i

OFFLINE VIDEO LESSON: IT’S EFFECT ON THE QUALITY OF SUBMITTED

MODULES OF GRADE 9 STUDENTS”

A Project Paper Presented to

The Faculty of the Graduate School
University of St. La Salle
Bacolod City, Negros Occidental

In Partial Fulfillment
of the Requirements for the Degree
Master in Education Major in Mathematics

CARAMIHAN, RELYN ERAN

July 2022
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APPROVAL SHEET

This Project Paper entitled “OFFLINE VIDEO LESSON: IT’S EFFECT ON THE
QUALITY OF SUBMITTED MODULES OF GRADE 9 STUDENTS” presented by Relyn
E. Caramihan, in partial fulfillment of the requirements for the degree Master in Education
major in Mathematics of the University of St. La Salle Graduate Programs has been evaluated
and approved by the panel of evaluators.

PANEL OF EVALUATORS

Romy De La Serna, MAEd

Chair

Daina Tupas, MAEd

Content Specialist

Roseller Bejemino, Jr., PhD

Method Specialist

Francis Jose D. Bearneza, MAEd

Adviser

Hazel Atilano, MATEL

Research Professor
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ACKNOWLEDGEMENT

The accomplishment of this project paper would not be probable if it was not for the

continued love and support of the following people who have patiently shared their expertise

and knowledge to achieve the objectives of this research study.

I am very much thankful to the Provincial Government of Negros Occidental who gave

me an opportunity to study as a Project FREE-Paglaum Scholarship scholar, to study post-

graduate education for free. Without this scholarship, I am not yet sure if I can already proceed

in studying Master’s Degree.

To the University of St. La Salle, thank you for providing us the best and globally

competent instructors who molded us to be the best version of ourselves and inspires us to pursue

our goals in life.

To our Instructors, thank you for all your shared knowledge and ideas most especially

lending us your time in teaching us and allowing us extra time to submit our learning evidences.

Francis Jose D. Bearneza, my adviser who imparted his expertise in research and

provided me information and suggestions needed to this fully accomplish this task.

Miss Hazel Atilano, our Methods of Research teacher for always reminding us and

giving us a lot of knowledge on how to make this paper.

Daina D. Tupas, Dr. Roseller Bejemino, and Romy De la Serna, the panel of experts

for the endless patience and constructive comments, and best feedbacks for improvement of

this paper.
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Chloe L. Juanga PhD., Principal of Calatrava National High School, for allowing me to

conduct the study.

Debbie D. Rosarito, Teacher-in-charge, for the support given while I am conducting this

study.

My Mom and Siblings, who never failed to show their undying support in every

decision that I make.

My husband, for always supporting me all throughout this journey as I am writing this

paper.

Friends, whose presence gave me strength and motivation to continue and to never give

up writing up until the accomplishment of this paper.

Above all, to Almighty God who give me wisdom and strength to withstand all the

hardships and challenges until to the day this study had been completed. Without Him, the

researcher would not have gone this far.

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TABLE OF CONTENTS

TITLE PAGE i
APPROVAL SHEET
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLES vii
LIST OF FIGURES viii
ABSTRACT 1
INTRODUCTION 2
Background of the Study 2
Statement of the Problem 4
Hypotheses 5
Theoretical Framework. 5
Conceptual Framework 6
Scope and Limitations
7
Significance of the Study 8
Definition of Terms 9
Review of Related Literature 11
METHODS 22
Research Design 22
Participants and Sampling Technique 22
Research Instrument 23
Data Gathering Procedure 25
Statistical Treatment 26
Ethical Considerations 28
RESULTS AND DISCUSSION 29
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TABLE OF CONTENTS CONTINUED

CONCLUSION 35
REFERENCES 37
APPENDICES 43
A. Research Instrument 43
B. SPSS Results 47
C. Letters 50
D. Technical Review Certificate
E. Sample Student Outputs 60
F. Consolidated Data 64
G. Exercises found in the Self- Learning Modules 68
H. Offline Video Lesson 72
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LIST OF TABLES

Table 1. Respondents of the Study 23

Table 2. Scale of the Range and Its Corresponding Interpretation on the Quality of

Submitted Modules 27

Table 3. Quality of submitted modules of the control and experimental group before the
utilization of Offline Video Lesson 29

Table 4. Q uality of submitted modules of the control and experimental group after
the utilization of Offline Video Lesson 30

Table 5 Significant difference on the quality of submitted modules of the control group
before and after the intervention 31

Table 6. Significant difference on the quality of submitted modules of the experimental

group before and after the intervention 32

Table 7. Significant difference on the quality of submitted modules of the control and
experimental group after the intervention 33
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LIST OF FIGURES

Figure 1: Conceptual Model 7

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ABSTRACT

This project paper explored on the effectiveness of Offline Video Lesson on the quality
of submitted modules of Grade 9 students in Calatrava National High School – Malanog Annex.
The Quasi – Experimental method was used in the study. The respondents of this study are the
70 Grade 9 students of Calatrava National High School – Malanog Annex which is divided into
two groups using Purposive Sampling, the control and the experimental. The control group are
those students who have no cellphones and were not given an Offline Video Lesson which is
composed of 32 students. On the other hand, the experimental group are those students who have
cellphones and are given an Offline Video Lesson which is composed of 38 students. Data
collected were the students actual score in the assesments found in their Self – Learning
Modules. In order to analyze the data,the researcher used Mean and Standard deviation, paired
sample t – test and Independent samples t - test. The result of the study found that the there is a
significant difference in the quality of the modules submitted of the experimental group before
and after the utilization of Offline Video Lessons. However, there is no significant difference in
the quality of the modules submitted of the control group before and after the utilization of
Offline Video Lessons.. The result also showed that Offline Video Lessons has improved the
quality of modules submitted by the Grade 9 students exposed to the intervention but there are
other factors that might had caused the improvement, like students using other platforms to
support their learning. The study recommended the teachers should always try their best to make
use of offline videos necessary to make the lessons in the Self- Learning modules interesting,
especially in areas where there is no internet connectivity. Through this videos, the students can
have additional input to support their learning.
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INTRODUCTION

Background of the Study

One of the biggest challenges in the New Normal Education is the learning modality to

be given to students. The whole educational administration exerted extra effort in order that

students can still learn amidst this pandemic. Online and phone surveys were conducted to

determine the learning modality preferences of parents for their child’s education. A study of

Rotas (2020) concludes that majority of the parents favors modular learning modality than online

learning for the education of their children. Modular distance learning involves individualized

instructions allowing the learners to choose from a printed or digital format of self-learning

modules whichever is applicable to them. Despite a lot of difficulties, parents and students still

find modular distance learning more flexible, reasonable, and convenient in our current situation.

In modular distance learning, students can set their own schedule in finishing the tasks given to

them guided by their module (Garcia, 2020).

As modular distance learning continues, the researcher observed that the Grade 9 students

from Calatrava National High School – Malanog Annex is having difficulty in answering the

activities found in their modules, especially in Mathematics. Most parents said that it is really

difficult in the part of their children especially if no one is there to guide them. They also have no

time to guide their children since most of them are working to earn a living. As a result, the

students will not answer the given tasks in the modules anymore. Students tend to avert their

attention instead of focusing on and prioritizing their homeschooling first. They are often

distracted and sometimes no interest in answering their modules especially if they didn’t

understand its content of the lesson written there. (Mañalac, 2020). Online access to videos is

also a struggle since there is no internet connectivity in the residences of the students studying in
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Calatrava National High School – Malanog Annex. Most of them came from 5 Baranggays

which are Malanog, Cruz, Dolis, Menchaca and Telim wherein there is no internet or very poor

internet connection. They have to travel to Calatrava Proper which is a lot of kilometers away

from their home to get a strong connection so they can research on the things they want to know.

In this study, the researcher tends to create localized offline video lessons which can be shared

through Share - It to the parents’ or the students’ cellphone. These videos will be a

supplementary material to help learners better understand a certain topic. This study will test if

offline video lessons can help increase the quality of submitted modules of the students.

