Republic of the Philippines

Mindanao State University

Fatima, General Santos City
COLLEGE OF EDUCATION

EDPUZZLE WEBSITE AS PLATFORM FOR ASYNCHRONOUS

MODULAR (DIGITAL) LEARNING DURING THE GRADE 5 PUPILS’
KNOWLEDGE ACQUISITION TO THE FATIMA CENTRAL ELEMENTARY
SCHOOL
_____________________________________________

An Action Research
Presented to the
College of Education
Mindanao State University
General Santos City

_____________________________________________

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education

By:

Gapor, Asria E.
Panizales, Dyna Rose
Prete, Divine Love
Sinsuat, Norhaya
Suazo, Kaye Mae
Tordillo, Mary Sheresh G.

JUNE 2022
 II. ABSTRACT

Face to face learning engagement of students and teachers within the school has

been suspended due to the COVID-19 pandemic. This pandemonium has paved the

way to the implementation of modular distance learning as a crucial response to ensure

the continuity and quality of education. This study focused on EdPuzzle Website as

Platform for Asynchronous Modular Learning during the Grade 5 Pupils’ Knowledge

Acquisition to the Fatima Central Elementary School. The subjects of this study were

selected fifteen (15) Grade 5 pupils of Fatima Central Elementary School. This study

sought to find out the responses of the pupils in the application of EdPuzzle in the

Modular (Digital) Instruction amidst pandemic educational setup. Using a comparative

study of research to determine the significant relationship between the two variables

which is the students’ perception and responses in the application of EdPuzzle during

Modular (Digital) Learning. Furthermore, an evaluation form was distributed to the

selected Grade 5 pupils as an instrument to identify their perceptions and responses in

the application of EdPuzzle website. The data collected were then analyzed using

frequency count, percentage, mean and t-test for two independent variables. The result

of the study revealed that the learners have a high level of academic performance in

EdPuzzle and Modular (Digital) Learning. However, learners’ academic performance is

significantly different when compared using t-test for independent samples. Hence, this

study concludes that EdPuzzle can result in better academic performance of the

learners in enhancing students’ knowledge acquisition skills than Simplified Self-

Learning Module. This action research recommends that the Department of Education

must utilize Edpuzzle website in creating enriched course content.

 III. ACKNOWLEDGEMENT

The researchers would like to express their deepest gratitude to the following

individuals who offered their great help and full assistance for the success of this study:

Dr. Jovar G. Pantao, their adviser, who gave priceless expertise, guidance, and

patience for the completion of this paper;

Maam Nilda A. Frenilda Principal of Fatima Central Elementary School, for

granting permission to conduct this study;

The action research mentors of this group, Ma’am Lorena Fajartin and Ma’am

Jennifer Ruiz, for helping us to expand our ideas on what and how we will be able to

identify the gap and our contextualized prototype.

The Grade five (5) pupils of Fatima Central Elementary School l who served as

the respondents of the study and gave time in answering the questionnaires upon which

this study basically relied.

The researchers’ parents and guardians, siblings, family, and friends for the

financial and moral support, and for the unending love and care.

Above all, to the Almighty God Allah, whose love is abundant over them, for the

knowledge, skills, for the blessings, answered prayers and for sending the people that

extended help for this study to be possible.

 IV. CONTEXT AND RATIONALE

Assessment is an essential component of education. It can be used to assess

progress, plan next steps, and track the learning that is taking place. The definition can

vary from person to person, but the purpose of assessment should always put the child

first. Distance learning is unique in that it allows students to learn at their own speed in

the comfort of their own home. Self-paced instruction via videos and online exercises is

an important method for engaging students in their learning.

According to Matt, Trevor, and Dalton (2020) demonstrated so brilliantly in their

presentation on Assessment Technologies there are many online applications that allow

for formative assessment, one of these is the EdPuzzle. It is a free online application

assessment tool that enables teachers and students to make interactive web movies,

create or adapt films for their students to interact and engage with by incorporating

open-ended or multiple-choice questions, voice notes, audio recordings, or comments.

Moreover, EdPuzzle interactive movies can be created using videos from websites such

as YouTube, TED, Vimeo, and National Geographic. It was one of the things that was

on Common Sense Education's list of the "Top Tech Tools for Formative Assessment."

In the context of asynchronous modular learning, teachers are responsible for

monitoring the progress of the learners through giving them modular assessment.

Students can contact the teacher via email, phone, text message, or instant messaging.

