THE EFFECTIVITY OF THE “DIY: A SELF-PRODUCED VIDEO

INTERVENTION PROGRAM” ON THE LEARNER’S

PERFORMANCE IN VIDEO RECORDING TASK

A Research Proposal

Presented to

Senior High School

Saint Joseph School Foundation Incorporated

Zamboanga City

In Partial Fulfillment of the Requirements

For the Senior High School

Humanities and Social Sciences Strand

Abarquez, Marry Anthonette C.

Felices, Jason T.

Penpeña, Richelle Ann P.

March 14, 2022

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The study of video recording tasks is grounded on the different challenges and

opportunities that affect a learner's performance in making a video recording task. This

research study is entitled the Effectivity of the "DIY: A Self-Produced Video Intervention

Program" on the Learner’s Performance in Video Recording Task. This chapter discussed

the Review of Related Literature and Studies, Theoretical Framework and the Conceptual

Paradigm concerning the factors that affect the learner's performance in making a video

recording task.

I. Video Recording Task

Video recording can help to capture the important verbal communication cues in

contextual data. They also stated that Video recording is very effective to capture raw

contextual data (Rexhartson et al., 2012)

The video learning presentation or activities affect the student learning strategies. It has

an improvement to the student learning outcomes. Today we faced and experienced

online class as a result of the pandemic. This experience was difficult to adjust to, so we

had to come up with this virtual class. In this virtual learning class both students and

teachers experienced sending a video recording task as a document. This will serve as an

advantage to the student due to the fact that they can re-watch the video. and the video

recording task can affect the student learning strategies due to it helps to improve the

student learning (Stockwell et al., 2015).

The statement Stockwell is supplemented by the statement of (Rexhartson et at., 2020),

the pandemic resulted in the transition of face to face classes into virtual learning. The

video recording task will serve as a document for the teachers and students. It is a

privilege for the students to have a video recording task as video recording is an effective

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way to capture raw contextual data, where students can re-watch the video on which it

will help to improve their learning.

Video making tasks are commonly used by teachers as well as students to conduct a

reflective practice upon themselves in order to know if there is a progress in understanding

of the lectures being provided and discussed (Murphy & Barry, 2016). It is one of the

academic performances that is being carried out and utilized by teachers towards their

students is something they are required to do in order to fulfill a particular requirement

that is needed for their academic performance.

Video is one of the most diverse and distinct virtual learning mediums, capturing and

presenting information in a sensory learning environment that allows learners to

comprehend and remember information better (Fern et al., 2013; Syed 2014). Many

educators and scholars have endorsed video as a valuable tool for setting the stage or

offering a starting point for learning, in video, it is an excellent tool for delivering

feedback, conducting assessments, and enhancing mentoring quality. Students'

video-based learning activities have a significant impact on learning results (Karppinen

2005; Boyle 1997). Additionally, Clark (2014), pointed out that evaluating the success of

video as an instrumental media can be difficult and, to some extent, disputed. Video is an

excellent tool for delivering feedback, conducting assessments, and enhancing mentoring

quality. Learning through the use of video technology has been shown to improve

comprehension of dynamic events (Duffy & Cunningham 2016).

Video recording is a very effective way to capture raw contextual data. Students and

teachers experienced sending a Video Recording Task as a document as it serves as an

advantage to the student. Students are able to re- watch the video. The video recording

task has an effect to the student learning strategies as it will helps to improve the student

learning (Stockwell et al., 2015)

Video recording tasks are a requirement for the students in order for the teacher to see if

the students have understood the lectures that were provided by the teachers (Murphy &
Barry, 2016). Video is an excellent tool for delivering feedback, conducting assessments,

and enhancing mentoring quality. Students' video-based learning activities have a

significant impact on learning results (Karppinen 2005; Boyle 2017). Video is an excellent

tool for delivering feedback, conducting assessments, and enhancing mentoring quality

(Duffy & Cunningham 2016).

The mentioned studies are related to the researcher’s studies as the video recording task

is one of the researchers’ variables and the researchers want to know if the "DIY: A

Self-Produced Video Intervention Program" has an effect on the Student’s performance in

the video recording task. The related studies that the researcher acquired gives sufficient

information why the video recording is essential to the students.

II. Environmental Competency

According to Eric Ragpala (2021), the noise, temperature, light, and air quality in

respondents' study areas are the identified environmental factors affecting the students'

performances. They also stated that aside from environmental factors there are other

factors that affect the academic performance of the respondents specifically with the

social media, time, online games, peers, teachers, family, internet connection, health

condition and attitude towards learning.

In the study conducted by Abdolreza Gilavand (2016) stated that the learning outcomes

of the students are being affected by the learning environment. The study emphasizes that

the overcrowded classes, Misplayed boards, insufficient light, inappropriate temperature,

and the schools’ open space noise and inappropriate classrooms are the factors that could

be the reason for the student’s distraction in class.