By studying whether the offline video lesson can increase the quality of submitted

modules of the students, it will be a stepping stone for the teachers, the school and the

administration to implement a localized video to help the learners as an additional material while

they are answering modules. There are already a lot of videos circling around but it will still be

different if the videos must come directly from their teachers. With this, the quality of submitted

modules will be high. But of course, there are also other factors that will affect the quality of

submittedmodules of the students like lack of students’ motivation to answer in the first place.

Statement of the Problem

The main purpose of this study is to determine the effectiveness of Offline Video Lesson

in the quality of submitted modules of Grade 9 students from Calatrava National High School –

Malanog- Annex S.Y. 2021-2022.

Specifically, it seeks to answer the following questions:

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1. What is the quality of submitted modules of the control and experimental groups before

and after the utilization of Offline Video Lesson?

2. What is the quality of submitted modules of the two groups after the utilization of Offline

Video Lesson?

2.1 Control Group

2.2 Experimental Group

3. Is there a significant difference in the quality of submitted modules of the control and

experimental group before and after the utilization of Offline Video Lesson?

4. Is there a significant difference in the quality of submitted modules of the two groups

after the utilization of Offline Video Lesson?

Hypothesis

1. There is no significant difference in the quality of submitted modules of the control and

experimental group before and after the utilization of Offline Video Lesson.

2. There is no significant difference in the quality of submitted modules of the two groups

after the utilization of Offline Video Lesson.

Theoretical Framework

This study is anchored on the theory of Connectivism of George Siemens (2005). The

theory is considered novel on the learning of theory, where students combine thoughts, theories,

and general information in a useful manner. Furthermore, the theory of Connectivism accept

technology as a most important part of the learning process and likewise promotes a group
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collaboration and discussion, that allows different viewpoints and perspectives that comes to

decision-making, problem-solving, and making sense of information.

Same with humanism, connectivism empowers learners to create their own decisions.

The learners are assisted in this learning process by technology, which assists in threading

together different strands of knowledge (Jackman, 2020). According to Siemens (2005), a core

principle of connectivism is that ‘learning and knowledge rest in diversity of opinions.’

Connectivist educators aim for precision in breaking up content into discrete segments in the

form of short strategic bursts of learning, very much in line with the science of microlearning.

Reflective of continuous learning cultures in corporate environments, connectivism recognizes

that learning is a continual lifelong pursuit.

Connectivism aspires to redefine learning within the diverse contexts identified in the

Introduction and to deliver a learning theory for the digital age (Bell 2011). It is one of the most

prominent of the network learning theories that have been developed for e-learning

environments. The popularity of this pedagogical method has emerged in the form of massive

open online courses (MOOCS).

In 2005, Stephen Downes of National Research Council, Institute for Information

Technology, in Moncton, New Brunswick, Canada, in his study characterized connective

knowledge as interactive knowledge of a connection within a network (Downes 2005.) On the

other hand, Karen Stephenson stated that ‘Experience has long been considered the best teacher

of knowledge. Since we cannot experience everything, other people’s experiences, and hence

other people, become the surrogate for knowledge’ (Kleiner 2002). In this scenario, connection

plays a significant role in generating a source of knowledge. This alternative theory of learning is

evolving on some unique ideas like chaos.

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Furthermore, connectivism in learning is more than our own internal construction of

knowledge. Rather, what we can reach in our external networks is also considered to be learning.

From this theory, two terms – nodes and links – have been commonly used to describe how we

gain and connect information in a network. In this study, the quality of submitted modules are

seen as “nodes”. A node refers to any object that can be connected to other object. This study

will test if the quality of submitted modules can be connected to the utilization of an Offline

Video Lesson, which is considered as the “link”. Connectivism is based on the theory that we

learn when we make connections, or links, between various nodes of information, and we

continue to make and maintain connections to form knowledge.

Conceptual Framework

The diagram below illustrates the significant variables in the study and how these

variables established relationship. The first box in the leftmost part of the diagram are the

respondents in the study which are the Grade 9 students of Calatrava National High School –

Malanog Annex S.Y. 2021-2022. On the center are the two boxes wherein the students are

divided into control and experimental group. The control group will not be given an Offline

Video Lesson but the experimental group will be given. Both groups will undergo pre and post –

evaluation. On the last box on the right is the quality of submitted modules in which this study

will check if it is affected by an Offline Video Lesson or not.

Control Group
-not given an Offline
Grade 9 students in Video Lesson
Calatrava National -Pre – evaluation
High School – -Post – evaluation
Quality of
Malanog- Annex Submitted
S.Y. 2021-2022 Experimental Group Modules
-given an Offline
Video Lesson
-Pre – evaluation
-Post – evaluation
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Figure 1

Schematic Diagram of the Conceptual Framework of the Study

Scope and Limitations

This study primarily focused on the effect of Offline Video Lessons on the quality of

submitted modules of Grade 9 students of Calatrava National High School – Malanog Annex S.

Y. 2021 -2022. The two sections of Grade 9 were divided into two groups, control and

experimental.

The control group are those students who have no cellphones with 32 respondents while

the experimental group are those students who have cellphones with 38 respondents. There are

70 respondents in this study.

The study is expected to took under the Third Quarter. For the pre - evaluation, both

groups will only be given modules alone. The researcher will then evaluate the quality of the

modules submitted by checking their answers in the exercises/assessments found in the module.

On the post - evaluation, the experimental group will be given Offline Video Lesson as an

additional material in preparation for the next modules but the control group will not be given.

Both groups will be given modules with the experimental group having the video while the

control group without it.

The research site of the study was at Calatrava National High School – Malanog Annex

where the researcher checked the quality of submitted modules of the students with or without

the Offline Video Lesson.

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The analysis of the subject matter under consideration will only be based primarily from

the scores of students to be used by the researcher to serve its purpose in the study.

Finally, this study will only be limited to the procedure to be followed by the researcher in

data collection, and by the statistical tools and techniques to be employed in analyzing data.

Significance of the Study

The study is significant to the following stakeholders:

Department of Education. The result of this study will enable the Department of

Education to give more emphasis on the use of Offline Video Lessons as an additional guide to

students. Also, this study is about making localized videos, so if the findings of this study is

positive, DepEd can implement an order that if it is possible, have the teachers attend seminars

and workshops to further learn to formulate localized videos that their students can avail.

School Administrators. The result of this study will shed light and will give them them

necessary information on the quality of submitted modules of the students. The result will also

motivate them to reflect and encourage teachers to make localized videos that will be an

additional guide to students.

Teachers. The result of this study can determine whether Offline Video Lessons are

effective or not in the quality of submitted modules of the students. If it is effective, then the

teacher can start making localized video lessons as a supplementary material to guide the

students. It is always believed that teachers are among the most important person in the

classroom, thus their influence is significant to the learners.

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Grade nine students. The result of this study will encourage junior high school students

especially the grade nine students the importance of answering their modules on the scheduled

time. With this information, results will motivate the students to develop confidence in

answering their activities with the help of Offline Video Lesson.

Future researchers. The result of this study will provide other researchers base-line

information of conducting similar studies utilizing other variables which will not yet explored in

this study. Through the findings of this study, other researchers will be given information which

will motivate them to conduct deeper studies in relation to this.

Definition of Terms

For the purpose of clarity and understanding, the following terms are defined

conceptually and operationally.

Offline Video Lesson – Conceptually, it refers to a video which presents educational

material for a topic which is to be learned. A lesson in video format allows students to focus on

specific segments, as well as play the information in its entirety. The importance of video

lessons includes the ability of adult students and parents of students to save on transportation

costs and commuting time. It also allows students who were unable to attend class at their

school or college due to illness or vacation to catch up on missed lessons from any location

(Chron Contributor, 2021).

Offline Video Lesson operationally refers to the localized videos made by the researcher

herself to be an additional guide to the students while they are answering their modules. These

videos will only be given to the experimental group via Share-It. It will be studied if the said

videos will have an effect in the quality of submitted modules of the students.
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Modules – Conceptually, these are learning activities designed for participants to do

independently when they are unable to attend individual or group education sessions (Heramil,

2016). Module is self-contained and independent unit of instruction with a primary focus on a

few well - defined objectives. it is a set of learning opportunities systematically organized around

a well-defined topic which contains the elements of instruction (Doregios, N. 2014).

