Effectiveness of Video Based Instruction 0498b459

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Effectiveness of Vide
ideo-Based Instruction, Teachers’ Perf
erformance and
Challenges among Jun
unior High School Teachers in the Newew Normal in the
Distric
rict of Masinloc, Division of Zambales
Shirley H. Fabunan, MAEd-EA

President Ramon Magsaysayy State
S University Bamban National High Scho
hool, School Division of
Zambales
Emma C. Ventura, Ed.D
Adviser, Presid
ident Ramon Magsaysay State University, Phil
hilippines
Abstract
The video-based instruction ((VBI) was used as alternative classroom teaching te and learning
instruction and observation processes
pr which is common in today’s educatio tional venues in the new
normal of education. Howeve ever, there has been a dearth of awareness ss and training to help
teachers critically analyze andnd effectively utilize video-based instruction oof authentic classroom
instruction for their technolog
logical and pedagogical development. The stu study aimed to evaluate
the effectiveness of video-bas ased instruction as a teaching approach and an its relation to the
teacher performance and cha hallenges among Junior High School Teacher ers in the New Normal
situation in the district of Masi
asinloc, Division of Zambales during the Schoo ool Year 2020-2021.
The study employed the descriiptive – evaluation research design. The resea searcher administered a
validated Likert – scale que uestionnaires to ninety- five (95) Junior H High school teacher-
respondents from the six highh schools
s in Masinloc District. Data were anal alyzed using descriptive
and inferential statistics. Thee results revealed that majority of the teacherer-respondents obtained
Outstanding performance ratin tings based on their Classroom Observation Tool. To More so, teacher-
respondents assessed strongly ly effective on the level of effectiveness using video-based
vi instruction
in terms of pedagogical con ontent, individual learning focus, ability to work at own pace,
increased engagement and eas ase of creating video using mobile technology, y, respectively.
Furthermore, the results indindicate that there is no significant differenc nce on the dimensions
towards level of effectivenesness using video-based instruction as to Pedagogical
P Content,
Individual Learning Focus, A Ability to work at own Pace, Increased Eng ngagement and Ease of
creating video using mobile technology
tec respectively. There is no significant
ant relationship between
the level of teaching performa
mance and the level of effectiveness using vid video-based instruction.
Likewise, there is no significan
cant relationship between the level of teachingng performance and the
challenges encountered usingg video-based instruction. The teacher capabil bility program is hereby
proposed in order to enhance ce teachers’ capability and competence in thee implementation of the
Video-Based Instruction.
Based on the salient findings gs and the conclusions arrived at, the researc
archer have offered the
following recommendations:: ((1) The District of Masinloc may provide training,
tr seminars and
workshops on the use of Vide deo Based instruction in order to enhance their
the competence in the
utilization of the Video Bas ased instruction to the pilot schools; (2) The T Local Municipal
Government is encouraged to prioritize the installation of internet connecnectivity and strengthen
the electrical distribution to the
th community and also as much as possible le to the remote areas
(3) Since Masinloc District made
ma an effort and initiated the implementatio tion of the new learning
platform, the local leaders, sta
stakeholders, students, parents is encouragedd to
t give full support to
make the program meaningful ul and increase learners level of knowledge and
an understanding; (4)
Copyright (c) 2021 Author (s). This is ann open-access article distributed under the
terms of Creative Commons Attribution n License (CC BY).To view a copy of this me 4, Issue 9, Sep 2021 | 1
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Teachers may be provided w with special training to enhance their capapability on stimulating
students’ proactive behaviorr and
a maintain learners attention and participa
ipation even through on
online learning; and (5) Condnduct parallel or similar study with in-depthh and
a wider in scope so
as to validate and confirm thee findings of the study.
Keywords: new normal, teache
hers’ performance and challenges, video-based
sed instruction
Introduction
The Department of Education
on (DepEd) recognizes the need to provide und ndisrupted opportunities
for learning to students des
espite the COVID19 pandemic and have correspondingly
c made
statements on the need forr fflexible/alternative delivery mechanisms for
fo implementing their
programs (Ogena et al., 2020
20). To address these issues, the Departmentt oof Education (DepEd)
implemented the TV and radio-based
rad solutions in areas with limited access
a to the Internet,
through the implementation oof RA 8375, which allots 15 percent of thee total
t daily airtime in a
broadcast network to child-ffriendly content (Buenviaje, 2021). From om this, the education
department launched DepEdd TV—a program that converts self-learning ing modules into video
lessons that can be accessedd through IBC13 and Solar Learning Outlets ets. It features “teacher-
broadcasters” who underwent
ent training on how to effectively deliver less
essons via pre-recorded
videos.
More so, based on the Guid idelines on the Implementation of the Resulsults-based Performance
Management System (RPMS) S) for School Year 2020-2021, it elaborateses that observation of a
video lesson as one of the alt
alternative classroom observation processes are
ar almost similar with
the process done in face-to-fac
face instruction which follows the Classroom
m Observation Tools for
RPMS rubric (Memorandum DM-PHROD
D 2021-0010).
Given the multitude of acadeademic and behavioral difficulties that occurur amidst of pandemic,
teaching is a daunting activit
vity. When faced with a large class filled witith different needs and
insufficient teacher-aide suppo
pport, teachers are required to effectively deve
evelop and nurture each
learner, which may seem likee an
a unrealistic expectation
Teachers often struggle to find
fi ways to amplify the Most Essential LearningLe Competencies
(MELCs) in the new normal al of education. Considerably, digital technoloology in new normal of
education allows teachers and
nd administrators to find entirely new answerss tto what students learn,
how students learn, where students
stu learn and when they learn. Technologogy can enable teachers
and students to access special
ialized materials well beyond textbooks, in m multiple formats and in
ways that can bridge time and nd space (Velunta, 2021). Of all the emerging ng areas of technology,
video has been one of the mos ost widely used tools for teaching and learning
ing (Zhang et al., 2011).
The technological infrastructuture for the use of instructional and profession
ional videos is common
in today’s educational venues.
es. In addition, video lesson can be a great too
tool to assist students in
gaining that deeper understand
nding of content. However, there has been a dearth
de of awareness and
training to help teachers critic
itically analyze and effectively utilize video lesson
le in the authentic
classroom instruction for their
eir professional development (Hong & Riper, 2016).
20
Stansbury (2015) stressed that
hat teacher-generated video can have a positiveive influence on student
satisfaction and engagementt in distance learning. Video lessons have alsoso proven to have a high
level of effectiveness as a to
tool to enhance the quality of teaching (Cala alandra & Rich, 2015).
Taking aside, creating interes
resting, video lessons does take some plannin ing and technical skill.
However, many of teachers la lack digital proficiency in creating videos for
or their instruction. The
sudden shift of the learning modality
m from face-to-face to distance learning
ing likewise shocked the
teaching community in the pre
preparation of materials to be provided to thee learners.
l Assessing the
effects of such video-based instruction
in (VBI) on situated knowledge requ quires valid instruments
that are able to represent the
he complexity of teaching (Gold & Holodyns ynski, 2017). Moreover,
despite the advantages of VB BI, it also imposes a number of challenges (Blomeke
(B et al., 2015).
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One of these is context depend

