Worksheet 1& 2

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Webinar-Writeshop on Classroom-Based Action Research
for Pre-Service Teachers in the New Normal
Via Zoom Video Conferencing Application
November 15-17, 2021
WORKSHEET FOR WRITESHOP 01

Writing Sections I to III of the Classroom-Based
Action Research (CBAR)
Names of Proponents: Department and Section:

Corpuz, Marielle BEED 4A
Maddela, Nathalie Claire
Pagdilao, Jenny Rose T.
Pińera, Shane Andrea Lee
Yasay, Lorelei
Title of the Classroom-Based Action Research
I. Rationale of the Action Research

A. Context
(Discuss the nature, extent, and salience of the identified classroom problem or issue.
Elaborate the different aspects of the action research setting by showing in-depth and
critical analysis of the situation.)
Learning engagement is the various patterns of learners’ motivation, behavior, and

effort in learning, understanding and mastering knowledge, skills, or crafts that the
academic work intended to promote (Newman, Wehlage & Lamborg, 1992 cited in
Martin & Bolliger, 2018). It is also the measure of the learners’ interest, attention,
curiousity and positive emotional connections directed toward learning inside the
classroom or on their own (Sousa,2016).
Learning engagement of the learners affect their academic performance and their
understanding of subject matters. According to Martin and Balliger (2018), learning
engagement increases learners’ satisfaction, motivation to learn, reduce isolation and
improve their overall academic performance. Moreover, learner’s engagement
increases their attention and focus, and promotes meaningful learning experiences
(University of Washington, 2021).
However, according to an article from Designing Digitally (2021), learning engagement
is one of the oldest and emerging classroom-based problem of teachers and even
Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
curriculum providers because of the constant changing of conditions of achieving it.

The constant changes is brought by the emergence of new technologies and methods
of teaching and learning, and the unexpected changes happening in the world. In
particular, in the study of Sethon & Patil (2021) which focuses on the effects of the
unprecedented shift of teaching and learning, they found out that engaging learners in
this new normal is the biggest problem that educators is facing. The current situation
and the unexpected transition of teaching and learning have significant effect to the
learning engagement of the learners. The study of Nabor and Whang (2021), currently,
many learners has reduced their interaction with online learning because they have
noticed a lack of interaction between them and their teachers and peers. Since their
teachers have freedom to adjust their own classroom in their own pace and style
without considering their learners’ needs and interests.
In order to understand the lack of learners’ engagement in the new normal classroom,
teachers must take into consideration the factors that caused this lack. To how this
current crisis affect the learners, to which strategy is best to employ and what specific
interactive tools to use for the learners to get engage and maximize their learning in
this present situation of education.
B. Proposed Intervention, Innovation, or Strategy

(Explain in detail the rationale, extent, and limitation of the intervention, innovation, or
strategy. Support the plausibility of the intervention, innovation, or strategy as a way
to address the problem or issue.)
During this time, teaching is very challenging considering the different challenges that
are present in our environment such as the pandemic. Were face to face classes in not
possible. As an intervention, Video based instruction is being used in delivering
instructions to the learners. Video based instruction according to Brown H (2021), is
used to teach learners and help them gain knowledge or a skill with the help of video.
Video based learning includes for factors of learning motivation such as attention,
relevance, confidence & satisfaction. It also provides learners the opportunity to learn
and understand new concepts. (Dham K. 2021). It also helps them retain information
and recall information effectively. In addition, for some instances students who are
struggling can see and listen to lecture recordings as many times as they like with the use of
Video- based instruction. They are also easily accessible to students who are unable to
attend lessons for a variety of reasons. (Joseph-Richard et al. 2018).