Operationally, this refers to the modules given to students wherein there are activities that

they have to answer. The quality of submitted modules by the students will be studied if it will

be affected by the presence of an Offline Video Lesson or not.

Quality – According to Golden Haven, it is a measure of excellence or of a state of being.

It describes something, either of how it was made, or how it is as compared to others. It is

subjective to each individual’s opinion. One person might think that something is of great

quality, whereas another might think it is of low quality.

Operationally, this refers to the actual scores of students in the assessments found in their

Self-Learning Modules. The researcher will check the papers of the students to identify if the

quality of their scores has improved in the presence of Offline Video Lesson.

Review of Related Literature

This will present related concepts and research literatures relevant to the present study on

Offline Video Lesson / Video Lessons as an additional tool for students while learning. These

concepts and literatures will provide the researcher knowledge and information on how to

proceed with his study.

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On Video Lessons

Previous research explored the results of the use of videos as an educational tool (Bravo

et al., 2011). In this study the authors used educational videos with a duration of approximately

four minutes. They used a teaching platform based on Moodle and YouTube channels for

reproduction. The study showed that streaming videos used as supporting material for learning

had a positive effect upon students’ perception regarding the enhancement of their learning

motivation. The study emphasized that proper definition of content and amount of information

delivered through supplemental video is an important task to solve. Durations of videos and

methodologies of displaying them influence the effectiveness of learning and student

satisfaction. An important result of this research is that streaming supplemental videos improve

students’ ability to learn in an autonomous way.

Hsin and Cigas (2013) used short videos to enhance student satisfaction and motivation

for an online introductory course in computer science/mathematics. They achieved a

significantly higher percentage of involved students and their average grades increased. Another

method to engage and to motivate students is showing entertainment videos (Steffes & Duverger,

2012). As Steffes and Duverger reported, showing supplementary videos within an entertainment

context at the beginning of the class can be used to increase the positive mood of the students.

Both previous studies, Bravo et al. (2011) and Steffes and Duverger (2012), emphasize the

importance of the proper design of supplementary video content and the methodology of

displaying video to students.

Donkor (2011) showed that use of video-based instructional materials for teaching

practical skills at a distance also appears promising. Previous research findings showed that

segmentation of multimedia teaching materials enables easier processing of complex information

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by reducing high cognitive load. Students with a low level of prior knowledge learned more

efficiently if segmented material was presented instead of continuous material (Spanjers et al.,

2011). This finding is especially important for novices in the learning process.

Many researchers have already confirmed the effectiveness of video in education,

focusing its usefulness as a training instrument (Rajadell & Garriga-Garzón, 2017). People can

find topics ranging from mathematics to politics. Video learning is changing the world education

system (Vander Ark, 2012).

Videos can have a powerful impact on the human mind and senses. Videos can be

downloaded from the internet or bought CDs from shops so people can watch videos over and

over again (Berk, 2009). Videos can be replayed and reused so many times as well as mashed-up

with other content after its creation (Bonk, 2011).

Mobile, a valuable form of technology, has become common among the younger

generations. Videos using cell phones are good instruments that teach students on proper skills

and improve learning outcomes. It can also lead to a significantly higher level of learning

motivation, confidence in learning a skill and class satisfaction (Lee et al., 2016).

The research findings by Tan & Pearce (2011) indicated that the use of video in

education was an effective way to engage students and support their understanding. The benefits

would be providing different ideas and opinions on subjects, several delivery mechanisms, and

getting regular examples to explain points. Furthermore, the question numbers were decreased

profoundly due to the growing capacity of self-learning among students (Bravo, Amante, Simo,

Enache, & Fernandez, 2011).

To use video as a learning tool, Brame (2016) focused on the following principles to be

considered by an instructor. •Keeping videos short and targeting learning goals. • conveying right
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parts of an illustration. • Focus on important concepts and idea. • Utilize an enthusiastic and

conversational style to increase engagement. • Embed videos in a context of active learning by

interactive elements, using guiding questions, or associated homework assignments.

In other research, students viewed educational videos as additional materials which

supplemented conventional methodologies and supported self-learning as well as providing

flexibility at no extra cost (Rajadell & Garriga-Garzón, 2017). Educational videos helped

students to get a good view, or have a new addition to the course. Moreover, it offered different

ways than traditional notes (Rajadell & Garriga-Garzón, 2017).

Other research also confirmed that mobile learning using a video clip was successful in

skill training and education (Lee et al., 2016). Lecturers and video makers should keep in mind

these findings for developing websites and creating videos.

It is important not to fall into the trap of considering that the use of technology or media

is going to be the “silver bullet” that will make students learn or be more motivated. That is,

simply presenting information in a stimulating digital video format will not automatically nor

necessarily lead to in-depth learning (Boateng, R. et al, 2016). Rather it is the pedagogy, the

well-crafted message, the whole approach, and design that are the critical elements, not the

media.

In our profession, it is also being observed that using video presentations explains and

demonstrates ideas and concept regarding our topics easier, hence beneficial on our part

(Mendoza, G. et al. 2015). Video itself is a tool for learning that when properly applied obtains

extensive benefits. It’s also a medium for collaboration, and a language unto itself that is of

universal appeal (A.D. Greenberg, et al., 2012)

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Furthermore, a study entitled, “Learning through Digital Media Experiments in

Technology and Pedagogy” states that videos don’t have to be long for it to be captivating.

Actually, shorter segments may place greater emphasis on close viewing and resultant

comprehension. Through the use of technology, video presentation arises in teaching and in

learning. It is currently utilized in introducing ideas, lectures, discussions and updates. Video-

based materials on specially produced educational videos, documentaries, NEWS and films

appear in many programs these days (R. T. Scholz, 2011).

The selection of appropriate video clips and methodology for their display within the teaching

materials represents an important issue for curriculum design, leading to positive learning

outcomes (McConville & Lane, 2006).

The research findings by Tan & Pearce (2011) indicated that the use of video in

education was an effective way to engage students and support their understanding. The benefits

would be providing different ideas and opinions on subjects, several delivery mechanisms, and

getting regular examples to explain points.

According to Shift eLearning Blog, there are some reasons that should motivate the

teacher to use more videos. First is the increased learner engagement: Videos hook us and keep

us glued to the screen. We are not just drawn to the moving pictures; we are also sucked into the

emotions that play out on the screen. Video brings to life any content you present to your

audience. Learner engagement increases when the material stirs the heart and resonates with

one’s deepest emotions. Another is improved retention: Teaching through videos helps learners

retain content and apply knowledge more efficiently than teaching with only text. What is more

intriguing is that this effect magnifies over time. Findings suggest that presentations, where the

text is accompanied with videos, are nine times more effective than text-only slides when
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learners are tested immediately after they have consumed the content. And the efficacy rises to a

whopping 83 percent when the learners are tested after some time has elapsed.

Bergwall (2015) also stated in his study that over the past few years, videos are being

widely used in classrooms for supporting curriculum and helping students learn the material

faster than ever. Research shows that 94% of the teachers have effectively used videos during the

academic year and they have found video learning quite effective, it is even better than teaching

students through traditional text-books. According to Hanzic (2019), using videos in the

classroom is one of the best ways to provide a personalized learning experience. Personalized

learning is becoming an increasing demand and refers to any efforts made to tailor education to

meet students’ different needs. Using videos in the classroom is one of the best ways to provide a

personalized learning experience. Personalized learning is becoming an increasing demand and

refers to any efforts made to tailor education to meet students’ different needs.

Best Practices for Video in Teaching and Learning

The following are the best practices for videos in teaching and learning. Videos should be

a resource that students can access anywhere and anytime from first exposure to review and

remediation. In some topics and concepts, videos can help novice students who have lower prior

knowledge process the concept more easily (Reiser & Dempsey, 2007). Videos should also

provide multiple perspectives of the same material rather than relying on a single view point

(Brunvand, 2010). Moreover, video should be a reflective tool for learners as they work to

integrate and apply new information into their preexisting knowledge by allowing students to

comment and respond to the videos they view (Brunvand, 2010).