ndence or the idiosyncratic effects related to the
th particular situations
depicted in the classroom vid
videos. For standardized assessments, this ca can lead particularly to
problems with validity and reli
eliability (Gold & Holodynski, 2017).
This study anchored in thehe Constructivism Theory which the idea th that learners construct
knowledge for themselves.. Constructivists assume that learners do not just comprehend
information as they encounter
er but also, they do a great deal with the inform
rmation they get, trying
to organize and make sense them
th in light of prior knowledge, experience,e, mental structures, and
beliefs. (Samosa, 2021). Con
onstructivists claim that learning occurs when hen a learner constructs
knowledge for themselves (ea
(each learner individually and socially construtruct meaning) based on
past experience.
Constructivism is student-cenentered that means learners play active roles es in learning activities.
When learners, active in learn
arning activities, can engage and motivate lear earning more effectively
than activities where learners
rs are passive. Learners are expected to learn betterb when instruction
is constructed based on constru
structivism; learners use prior knowledge to sol olve complex problems,
discover things by themselves es, and control the pace of learning. Therefor fore, we can expect that
self-motivated and interactive
ive learning would improve learning outcom ome. The constructivist
learning theory argues that learners
lea should engage in the process of learnin ning instead of finding a
correct answer. On the otherr hand,
h teachers’ role, in this theory, is to helpp llearners when it comes
to their own understanding in instead of giving a lecture. Therefore, richer er learning environment
such as graphics, video, andd other media and educational materials is re required to aid learners
discover things by themsel selves. This environment also enhances le learners’ interest and
participation to learning mate
aterials. From this idea that the qualities off good g video lesson on
teaching were underpinned wit
with these theoretical principles.
Hence, the researcher is promp
mpted to explore the level of effectiveness off video-based
v instruction
in the new normal in relationn to
t the teachers’ performance and challengess in its utilization among
the teachers at Junior High Sch
chool in Masinloc District, Division of Zamba bales. The results of this
study will be the basis of capac
pacity building program in the new normal off eeducation.
RESEARCH QUESTION
The study aimed to assess the effectiveness of video-based instruction as a teaching approach
and its relation to the teacher
er performance, and challenges among Juniorr H
High School Teachers
in the New Normal situationn in the district of Masinloc, Division of Zamba
bales during the School
Year 2020-2021.
Specifically, this research soug
ught to answer the following questions:
1. What is the level of Teachi
ching Performance of JHS teacher-respondents
ts during the SY 2020-
2021 based on their classs observation
o tools?
2. How do the level of effecti
ctiveness of Video-Based Instruction in teachin
hing in the New Normal
be described by the teache
hers with regards to the following aspects:
a. Pedagogical Content;
b. Individual Learning Fo
Focus;
c. Ability of Work at Ow
wn Pace;
d. Increased Engagement;
nt;
e. Ease of Creating Video
eos Using Mobile Technologies?
3. What are the challenges in using Video-Based Instruction among teache
cher- respondents as to:
a. Instructional Challenge
ges; and
b. Technological Challeng
enges
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4. Is there significant differen

