

5. Is there a significant relationship between the use of educational video clips

and student engagement?

6. Is there a significant relationship between the students’ profile and their level

of motivation?

Significance of the Study

Generally, this study hopes to provide baseline information to the educational

stakeholders regarding the benefits of innovative teaching approaches such as the use

of educational video clips in learning biological concepts through online distance

learning among Senior High School students in MSU Marawi City during the time of

COVID-19.

Specifically, the result of the study will be beneficial to the following:

Students. The output of this study can be used by the students to facilitate

their learning of biological concepts. This would provide them a more substantial,

motivating, relevant, and engaging learning materials that will promote the retention

of scientific concepts and information. Furthermore, this study may help them to

develop their conceptual understanding and increase their motivation in biological

concepts despite the absence of face-to-face classes.

Teachers. The result of the study will serve as a guide in coming up with this

type of mode of learning. In such online distance learning, teachers can be well
equipped in using technologies like using educational video clips as part of the lesson.

Through this study, the teachers will investigate the effectiveness of using videos in

dealing with their students while having online distance learning. Furthermore, the

result of this study is expected to contribute to the teachers in redirecting and making

substantial revisions in the teaching biological concept procedures to maximize

learning online.

Parents. The parents can be the most important part of this study since they

are the ones who can make their learning possible for them online. Parents will

provide for the needs of their children and motivate them to achieve higher academic

performance despite having it through online learning. It will also help the parents

understand their role as the best supporter for the betterment of their education when

such problems occurred.

School Administrator. The result of the study could help to provide solutions

to administrator problems regarding the lack of face-to-face classes and better come

up with an alternative mode of learning such as online distance learning. It could help

also in the use of instructional materials in teaching and learning biological concepts;

formulation of policies to improve science instruction by the use of educational video

clips; and, and allotment of budget to support program implementation.

Curriculum Developer. The result of the study could give broader insight and

help curriculum developers design a new paradigm of a curriculum suitable for the

use of online distance learning. The supplementary educational video clips will

motivate more the students and continually provide effective and efficient education

for the learners in times of crisis such as the COVID-19 Pandemic.

Department of Education (DepEd). The findings of the study will give them

an idea of the importance of educational video clips as a supplementary help in

learning biological concepts through online distance learning, In this generation, aside

from having an actual teacher, videos too can give other learnings and help students

motivate in studying to achieve higher academic performance in science specifically

in biology.

Future Researchers. The finding of the study would provide a meaningful

and useful reference for further research. Further, this study should light the path to

future investigation in science pedagogy which provides relevant needs to the teachers

and learners.

Scope and Delimitations of the Study

This study will be limited to the role of educational video clips in biological

concepts through online distance learning among Senior High School students in

MSU Marawi City and to determine the perceptions of the students and the

effectiveness of the educational video clips in biological concepts during online

distance learning and how it will improve their engagement in learning areas

specifically in biological concepts.

This will be quantitative and qualitative research that will be focused on

investigating the role of educational video clips in biological concepts through online

distance learning among Senior High School students in MSU Marawi City, the data

that will be used in this study will be limited to students’ responses to questionnaire,

semi-structured interview and observation checklist.

The respondents of the study will be the senior high school students in MSU

Marawi City both from Grade 11 and Grade 12 taking up biology subjects SY. 2021-

2022 with a total of 150 students.

Definition of Terms

To avoid ambiguity and to help readers understand clearly the other terms

used in this study, certain significant terms have been defined conceptually and

operationally.

Biological Concepts. This refers to the study of living things and their vital

processes. In this study, it is the biological concepts as a lesson by putting on a video

used by the teachers during online distance learning.

Educational Video Clip. This refers to the self-contained motion picture, the high-

quality documentary film primarily used for science instruction (Attia, 1997 as cited

by Guro 2011). These are mostly found on cable, and broadcast television like the

Discovery Channel, National Geographic, and others. It can also be found on

Youtube.com as the other videos are self-shot by the speaker itself or videos that are

interesting and have very creative motions in which the students might grow their

interests on it. This study refers to 15–20-minute educational video clips that

supplement lectures on biological concepts through online distance learning.

Mean Gain score. This refers to the difference between the pretest and post-test

scores of a measure (Fraenkel, Hyun, and Wallen, 2012). In this study, it refers to the

acquired pretest score of the students before the intervention and post-test scores of

the students right after the intervention thus getting the standard deviation of the gain

score by post-test minus pretest score for each respondent.

Motivation. This refers to a process that initiates, guides, and maintains goal-oriented

behaviors. It is the biological, emotional, social, and cognitive forces that activate

behavior (Cherry, 2020). In this study, it is the level of desire of the students on using

educational video clips during this pandemic where the mode of learning is online.
Online Distance Learning. This refers to a learning environment that uses the

internet and other technological devices and tools for synchronous and asynchronous

instructional delivery and management of academic programs (Usher and Baral,

2020). In this study, it is the mode of learning used by the teacher and students during

their class sessions.