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Teacher-made videos can be a great way to support all students, especially the 1 in 5

students who learn and think differently. When you make your own videos, you can tailor the

instruction to the needs of your students. You can also bring a personal connection to the online

learning environment. Vierstra (2022)

The findings on the study of Sutirman (2019) indicated that the use of video as a learning

media on electronic archive has a positive impact on learning achievement. Students who took

the learning using video media have an increase in their understanding and it is concluded that

the use of video in learning can improve learning achievement. Since the control group did not

make use of the video, there is no improvement in their performance but they still have

acceptable scores.

On Modules or Self – Learning Modules

Self-Learning Modules create an effective learning environment for the learners to learn.

These contain the answers of all possible queries, confusions and questions that may come in the

mind of the learner at the time of learning. These also help to maintain high interest level and

sufficient motivation for the learners. These Self Learning Modules have enriched features such

as Self-explanatory, Self-contained, Self- directed, Self-motivating and Self-evaluating which

help to cater to the needs of all types of learners.

On the other hand, with the current setup DepEd has for its teachers and students, the

possibility of anyone genuinely learning anything is low. First off, modules are not a substitute

for teachers. Without a knowledgeable person around who can explain confusing or complicated

concepts written in the module, the student won’t understand it. Second, examples are limited.

The modules themselves aren’t perfect. They differ from school to school, and their contents
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depend on the teachers who made them. Some students may not have a problem understanding

their lessons because of a well-explained module, but others may not be as lucky. With the lack

of standard books used, the level of learning varies. Third, students are being left in the dark.

Those who don’t have access to electronic gadgets and the internet may not even know who their

classmates are for this school year. The only point of contact students has with their teachers this

school year is through the modules. Social bonds can’t form between students and teachers.

Additionally, there is a lack of feedback. Once modules have been answered and

delivered to the teacher, students only have to worry about the next modules coming in. There is

little to no feedback regarding what they have learned and if their answers are correct. Therefore,

the modular approach becomes an endless stream of paperwork for both the student and the

teacher with no way of knowing its effectiveness. There are a lot more challenges concerning

modular learning, but these are the most prevalent. Both the students and the teachers are at a

disadvantage. The quality of education, however hard it is to admit, may have dropped. But

because we’re still in the middle of a pandemic, it’s not their fault. Learning is hard when done

on your own.

Modules as learning media have advantages in improving cognitive achievement, while

in building the cognitive activity it is needed to combine various elements in learning. Modules

as learning media contain elements of text, images, case studies, and exercises. In addition, the

use of modules tends to be more flexible, because they can be used repeatedly without requiring

other technologies. (Sutirman, 2019).

The average mathematics learning outcomes of students who use modules are higher than

the average mathematics learning outcomes of students who do not use modules. Thus, the use

of modules has a positive effect on mathematics learning outcome. Rahmawati (2019).

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Effectiveness of Video – Assisted Learning Module

The traditional method of class room teaching is transcended here as most of the young

generation are having more accessibility in mobile phones that respects the characters of these

users who are connected and can access the materials in the time and space of their wish. This

flexibility offers a great deal of autonomy in teaching and learning process. The digital objects

that allows the students to study in an independent manner are used to strengthen the

theoretical as well as practical knowledge in the graduation of Education. These digitized

materials make the teaching more dynamic and allows the use of active means of learning which

breaks down the mood in a conventional teaching that is focused on demonstration and repetitive

procedures (Paavizhi, K., et al, 2019).

Advantages and Disadvantages of Pre - Recorded Videos

The advantages are the following. First, it’s convenient. Since it’s pre-recorded, you

don’t have to be on time for class and you can easily adjust time. Moreover, you can watch the

pre-recorded videos wherever you want. Second, it’s good to be able to concentrate, plus

normally, for a pre-recorded video, it comes with a ppt file or a data file, so it’s more convenient

and easier to concentrate. Third, it allows you to go over what you have learned in class as much

as you want. As long as the professor doesn’t delete the videos, you can always revise what you

have learned in class or even record the uploaded pre-recorded videos and watch them

repeatedly.”

However, pre – recorded videos also have disadvantages. First, the quality of the pre-

recorded videos should be improved because it sure does affect the effectiveness. Second, there

might be some professors who simply upload a YouTube lecture that they found on the internet

and call that a class, when they should actually prepare and provide a proper lecture that the
 19

students really need. Third, watching a pre-recorded video instead of having a real-time face-to-

face lecture isn’t as effective, and it is hard to concentrate on what we are learning. Lastly, using

pre-recorded videos for classes makes it harder for students to contact professors about any

queries.” (Islam, Maidul; Kim Dan-A; Kwon Minjoo; 2020)

Synthesis

A lot of previous studies showed that videos have a positive impact as an educational tool

for learners. Studies also showed that the content to be included in the video is an important

matter to be solved first. Another thing to consider is the duration of video. Short videos are seen

to be the most effective in motivating students to learn. Other results showed that the use of

video-based instructional materials for teaching practical skills at a distance also appears

effective.

Many researchers have already confirmed the effectiveness of video in education. It

covers a wide scope of topics, whichever would you like to watch/ discuss. One of the many

advantages of using video lesson as an educational tool is that it can be replayed multiple times if

you still haven’t understood its’ content.

Nowadays, mobile phones are already available in almost every student. In this case,

video learning is much easier and much handy for them.

Another study showed that the use of video in education was an effective way to engage

students and support their understanding. Through videos, they can easily understand the topic

which are meant for them to learn.

 20

There are also some principles to b considered while using videos in learning like

keeping the videos short, focusing on the important concepts, and be enthusiastic so students will

be more engaged in learning.

Studies also showed that students see educational videos as an additional material to them

which support self – learning. It also provides flexibility with no extra cost. Other results showed

that videos offered different ways other than traditional notes. There are lot of things to do with

videos like you can replay it over and over again. It can also be shared to everyone and can be

copied to any computer.

Lastly, studies showed that mobile learning using video clips was successful in skills

training and education motivating lecturers and video makers to develop and create videos.

According to the previous studies, it can be seen that videos has really an impact and

plays a big role in learning. As we are experiencing this New Normal education wherein students

and teachers cannot meet face – to – face, videos will really be a big help in all aspects when

utilized properly.

Some of the best practices for using videos in teaching and learning were developed so

that learning through videos will be effective. First of all, videos should be available to students

anytime and anywhere. Moreover, learning through videos should have a reflection afterwards to

allow students to express themselves if they have something learned from the video.

A lot of studies are also dealing with the effectivity of modules in students’ learning.

Some say that it is helpful while others say that it is not really enough since there is no teacher to

explain to the students. But one study states that the presence of videos as a supplement of

module can make teaching more dynamic since it is focused on demonstration and repetitive
 21

procedures. On the case of pre – recorded or offline videos, there are advantages but there are

also disadvantages.

METHODS

This section describes the components of the study which relate to research methodology

such as the research design, participants, research instrument, data gathering procedure,

statistical treatment and ethical considerations.

Research Design

A Quasi-Experimental research design, pre and post evaluation is to be conducted to the

Grade 9 students of Calatrava National High School-Malanog Annex. A Quasi – experimental

research design is similar to experimental research in that there is manipulation of an

independent variable but it differs from experimental research because either there is no control

group, no random selection, no random assignment, and/ or no active manipulation (Abraham &

MacDonald, 2011).

Using Quasi – Experimental design, the students will be grouped into two, the control

and the experimental group. The students in the experimental group will be given an offline

video lesson to check if it will affect the quality of modules that they submit. A single case is

observed at two time points, one before the treatment and one after the treatment. Changes in the

outcome of interest are presumed to be the result of the intervention or treatment.

 22

Participants of the Study

The participants of the study will be the two sections of Grade 9 students from Calatrava

National High School – Malanog Annex enrolled during School Year 2021-2022. The two

sections will be grouped into two; those who have no cellphones and those who have cellphones.

During distribution of modules, the parents were asked if their child has a cellphone or not or if

there is anyone in their home who have cellphones. Those who have no cellphones will be the

control group and those who have cellphones will be the experimental group. From the

information of the researcher, there are 32 students in the control group and 38 students in the

experimental group. The total number of participants is 70.