The teacher will provide remedial activities for kids who are having difficulty. Because

education takes place at home, parents play an important role as facilitators. Their key

role in modular learning is to connect with and guide their child. (2020, Flip Science)

However, in a study conducted by (Olivo, 2021), parents indicated that the time allotted

for completing learning activities was insufficient due to the large number of activities.
Furthermore, several parents stated that some themes in the modules are difficult for

them to understand and that they are unable to assist and guide their children in

answering the learning activities. The study then suggested that the learning activities

be reviewed and that seminars be held for parents to help them support their children

during their "lessons" at home.

Additionally, according to the study findings of Sema et al. (2021), the group that

used EdPuzzle as a Web 2.0 tool performed much better than the group that did not use

EdPuzzle. Previous research has supported this finding (Caviglia-Harris, 2016;

Ekmekçi, 2014; Hursen, 2020; Korkmaz et al., 2019; Malinina, 2016; Sezer, 2015;

Silverajah & Govindaraj, 2018). Hursen (2020), in particular, studied the impact of

EDpuzzle use on academic progress in an assessment and measurement course and

found comparable results. Shelby and Fralish (2021) discovered a substantial difference

in student success between groups that utilized and did not use EdPuzzle when

performance evaluation tasks were performed, contrary to the study findings.

As the Covid-19 still on track, students are having a hard time in understanding

the asynchronous modular lesson as well as answering their activities and what more in

answering their assessment. With that, the researchers view this as an issue in how the

students could perform well in the studies especially in the new normal setting. Schools

and teachers confront a variety of challenges when it comes to distant learning. As they

strive to make learning engaging in this new context, they face a new set of obstacles.

Because this is a new learning environment, teachers must reconsider how to satisfy

the demands of their pupils. Students are dealing with social and emotional

consequences of the coronavirus pandemic, in developing new routines and tactics and

using this time to build new ways for focusing and learning (Atez et. al, 2021).
Maintaining healthy relationships with their families is critical, especially when studying

from a distance.

Moreover, the researchers tried to find ways or tools that could help the students,

teachers and parents in addressing the issue or problems obtained in this asynchronous

modular distant learning. However, we must keep students' attention, encourage them

to think about the material, and provide opportunities for them to respond, that’s why we

utilized EdPuzzle as our prototype in this study. Using EdPuzzle, we can enhance

active learning by adding questions, notes, and comments to videos using this tool. In

addition, we can put these at various places during the film to elicit feedback from

students before proceeding. Students will need to listen actively, especially if they need

to answer questions regarding the subject (Hill, 2020). It is simple to consume online

content passively.

The goal of this research is to explain how EdPuzzle can be used in an

assessment and measurement course to create video enriched course content, provide

timid and formative feedback, and track student performance, as well as to investigate

the impact of using EdPuzzle on student performance and achievement. Therefore, this

study utilized EdPuzzle website as a prototype for asynchronous modular learning

during the distant learning of grade 5 pupils’ knowledge acquisition in Fatima Central

Elementary School located at the Barangay Fatima, General Santos City. The

researchers will find the significant difference between self-learning modules and the

Edpuzzle website in obtaining the academic performance of the chosen participants

through assessment.
Statement of the Problem

This study aims to determine the pupils’ knowledge acquisition of the selected

Grade 5 pupils of Fatima Central Elementary School in the Modular (Digital) Instruction

in using the EdPuzzle Website. Specifically, it seeks answers to the following questions:

1. What is the level of academic performance of the learners in self-learning

module Modular (Digital) Learning and EdPuzzle in Modular (Digital) Learning?

2. Is there a significant difference between the academic performance level of the

learners in the simplified self-learning module and the EdPuzzle website? 

Objectives of the Study

This study sought to compare the academic performance of the learners in self-

learning module Modular (Digital) Learning and EdPuzzle in Modular (Digital) Learning.

1. Describe the level of academic performance of the learners in self-learning

module Modular (Digital) Learning and EdPuzzle in Modular (Digital) Learning.

2. Determine the significant difference between the academic performance level

of the learners in the simplified self-learning module and EdPuzzle website.

Importance of the Study

        The result of the study may be beneficial to the teacher to make use of the

EdPuzzle as digital instruction in asynchronous modular learning. They may be able to

use the result of the study to implement the EdPuzzle that will help them achieve

students' learning outcomes amidst the new normal of education.

        Also, the result of the study will benefit pupils by engaging and developing their

interest in learning through digital instruction amidst the challenge of the COVID-19

crisis.

        Furthermore, parents may use this study to gain ideas on how to guide their

children in using online educational platforms. It will also develop their interest in

supporting their children in learning new things.