The video-based instruction is used in various ways in order to impact engagement

and learning of learners. Since video-based learning allow learners to act
independently, the videos help them engage and inspires them to participate actively
especially when it is integrated into learner centered activities. In addition, video-
based instruction can affect student motivations, confidence and attitudes positively. It
has impact on changing practices in teaching and learning. Aside from that the
motivation and concentration levels of learners increases. (El-Sayed Hassan El-Sayed
and El-Hoseiny Abd El-Raouf Al-Sayed (2013). In addition, students are motivated and
more engage in class activities when there is technology that is being utilized. Where
they can absorb and comprehend information through their own understanding.
Though Video- based instruction have a positive impact it also has its limitations. Such
as, 1. ) necessity of having an equipment, where some learners don’t have any access
to the videos that is being presented it is because they don’t have any gadgets to use
or doesn’t have internet connection. (Galbraith, 2004). 2.) Difficulty of editing videos:
it is hard because there are some teachers who are not very literate in editing videos
that is why if the video is already created then it will be hard for them to edit in case of
corrections. (Galbraith, 2004). 3.) The approach of instruction: The use of video in
teaching may not be applicable to some learners because they don’t have any
experiences and some would prefer to read word and have discussion rather than
watching the video. (Michael, 2015) . 4.) Isolation issue: Given the fact that video-
based instruction doesn’t give instant response learners may feel isolated and they
don’t feel the presence of their teachers. It is because there are some learners who
prefer to ask their queries to their teacher face- to -face and get instant feedback as
they gain new knowledge. 5. Lack of control over learners: It is given that there are
always learners who are not motivated, where they don’t know how to prioritize the
things they need to do because they have no fixed schedule, they can just work
whatever they want.
II. LITERATURE REVIEW

(Discuss and synthesize the viewpoints and issues underlying the present research.
Critically evaluate these viewpoints and issues to identify inconsistencies or gaps in
classroom teaching and/or learning that the study intends to address. Define and
present in a conceptual framework the constructs included in the research. Citation of
literature sources should be consistent.)

Introduction
This literature review will focus on research that highlights the effectiveness of
video-based lectures on students’ engagement and learning. This review of literature will
set a framework to discover the effectiveness of video-based lectures in teaching the
lessons.
Video-Based Lectures as an Effective Online Platform
The use of internet as well as websites and online platforms is increasing. Many
teachers nowadays are using online websites and video presentation to make the
teaching and learning effective. Video lecture in combination with a PowerPoint was the
most effective study aid (Flowers, M. and Robertson, B. 2020). While, (Almurashi W. A.,
2016) found out that YouTube is also an effective online platform in helping pupils in
understanding their English lessons. He also inserted that it improves the performances of
pupils and it also helps them to advance understand their lessons. Thus, using
supplementary videos should be inserted in the middle of the discussion because the
context of video content influences efficiency of learning (Ljubojevic M., Stankovic S.,
Vaskovic J. and Vaskovic V, 2020).
Effectiveness of Video-Based Teaching in Delivering Lessons Online

Video-based teaching is effective in delivering lessons online. With the use of
video-based learning, it accommodates individual’s learning paces through allowing them
to manipulate video functions such as speeding up, stopping, and replaying. (Yan, S. &
Baxter, E., 2018). They also stated that Video-based learning increases students’ learning
effectiveness when visual and audio are present, it also improves teacher-student’s
interaction and lastly, video-based learning motivates students with their learning needs
are met.
According to Mendoza, G., Caranto, L., & David, J., 2015, the effectiveness of using
video presentations in learning is highly effective. They also stated that using video-based
teaching are effective when used to develop information literacy and those video-based
materials boost students’ creativity and cooperation.
III. ACTION RESEARCH QUESTIONS
[The research questions must logically proceed from the context of the inquiry. These
should clearly relate to the identified classroom problem or issue, and convey the
desired change or improvement.)
1. What is the current level of learners’ learning engagement?
2. How video-based lecture improves learners’ learning engagement in the new

normal?
3.What are the significant changes in their learning engagement after the
implementation of video-based lecture in the class?
WORKSHEET FOR WRITESHOP 02

Writing Sections IV & V of the Classroom-Based
Action Research (CBAR)

Names of Proponents: Department and Section:

Corpuz, Marielle A. EED Dept. BEED 4A
Maddela, Nathalie Claire A.
Pagdilao, Jenny Rose T.
Pińera, Shane Andrea Lee D.
Yasay, Lorelei E.
Effectiveness of Video-Based Lecture in Improving the Learners’ Learning Engagement
IV. SCOPE AND LIMITATION

(This section clearly indicates the boundaries of the CBAR. The overall nature of the
research, the inclusion or exclusion criteria of the respondents or participants, the
locale of the research, and the limitations in research design, methods, and/or
instruments are discussed in detail. It also contains the conditions beyond the control
of the researcher that may place restrictions on the conclusions of the research and
their application to other situations.)
This study deals mainly with the effectiveness of video-based lecture in improving
learners’ learning engagement in Mariano Marcos State University-Laboratory Elementary
School (MMSU-LES). It seeks to know how video-based lecture as intervention can
improves elementary learners’ motivation and perception towards learning and learning
performance in the new normal.
The researchers focus on the MMSU-LES learners that they will handle in their internship
as the subject of this study. Furthermore, participants are subjected to take pre-test and
post-test for the researcher to evaluate the effectiveness of employing video-based
lecture to their learning performance. Also, the researchers will be conducting interview
with some of the participants to know their perception on how effective video-based
lecture is in engaging them in their learning. In the other hand, the researchers will be
doing direct observations if there is significant changes on the learners’ engagement in
their classes upon employing the intervention. Afterwards, the researchers will come up
with assessment procedures where the data gathered will be analyzed and evaluated.

However, this study will only cover classes which the researchers (interns) will be
handling at MMSU-LES. Moreover, only few of the participants will be participating in the
conduct of interview. Direct observations will only be limited through google meet
classes, and it only focus on how participative the learners in their class discussions.
Furthermore, the results of the study will be applicable only to the participants of this
study and will not be used as a measure to the effectiveness of video-based lecture in
improving the learning engagement of the learners who do not belong to the population.
V. RESEARCH DESIGN AND METHODOLOGY

(The systematic plan for carrying out the CBAR is comprehensively described. Details
are provided about the target participants and/or other sources of data and
information. Clear rationale for their inclusion in the research is given. The proposal
explains why the data gathering methods are suited to the nature and purpose of the
research. The data gathering methods are aligned with the research questions. Details
about research instruments are presented such as their sources or how they will be
developed and by whom, and their appropriateness for obtaining the desired kind of
data/ information. The selected methods of data analysis are shown to be appropriate
to the nature of the data/ information to be gathered and for addressing the research
questions. Finally, ethical issues and how the study addresses them are clearly
explained.)
1. Research Design
Classroom -Based Action Research (CBAR) is a way use by teachers to investigate the
classroom practices of the teacher and for them to understand what are the things
that needs to be address inside the classroom and to be able to think a way in
improving it to make it effective in teaching the learners. (Convery A. 2014).
According to Kostoulas & Lammerer (2015), Classroom based Research is being
carried out systematically. It also provides teachers professional development about
the problems they encounter using their classroom practices which helps them to
understand what works best on their classroom. As stated by Kostoulas & Lammerer
(2015), the classroom base action research is being use in evaluating the problem in
teaching and to identify possible steps to address the problem. According to Saggu S.
(2016), the purpose of Classroom based Action research is to create healthy and
proper Class Room condition and Environment, to be able to facilitate better
teaching and learning, and to be able to give a maximum welfare of students. In

addition, Classroom Based Action Research has two parts and these are the research
process and the research result. (Akerson, Carter, Pongsanon, & Nargund-Joshi,
2019; Giraud & Saulpic, 2019;Meesuk, 2020; Pookeit, 2009; Rutherford & Lovorn,
2018; Ratnawati & Idris, 2020;Wongwanich, 2017.) The classroom-based research is
an effective way in discovering things that we do not know yet especially in a class or
in teaching.
2. Sample and Sampling Procedure
In the conduct of the this study, purposive sampling will be used as sampling method.
According to Lavrakas (2008), purposive sampling is a type of a non-probability
sampling. Where it was also referred to as a judgmental or expert sample. As stated
by Robison R. (2014), purposive sampling is a way where researchers intentionally
select the participants who have the ability or knowledge to explain concepts or
phenomenon. For Godambe (1982), Purposive sampling can be used with a number
of techniques in data gathering. In purposive sampling, the items are not selected
randomly but it was selected carefully to some logic or strategy (Patton, 2014). The
researcher chose this method because it is easy for them to access to the participants
and easier for them to gain detailed information or knowledge about the study.
3. Data Gathering Methods and Instruments
The researchers gathered data through conducting pre-test, post-test, observation