rence on the level of effectiveness of Video-Ba
Based Instruction among
teachers in the New Norma mal?
5. Is there significant relat
lationship between teachers’ performance and
a the Video-Based
Instruction assessment inn the
th New Normal?
6. Is there significant relatio
tionship between teachers’ performance andd the challenges using
Video-Based Instruction in the New Normal?
7. What Capability Building
ng program maybe proposed to enhance Video
eo-Based Instruction in
the New Normal?
METHODOLOGY
The research study employedd thet descriptive evaluative research design. Samosa
Sa (2020), pointed
out that descriptive - evaluati
ation research assess the effects, impacts orr ooutcomes of practices,
policies, or program. This method
me of investigation measured the effective
iveness of using Video-
based instruction in teaching
ing, assessed the teachers’ performance base ased on the Classroom
Observation Tool (COT) ali aligned with the results-based performance ce management system
(RPMS), and the challenges of o Junior High School Teachers in the New Normal
N situation in the
district of Masinloc, Divisionn of Zambales during the School Year 2020-22021. The respondents
of this study were the ninety-ffive (95) Public Junior High School in Masinsinloc District, Division
of Zambales during the Scho chool Year 2020-2021. The respondents we were selected based on
purposive sampling design which
w comprises the following Schools: Ba Bamban National High
School, Bani National High School,
Sc Sto. Rosario Integrated School, Taltal
al N
National High School,
Coto High School and San Sal alvador National High School.
The questionnaire was thee main tool used in this study in gatherin ring data needed. This
questionnaire is a research ins
instrument consisting of series of items for the purpose of gathering
information from the respondedents. The researcher used the structured ques
estionnaire which was a
researcher made instrument wiwith 4 Likert scale survey formulated based on literature and studies.
The indicators used in this stu
tudy were carefully chosen and improved afterter several consultations
and discussions with the advis
viser. Important points were chosen that couldld necessarily represent
the essence, substance, and intention
int of the study. The instruments compose
osed of three (3) parts:
Part I, involved the level of T
Teaching Performance of JHS teacher-responondents during the SY
2020-2021 based on their cclass observation tools. Then, Part II, focu ocused on the level of
effectiveness of the video-bbased instruction in teaching in the new w normal in terms of
Pedagogical Content, Individ idual Learning Focus, Ability of Work att OwnO Pace, Increased
Engagement and Ease of Creating
Cr Videos Using Mobile Technologies ies. Part III dealt on
determining the challenges in using
u Video-Based Instruction in terms of Instructional
In Challenges
and Technological Challenges es.
The researcher sought pre-app pproval from the members of research panel to assure on correctness
of the questionnaire used in th the study. After which, the researcher condu
ducted a dry run or trial
among ten teachers for the validation
va using Cronbach. Alpha Test of VaValidity and Reliability.
All noted discrepancies or vagague statement on the instrument were integrate
ated and incorporated in
the finalization of the instrume
ment.
More so, the data from the st
study were gathered and collected. Upon the approval of the final
draft of the instruments by tthe research adviser, the researcher wrotee a letter to the School
Division Superintendent (SDS
DS) for approval to conduct a research stud udy on the video-based
instruction in the new normaal in relation to the teachers’ performance aamong the teachers at
Junior High School in Mas asinloc District, Division of Zambales. Uppon the approval and
endorsement of the Schools ls Division Superintendent., the researcher asked
a the help of the
Principal or School Head in the
th distribution of questionnaire to the Junior
ior High school teachers
for the actual conduct of the study. The conduct of the study was her ereby granted with the
condition that no government
nt funds shall be used during the conduct of the
th activity, classes will
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not be disrupted as indicated in DepED Order No. 9 s. 2005 re: “Institutinging Measures to Increase
Engaged Time-on-Task and Ensuring
E Compliance Therewith” and proper er coordination with the
school principal shall be arrang
anged prior to the conduct of the said activity.
The researcher sent the survey
ey questionnaire to all teacher- respondents of the study via Google
form. On some cases where re there was face to face setup, proper health
lth protocol was strictly
followed like wearing of mask
sk wearing and face shield, physical distancing
ng, and hand sanitizing.
After the collection of data, the
th researcher tallied, tabulated all the data and
nd information acquired
and were statistically analyzed
ed and interpreted.
The data gathered from this stu
study were subjected to the following data anal
alysis.
Percentage and Frequency. The
T percentage and frequency distribution were w used to determine
the frequency counts and perce
rcentage distribution of personal related variabl
ables of the respondents.