Hypothesis

H 0: There is no significant difference between the performance level of self-

directed learning during the modular learning using Simplified Self-Learning Module and

EdPuzzle.

H 1: There is a significant difference between the performance level of self-

directed learning during the modular learning using Simplified Self-Learning Module and

EdPuzzle.
 V. INNOVATION, INTERVENTION, STRATEGY

This chapter presents the process of innovation and intervention before, during,

and after the implementation of the proposed prototype. Thus, it also tackles the

strategy involved and the hypothesis of this study.

Innovation

INNOVATION ACTION RESEARCH CYCLE

Feedba
ck an
2. Teach and Learnin d
(Consu g
Speak about the ltation o
Innovation propose f
d Action
Resear
ch to t
Cases and New Assigne he
Education Set-up d
Mentors
)

3. Create a
prototype
1. Observe and
Document Innovative
Practice

Annotating Teaching
New Practices Demonstration to
EdPuzzle

5. Pre-
implementation
Create changes 4. Implement
(Self-learning Concept in New
Module) in practice
Organization

Post-
implementation
(EdPuzzle)
 STEP 1: Observe and Document Innovative Practice

The innovation action research cycle starts by identifying possible solutions to

the documented shortcomings in existing practice. For asynchronous modular learning

instruction-based evaluation, Tordillo et al. documented the limitations of existing

practice and the proposed practice in measuring their proposed prototype in

EdPuzzle. In addition, they were teaching and speaking about these limitations with

Grade 5 teachers and pupils in Fatima Central Elementary School. This communication

process led directly to the initial solutions to both problems.

The ideas for both asynchronous modular learning instruction-based evaluation,

innovations arose in practice. The visibility Tordillo, et al. had from planning, writing,

and speaking about the alternative innovation to accommodate effective asynchronous

modular learning concerned with improving self-directed learning provided them with

several opportunities to expand the learning platform for asynchronous modular

learning methods. At this stage of the innovation action research cycle, identified the

problem and proposed possible solutions for holistic learning amidst new educational

set-up.

STEP 2: Teach and Speak about the Innovation

Tordillo et al. began to elaborate the case and propose new possible innovation

of asynchronous modular learning instruction-based intervention in their Action

Research mentors. To show the proposed innovation, the researchers prepared their

hardcopy of the action research draft using the format given by their ELC 102 Adviser.

The preparation and teaching processes motivated this study to understand the

underlying phenomena in a deeper, more systematic and more conceptual way.

Particularly, the Action Research mentors of Fatima Central Elementary School with
highly diverse backgrounds and experience of educational research are bound to

suggest and recommend the proposed innovation. Taking a new idea to these

experienced individuals, especially in an interactive teaching environment, provides an

early test of the validity and generalizability of the new idea. The Action Research

mentors also used the experiences and their emerging conceptual framework from

these cases to give talks for the enhancement of the said innovation.

STEP 3: Create a prototype

The innovation action research cycle continues by exposing the ideas to an

even wider audience. Tordillo et. al did this for asynchronous modular learning

instruction-based innovation through EdPuzzle aimed primarily at Grade 5 pupils of

Fatima Central Elementary School. Furthermore, the researchers create a teaching

demonstration and annotate the uploaded teaching demonstration video to EdPuzzle.

STEP 4: Implement Concept in New Organization

The active involvement of the researchers with new innovation serves

several crucial functions:

1. The researchers sought permission to the Office of the Principal to

conduct their proposed innovation.

2. The researchers coordinated with the recommended Grade 5 teachers

and discussed the concept and the role of their pupils in the

implementation of the proposed innovation.

3. Validates that the proposed concept is implementable beyond the initial

set of respondents with whom the proposed innovation was developed.

Also, tests whether the concept can create value for modular learning in

Fatima Central Elementary School.

 4. Provides learning opportunities to advance knowledge about the

concept.

STEP 5: Implementation for Self-learning and Intervention

● Implementation for Self-learning

a. Before conducting, the researchers oriented the respondents about their role

in the implemented proposed innovation.

b. During the implementation, the researchers distributed a copy of self-learning

modules and evaluation forms to the fifteen (15) Grade 5 pupils of Fatima

Central Elementary School.

c. After the orientation, the self-learning modules and evaluation forms were

collected and classified by the researchers.

● Implementation for Intervention of the proposed innovation

a. Before conducting, the researchers required the respondents to bring any

digital device or mobile phones.

b. During the implementation, the researchers distributed the link and class code

of EdPuzzle, and the evaluation forms to the fifteen (15) respondents.

c. After the implementation, the evaluation forms were collected by the

researchers.
Intervention

Despite distance learning, schools are looking into how to improve

communication and engage their students through innovative learning. The researchers

want to design and implement an engaging teaching and learning instruction that would

provide opportunities to boost pupils’ learning interest and motivation through EdPuzzle

website. This website is supported with devices and requires an internet connection.