and interviews. The pre-test composed of 20 items that will test the prior knowledge
of pupils. The whole test composed of multiple-choice type of test and pupils will
chose the best answer that corresponds to the questions. While, Post-test composed
of 2 parts of test with 20 items in all. Test 1 is a multiple-choice type of test
composed of 10 items. Test II is on matching type kind of test composed of 10 items
to complete the 20-item test. Researchers also conducted observation during the
discussion to evaluate how effective the video-based lectures as a medium of
instructions to the pupil’s engagement and learning. During the observation,
researchers observed the pupils on how they actively engage during the discussion.

The researchers take down notes on how the pupils participated and on how they
share their ideas to the class. Also, researchers observed some pupils who didn’t
participated at all. Lastly, the researchers randomly interviewed teachers wherein
they were asked about the progress of the performance and participation of their
pupils after using the video-based lecture during the discussion.
4. Ethical Issues
The ethical issues that are subjected in our study are consent, parent consent and
confidentiality of the participants. All of the participants in the study were oriented
via zoom meeting. The meeting includes the pupils, parents, teachers and the
administrators of the school. During the online orientation the participants were
oriented about the purpose, benefits and risk behind the study. They were also
informed about the consent form showing their acceptance as participants to the
study. In mere fact that pupils are below 13 years old, the researchers reassure the
consent of the parents for the voluntary participation of their children. The parents
were informed to fill-out and sign the parent consent form to permit the
participation of their children in the research study. The teachers were also informed
that they will be observed during the class discussion for the valid findings of this
study. All of the information and data gathered from the participants in the pre-test,
post-test, observation and interviews will be kept privately and confidential to
protect the participants from the negative thoughts of other people.
5. Data Analysis Plan

After gathering and tabulating results of the pre-test and post-test, the researchers
will use statistical tools for the analysis of the data gathered. Moreover, paired t test
will be used as a method to find out if there is a difference on learners’ learning
performance before and after employing the intervention. The results will be
analyzed and interpreted by the researchers to find out if there is a significant
changes in the learning performance of the learners before and after employing the
intervention. On the other hand, data gathered from the recorded observations and
interview will be transcribed and analyzed through thematic analysis method
wherein the transcribed data will be grouped and interpreted through themes. The
qualitative data will be used as justification whether video-based instruction is
effective in improving the motivation and perception of the learners towards

learning.


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MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

WORKSHEET FOR WRITESHOP 01

Names of Proponents: Department and Section:

Title of the Classroom-Based Action Research

I. Rationale of the Action Research

Learning engagement is the various patterns of learners’ motivation, behavior, and

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

curriculum providers because of the constant changing of conditions of achieving it.

B. Proposed Intervention, Innovation, or Strategy

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

The video-based instruction is used in various ways in order to impact engagement

II. LITERATURE REVIEW

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Video-Based Lectures as an Effective Online Platform

Effectiveness of Video-Based Teaching in Delivering Lessons Online

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

WORKSHEET FOR WRITESHOP 02

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Names of Proponents: Department and Section:

Effectiveness of Video-Based Lecture in Improving the Learners’ Learning Engagement

IV. SCOPE AND LIMITATION

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

V. RESEARCH DESIGN AND METHODOLOGY

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

2. Sample and Sampling Procedure

3. Data Gathering Methods and Instruments

The researchers gathered data through conducting pre-test, post-test, observation

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

5. Data Analysis Plan

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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Worksheet 1& 2

Worksheet 1& 2