The statement of Eric Ragpala (2021) is connected to the statement of Abdolreza

Gilavand (2016) The Academic performance of the students are being affected due to

environmental factors that includes noises that makes the students distracted whenever
they will do their academic activities such as video recording tasks. On the other hand,

room

temperature also decreases the comfortability of the students to participate in their classes

and to do their academic activities.

The studies that are presented help the researcher to gain sufficient information that

environmental factors such as loud noise, inappropriate temperature, internet connection

and attitude towards learning influence the environmental competency of the students in

video recording task. It is very related to our studies due to environmental competency

being one of the factors that the researcher identified in the video recording task.

III. Verbal Competency on Video Recording Task

According to Syakur (1987) Fluency is the capacity to talk precisely and familiarity fit

with proficient need. He also stated that perplexing expertise is a speaking ability,

where in it worries about fluency, grammar, vocabulary, and pronunciation additionally,

the student’s approach to absolute English well is pronunciations.

Students try to avoid any errors in the future because they spot some errors after

getting feedback. The role of feedback is important because it determines and evaluates

the students' works. (Effendi, 1984)

The statement of Syakur (2017) is linked to the statement of Effendi (1984). The

feedback of the teachers has a big impact on improving the skills of the students on

grammar, pronunciation, vocabulary, and even fluency.

According to the study conducted by Putri (2019) the result of the investigation

shows a critical increment in talking capacities especially in their familiarity, and

exactness of the students. It is also stated that in video recording, talking class shows

decent discernment in the utilization. On the other hand, the video recording is expressed

by students as intriguing.

According to Tangerang (2018), video recording task can be a technique to

improve the students speaking skills it was also stated that a video recording task is an

activity that students are required to produce a self-video wherein they will be performing

a monologue using the English language. The study also includes that in learning a

task-based activity, the use of video recording tasks is closely related to Mobile-Assisted

Language. On the other hand, in order to improve their English Speaking, the activity is

facilitated by the students, they will do their task outside the usual English classroom with

the help of supporting tools such as mobile phones.

With the study of Tangerang (2018) it was mentioned that the video recording task

is a method to improve the students speaking, the use of video recording is closely related

to mobile-assisted language as their mobile phones become a supporting tool. The

statement of Tangerang (2018) is supported by Putri (2019) statement. The expression of

the students in the video recording task is intriguing due to mobile phones being very

accessible these days. It will serve as a learning tool for the students where they can use it

as a mobile-assisted language to improve the students speaking skills at the same time

they have a positive attitude towards gadgets.

According to Torres (2017), language form and judgment skills are the four

elements to test fluency. Talking as fast, easy, precisely, clear, productive and fathomable

with barely numbers of blunders, is characterized by being fluent.

In 2006, Hayriye implies that selecting appropriate words and sentences in

accordance to its proper social setting, situation, audience, subject matter is part of
speaking. Having sufficient knowledge towards the language and its usage in real

communication is required to become a fluent speaker.

The statement of Torres (2017) is supplemented by the statement of Hayriye

(2006) Fluency requires broader knowledge of the language. Speaker must speak in

accordance

with the audience, situation, and social setting with precise, clear, fast and easy speaking

skills.

The researchers identified that verbal competency is one of the factors to the video

recording task. The studies that are presented help the researcher to gain information that

students can improve their speaking skills through the use of mobile phones as a tool for

learning. A broader knowledge of the students to the language and its usage in day to day

communication helps the students to improve their verbal competency. On the other hand,

feedback will serve as a guide for the students in order for them to spot grammatical and

pronunciation errors and fix the error for better outcomes. The studies are related to the

researcher’s studies as the researcher wants to have context information regarding verbal

competency and how it affects the student’s performance in video recording tasks.

III. Technological Competency on Video Recording Task

According to Lambert and Cuper in Puspa (2006), video is a useful application to record

students’ performances. Through the use of video both teachers and students can re watch

the video anytime. Due to increasing utilization of video by the students it will bring

them closer to the media and ICT advances where in students innovation makes them

apparatuses for content creation. The features of Smartphone technology and its capability

to record video recording tasks are recognized as suitable learning tools (Nicolas, 2015).
 The statement of Lambert and Cuper in Puspa (2006) is supported by the statement of

Gromik Nicolas A. (2015). The increase of Smartphone technology utilization by the

students and its feature which is the video recording application brings the students closer

to ICT and media advances where through the use of their creativity they are able to

produce quality content that will serve as a learning tool. Through video recording task,

students and teachers can review the said learning tool with unlimited time, thus, the

video will also benefit the future students.

In the study of Rulisha Chetty (2013) stated that technologies are being used in recording

videos which includes the digital video and cameras on smartphones. These gadgets are

most likely accessible these days, however, it is also important to implement provision to

those students who don't have access to these resources. It was also mentioned in their

study that uploading the students' videos in different social media platforms such as

twitter or Facebook help to gain constructive feedback that allows the interaction among

their peers.