The researcher’s intervention proposes to increase motivation and interest in learning

acquisition of the pupils. This intervention would possibly improve student academic

performance and decrease the disruptive behavior based on the fact that pupils are

academically dependent on their parents, due lack of learning engagement with

teachers.

The action research intervention involved gathering data over the course of one

to four weeks. In keeping with an action research approach, this data took a number of

forms. It included implementation of self-learning modules, pre-evaluation,

implementation of EdPuzzle and post-evaluation in the course of a number of sessions.

In week one of self-directed learning instruction, the researcher asked the students to

read and answer the simplified self-learning modules and answer the pre-evaluation. In

week two, the researcher gathered and analyzed the result of the pre-evaluation using

simplified self-learning modules evaluation. In week 3, the researchers implement the

EdPuzzle prototype and explain the process on how to use and access the said

prototype, then require the pupils to answer the post-evaluation. In week 4, the results

of the gathered data of the post-evaluation are evaluated and interpreted.

Strategy
 The researcher used a quantitative research strategy that relies on the collection

and analysis of data gathering to describe and explain the effectiveness of EdPuzzle in

the teaching and learning process. (Gay, Mills, Airasian 2009). Another method is to

examine trends in numerical data, which can only be evaluated using statistics. The

quantitative research strategy includes statistical, mathematical, and numerical analysis

of obtained data.

The comparative study was used in this study. The comparative study was used

to measure how effective EdPuzzle is to the learning process of the students through

comparing the method to the traditional method for self-directed asynchronous modular

(digital) learning which is a simplified self-learning module. The comparative study

design is appropriate for gathering information on how effective the EdPuzzle is in the

knowledge acquisition of the pupils self-directed asynchronous modular (digital)

learning.

EdPuzzle annotates the notes, questions, and activities for the learners to follow

the discussion. The instruction method followed in this study is through asynchronous

learning, the researcher conducted quantitative research using an evaluation form for

the implementation of simplified self-learning modules and implementation of EdPuzzle

to compare which among this method is interactive and effective, and a survey

questionnaire to determine the Grade 5 reviews in using EdPuzzle. Problem-solving

skills testing and learning processes are involved to determine the efficacy of the

selected Grade 5 pupils' performance level in each method. EdPuzzle allows students

to learn through video at their own pace and ability.

 VI. ACTION RESEARCH QUESTIONS
Republic of the Philippines
MINDANAO STATE UNIVERSITY
General Santos City
-ooo0ooo-
COLLEGE OF EDUCATION
Bachelor of Elementary Education
Department

EVALUATION FORM FOR THE SIMPLIFIED SELF-LEARNING MODULES AND

EDPUZZLE
Name: Date:
Section: Score

Assessment
A. Read the temperature for each thermometer in degree Celsius.

1._________ 2.___________ 3.__________ 4.__________ 5.__________

B. Analyze and solve the word problem.  

Pilar isn’t feeling well lately. She feels cold, has an irritated throat and cough.
She thinks that she has symptoms of Covid-19. So, she went to the hospital and had a
check-up. The nurse uses thermometer to measure her temperature and founds out that
she has 39℃ . So, given that she has the symptoms of Covid-19 she was advised to be
admitted. How much higher is Pilar’s temperature than the normal body temperature?
1. What is asked in the problem?
2. What are the given facts?
3. What operation will be used?
4. What number sentence can we use to solve the problem?
5. Solve and Check?

VII. ACTION RESEARCH METHOD

This chapter discusses the methodology of the study. This includes the number

of respondents and their qualifications, and the locale of the study. Hence, this also

includes data collection, data analysis, and the statistical treatment used in this study.

A. Participants and/or other Sources of Data and Information

Respondents
To achieve good population validity, researchers selected the students from

modular learning that define the population to which they wish to generalize their results

(Gall et al, 2006). This study used convenience sampling as it selects convenience only

from the location and grade level that this study is going to conduct. There are 15 pupils

among the Grade five pupils from Fatima Central Elementary School. These students

are capable of answering the survey questionnaire, have gadgets or mobile phones and

internet connection.

Locale of the Study

Figure 1. Locale of the Study

 The study will be conducted in Fatima Central Elementary School, located at the

Barangay Fatima, General Santos City. This school has a population of over 6000

students under the administration handled by their respective Principal, Mrs. Nilda D.