Weighted Mean. The weigh ghted mean was used to assess the Teaching
ng Performance of JHS
teacher-respondents during the
th SY 2020-2021 based on their class observ
ervation tools that were
analyzed with verbal interpreta
etation adapted in RPMS:
Weighte
hted Mean Verbal Interpre
retation
4.50
50-5.00 Outstanding
ing
3.50
50-4.49 Very Satisfact
actory
2.50
50-3.49 Satisfactory
ory
1.50
50-2.49 Unsatisfacto
tory
1.00
00-1.49 Poor
Weighted Mean was also used
use to determine the level of effectivenesss iin using Video-Based
Instruction in the New Normal
al with verbal interpretation of:
Weighte
hted Mean Verbal Interpre retation
3.50
50-4.00 Strongly Effectiv
tive (SE)
2.50
50-3.49 Effective (E
(E)
1.50
50-2.49 Ineffectivee (I)
(
1.00
00-1.49 Extremely Ineffect
ective (EI)
Likewise, the challenges encountered
en in using Video-Based Instruc uction among teacher-
respondents were analyzed usi
using weighted mean with verbal interpretationn of:
Weighte
hted Mean Verbal Interpre
retation
3.50
50-4.00 Strongly Agree
ee (SA)
2.50
50-3.49 Agree (A)
A)
1.50
50-2.49 Disagree (D)
(D
1.00
00-1.49 Strongly Disagre
ree (SD)
Pearson – Product Momentt C Correlation Coefficient. This was used to indicate
in the significant
relationshipbetween teachers’
s’ performance and the Video-Based Instruct
ction assessment in the
New Normal. Similarly, thee test
t of significant relationship between teachhers’ performance and
the challenges using Video-Ba
Based Instruction in the New Normal.
Qualitative Interpretation of the Computed Pearson Correlation Coeff
fficient r
Correlation Coefficient V
Value Interpretation of Correlation Coefficient
C Value
± 0.00 to ±0.20 negligible correlati
ation.
±0.21 to ±0.40 low or slight correla
lation.
±0.41 to ±0.70 moderate relationsh
nship
±0.71 to ±0.90 high relationship
ip.
±0.91 to ±0.99 very high relationsh
nship
±1.00 perfect correlatio
tion
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Analysis of Variance (ANOV VA) is a statistical technique that is used too check
c if the means of
two or more groups are sig ignificantly different from each other specif cifically the significant
difference on the assessmentt oof Video-Based Instruction among teachers in the New Normal.
RESULTS & DISCUSSION
The data acquired in this investigation
in was rigorously evaluated andd interpreted to ensure
transparency and correctness.
Table 1 Level of Teaching P
Performance based on the Classroom Obse
servation Tool for the
SY 2020-2021
Level of effectiveness of Video-Based
Vid Instruction in Frequency Percentage
teaching in thee New Normal (f) (%)
Poor (2.50 – 3.499) 0 0.00
Unsatisfactoryy ((3.50 – 4.499) 0 0.00
Satisfactory (4.50
(4 – 5.499) 0 0.00
Very Satisfactory
ory (5.50 – 6.499 6 6.30
Outstanding (6.50
(6 – 7.00) 89 93.70
Tota
otal 95 100.00
Mean off Teaching Performance= 6.94 (Outstandinging)
Results show that majority of the teacher-respondents obtained an “Outs tstanding” performance
based on the Classroom Obs bservation Tool for the School Year 2020-20 2021 with 89 or 93.70
percent. While 6 or 6.30 pe percent of the teachers garnered “Very Satisf
tisfactory” performance.
Nobody among the teacher-re respondents obtained Satisfactory, Unsatisfac
factory of Poor ratings,
respectively. Overall, the m mean rating of teacher-respondents teachingg pperformance based on
the Classroom Observationn Tool was recorded as 6.94 with a desc scriptive equivalent of
“Outstanding”. The results imply
im that the teacher-respondents have demo
monstrated a very good
competence in preparing and nd using video-based instruction in the New ew Normal to enhance
learner’s motivation in learnin
ing. Since majority of the teacher-respondentsts obtained Outstanding
performance, this clearly indidicates that teachers are performing to theirr bbest in the delivery of
services to the pupils in the District
Di of Masinloc.
In the current study, the teacheher performance was based on the classroom observation
o tool (COT)
utilizing the RPMS (Results-bbased Performance Management System) tool ools. Due to the CoVid-
19 pandemic, it has affectedd ttremendously our education system during th the School Year 2020-
2021 that prompted the Depart artment of Education (DepEd) to shift to Modu
dule Learning and made
use of various distance learninning delivery modalities (DLDMs) includingg VVideo-Based Learning
particularly in the District off Masinloc
M in the Division of Zambales.
Table 2: Assessment of the Teacher-Respondents
T on the Level of Effect
ectiveness using Video-
based Instruction
Level of effectivenesss using
u video-based Overall Weighted Qualitative
instructi
ction Mean Interpretation
Pedagogicall Content
C 3.44 Strongly Effective
Individual Learn
rning Focus 3.40 Strongly Effective
Ability of Work ata Own Pace 3.38 Strongly Effective
Increased Enga
gagement 3.36 Strongly Effective
Ease of Creating Videos Usining Mobile Technologies 3.35 Strongly Effective
Grand M Mean 3.39 Strongly Effective
Table 2 shows the summaryy table
t on the assessment of the teacher-respon
pondents on the level of
effectiveness using video-ba
based instruction. The teacher-respondents nts assessed “strongly
effective” on all dimensions
ns in which Pedagogical Contents obtained ed the highest overall
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ranked 1st; Individual Learning Focus, 3.40 and

