Results and Discussion

All data were encoded, tallied, graph, and interpreted using descriptive statistics. Frequency distribution
was used to describe the profile of the respondents; weighted mean was used to determine the level of
skills in learning Badminton Shots by two the observable clusters in both the data from normal
classroom setting and video-based instructions; and Chi-square test of independence as for the reason
that this paper presents two categorical variables, and this statistical hypothesis test used determine
whether the sets of data does have a significant difference or not.

(Oi−E i)
x =∑
2
Ei
2
x = chi squared
Oi=¿ observed value

Ei =¿ expected value

Null hypothesis (H0): The data from normal traditional classroom setting and video
based are not related or having no significant difference in the population, with alpha
level of a=0.05. The proportion of two variable are the same for different values.

Alternative hypothesis (Ha): The data from normal traditional classroom setting and
video based are related or there is a significant difference in the population, with alpha
level of a=0.05. The proportion of two variable are the same for different values.
Results and Discussion

TABLE 1
PERCENTAGE DISTRIBUTION OF RESPONDENTS’ PROFILE

Grade and Section Male Percentage Female Percentage

Cluster A Grade 7 Orchid 7 41. 18 10 58.82
Cluster B Grade 7 Orchid 9 52. 94 8 47.06
Total 16 47.06 18 52.94

The table 1 presents the breakdown of profile of the respondents, and mainly their gender among who
were students in the same school and section. With the total of 34 respondents were equally separated
into two observable clusters as the sample size. The paper only determines their gender in each group
aside from a fact they are undeniable students in researchers’ area of observation and controlled
samples. The majority of gender in both clusters were female that make up more than half 53%
compared to male respondents with less 47 %. In cluster A the control group set in normal learning
settings majority responds were female about 59% greater than male 41%. For the cluster b the
experimental group a slight most of the Respondents were male about 53% difference from female 47%.
The reasonable behind this data where there are more female respondent lies back to nature of the
respondent’s entire population size are female and that 16 respondents above for males, it’s the exact
number of them in that room.

TABLE 2

ASSESSMENT ON THE SKILLS IN LEARNING BADMINTON SHOT IN CLUSTER A CONTROL DATA GATHERED
FROM THE NORMAL CLASSROOM SETTINGS (n=17)
Badminton Shot
WM VI Rank
Skills
Clear 3.88 Good 1
Lift 3.18 Good 4
Drop 3.41 Good 2
Drive 3.29 Good 3
Composite
3.44 Good
Mean

Legend: Very Good 3.5-4; Good = 3.4-2.9; Fair 2.98=2; Poor 1.9-1

Table 2 above shows the overall assessment graded by the researchers. The overall performance of the
badminton shot skills of the respondents over the four categories to know if they learned well better
while in normal classroom settings; and it was rated Good (3.44). This means that they display high level
of skills in each category based on the ratings given, but not the best. The explanation why the data
turns that way is that some aspects of skills they are bright but others aren’t, yet still sufficient; and this
means that student from normal classroom are skilled in badminton Shot skills and only need a few
adjustments in terms of teaching. As for area badminton skills should focus more developing in the
group is first the lift (3.18), next Drop (3.29), third Drive (3.44), and lastly whey they excel most needs of
little improvement is Clear.

TABLE 3

ASSESSMENT ON THE SKILLS IN LEARNING BADMINTON SHOT IN CLUSTER A EXPIREMENTAL DATA

GATHERED FROM VIDEO BASED INSTRUCTIONS (n=17)
Badminton Shot
Skills
WM VI Rank

Clear 2.53 Fair 1

Lift 1.88 Poor 4
Drop 1.53 Poor 2
Drive 1.88 Poor 3
Composite Mean 1.96 Poor
Legend: Very Good 3.5-4; Good = 3.4-
2.9; Fair 2.98=2; Poor 1.9-1

Table 3 above shows the detailed summary of respondent performance level based on the rating graded
by the researcher. The respondents have a poor level (1.96) and very much lower skills output were
shown compared to the table 2 data. There are needs to be improvement in all aspect in badminton
Shot skills of student who learned in video-based instructions. The logic behind this such consistent low
output of students is the fault of the entire system of learning based on video instruments; students find
it hard and unmotivated in honing their skills.
 Table 4