Theoretical Framework

This study will be anchored on several relevant theories that will help make

the teaching and learning of biological concepts easily understood with the

supplementary help of educational video clips despite having online distance learning.

These selected theories specify that teaching and learning simultaneously online can

be improved through the different environmental conditions of teachings, namely:

The online collaborative learning theory by Harasim (2012); the Replacement,

Amplification, and Transformation (RAT) Model by Hughes (2006); Extrinsic and

Intrinsic theory (Ryan & Deci, 2000); and Self-Determination Theory (Ryan & Deci,

2017).

Online Collaborative Learning Theory

OCL theory provides a learning model in which students are encouraged and

supported to collaborate to create knowledge: to invent, explore ways to innovate,

and, in doing so, seek the conceptual knowledge required to solve problems rather

than recite what they believe is the correct answer. While OCL theory encourages

learners to be active and engaged, this is not sufficient for learning or knowledge

construction. The teacher, according to OCL theory, plays an important role not as a

fellow learner, but as a link to the knowledge community, or the state of the art in that

discipline. Learning is defined as conceptual change, and it is essential for knowledge

construction. The learning activity must be informed and guided by discipline norms

and a discourse process that emphasizes conceptual learning and knowledge building.

This approach to using technology for teaching differs significantly from the

more objectivist approaches found in computer-assisted learning, teaching machines,

and artificial intelligence applications to education, which primarily aim to replace at

least some of the activities traditionally performed by human teachers. The purpose of

online collaborative learning is not to replace instructors, but rather to utilize

technology to promote and improve communication between teachers and students,

with a particular approach to learning development centered on knowledge production

facilitated and developed by social discourse.

The Replacement, Amplification, and Transformation (RAT) Model

The RAT Model, developed by Hughes (2006) allows teachers to self-assess

their integration of technology in the classroom. According to the RAT Model, digital

technology can be used as replacement, amplification, or transformation in the

classroom. Replacement refers to the use of technology that in no way changes

instructional practices. The technology is simply a different means to the same

instructional end and Amplification is when the task remains fundamentally the same,

but the use of technology increases efficiency, effectiveness, and/or productivity.

Transformation occurs when technology reinvents aspects of instruction,

learning, or curriculum in new and inventive ways. While all of these categories may

be used, amplification and transformation are more effective than replacement.

Teachers are encouraged to use the RAT Model to reflect on and assess their use of

technology in the classroom (Hughes, 2006).

This RAT model will help the researcher in establishing the impact of the

technology on a teacher’s previous practices. It will be a useful model for teaching

technology integration because it is clear, compatible, and fruitful. It also emphasized

that technology is a means to an end that balances parsimony and comprehensiveness,

and focuses on learners.

Extrinsic and Intrinsic Motivation Theory

Extrinsic and intrinsic motivation have both been extensively studied, and the

differences between them have provided crucial insight into both developmental and

educational practices. As a reflection of people's innate desire to learn and assimilate,

intrinsic motivation is still a crucial concept. The argument is that extrinsic

motivation, which can either represent external control or genuine self-regulation,

varies significantly in its relative autonomy. Both classes of motives' relationships to

fundamental human needs for autonomy, competence, and relatedness are discussed

as cited by Ryan & Deci (2000).

To do anything, one must be motivated. Consequently, a person is said to be

uninspired if they lack any inspiration or push to perform, as opposed to motivated

when they are energized or stimulated toward a goal. Most people who work or play

with others are, as a result, concerned with motivation. They must consider how much

motivation they or others have for a job, and practitioners of all kinds are constantly

faced with the challenge of encouraging more or less drive in those around them.

Considering motivation as a unitary phenomenon that ranges from having very little

incentive to act to have a lot of it, most theories of motivation reflect these problems

(Ryan & Deci, 2000).

However, even a little moment of thought reveals that motivation is not a

singular phenomenon. People differ not just in their levels of motivation but also in

their motivational styles. In other words, their drive varies not only in intensity (i.e.,

how much incentive there is) but also in direction (i.e., what type of motivation). The
underlying attitudes and objectives that give birth to action, or the "why" of acts, are

the subject of the orientation of motivation. A student could be strongly driven to

complete homework, for instance, out of curiosity and interest or, conversely, out of a

desire to win the favor of a teacher or parent. A student could be inspired to pick up

new skills if they see their potential use or worth, or if they know that doing so would

help them get excellent grades and the benefits that come with them. Although the

degree of motivation shown in these cases may not differ, the type and emphasis of

the drive are unquestionably different.