weighted mean of 3.44 and ran nd ranked 2nd; Ability of
work at Own pace, 3.38 andd rranked 3 ; Increased Engagement, 3.36 andd ranked 4th while Ease
rd
of Creating Videos using mobobile technologies with lowest mean value of 3.35 and ranked 5th.
The computed overall grandd mmean on the responses towards level of effec fectiveness using video-
based instruction was 3.39 wit
ith qualitative interpretation of “Strongly Effec
fective”.
In line with the study of Cons
nsequently, Bravo et. al (2011), that the use of videos has a positive
effect upon students’ perceptption regarding the enhancement of their learning
lea motivation. the
authors recommend the use of educational videos as a common practice in different universities,
given the very positive results
lts obtained in this research. More so on the stu
tudy of Gezegin (2014),
using the use of video, it was
wa evident that was lead better vocabulary ry learning in language
classrooms as compared to the th use of audio material only. The found eeffect of video-use on
learning target expressions su
supports the positive prediction of this study.
y. Although exposure to
different kinds of materialss such
s as spoken language, printed text orr visual
v information all
convey the same message, th the way they are comprehended as input can an vary from context to
context and from student to student.
s The results of this study indicate tha
that if these devices are
used with right materials,, they can be useful for teaching and learning. le Furthermore,
Resurreccion (2014), supporterted that using videos lesson, students performrmed better in analysis,
synthesis, and evaluation leve
vels in specific lessons in Physics based. In addition
ad to the study of
Mendoza et al. (2015), conf nfirmed that the effectiveness of video pres resentation to students’
learning.
Table 3: Challenges of the Teacher-Respondents Using Video-baased Instruction
Challenges of using vid
ideo-based Overall Weighted Qualitative
instruction Mean Interpretation
Instructional Challe
llenges 2.77 Agree
Technological Chall
allenges 2.68 Agree
Grand Mean 2.73 Agree
Table 3 presents perceptionss oof the teacher-respondents on the challenges
es of using video-based
instruction. The teacher-resp
spondents “agreed” on the two dimensions ns where Instructional
Challenges obtained the hig ighest overall weighted mean of 3.77 and nd ranked 1st. While
Technological Challenges wit ith the lowest mean value of 2.68 and rankeked 2nd. The computed
overall grand mean on the responses
res towards challenges encountered byy teachers using video-
based instruction was 2.73 wit
ith qualitative interpretation of “Agree”.
The data implies that the teach
chers have to face the challenges particularly on
o instructional aspects
and make students be more pr proactive even when pupils are connected onlinline. The teachers may
give more efforts in the prepa
paration for video-based instruction so learner
ners may be encouraged
and motivated to do future tasks
ta and projects related to their subjects. Teachers
T may need to
enhance their knowledge on instructional
i design, formulation of effective
ve assessment strategies
in assessing student’s progres
ess and development. Parents may also bee encouraged
e to provide
needed electronic gadgets to students
st so they may have an access for video-based instruction.
Table 4: Analysis of Varianc
nce to test significant difference on the level
el of
o effectiveness using
video-based instruction
Sources of Variations SS Df MS F Sig. Decision
Betw
etween
0.455 4 0.114 0.382 0
0.821
*Pedagogical Content Gro roups
*Individual Learning Witithin
139.667 470 0.297
Focus Gro
roups
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*Ability of Work at
Own Pace
*Increased Engagement Accept Null
*Ease of Creating Hypothesis
To
Total 140.121 474
Videos Using Mobile
Technologies
Not Significant
To determine the significantt difference