The participants were not randomly selected. Purposive sampling technique was adopted

to sample the respondents as the intention of the study was to find out the effectiveness of offline

video lesson.

The table below shows the data for the respondents of the study.

Table 1: Respondents of the Study.

Control Group Experimental Group

32 38

Total Respondents: 70

Research Instrument

The researcher used the activities/assessments found in the Self-Learning modules to

check the quality of the modules submitted by the Grade 9 students.The researcher will check the
 23

answers of the students in the exercises found in their Self-Learning modules and find the mean

of their scores.

The research instrument is composed of four (4) modules. (1.) Determining the

conditions that make a quadrilateral a parallelogram, (2.)Using properties to find measures of

angles, sides and other quantities involving parallelogram, (3.) Proving theorems on the

different kinds of parallelogram (Rectangle, Rhombus, Square) and, (4.) The Midline Theorem.

Each module has different activities and different number of items. For the Pre-evaluation which

is composed of Modules 1 and 2, there are 30 items in total. Post-evaluation which is composed

of Modules 3 and 4 also has a total of 30 items.

A researcher – modified scale of the range and its corresponding interpretation on the

quality of submitted modules was designed.

Validity of the Research Instrument

Validity is the extent to which the interpretations of the results of a test are warranted,

which depends on the particular use the test is intended to serve. (Shields, 2015).

For the research questionnaire, the researcher employed the Self-Learning Modules given

by the Department of Education as an assessment, hence there was no requirement for it to be

verified by external validators because DepEd materials are regarded valid and trustworthy.

Reliability of Research Instrument

The instrument was tested for reliability through a dry-run test. The instrument are the

activities found in the Self-Learning modules which are given to all students. The researcher
 24

conducted reliability testing from the 30 Grade 9 students of Paghumayan National High School.

The researcher used KR-20 to determine the tests’ reliability (Kuder-Richardson Formula 20). It

serves as a gauge of tests dependability when using binary variables (i.e., answers that are right

or wrong). The consistency of the test results, or how effectively the test truly measures what you

want it to assess, is known as reliability (Stephanie Glen, 2016). For the Pre-evaluation

Instrument, the Kuder – Richardson established an KR coefficient of 0.826 at 0.05 level of

confidence. Therefore, the 30 – items test instrument for pre-test is reliable. For the post-

evaluation, the Kuder – Richardson established an KR coefficient of 0.776 at 0.05 level of

confidence. Therefore, the 30 – items test instrument for post-test is reliable.

Data Gathering Procedure

The researcher asked the permission from the school principal to conduct this study.

After getting permission, the researcher also asked consent from the Grade 9 parents that their

children will be participants of the study.

After identifying the statement of the problems to be answered, the researcher used Purposive

Sampling. The two (2) sections of Grade 9 students from Calatrava National High School

enrolled during S. Y. 2021-2022 were combined. From the two sections, the researcher identified

those students with and without cellphone. The researcher asked the parents during distribution

of module whether their child has a cellphone or not, or if anybody in their home has a

cellphone. The control group will be those students without cellphone while the experimental

group will be those with cellphones. The researcher asked permission from the parents with

cellphone that there will be an Offline Video Lesson which will be passed through them via

Share - It. This video is a researcher-made video based on the topic found in the Self- Learning
 25

Modules from Module 3 (Proving theorems on the different kinds of parallelogram (Rectangle,

Rhombus, Square) to Module 4 (The Midline Theorem).

On the pre-evaluation, both groups will only be given modules alone and the researcher

will identify the quality of modules that they have submitted. The researcher will check the

students answer in the exercises/activities found in their module. The pre-evaluation is composed

of Modules 1 and 2. Module 1 has two (2) activities for a total of 15 points. Module 2 also has

two (2) activities which is also equivalent to 15 points. All in all, the pre-evaluation has a total of

30 points.

On the post-evaluation, the experimental group will be given an Offline Video for them

to use on the next modules but the control group will not be given. The two groups will be given

modules again with the experimental group having the video and the control group without the

video as an additional material and check if there is a significant difference in the quality of

submitted modules. The post- evaluation is composed of Modules 3 and 4. The researcher

created an Offline Video Lesson from the topics found in this module. Module 3 is composed of

two (2) activities and has a total of 20 points. Module 4 is composed of two (2) activities which

has a total of 10 points. All in all, the post – evaluation also has a total of 30 points.

The researcher will use the actual scores of students to calculate the quality of submitted

modules. After the data have been consolidated and encoded, statistical tools to be used in each

problem will be identified and all computations pertinent to a given problem will be done using

the Statistical Package for the Social Sciences (SPSS).

 26

Statistical Treatment

In the process of the data obtained through the questionnaire, the researcher will utilize

the following descriptive and inferential statistics:

For problem 1, which aim to determine the quality of submitted modules of the control

and experimental group before and after the utilization of Offline Video Lesson,

For problem 2, which aim to determine the quality of submitted modules of the two

groups after the utilization of Offline Video Lesson, mean of the actual scores, together with

standard deviation, with interpretation were used .

To interpret the quality of submitted modules, a researcher-modified scale of the mean

and its corresponding interpretation on the quality of submitted modules was designed. The scale

for interpretation is shown below.

Table 2. Scale of the Range and Its Corresponding Interpretation on the Quality of Submitted

Modules

Range Interpretation

24.01 – 30.00 Outstanding

18.01 – 24.00 Very Satisfactory

12.01 – 18.00 Satisfactory

6.01 – 12.00 Fair

0.00 – 6.00 Poor

For problem 3 which aim to determine the significant difference on the quality of

submitted modules of the control and experimental group before and after the utilization of an

Offline Video Lesson, paired sample t - test will be used. A paired sample t - test compares
 27

means from the same group at different times. In a paired – sample t – test, each subject or entity

is measured twice, resulting in pairs of observations.

For problem 4 which aim to determine the significant difference on the quality of

submitted modules of the two groups after given an Offline Video Lesson, independent samples t

– test will be used. Independent samples t – test compares the means for two independent groups

in order to determine whether there is statistical evidence that the associated population means

are significantly different.

Using SPSS, data were organized and analyzed in tables. The significance level used for

reference of interpretation is at a = 0.05. When the p-value is less than 0.05 (p<0.05), the null

hypothesis should be rejected (accept the alternative hypothesis) since it shows that the variables

have significant difference. Otherwise, when the p-value is greater than 0.05 (p>0.05), the null

hypothesis should be accepted for the variables do not show any significant difference.

Ethical Considerations

It is the students’ decision whether to finish their time on task or not. The researcher will

assure them that the results of this study will be strictly confidential to protect them. The privacy

of the data collected from the participants will also be protected. The researcher will ensure that

students’ checklist forms should be kept secure and properly coded to yield an honest result.

Access to forms should be limited to authorized persons only.

This research will also the assurance of safety and protection from harm, among all the

participants and the researcher throughout the conduct of the study. There are no potential risks

to any of the participants in this study. At any time during this study, the researcher will be

vigilant about the safety and the dignity of all the participants. It is not the intention of this study
 28

to cause any psychological/emotional harm, social or legal risks to any of the participants as a

consequence of their participation to this research.

Honesty is one of the main concerns of the researcher. The researcher will ensure that no

wilful exclusion or omission of any critical findings or manipulation to favour specific interest

will be made from the results of the data gathered.

 29

RESULTS AND DISCUSSION

This section presents the results and discussion of the specific problems raised in this

study. It also provides implication and link to related studies that supports/deviates from the

findings of the present study.

On the quality of submitted modules of the control and experimental group before the
utilization of Offline Video Lesson
Table 3
Quality of submitted modules of the control and experimental group before the utilization of Offline
Video Lesson

Group M SD Interpretation

Control Group 18.06 8.43 Very Satisfactory

Experimental Group 18.26 7.00 Very Satisfactory

Note: Mean Scale; 0.00 – 6.00 Poor, 6.01 – 12.00 Fair, 12.01 – 18.00 Satisfactory, 18.01 – 24.00 Very Satisfactory
and, 24.01 – 30.00 Outstanding

Table 3 shows that both control (M = 18.06, SD = 8.43) and experimental (M = 18.26,

SD = 7.00) have “Very Satisfactory” quality of submitted modules. Results shows that both

groups have acceptable scores in the assessment found in their modules.