Frenila. This school has been contributing for years their warmth and outstanding

performances to their pupils, teachers, stakeholders, and community as a whole.  

B. Data Gathering Methods

Data Collection

In the first phase, the researchers requested permission from the respective

Principal of Fatima Central Elementary School to involve their Grade 5 pupils in this

study. Then, the researchers collected the data regarding the recommended

respondents of the Principal in the Grade 5 level on the school year 2021-2022 to be

selected in the final sample population of included respondents in the study.

In the second phase, after gaining permission to conduct the study and having

the sample populations of the respondents included, the researcher contacted and

reached out to the Grade 5 Teachers and explained briefly the objective of this

research.

       In the third phase, the researcher asked permission from the teachers for the

invitation of this action analysis upon the agreement of the teachers in allowing the

researchers to conduct the action research, the teachers of Fatima Central Elementary

School will let the Grade 5 pupils access the EdPuzzle link that was given by the

researchers. Then, the pupils were tasked to answer the evaluation form to identify the
academic performance of the Grade 5 pupils using the simplified-learning module and

Edpuzzle.

In the fourth phase, after the respondents have submitted their responses, the

researchers analyzed and interpreted the responses of each response to formulate the

findings. The researchers of this study made sure that the privacy and information of

any participants included in this study are confidential and are restricted from being

known and used by anyone unless subjected to approval from the participants. Along

with this, the researchers request permission from the respective Principal of Fatima

Central Elementary School in conducting the modular survey.

Data Analysis/ Statistical Treatment

           This study utilizes the comparative method of research to determine the

significant difference between the routines of self-directed learning of modular learning

methods and the EdPuzzle website. This comparative study used quantitative methods

such as statistical analysis to assess the feedback from the respondents. 

               In a comparative analysis, one research item is compared to another.

Typically, comparisons across place and/or time are made with the object of study. Both

qualitative and quantitative comparison techniques are possible. There is frequently a

trade-off between the availability of similar variables and the number of cases to

compare. According to Hambros (2021). he stated that comparative methodology

involves examining a study subject in light of when looking for patterns of similarities

and differences, illuminating continuity and change, the comparative method is

frequently used. Therefore, this study uses comparative analysis to bring together

differences in the explanatory variables of the students’ perception and responses in the
application of EdPuzzle during Modular (Digital) Learning in order to explain and better

comprehend the causal mechanisms involved in the emergence of self-directed learning

of asynchronous modular learning method and EdPuzzle website, the characteristic, or

connection of the two (Pickvance, 2005).

     Furthermore, in a statistical treatment, the evaluation form was used to identify

the pupils’ level of academic performance in a self-learning module and EdPuzzle

innovation in modular (digital) learning that was distributed to the selected Grade 5

pupils in Fatima Central Elementary School. Consequently, the researcher used a T-

Test of Paired Sample Statistics to identify if there is a significant difference between

the two independent variables. 

Therefore, using these statistical treatments the researchers can easily identify

the interpretation of pupils’ level of academic performance in the application of

EdPuzzle during modular (digital) learning, and thus will evaluate the significant

difference between the independent and dependent variables. 

To measure the performance level of the respondents for their self-directed

learning during the modular learning using the two independent variables of (1)

Simplified Self-Learning Modules; and (2) EdPuzzle is overall mean.

Furthermore, to measure the significant difference of the Simplified Self-Learning

Modules and EdPuzzle, T-test were applied with two-tailed and paired sample statistics.

To assess the pupils’ performance level for self-directed learning using Simplified

Self-Learning Module and EdPuzzle, the following scales are used:

DESCRIPTOR GRADING SCALE RATING

OUTSTANDING 90-100 Passed
VERY SATISFACTORY 85-94 Passed
SATISFACTORTY 80-84 Passed
 FAIRLY SATISFACTORY 75-79 Passed
DID NOT MEET
Below 75 Failed
EXPECTATIONS

VIII. DISCUSSION OF RESULTS AND REFLECTION

This chapter deals with the presentation, analysis, and interpretation of the data

gathered in this study. The various results are presented in the succeeding tables with

corresponding discussions and explanations. It also answers specific answers in the

previous chapter.