d in the assessment of on the levelel of effectiveness using
video-based instruction., the researcher
re employed Analysis of Variance (ANOVA)
(A to determine
the extent difference betweenen the means of two or more groups on thee variables
v under study.
The results of the ANOVA testtes of differences on the extent difference off teacher
t respondents on
the level of effectiveness usin
ing video-based instruction has no significant nt difference in terms of
Pedagogical Content, Individ idual Learning Focus, Ability of Work att O Own Pace, Increased
Engagement, and Ease of Crea reating Videos Using Mobile Technologies. as can be gleaned on P-
value of 0.821. Further discucussion showed that the comparison of the P-value exceeds on the
given (>) 0.05 alpha levell of o significance, giving the researcher reaso ason to accept the null
hypothesis, hence there is no significant difference on the level of effec fectiveness using video-
based instruction. This findin
ding supports on the study of Bozkurt & Sh Sharma, (2020) as they
averred that the utilization of video-based instruction also poses challen enges to teachers. With
Covid-19 pandemic, it has bbecome clearer that education system is susceptiblesu to external
dangers. Likewise, the studyy of Ribeiro (2020) rightly noted that this digital
dig transformation of
instructional delivery came wi
with several logistical challenges and attitudina
nal modifications. In the
study of Feldman as cited in A Adedoyin & Soykan (2020) reiterated that while
wh addressing student
assessment during this pandememic on how districts can legislate unbiased anand evenhanded grading
policies based on these recom ommendations; (i) pandemic related anxiety ty would have negative
effects on student academic peperformance, (ii) academic performance of students
stu might be affect
by racial, economic and resou
source differences, and (iii) the larger parts of o instructors were not
effectively ready to deliver high-quality
h instruction remotely. On the same
sam vein, the study of
Johnson et al. (2016) averre rred that although teachers generally appre reciate the benefits of
educational technologies, theyey often find smooth and effective integratio tion of new educational
technologies challenging. From
Fro acquisition of new technology equipm pment to adaptation of
curricula and teaching techniq
niques to incorporate new educational tools,, ttechnology integration
presents significant challenges
es to educators at each level of school systems. s.
Table 5: Pearson Product Moment
M Coefficient of Correlation to Testt Relationship
R between
Teaching Performance aand the Level of Effectiveness using Video-bbased Instruction
Teaching Level off Effectiveness using
Sources of Correlat
ations
Performance video-bbased instruction
Pearson
on Correlation 1 -0.168
Teaching
Sig.
g. (2-tailed) 0.104
Performance
N 95 95
Pearson
on Correlation -0.168 1
Level of
Sig.
g. (2-tailed) 0.104
Effectiveness
N 95 95
The data revealed the obtained
ed Pearson r value -0.168 denotes negligible co correlation. This means
the higher the teaching Perfor
formance, might be the higher is the Level of o Effectiveness of the
Video – Based – Instruction. Since
S the computed Sig. (2-tailed) test valuee of
o 0.104 is greater than
0.05 Alpha Level of Signific
ificance, giving the researcher reasons to accept
ac in favor of null
hypothesis. This may be saf afely concluded that there is no significant nt relationship between
teaching performance and thee level of effectiveness using video-based instr
struction.
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This finding is in contrast witith the study of Harford et al. (2010) show that
th peer video viewing
and analysis foster pre-servicice teachers’ reflection and self-assessment,t, helping them to shift
their focus from the technical
cal aspects of their practice to a critical analy
alysis of the theoretical
concepts that support it in thee classroom. In similar manner, the Flandin and
an Ria (2012), on their
side, show that peer analysiss can
c motivate teachers to change their perspectectives and adopt new or
different ways of teaching.
Likewise, the study of Trippp aand Rich (2012) asserted that the use of vide
deo in teacher education
showed that video enables preservice
pre teachers to switch their focus from
m themselves and focus
more on students and their lear
earning. To this end, tasks involving some form
rm of interaction (with a
trainer and/or peers) were pref
referred by the participants, even though indiv
ividual tasks were more
frequently proposed by the tra
trainers. However, it was limited to training mechanisms
me wherein the
learners analyzed their ownn vvideos and thus does not provide a betterr understanding
u of how
watching another teacher (a pe
peer or unknown teacher) on video might cont ntribute to the reflective
practice of teachers.
Table 6: Pearson Product Moment
M Coefficient of Correlation to Testt R
Relationship between
Teaching Performan
ance and the Challenges of using Video-base sed Instruction
Teaching Challenges of using
C
Sources of Corre
rrelations
Performance vide
ideo-based instruction
Pea
earson Correlation 1 -0.089
Teaching
Sig. (2-tailed) 0.394
Performance
N 95 95
Pea
earson Correlation -0.089 1
Challenges Sig. (2-tailed) 0.394
N 95 95
Table 6 shows the Pearsonn Product Moment Coefficient of Correlatio tion to test relationship
between the level of teaching
ng performance and the challenges of using vi video-based instruction.
The data revealed the obtained
ed Pearson r value -0.089 denotes negligible correlation.
co This means
the higher the teaching Perfor
formance, might be the higher is the Level of o Effectiveness of the
Video – Based – Instruction. Since
S the computed Sig. (2-tailed) test valuee of
o 0.394 is greater than
0.05 Alpha Level of Signific
ificance, giving the researcher reasons to ac accept in favor of null
hypothesis. This may be safel
fely concluded that there is no significant relationship
rela between the
level of teaching performance
ce and the challenges of using video-based instr
struction.
This finding opposed on thee results
r of the studies analyzed by Brunvand nd (2010) show that the
use of video in teacher traini
ining makes it possible to analyze the same situation
s several times
from different angles, someth
ething that direct observation does not allow w. Marsh and Mitchell
(2014), confirmed that videoo can effectively be used in teacher education ion with different aims,
including developing the abili
ility to reflect on one’s own teaching skills. Th
These studies show that
using video, by exposing pres
eservice teachers to many different potentiall situations
si (and all their
complexities) and engaging them
th in a collective analysis of these situatio
tions, can help promote
deeper reflection.
Equally, the current efforts of the Department of Education in the Philip
lippines, its schools and
workforce, are towards develoeloping learning resources and upskilling and
nd retooling teachers to
support the DLDMs adoptedd by schools. As the learning delivery change ges, so do the duties of
teachers to their learners andd the performance expected of them. The expectations
ex of teachers
must be captured in their perf
erformance assessment through a more contextextualized (RPMS). The
modifications in RPMS, itss ttools, processes, and protocols, for SY 2020-2021
20 captures the
DepEd current system that go governs teachers’ functions. The selected RPPMS objectives aim to
assist teachers to adapt and/or
/or respond more quickly and effectively to em
emerging circumstances
associated with the challenges
es brought by the pandemic (Department of Edducation, 2021).
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Table 7: Proposed Teachers