Another researcher explained that students nowadays can have rapid access anywhere

and anytime to the online educational materials including video, which is used as a web -

based multimedia that has become widespread nowadays (Nagy. J, 2018).

The statement of Chetty (2013) implies that gadgets are accessible nowadays and

most of the students are already familiar with using gadgets which strengthens the

statement of Nagy, J. (2018). Both studies indicate the same thought that gadgets are

accessible nowadays and it will help the students to lessen the difficulties in video making

tasks due to the fact that these gadgets are easily accessible and students have broader

understanding on how to operate these technologies.

Almost everyone in this world is equipped with electronic gadgets. In today's style,

gadgets play a supportive role, especially mobiles phones. It also stated in their research
that electronic gadgets can provide you all the information with a few flicks of a finger.

Additionally, the new technologies these days are very handy (Anand Upadhyay, 2014).

In the study of Maduli J.R. (2014) it was argued that the degree of dependency in

tech devices is leading to addiction, among the group of youth population. Youth is the

most vulnerable to become addicted to technology, due to youth being exposed to these

technologies. On the other hand, the dependence of the people in these technologies

creates an impact on their mental health and lifestyle.

The statement of Anand Upadhyay, (2014) emphasizes that technologies become

handy these days, using electronic gadgets can provide with you all the information that

you want. However, the statement of Anand Upadhyay, (2014) is contradicting to the

statement of Maduli J R, (2014) their study argues that having dependency on the people

in these technologies creates addiction that changes their lifestyle and mental health.

Youths become vulnerable to technological addiction as these youth and students are

exposed to these technologies these days. Having technology is advantageous to us, as

these technologies are easy to use, however if the use of technology is too much it creates

addiction that might affect our lifestyle and mental health. Addiction creates distraction to

the students and affects their academic performances, it also causes the students to

become less productive due to the fact that they are addicted to Facebook, YouTube,

Instagram, Twitter, and even playing Video Games. Through the use of video, they are

able to re watch it with unlimited time, and both teachers and students can review the

video again and again (Lambert and Cuper in Puspa, 2006)

Video recording tasks are suitable learning tools (Gromik, Nicolas A., 2015).

Uploading videos in different social media platforms such as twitter or Facebook help to

gain constructive feedback that allows the interaction among their peers. According to

Rulisha and Chetty (2013, digital video recorders and cameras on smartphones that are

mostly accessible these days. Students nowadays can have rapid access anywhere and

anytime to the new technologies these days are very handy (Anand, 2014). The new

technologies these days are very handy (Anand, 2014). Youth is the most vulnerable to
become addicted to the technology. Maduli J.R. (2014).

The researchers identify that technological competency is one of the factors

affecting the performance of the students in video recording tasks. The related studies that

we include are highly beneficial to the researcher due to it gives the researcher a broader

idea and sufficient information on how accessible and advanced the technology is these

days. Through the use of technology efficiently and with creativity has an impact towards

the performance of the students in video recording tasks.

IV. Intervention Program

According to the study conducted by (Othman et al., 2011) In mid-semester there were

21 samples of first year students who had performed poorly in their academics, with the

average point grade of 1.86 ±0.46 They were divided into smaller groups and an

academician was assigned to each group to assist and guide them by meeting the students

regularly as part of the Academic Assistance Program. The students were given an

intervention by giving them motivational talks, and followed by focus group discussion,

they were tasked to self-evaluate their weaknesses. Encouraging improvement by

displaying a GPA of 2.74± are shown on the final examination. In conclusion,

improvements of academic performance of the disadvantaged students is the main

objective of the intervention program. In order for the students to improve, the

intervention program should be considered as a routine tool in higher learning education.

In the study of (Fenske et al., 2005) it was stated nine autistic children are compared to

their treatment outcomes the 9 autistic children began receiving intensive behavioral

intervention prior to the 60 months of age. In the same intervention outcomes nine other

children entered the intervention program after 60 months of age. The Princeton Child

Development Institute’s day school and treatment program served the 18 children during

the period 1975-83. Who were diagnosed who had either (a) achieved positive discharge

or (b) been enrolled in the program continued to receive the program service for 24

months or longer. This investigation underlines the importance of early behavioral

intervention for autistic children. As the Age at program entry was found to be strongly

related to positive treatment outcome (i.e., to children's continued residence with their
natural parents and attendance at public school classes).

The intervention program should be considered as a routine tool in higher learning

education in order for the students to improve. (Othman et al., 2011) This investigation

underlines the importance of early behavioral intervention for autistic children. As the

Age at program entry was found to be strongly related to positive treatment outcome

(Fenske et al., 2005).

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The related studies help the researchers as it provides the information on the effectivity

of the intervention program, the studies that the researcher includes is very related to the

researcher’s study as the main purpose of the study is to determine The Effectivity of the

"DIY: A Self-Produced Video Intervention Program" on the Learners Performance in

Video Recording Task.”