PERCENTAGE OF DIFFERENCE FROM BADMINTON SKILSS RATING SCORE BETWEEN THE DATA OF
TRADITIONAL CLASSROOM SETTING AND VIDEO BASED INSTRUCTIONS (n=37)

BADMINTON SHOT SKILLS

RATING SCORES
CLUSTER CLEAR LIFT DROP DRIVE TOTAL
Normal Traditional Classroom
A 66 54 58 56 234
setting

B Video Based-instructions 43 32 26 32 133

Margin of Difference 23 22 32 24 101

Frequency 21.10 25.58 38.10 27.27 27.52

GRAPH 1

THE VISUALIZATION IN MARGIN OF DIFFERENCE IN TERMS OF BADMINTON SHOT SKILLS BETWEEN THE
DATA GATHERED IN TWO CLUSTER VIDEO-BASED INSTRUCTION AND NORMAL CLASSROOM SETTING
(n=37)

70

60

50

40

30

20

10

0
CLEAR LIFT DROP DRIVE

VIDEO-BASED INSTRUCTION TRADITIONAL TEACHING

In table 4 shows the comparison between the samples. The traditional setting classroom setting set a
higher rating than the video-based instruction about 28% difference. Also, in all four levels term in the
rating scores the video-based instruction is always 20% more way behind than the classroom traditional
setting. This consistency of difference best demonstrates in graph 1 as it presents a better picture unto
the difference of the two samples making the two aren’t the same bracket.
 The difference can be explained from another study by  Cellini, S. and Grueso, H.
(2021) Student Learning in Online College Programs AERA Open, as their paper shows
that bachelor’s degree students in online programs perform worse on nearly all test
score measures (including math, reading, writing, and English) relative to their
counterparts in on-campus programs. Reasoning behind their results were is the lack of
ability, materials, internet connectivity problems, and most importantly the presence of
the teacher and student matters as teaching also means pro-long interaction.
CHI-SQUARE TEST FOR INDEPENDENCE

CLUSTER CLEAR LIFT DROP DRIVE Total

A Traditional Classroom setting (Oi) 66 54 58 56 234
Expected (Ei) 18.94 14.94 14.59 15.29  
B Video Based-instructions (Oi) 43 32 26 32 133
  Expected (Ei) 10.76 8.49 8.29 8.69  
Total 109 86 84 88 367

(Oi−E i)
x 2= ∑
Ei

2 ( 66−18.94 )2 ( 54−1 4.94 )2 ( 58−14 . 59 )2 ( 56−15.29 )2 ( 43−1 0 . 76 )2 ( 32−8.49 )2 (26−8.29)2

x= + + + + + +
18.94 14.94 14.59 18.94 10.76 8.49 8.29
2
(32−8.69)
+ = 718.53
8.69

df =( 4−1 ) ( 4−1 )=9

P−Value is 0.017788

As the result where the p value is 0.017788 there is a significant difference at p <
0.5, meaning that value from normal teaching instruction and video-based instruction
are related, the probability of one variable having a certain value is dependent on the
value of another variable.
Conclusion
The needs of improvement in aspect of teaching were noticeable between
normal classroom setting and video-based instructions; whatever the results of the two
affects the other relation co-exist. In normal classroom setting whether is badminton
shots skill or not any aspect of physical education shall prioritize not student as a group,
but an individual as shown they are skilled in aspect, but weaker in the other areas. As
for video-based instruction is the lack of materiality and interaction with the teacher
results into a lower skilled level in whole aspect as the duty does not limit what to learn,
but also improve and monitor their performance. There is a significant difference
between two variables given to the fact that one is statistically dependent to other as
any improvement or lacking whatever in the two cluster affects the entire population;
even with distance being one outside the classroom it doesn’t hinder any relation or
interaction within the section or room. Overall, there are multiple other variables must
look up to, but this determine the effectiveness of video-based instruction in learning
badminton shots among the respondents; and it was not effectively at all with lower
rating of poor that only averages 2 over 4 highest rating then add to that classroom
setting get a higher mark. With these data the researcher recommended a blinded
learning in hopes to execute the maximize the performance capacity of the students;
and also on record these so-called population like student their learning output are
dependent over the other so try to teach them while groups.