Results confirm with the study of Aksan (2021). In her study, it revealed that students’

perceptions agreed on using modular distance learning approach (MDLA). It means the students

had positive perceptions regarding MDLA in Mathematics. It had also a positive effect to

students’ performance in which students performed very satisfactory in Mathematics which

means they had good quality performance.

 30

On the quality of submitted modules of the control and experimental group after the

utilization of Offline Video Lesson

Table 4
Quality of submitted modules of the control and experimental group after the utilization of Offline Video
Lesson

Group Mean SD Interpretation

Control Group 18.19 4.50 Very Satisfactory

Experimental Group 23.24 3.22 Very Satisfactory

Note: Mean Scale; 0.00 – 6.00 Poor, 6.01 – 12.00 Fair, 12.01 – 18.00 Satisfactory, 18.01 – 24.00 Very Satisfactory
and, 24.01 – 30.00 Outstanding

Table 4 still shows that that both control (M = 18.19, SD = 4.50) and experimental (M =

23.24, SD = 3.22) have “Very Satisfactory” quality of submitted module. However, there is an

increase in the mean of the quality submitted modules of the experimental group.

This is after the utilization of Offline Video Lessons. Somehow, the videos help improve

the quality of the modules submitted by the students in the experimental group. This can be

related by the research findings by Tan & Pearce (2011) indicated that the use of video in

education was an effective way to engage students and support their understanding. Since they

are only having a module without the teacher, there are things that they cannot clearly

understand. With the help of videos, it can support the students understanding and eventually

improve the quality of the modules that they submit.

 31

On the significant difference in the quality of submitted modules of the control group
before and after the intervention
Table 5
Significant difference in the quality of submitted modules of the control group before and after the
intervention

Test Mean df t-value p-value Interpretation

No Significant
Pretest 18.06 Difference
32 -.083 .934
Posttest 18.19

Table 5 presents the significant difference in the quality of submitted modules of the

control group before and after the intervention. A paired- sample T-test is used to generate this

result. Results show that there is no significant difference (t (32) = -.083, p = 0.934) in the

control group before and after the intervention at 0.05 level of significance.

Although there is no significant difference in quality of modules submitted by the

students, they still have very satisfactory performance. Results confirm with the study of

Salappudin (2021) that states Modular Learning Modality is effective teaching strategy in

achieving very satisfactory Mathematics Achievement Level. There is significant effect of

Modular Learning Modality to the Mathematics Achievement Level at 52.6 percent of the

average grades accounted by the regression model.

On the other hand, the findings on the study of Sutirman (2019) indicated that the use of

video as a learning media on electronic archive has a positive impact on learning achievement.

Students who took the learning using video media have an increase in their understanding and it

is concluded that the use of video in learning can improve learning achievement. Since the
 32

control group were not given an Offline Video Lesson, there is no improvement in the quality of

modules that they have submitted but they still have acceptable scores.

On the significant difference in the quality of submitted modules of the experimental group
before and after the intervention

Table 6
Significant difference in the quality of submitted modules of the experimental group before and after the
intervention

Test Mean df t-value p-value Interpretation

Pretest 18.26
38 -3.871 .000 Significant
Posttest 23.24

Table 6 presents the significant difference in the quality of submitted modules of the

experimental group before and after the intervention. A paired- sample T-test is used to generate

this result. Results show that there is a significant difference (t (38) = -3.871, p = 0.000) in the

experimental group before and after the utilization of Offline Video Lesson at 0.05 level of

significance.

Results confirms with the study of Rajadell & Garriga-Garzón (2017), where students

viewed educational videos as additional materials which supplemented conventional

methodologies and supported self-learning as well as providing flexibility at no extra cost. Since

the students make use of the videos as an additional material which supported self-learning, there

is a greater chance for them to perform better than without the video. Other factors are also

considered in this significant improvement.

 33

On the significant difference in the quality of submitted modules of the control and
experimental group after the intervention

Table 7
Significant difference in the quality of submitted modules of the control and experimental group after the
intervention

Group Mean df t-value p-value Interpretation

Control Group 18.19

68 -5.461 .000 Significant
Experimental
Group 23.24

Table 7 presents the significant difference in the quality of submitted modules of the

control and experimental group after the intervention. An independent sample T-test is used to

generate this result. Results show that there is a significant difference (t (68) = -5.461, p < .05)

on the control and experimental group after the utilization of Offline Video Lesson at 0.05 level

of significance. Implies that students expose to offline video lessons has an increases in the

quality of submitted modules.

Results confirms the study of Lee et al., (2016), they emphasized that mobile, a valuable

form of technology, has become common among the younger generations. Videos using cell

phones are good instruments that teach students on proper skills and improve learning outcomes.

It can also lead to a significantly higher level of learning motivation, confidence in learning a

skill and class satisfaction. In this study, with the use of mobile phones, students can watch the

videos all over again to get the information that they need, thus significantly improving the

quality of modules that they submit. But other factors can also affect the said difference like the

use of Google and other platforms, especially since it is a Modular Learning and students can

have as much sources as they want.

 34

CONCLUSIONS

This section presents the salient findings in the investigation of the effectiveness of Offline

Video Lesson on the quality of submitted modules, cinclusiins, and recommendations based on

the data gathered, presented, analyzed and interpreted in the previous segments:

Summary of Findings

The following are the findings of the study that uses the descriptive and inferential

statistics to analyze the data:

1. The quality of submitted modules of the control (M = 18.06, SD = 8.43) and

experimental (M = 18.26, SD = 7.00) group before the utilization of Offline Video

Lesson are both very satisfactory.

2. The quality of submitted modules of the control (M = 18.19, SD = 4.50) and

experimental (M = 23.24, SD = 3.22) group after the utilization of Offline Video Lesson

are still both very satisfactory but there is an increase in the mean of the quality of

modules in the experimental group.

3. There is no significant difference in the quality of submitted modules of the control

group before and after the utilization of Offline Video Lesson (t (32) = -.083, p = 0.934)

at 0.05 level of significance.

4. There is a significant difference in the quality of submitted modules of the

experimental group before and after the utilization of Offline Video Lesson (t (38) = -

3.871, p = 0.000) at 0.05 level of significance.

 35

5. There is a significant difference in the rate of the quality of submitted modules of the

control and experimental group after the utilization of Offline Video Lesson (t (68) = -

5.461, p < .05) at 0.05 level of significance.

Conclusions

Based on the findings and after the the utilization of Offline Video Lesson, the following

conclusions were drawn out.

It was described that despite the challenges brought up by the pandemic, students still

take time to answer their modules and they have acceptable scores.

The mean of the scores of those students who are exposed to an Offline Video Lesson is

much higher than the mean of those who are not exposed to the intervention.

There is not much improvement on the mean of the scores of those students who are not

given an Offline Video Lesson but there is an increase on the mean of the scores of those

students who were given the intervention.

Therefore, the Offline Video Lesson has helped improve the scores of the students in

their modules. Furthermore, it showed that Offline Video Lesson is an effective additional

supplementary material for students while they are answering their modules.
 36

RECOMMENDATIONS

Findings from this study could provide insights and from the identified relevant

sectors, the following recommendations are provided:

1. The Department of Education is the primary initiator of the learning interventions that are

necessary to improve the quality of education and addressing the needs of the learners.

Hence, it is recommended that DepEd can issue a Deped Order to conduct seminars or

online webinars for teachers to encourage the use of offline video lessons in schools as

additional learning materials other than Self-Learning Modules especially in those

mountainous areas with no internet connectivity.

2. School administrators also plays an important role in the betterment of the quality of

education. From this study, it is recommended that they should ensure that teachers are

encouraged to make offline videos by engaging them in training how to make effective

and efficient offline videos.These videos will be used to supplement students while they

are self-learning schools located at rural areas.