In sum, this theory relates to the study on how educators, parents, and other

socializers can encourage the more commonly portrayed "alienated" type of extrinsic

motivation, which is linked to low student persistence, interest, and involvement, or

how they can lead students to internalize the responsibility and sense of value for

extrinsic goals.

Self-Determination Theory

In the self-determination theory (SDT), a theory of human motivation, people

are seen as being proactive (Ryan & Deci, 2017). According to the meta-theory

guiding SDT, all people have innate impulses to develop, overcome obstacles, and

voluntarily incorporate new experiences. However, these developmental tendencies

do not function alone; they need a supportive environment. Unfortunately, these

tendencies are suppressed in many social settings, including schools, which results in

a lack of compliance, oppositional behaviors, and disengagement. For instance, a

large number of high school students choose to drop out before receiving their

graduation each year because they believe that schools are prisons or because they

believe they are inept.

 As a result, according to SDT, how an individual develops depends on how

they interact with their social settings. Six mini-theories that makeup SDT are

developed to explain a collection of occurrences. Each hence focuses on a certain

aspect of personality or motivational functioning. In this essay, a few ideas from these

mini-theories, including regulatory kinds, objectives, psychological requirements, and

autonomy-promoting activities, are discussed. A significant focus was placed on

intervention programs at schools created to assist kids' psychological needs and

autonomous regulations because the idea was initially developed to help people live

satisfying lives. The application of SDT to the field of school psychology is then

discussed.

Students may complete schoolwork for a variety of reasons. These motivating

factors are crucial in SDT since they do not provide results of the same caliber.

Different forms of reasons (or motivation, from here on) that vary in terms of self-

determination can be distinguished (i.e., the extent to which a behavior originates

from the self). As a result, some of them are independent while others are managed.

When someone engages in an activity for its purpose, for the enjoyment and

satisfaction it brings, they are acting autonomously and with intrinsic motivation

(Ryan & Deci, 2000). For instance, it is stated that pupils who like reading are

intrinsically driven to do so. Extrinsic motivation is the practice of activity for

purposes other than its inherent merits. Extrinsic motivation comes in a variety of

forms, each with varying levels of autonomy or self-determination, according to SDT.

External regulation, introjected regulation, identifiable regulation, and integrated

regulation range from minimal to high autonomy (Ryan & Deci, 2000). While

recognized and integrated rules are autonomous, external and introjected regulations

are categorized as controlled motives for action. Because some extrinsic motivations
are categorized by SDT as volitional, even students who lack intrinsic motivation for

a particular academic subject may still benefit from it in terms of their cognitive,

affective, and behavioral development if those extrinsic motivations are consistent

with their sense of "self."

The study's ability to pinpoint students' learning goals is made possible by this

theory. Students' motivation to do their studies might come from a variety of sources.

The degree of autonomy or self-determination varies among the various extrinsic

incentive types. The four categories of regulation that range from low to high

autonomy are external, introjected, identified, and integrated. Identifiable and

integrated rules are classified as autonomous, whereas external and introjected rules

are controlled causes of action.

Conceptual Framework

With the aforementioned theories and studies, this research has been

conceptualized. The researcher will utilize the independent-dependent variable model

used in behavioral sciences (Figure). The terms “dependent variable” and

“independent variable” will be used in similar but in different ways in statistics and

social sciences as part of the standard terminologies in those subjects. They will be

used to distinguish between two types of quantities being considered, separating

them into those available at the start of a process and those being created by it, where

the latter (dependent variables) are dependent on the former (independent variables)

(Victorino, 2011).

This study aims to determine the role of educational video clips in biological

concepts through online distance learning among Senior High School students in

MSU Marawi City.

 The schematic diagram in Figure 1 showed the different variables that will be

used in this study. The dependent variables will be the perception of students on the

use of online distance learning. The independent variable comprises age, sex, grade

level; strand; educational attainment; and family income. The challenges encountered

by teachers in the implementation of online distance learning will be the intervening

variables in the study.

Significant relationships among variables will be established with the use of

appropriate statistical tools. Expectedly, at the end of this study, the role of

educational video clips in biological concepts in the new distance learning will be

established and how it affects student engagement in the new learning landscape.

Figure 1 shows the research paradigm of the conceptual framework of the

study.
 The motivation of
Students in using
Educational Video
Clips in their Online
Distance Learning in
terms of:
1. Learning Process;
Students’ Personal 2. Role Of Teachers;
Profile 3. Participation And
1. Age; Attention;
2. Gender; 4. Technical And
3. Grade Level; Educational Video Clips Infrastructure; and
4. Strand; 5. Time Management
5. Family Income;
6. Educational in Biology
Attainment;
7. Mother’s
Occupation; and Perception of Students
8. Father’s on the use of Online
Occupation? Distance Learning in
terms of:
1. Learning Process;
2. Role of Teachers;
and
3. Perceived
usefulness of video
clips

Figure 1. Research Paradigm