rs’ Capability Program to Enhance Capabil
bility and Competence
Using Video
V based Instruction Teaching Approach
ch
Person/s Time Frame
Fr Budgetary
Key Area Objectives Strategies
Involved Requirements
Pedagogical To increase the
he Strengthen the School Heads/
Septembber 10, No budget
Content engagement of teacher- students 2021
021Teachers required
students in engagement in Students
asking questionsns utilization of VBI
via messenger,r, through collaborative
phone calls or activities after
text messages exposing on VBI by
regarding the follow -up question
subject matter of via messenger and
the instructional
al text messages on the
video. subject matter.
Pedagogical To integrate thehe Conduct INSET and School Heads/ October 1--3, 2021 MOOE
Content principles of SLAC on the Teachers P15,000.00
indigenization in application of
the VBI. indigenization on the
learning
competencies as
applied to the VBI
Pedagogical To develop Strengthen the School Heads/ October-115, 26 – MOOE

Content videos which creativity of the Teachers/ Novembber 10, P20,000.00
considers the Video lessons by Video content 2021
021
students’ the upgrading the creator/ editor
attention span of Teacher’
the students. competencies by
attending seminar –
workshop.
Individual To evaluate the
he Webinar –
Teachers/ Decembeber 6, 7 MOOE
Learning produced videos os Video expert
Workshop on and 8,, 22021 P25,000
Focus on the principle
le Personalized and
validators
of personalized
ed Individual Learning
and suited on Learners’
individualized style.
learning.
Ability of To discuss the Conduct of LAC School Heads/ January ry 221-23 MOOE
Work at Own role of VBI in session for Teachers Teachers/ 2022
022 P 22,000.00
Pace enabling to strengthen the Resource
students’ express
ess learners’ work at speakers
of their ideas and
nd own Pace by
er. integrating the other
thoughts better.
social media
platform to express
learners’ ideas and
though.
Increased To discuss the Conducts Online School Heads/ March- 21,2022
21 MOOE
Engagement role of Kamustahan and Teachers/ 5,000
instructional feedbacking for Resource
videos in Learners’ to lessen speakers /
reducing the student’s anxiety Action
student’s Conduct of action research
anxiety. research related to committee
this matter
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Ease of To train teachers

