Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

GRADUATE STUDIES AND APPLIED RESEARCH

EDUCATION 500-METHODS OF RESEARCH

TITLE: DEPED TV YOUTUBE CHANNEL IN THE FACE-TO-FACE

LEARNING MODALITY: ITS IMPACT ON THE ACADEMIC PERFORMANCE
OF GRADE 7 STUDENTS IN SUBA NATIONAL HIGH SCHOOL

PROPONENT: SABADO, JOHNCRIS V.

COURSE AND YEAR: MASTER OF ARTS IN EDUCATION MAJOR IN

TECHNOLOGY AND HOME ECONOMICS

RATIONALE: (USE ARIAL 12)

A child's first day of school—a landmark moment for the youngest

students and their parents around the world—has been delayed due to

COVID-19 for an estimated 140 million young minds, said the UNICEF. The

Philippines is one of five countries in the world that have begun the most

recent in-person classes since the pandemic began, affecting the right to

learn of over 27 million Filipino students. “In 2020, schools globally were fully

closed for an average of 79 teaching days, while the Philippines has been

closed for more than a year, forcing students to enroll in distance learning

modalities. The associated consequences of school closures – learning loss,

mental distress, missed vaccinations, and heightened risk of drop out, child

labour, and child marriage – will be felt by many children, especially the
youngest learners in critical development stages,” UNICEF Philippines

Representative Oyunsaikhan Dendevnorov says.

Radio-based instruction (RBI) has been used primarily by the

Department of Education (DepEd) as one of the options for reaching learners

in the Alternative Learning System (ALS) program. Radio-based instruction is

primarily used as a form of distance learning to teach learners who are unable

to attend face-to-face lessons or who live in remote areas, allowing them to

continue their education despite these challenges. Radio-based instruction

has reached out of school youth (OSY), persons deprived of liberty (PDL),

persons with disabilities (PWD), working students, indigenous peoples (IP),

farmers, and others who are unable to attend regular classes over the years.

DepEd TV successfully produced TV episodes in SY 2020-2021

under the management of the Office of the Undersecretary for Administration-

Information and Communications Technology Service (OUA-ICTS) in

collaboration with the Office of the Undersecretary for Curriculum and

Instruction (OUCI). The episodes were aired on national television and on

DepEd's social media pages. These TV episodes are also available for

viewing on the DepEd Commons. As a result, DepEd TV has an

organizational structure that includes planning, production, quality assurance,

airing, monitoring, evaluation, and research.

CONCEPTUAL FRAMEWORK:

DEPED TV YOUTUBE ACADEMIC

CHANNEL PERFORMANCE

Figure 1. Conceptual Framework

Figure 1 presents the conceptual framework of the study. It consists of

two variables, peer tutoring as an independent variable and reading fluency

as the dependent variable.

In Figure 1. DepEd TV YouTube Channel as independent variable

pertains to an efficient instructional method and a component of cooperative

learning that permits a teacher to provide in-depth specific instruction to an

individual student while at the same time ensuring that the remaining students

in the classroom remain actively engaged with the assigned task. It pertains to

an educational medium that can meet the academic and social skills of

diverse learners simultaneously regardless of ability level.

Academic performance as the dependent variable pertains to the

extent to which a student has met their short or long-term educational

objectives, as measured by either continuous assessment or formal

evaluation.
STATEMENT OF THE PROBLEM/OBJECTIVES:
This study aims to identify the impact of DepEd TV YouTube channel in

the face-to-face learning modality on the academic performance of grade 7

students in Suba National High School.

1. What is the status of pre-assessment of the Grade 7 students on Suba

National High School learnings on ICT-CSS in terms of:

1.1 Hands-on Activities

1.2 Recitation

1.3 Critical Thinking Skills

2. What are the impact of lessons incorporated with DepEd TV YouTube

channel instructions in the face-to-face learning modality on the academic

performance of grade 7 students in Suba National High School on ICT-CSS in

terms of Hands-on Activities, Recitation and Critical Thinking Skills.

3. Is there a significant difference among the performance of the Grade 7

Students after taking lessons incorporated with DepEd TV YouTube Channel

instructions in terms of Hands-on Activities, Recitation and Critical Thinking

Skills.

HYPOTHESIS:
There is no significant difference on the level of impact DepEd TV

YouTube channel in the face-to-face learning modality on the academic

performance of grade 7 students in Suba National High School in terms of

Hands-on Activities, Recitation and Critical Thinking Skills.

RESEARCH PROCEDURE IN FLOWCHART FORM

First, the researcher formulated the

conceptual framework as a basis for a lesson
Step incorporated with DepEd TV YouTube
1 Channel instructions.
Then permission will be sought
from the dearest principal of
Step Suba National High School
through a letter of proposal for
2 a permit to implement the
program.

Step Lastly, the researcher will evaluate

the result yielded by the Grade 7
3 students regarding the impact of the
program on their academic
performance.

REFERENCES
https://www.unicef.org/philippines/press-releases/filipino-children-continue-
missing-education-opportunities-another-year-school
https://authdocs.deped.gov.ph/wp-content/uploads/2021/09/FINAL-21-Proper-
Use-of-DepEd-Radio-0921039-20210903.pdf
https://time.com/6124045/school-closures-covid-education-philippines/
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03461-
0#:~:text=Academic%20performance%2F%20achievement%20is%20the,
(CGPA)%20%5B3%5D.