Table 1
PERFORMANCE LEVEL OF SIMPLIFIED SELF-LEARNING MODULES AND
EDPUZZLE

Descriptor Grading Scale Self-Learning Modules EdPuzzle

OUTSTANDING 95-100 0% 47%

VERY SATISFACTORY 85-94 0% 20%

SATISFACTORTY 80-84 0% 27%

FAIRLY SATISFACTORY 75-79 0% 0%

DID NOT MEET 100% 7%

Below 75
EXPECTATIONS

IMPLEMENTATION FOR SLM IMPLEMENTATION FOR EDPUZZLE

STUDENT SCORE PERCENTAGE STUDENT SCORE PERCENTAGE
1 4 40 1 8 80
2 2
5 50 10 100
3 5 50 3 10 100
4 3 30 4 8 80
5 5 50 5 10 100
6 4 40 6 10 100
7 3 30 7 7 70
 8 3 30 8 8 80
9 9
3 30 9 90
10 3 30 10 9 90
11 11
4 40 10 100
12 4 40 12 10 100
13 4 40 13 8 80
14 3 30 14 9 90
15 5 50 15 10 100
OVERALL MEAN 38.66666667 OVERALL MEAN 90.66666667
Table 1 presents the performance level of pupil’s during the implementation of

Self-Learning Module (SLM) and EdPuzzle intervention in Math Subject. In the

implementation of SLM, out of fifteen (15) pupils, there were four (4) pupils who got a

score of 5 or 50%, there were 5 pupils who got a score of 4 or 40% and there were six

(6) pupils who got a score of 3 or 30%. Thus, it can be described that it does not meet

the expectation of the grading standard with overall means 38.67%. Whilst in the

implementation of Edpuzzle intervention, out of fifteen (15) pupils, there were seven (7)

pupils got a perfect score or 100%, there were three (3) pupils got a score of 9 or 90%,

there were also four (4) pupils got a score of 8 or 80% and there were one (1) pupil got

a score of 7 or 70%. Hence, it can be labeled as outstanding with the overall mean

90.67. Therefore, this study implies that the pupils have a low academic performance

level in modular learning with an overall mean of 38.67% and a proficient academic

performance level in EdPuzzle intervention

with a mean score of 90.67%. This means that EdPuzzle has a relevant impact

on the effective learning acquisition of the pupils.

Similar to the study of Giyanto et. Al (2020), where the findings revealed that

learning with EdPuzzle improves students' problem-solving skills statistically

significantly and is extremely successful in online learning. The study suggests that

EdPuzzle is quite effective in improving students' problem-solving skills, as seen by an

increase in pre-test to post-test score, with an N-gain of 63%. EdPuzzle's online

learning implementation is quite effective, with an efficacy score of 91 percent.

Table 2
Significant Difference between the academic performance of selected Grade 5
pupils using Simplified Self-Learning Modules and Edpuzzle
Std.
LEARNING Std. Error
METHOD Mean Deviation Mean T p-value Dcision Conclusion
SLM 38.67 Significantly
2.0000 - Reject
7.74598 0.000 Different at
EDPUZZLE 90.67 0 26.000 Ho.
0.01 level.

From the summary results of Table 2, we can see that the difference in means

for our sample data is 52% (38.67-90.67), and the confidence interval shows that the

true difference in means is between -56.28957 and -47.71043 which means that there is a

significant difference between the two independent variables. So, 95% of the time, the

true difference in means will be different from 0. Our p-value associated with the

difference is 0.000 since the p-value is much smaller than 0.05, which means that the

researchers succeeded to reject the null hypothesis. Therefore, this study implies that

there are 52% significant difference in the performance level of the Grade 5 pupils in

using the proposed prototype named EdPuzzle in self-directed learning during the

asynchronous modular learning than the usual instructional tools of the school which is

the Simplified Self-Learning Module. This means that EdPuzzle has a greater influence

in equipping the pupils with knowledge and skills as they showed better performance
than using the Simplified Self-Learning Module in self-directed learning during the

asynchronous modular learning. Considering the results, many researchers involved

EdPuzzle as an interactive and engaging educational method amidst the new

educational setup.

This study is correlated to the study of Amaaliah (2020), in her study revealed

that there are significant differences in the process data, especially student analytic

skills which have a direct impact on student learning outcomes that increase creativity.

The author also added that from 88.88 percent of students who completed their studies,

or 32 students out of a total of 36 students, that obtained from their assessments,

students' analytic skills improved dramatically, as did their student completion. In

addition, the study of Kuckian et., al., (2022) revealed that all of their respondents had a

positive attitude toward EdPuzzle. With the majority of students agreeing or strongly

agreeing that EdPuzzle should be used in most modules, it is clear that participants

preferred it over traditional teaching techniques.