3. The findings from this study are also beneficial for the Mathematics Teachers. This study

will be serving as baseline data in designing instructional materials that targets the needs

of students in different locality. Teachers should attend trainings to further improve

themselves in making use of offline videos as a supplementary material necessary to

make the lessons in the Self- Learning modules interesting.

4. Students should actively engage themselves in answering their Self- Learning Modules in

Mathematics with the use of varied offline video lessons prepared by their teachers.
 37

5. Further researches may be conducted to determine if offline video lesson is effective to

the quality of submitted modules of students in different settings and locale.

 38

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 42

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 43

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videos-can-help-with-distance
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APPENDIX A

RESEARCH INSTRUMENT

PRE-EVALUATION

Module 1
Exercise 1: Complete me! (11 pts.)
Direction: Fill in the blank the correct word to complete the conditions that makes a
Quadrilateral a Parallelogram.
1. A quadrilateral is a parallelogram if both pairs of _____________ sides are ______________.
2. A quadrilateral is a parallelogram if both pairs of ____________ angles are ______________.
3. A quadrilateral is a parallelogram if both pairs of ____________ angles are ______________.
4. A quadrilateral is a parallelogram if the _________________ bisect each other.
5. A quadrilateral is a parallelogram if each _________________ divides a parallelogram into
two _______________________________.
6. A quadrilateral is a parallelogram if one pair of opposite sides are both __________ and
_____________.

Exercise 2: Defense! Defense! (4 pts.)

Directions: Study the following parallelograms below then determine what condition that makes
the figure a parallelogram.
 45

Module 2
Exercise 1: (10 pts.)
DIRECTION: Refer to the given figure at the right and answer the following using the different
properties of parallelogram. Given: MATH is a parallelogram.
1. 𝑀𝐴 ̅̅ ≅_____
2. ∆MAH ≅ _____
3. 𝑀𝑆 ̅̅ ≅ _____
4. ∆THM ≅ _____ 5. ∠ATH ≅_____
6. If m∠MHT = 100°, then m∠MAT _____
7. If m∠AMH = 100°, then m∠MHT _____
8. If MH = 7, then AT = _____
9. If AS = 3, then AH = _____
10. If MT = 9, then SM = _____

Exercise 2: (5 pts.)
Directions: Using the figure at the right answer the following question.
1. Given HE = 2x OR = x + 5
Find HE
2. Given: m ∠HER = 5y – 26 m
∠ROH = 2y + 13
Find: m ∠ROH
3. Given: m ∠OHE = 3
m ∠HER
Find: m ∠OHE and m ∠HER
4. Given: HZ = 4a – 5
RZ = 3a + 5
Find: HZ
5. Given: OZ = 12b + 1 ZE = 2b + 21
Find: ZE

PRE-EVALUATION: 30 pts.
 46

POST-EVALUATION

Module 3
Exercises/Activities

Activity 1. Answer the following statements with always true, sometimes true, or
never true. (10 pts.)
1. A square is a rectangle.
2. A rhombus is a square.
3. A parallelogram is a square.
4. A rectangle is a rhombus.
5. A square is a parallelogram
6. A parallelogram is a rectangle.
7. A quadrilateral is a parallelogram.
8. A square is a rectangle and a rhombus.
9. An equilateral quadrilateral is a rhombus.
10. An equiangular quadrilateral is a rectangle.

Activity 2. Indicate with a check (√) mark in the table below the property that
corresponds to the given quadrilateral. (10 pts.)
Property Quadrilaterals
Parallelogram Rectangle Rhombus Square
1. All sides are congruent.
2. Opposite sides are parallel.
3. Opposite sides are
congruent.
4. Opposite angles are
congruent
5. Opposite angles are
supplementary
6. Diagonals are congruent
 47

7. Diagonals bisect each other.

8. Diagonals bisect opposite
angles.
9.Diagonals are perpendicular
to each other
10. A diagonal divides a
quadrilateral into two
congruent triangles.

Module 4
Activity 1 (4 pts.)

a. ∆ABC has P as the midpoint of BA and Q as the midpoint of CA . Is PQ | | BC ?

b. Is PQ = (1/2) BC ?

Activity 2 (6 pts.)

Based on the figure in activity 1, complete the proof of the Midline Theorem.
Given: ∆𝐴𝐵𝐶, P is the midpoint of BA ,
Q is the midpoint of AC
Prove: PQ ∥ BC , PQ = 𝟏/𝟐 BC

Proof

STATEMENTS REASONS
1. ∆𝐴𝐵𝐶, P is the midpoint of BA , Q is the 1.Given
midpoint of AC
2. In a ray opposite , there is a point R such 2. In a ray, point at a given distance from
that PQ ≅ QR the endpoint
→
3. QA ≅ QC 3.
PQ
4. ∠𝑃𝑄𝐴 ≅ ∠𝑅𝑄𝐶 4.
5. ∆PAQ ≅ ∆ RCQ 5.
6. ∠𝑃𝐴𝑄 ≅ ∠𝑅𝐶𝑄 6.
7. BA ∥ CR 7. If Alternate Interior Angles are
Congruent, then the lines are parallel
8. PB ≅ PA 8.
9. PQ = 𝟏/𝟐 BC 9.
 48

POST-EVALUATION: 30 pts.
Reliability of Research Instrument

Pre-Test Instrument

Case Processing Summary

N %
Cases Valid 58 96.7
Excluded a
2 3.3
Total 60 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics
Kuder –
N of Items
Richardson (20)
.826 30

The Kuder – Richardson established an KR coefficient of 0.826 at 0.05 level of

confidence. Therefore, the 30 – items test instrument for pre-test is reliable.

Post-Test Instrument

Case Processing Summary

N %
Cases Valid 28 93.3
Excluded a
2 6.7
Total 30 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics
Kuder –
Richardson (20) N of Items
.776 30
 49

Kuder – Richardson established an KR coefficient of 0.776 at 0.05 level of confidence.

Therefore, the 30 – items test instrument for post-test is reliable.
APPENDIX B

SPSS RESULTS

I. On the quality of submitted modules of the control and experimental group before
the utilization of Offline Video Lesson.

Case Processing Summary

Cases

Included Excluded Total

N Percent N Percent N Percent

ControlPre 32 84.2% 6 15.8% 38 100.0%

ExperimentalPre 38 100.0% 0 0.0% 38 100.0%

Report

ControlPre ExperimentalPre

Mean 18.0625 18.2632

N 32 38
Std. Deviation 8.42782 7.00457
 50

II. On the quality of submitted modules of the control and experimental group after
the utilization of Offline Video Lesson

Case Processing Summary

Cases

Included Excluded Total

N Percent N Percent N Percent

ControlPost 32 84.2% 6 15.8% 38 100.0%

ExperimentalPost 38 100.0% 0 0.0% 38 100.0%

Report

ControlPost ExperimentalPost

Mean 18.1875 23.2368

N 32 38
Std. Deviation 4.49686 3.21680

III. On the significant difference in the quality of submitted modules of the control
and expeeimental group before and after the intervention.

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

ControlPre 18.0625 32 8.42782 1.48984

Pair 1
ControlPost 18.1875 32 4.49686 .79494
ExperimentalPre 18.2632 38 7.00457 1.13629
Pair 2
ExperimentalPost 23.2368 38 3.21680 .52183
 51

Paired Samples Correlations

N Correlation Sig.

Pair 1 ControlPre & ControlPost 32 .252 .163

ExperimentalPre &
Pair 2 38 -.074 .661
ExperimentalPost

Paired Samples Test

Paired Differences t df Sig. (2-

Mean Std. Std. Error 95% Confidence Interval tailed)

Deviation Mean of the Difference

Lower Upper

Pair ControlPre -
-.12500 8.49193 1.50118 -3.18667 2.93667 -.083 31 .934
1 ControlPost
Pair ExperimentalPre - -
7.92017 1.28482 -7.57698 -2.37039 -3.871 37 .000
2 ExperimentalPost 4.97368
 52

IV. On the significant difference in the quality of submitted modules of the control
and expeeimental group after the intervention.