ers Conduct of in- School Heads/ April 23-225, 2022 MOOE
Creating in production of service trainings on Teachers/ Donation from
Videos Using video content video content Resource Private and
Mobile using mobile production using speakers / Local
Technologies devices. mobile devices. Government
Entity
Provide local
government P20,000.00
sponsorship or
Private entity
sponsorship on
internet
infrastructures for
the video production
(video editing
software, internet
subscription)
Create Public-
Private Partnership
on Strengthen the
easy access of VBI
at home of learners.
Instructional To discuss Conduct of teacher- School Heads/ May 22-223 and MOOE
Challenges innovative demonstration on the Teachers/ June 10-1212, 2022 P 25,000.00
teaching innovative teaching
methods using methods using
videos. videos.
Provide Coaching –
Mentoring session
by Master Teacher
integrating
Innovative VBI in
teaching
Instructional To explain Conduct of LAC School Heads/ 5, 2022
Jun 3-5, MOOE
Challenges instructional session on Teachers/ Donation from
design for VBI.I. instructional design Private and
for VBI Local
Government
Create a adopt the Entity
school program P26,000.00
imitated by SUC or
Private University to
strengthen the
Teachers’ capacity in
Instructional Design
in VBI
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Technological To strengthen School Heads/ July 11-113 and MOOE

Challenges teamwork among ng Provide a Mentoring Teachers/ Augustt 15-17,
1 Donation from
teachers in – Coaching Session 2022
022 Private and
providing to Teachers on Local
technical utilization of VBI. Government
assistance. Entity
P30,000.00
Builds a Private –
Public Partnership
Strengthening the
Internet Connectivity
near the learners’
barangay or
Collaboration on
SUC Community
Extension Program
on ICT Initiative
Training and
Workshop.
CONCLUSION
Based on the summary of thee investigations,
i the researcher has concludedd tthat:
1. The teacher-respondents obtained
o “Outstanding” level of teaching perf
erformance based on the
Classroom Observation To
Tool for the SY 2020-2021.
2. The teacher-respondents assessed
as “strongly agreed” on the level of effe
ffectiveness using video-
based instruction in terms
ms of Pedagogical Content, Individual Learn rning Focus, Ability to
work at own Pace, Incr creased Engagement and Ease of creatingg video using mobile
technology, respectively.
3. The teacher-respondentss ““agreed” on the perceived challenges encoun
untered in using video-
based instruction with regards
reg to Instructional Challenges and Tech
chnological Challenges,
respectively.
4. There is no significant diff
ifference on the level of effectiveness using video-based
v instruction
in terms of Pedagogicall CContent, Individual Learning Focus, Abilityty to work at own Pace,
Increased Engagement and nd Ease of creating video using mobile technol
ology respectively.
5. There is no significant rela
elationship between the level of teaching perfo
rformance and the level
of effectiveness using vide
deo-based instruction.
6. There is no significant relationship
re between the level of teachingg performance and the
challenges encountered using
usi video-based instruction.
RECOMMENDATIONS
Based on the salient findings
gs and the conclusions arrived at, the resea
earcher has offered the
following recommendations:
1. The District of Masinlocc m may provide training, seminars and workshop ops on the use of Video
Based instruction in orderer to enhanced their competence in the utilizatio
ation of the Video Based
instruction to the pilot scho
hools.
2. The Local Municipal Goovernment is encouraged to prioritize the in installation of internet
connectivity to the commuunity and also as much as possible to the remo
mote areas.
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3. The Local Municipal Government

G through corporate social responsibility
res may ask
assistance from multi- nati
ational company like AES which may provide de soft loans to families
for the purchase of technol
ological gadgets and internet subscriptions.
4. Since Masinloc District tried
tri and initiated the implementation of thee nnew learning platform,
the local leaders, stakehold
olders, students, parents are encouraged to give
ive full support to make
the program meaningful and
an increase students level of knowledge andd uunderstanding.
5. Teachers may be provided
ded with special training to enhance their cap
apability on stimulating
students’ proactive behavi
vior and maintain student’s attention and parti
rticipation even through
on online learning.
6. The result of the study may
ma give future researchers insights to conducuct a parallel or similar
study with in-depth and wider
wi in scope so as to validate and confirm th
the findings obtained in
the study.
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e-ISSN : 26203502

International Journal on Integrated Educatio

Shirley H. Fabunan, MAEd-EA

One of these is context depend

4. Is there significant differen

ranked 1st; Individual Learning Focus, 3.40 and

To determine the significantt difference

Table 7: Proposed Teachers

Pedagogical To develop Strengthen the School Heads/ October-115, 26 – MOOE

Ease of To train teachers

Technological To strengthen School Heads/ July 11-113 and MOOE

3. The Local Municipal Government

Learning. Philippine Educa

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