One of the most important aspects of EdPuzzle is that instructors can embed

quizzes into the videos for assessing students' knowledge and attention. Multiple-choice

questions that are embedded in the videos can be used for providing immediate

feedback and visual clues (scaffolding) to the students. Feedback which can be

provided by a teacher, peer, or through a web platform is an important method for

alleviating the difference between a student's current performance and expected

performance (Hattie & Timperley, 2007). In addition, the instructor evaluates the

student's responses to the embedded quizzes in this section. This feature of EdPuzzle

allows conducting formative assessment while using it for an asynchronous class. Each

student can also receive individual feedback based on her/his needs through Edpuzzle
adding a comment menu. Another advantage of EdPuzzle is saving student response

data and video interaction data under the Grade book. This data can also be integrated

into learning management systems. It also helps students construct conceptual

knowledge (Turan & Goktas, 2016), and improves academic achievement. Lewis (2019)

and Sarmantayev et al. (2020) stated that stimulation in the form of videos, narratives,

and presentation slides plays an important role in generating students’ metacognition

skills.

Conclusion/Reflection
EdPuzzle is a web-based interactive video and formative assessment application

that allows users to trim and add content to existing internet films to focus on certain

learning objectives which this study proposed to utilize upon addressing some

challenges brought by the new normal mode of learning. According to the findings,

EdPuzzle as a Modular (Digital) Instruction has a high-performance level for the

knowledge acquisition of the Grade 5 pupils enhancing students' self-regulated learning

skills than just having the SSLM. Students were interested and engaged even

independently as they progressed through utilizing a self-regulated learning strategy.

Moreover, they can build self-regulated learning skills by participating in EdPuzzle

activities, which provide a flexible environment that encourages interactive learning

development though in the modular setting of processing learning.

Moreover, we concluded that there is a significant difference in the performance

level of the Grade 5 pupils in using the prototype named EdPuzzle in self-directed

learning during the modular learning than the usual instructional tools of the school

which is the Simplified Self-Learning Module. This indicates that EdPuzzle has a higher

impact on equipping students with information and abilities, since they performed better
in self-directed learning throughout the modular learning than the Simplified Self-

Learning Module. Modular materials are not engaging enough than utilizing EdPuzzle

as Modular (Digital) Instruction. It can help and boost more students’ interest and

motivation. EdPuzzle processes the teaching and learning process of the students more

than SSLM.

Furthermore, Grade 5 pupils’ reviews in the application of EdPuzzle during Self-

directed Modular Learning upon the results indicates that pupils’ interests in the lesson

are increased by the EdPuzzle website, they can easily access the lesson anytime

which fosters their communication and collaboration skills while having fun at home.

This means that pupils strongly agree that EdPuzzle can be used as an interactive and

engaging educational method used amidst this pandemic. EdPuzzle is quite effective at

improving students' perceptions and responses, as evidenced by an improvement in the

assessment score when using the two independent variables. EdPuzzle's use of online

learning is quite successful in modular (digital) learning.

Overall, EdPuzzle activities create a learner-centered learning environment that

caters to the needs of individual learners, particularly students who are having a hard

time in coping up lessons. Furthermore, teachers can set learning goals within the

EdPuzzle activities objective thanks to the technology-integrated self-directed content.

Furthermore, the questions included assisting pupils to engage with the subject and

validate their knowledge. The discussion platform also encourages students to express

their opinions and communicate ideas that are beneficial to their learning. In addition,

EdPuzzle activities included easy to average-level questions to stimulate slow learners

and build their self-confidence as they gain success. Finally, they can use the report to

track their progress and reflect on how they might improve their learning practices.
 This learning approach through EdPuzzle activities allows students to better

understand the idea being taught while also allowing students to learn at their own

speed. Furthermore, EdPuzzle activities provide additional tools to assist teachers, even

parents and students in learning so that they are not academically abandoned, as is

often in class. Another implication of the research is that slow learners should adopt a

positive attitude toward academic work, as this may have a favorable impact. Thus,

utilizing EdPuzzle as a modular (digital) instructor could be an effective integration as an

alternative tool in teaching and learning process during Self-directed Modular Learning.

Recommendations

1. The educational specialists may consider the efficiency and benefits of

EdPuzzle website in the asynchronous modular (digital) learning, as it

monitors and provides opportunities for the pupils to experience interactive

instruction during their asynchronous learning.

2. The school may provide a webinar or training for teachers on utilizing the

Edpuzzle website to have better asynchronous modular (digital) learning.

3. The teachers may consider using the Edpuzzle Website for the subjects

that have a high percentage of lower grades or academic performance

such as Math, etc.