Group Statistics

Groupings N Mean Std. Deviation Std. Error Mean

Control 32 18.1875 4.49686 .79494

Posttest
Experimental 38 23.2368 3.21680 .52183

Independent Samples Test

Levene's t-test for Equality of Means

Test for
Equality of
Variances

F Sig. t df Sig. (2- Mean Std. Error 95% Confidence

tailed) Difference Difference Interval of the
Difference

Lower Upper

Equal variances assumed 4.553 .036 -5.461 68 .000 -5.04934 .92456 -6.89427 -3.20442
Posttes
t Equal variances not 54.92
-5.310 .000 -5.04934 .95092 -6.95508 -3.14361
assumed 8

APPENDIX C
 53

LETTERS (PERMISSION, CONSENTS)

Letter to the School Principal

February 15, 2022

Mrs. CHLOE L. JUANGA, PhD.

Principal III
Calatrava National High School
Brgy. Look, Calatrava, Negros Occidental

Thru
Mr. DEBBIE D. ROSARITO
Teacher-In-Charge
Calatrava National High School – Malanog Annex
Brgy. Malanog, Calatrava, Negros Occidental

Subject: Permission to conduct research

Respected Sir / Madam:

I am Relyn E. Caramihan, Teacher 1 at Calatrava National High School – Malanog Annex and
a Master’s student majoring in Mathematics at University of St. La Salle under the Project-Free
Scholarship. Presently, I am doing a research entitled, “Offline Video Lesson: It’s Effect on the
Rate of Submitted Modules of the Grade 9 students”. The participants of this study involve
seventy (70) Grade 9 students of CNHS-Malanog Annex.
I am hereby seeking your consent in conducting this study by distributing Offline Videos
together with their modules to Grade 9 students of CNHS-Malanog Annex for 6 weeks starting
February 21, 2022.
Should you require any further information, please do not hesitate to contact me at 09514083186.
Your permission to conduct this study will be greatly appreciated. Thank you very much!
 54

Yours sincerely,
Relyn E. Caramihan
Researcher

Conformed:

Debbie D. Rosarito
Teacher-In-charge

Approved by:

Chloe L. Juanga, PhD.

Principal III
 55

Letter for the Parents of the Respondents

 56

UNIVERSITY OF ST. LA SALLE

Bacolod City, Negros Occidental
Project FREE – Paglaum Batch 3

PARENT’S CONSENT

Tinahod ko nga mga ginikanan,

Gisulatan ko kamo kay ako nagahangyo sa inyong pagtugot nga tagaan ninyo ako ug
higayon para ubrahon nga “participant” sa akoa nga research ang imohang anak nga si
___________________________________. Kini nga Research usa ka requirement kabahin sa
akoa nga pag eskwela sa Masteral.

Nagakinahanglan ako sa ila partisipasyon karong tibuok 3rd Quarter. Mahitungod kani sa
subject nga Mathematics. Aduna akoy ipanghatag kanila nga mga videos aron mahimo nila nga
giya samtang ga answer sila sa ilahang modules.

Mahimo kining dakong parte sa akong research ingon man magamit kini sa pagpalambo
sa ilahang pag eskwela.

Mamalihug ko ug pirma kung uyon mo sa akong hangyo.

DAGHANG SALAMAT!

Nagpadala,

RELYN E. CARAMIHAN
Researcher

____________________________________________________
Pangalan ug pirma sa Ginikanan/ Guardian
57
 1

APPENDIX D
TECHNICAL CLEARANCE FOR THE PROPOSAL

GRADUATE SCHOOL
UNIVERSITY OF ST. LA SALLE

TECHNICAL REVIEW CERTIFICATE

Date: DECEMBER 13, 2021

This is to certify that the research proposal with the title OFFLINE VIDEO LESSON: IT’S EFFECT

ON THE QUALITY OF SUBMITTED MODULES OF GRADE 9 STUDENTS submitted by

CARAMIHAN, RELYN E. under the program MASTER IN EDUCATION, MAJOR IN MATHEMATICS

(Name of Proponent) (Degree/Course)

has been reviewed for technical soundness and compliance with the recommendations of the

panel members during the Proposal Defense held on NOVEMBER 13, 2021 via Zoom.
(Date of Defense)

DAINA D. TUPAS, MAEd ROSELLER BEJEMINO, PhD

Content Specialist Method Specialist

ROMY DE LA SERNA, MAEd

Panel Chair
 2

APPENDIX E

SAMPLE STUDENT’S OUTPUT

3
4
5
6
7
8
9
 10

APPENDIX F

CONSOLIDATED DATA (Pre-evaluation and Post Evaluation)

CONTROL GROUP

Pre -Evaluation
Module 1 Module 2 Total Score
13 15 28
15 15 30
10 5 15
5 9 14
11 12 23
15 5 20
15 15 30
0 0 0
0 0 0
15 0 15
11 0 11
15 4 19
11 3 14
7 15 22
15 5 20
14 14 28
13 10 23
15 12 27
14 7 21
15 13 28
8 6 14
11 0 11
0 0 0
15 10 25
8 5 13
0 5 5
15 5 20
11 11 22
12 9 21
15 0 15
15 7 22
9 13 22
 11

Post -Evaluation
Module 3 Module 4 Total Score
14 7 21
11 9 20
8 5 13
13 4 17
13 8 21
14 9 23
16 8 24
5 7 12
8 10 18
5 8 13
5 5 10
4 6 10
14 5 19
11 9 20
15 5 20
3 6 9
7 9 16
17 9 26
12 7 19
16 4 20
10 5 15
11 5 16
16 9 25
15 10 25
8 5 13
14 8 22
14 5 19
15 5 20
13 9 22
10 5 15
15 5 20
14 5 19

EXPERIMENTAL GROUP
 12

Pre -Evaluation
Module 1 Module 2 Total Score
5 5 10
8 6 14
2 5 7
15 11 26
15 6 21
10 15 25
13 15 28
0 0 0
14 0 14
13 15 28
15 13 28
15 10 23
15 15 30
11 1 12
8 3 11
11 5 16
11 6 17
15 10 25
15 5 20
15 6 21
15 9 24
5 15 20
15 5 20
8 6 14
15 5 20
14 7 21
15 14 29
5 6 11
15 4 19
7 7 14
7 6 13
11 0 11
14 9 23
11 10 21
8 3 11
12 0 12
7 6 13
14 8 22
 13

Post -Evaluation
 14

Module 3 Module 4 Total Score

12 9 21
13 6 19
15 7 21
13 8 21
20 7 27
13 9 22
11 7 18
12 7 19
10 8 18
14 7 21
16 6 22
15 7 22
9 10 19
12 9 21
13 7 20
15 9 24
15 7 22
17 9 26
16 9 25
18 9 27
14 5 19
14 10 24
15 9 24
19 5 24
18 9 27
20 10 30
14 9 23
12 10 22
20 9 29
18 7 25
19 10 29
18 10 28
13 9 22
15 9 24
17 10 27
14 9 23
16 9 25
14 9 23

CONTROL GROUP
PRE-EVALUATION POST-EVALUATION
28 21
 15

30 20
15 13
14 17
23 21
20 23
30 24
0 12
0 18
15 13
11 10
19 10
14 19
22 20
20 20
28 9
23 16
27 26
21 19
28 20
14 15
11 16
0 25
25 25
13 13
5 22
20 19
22 20
21 22
15 15
22 20
22 19

EXPERIMENTAL GROUP
PRE-EVALUATION POST-EVALUATION
 16

10 21
14 21
7 19
26 21
21 21
25 27
28 22
0 18
14 19
28 18
28 21
23 22
30 22
12 19
11 21
16 20
17 24
25 22
20 26
21 25
24 27
20 19
20 24
14 24
20 24
21 27
29 30
11 23
19 22
14 29
13 25
11 29
23 28
21 22
11 24
12 27
13 23
22 25

APPENDIX G
OFFLINE VIDEO LESSON
 17

MODULE 3: PROVING THEOREMS ON THE DIFFERENT KINDS OF

PARALLELOGRAM (RECTANGLE, RHOMBUS, SQUARE)
18
 19

MODULE 4: THE MIDLINE THEOREM

20
21