 IX. ACTION PLAN

Republic of the Philippines

Department of
Education
Fatima Central
Elementary
School
Fatima, Uhaw, General Santos City

FATIMA CENTRAL ELEMENTARY SCHOOL

SCHOOL-BASED ACTION RESEARCH

ACTION PLAN FOR S.Y. 2021-2022
Objectives Programs/ Strategies/ Persons Expected Time Resources
Projects Activities Involved Outcome Frame Needed

0. Pre-
implementation
Phase

1. To plan activities Conduct Master Well- Third

and set meetings “Project first Teachers planned (3rd)
with the action Value” meeting to and well- week of
research mentors. Video the action organize April
lesson research activities 2022
integration mentors
Action
Research
2. To meet and Learning Hard Copy
present the action with Create a Project Well- of Project
research proposals Utilizing school committe formation of Proposal
of the project to the Edpuzzle action e Research
selected grade 5 website research Committee
teacher. committee
and
committee Fourth
meeting. (4th)
week of
The April
3. To have selected 2022
consultation with an Orient the grade 5
action research selected teacher
adviser for Grade 5 Master actively
finalization of the teacher Teacher engage and
activities. regarding (Grade willingly
the action 5) coordinate
research with the
proposal project

Clear and
4. To give a wide
permission letter to Conduct a disseminati First
the office of principal meeting on of (1st)
to conduct the with the Action information week of
program. action Researc about May
research h Adviser research 2022
adviser guidelines
School and
Giving Principal funding.
permission
letter to the Finalization
school Person of all action
principal involved research.
above
Check mentione
action d
research
proposals.

0. Implementati
on Phase

Orient the Grade 5 Results First  Hard Copy

1. To conduct the selected teacher were (1st) of Action
use of Edpuzzle in Grade 5 Students collected week of Research
the selected section teacher and through May Proposal
recommended by the its students Edpuzzle 2022
Principal. for the Website.
   implementa
tion of the
Edpuzzle
 website.

Create a Monitoring
2. To give adequate video Tools
time for the generated Problems
respondents to using were
watch and learn from Edpuzzle identified.
the video generated and let the Intervention
by the researchers students s and First
using the Edpuzzle explore and scaffolding (1st) to
website. exchange were Third
learning successfull (3rd)
information. y done. week of
May
2022
Give
3. To monitor the intervention
progress of using ,
Edpuzzle as a enrichment
platform for or
intervention and reinforceme
identify problems nt activities
encountered by the to the
researchers, and respondent
provide scaffolding. s.

Conduct a
meeting
with the
selected
Grade 5
teacher.
0. Post-
implementation
Phase

1. 1. Evaluation of the
gathered data based Conduct a Master Action First
on the given final Teachers researchers (1st)
Edpuzzle evaluation meeting were able week of
form. with the Researc to submit it June
grade 5 hers to the 2022.
teacher. adviser.

2. Determine how Hardcopy

effective and Submit all Enhanced of Action
relevant the action Principal the learning Research
Edpuzzle is in the research to of students
learning process of the teacher. Students using the
the learners amidst Edpuzzle.
asynchronous Disseminat
(digital) learning. e All the Students
data are able to
 gathered to interact and
the be student
teachers. centered.

3. Evaluate the data Both

gathered based on Discuss the teacher and
the higher academic data students be
influence of gathered in able to
Edpuzzle to the the interact
students and meeting. each other
teachers. using
Edpuzzle.

Prepared by:
Mary Sheresh Tordillo
Dyna Rose Panizales
Divine Love Prete
Kaye Mae Suazo
Asria Gapor
Norhaya Sinsuat
Action Research Researchers

Approved:
    JOVAR S. PANTAO         NILDA D. FRENILA
Research Action Adviser Principal
 Republic of the
Philippines
Department of
Education
Fatima Central
Elementary School
Fatima, Uhaw, General Santos City

 FATIMA CENTRAL ELEMENTARY SCHOOL

SCHOOL-BASED ACTION RESEARCH

ACTION PLAN 
S.Y 2021-2022

LORENA FAJARTIN
JENNIFER RUIZ
 Action Research Mentor

Members:
Mary Sheresh Tordillo
Dyna Rose Panizales
Divine Love Prete
Kaye Mae Suazo
Asria Gapor
Norhaya Sinsuat
X. REFERENCES

Abude (2021). The Effectiveness Of Modular Distance Learning Modality To The

Academic Performance Of Students: A Literature Review. Retrieve From: Impact
Of Edpuzzle Use On The Assessment And Measurement Course Achievement
(Hayefjournal.Org)
Amaliah, A. (2020). IMPLEMENTATION OF EDPUZZLE TO IMPROVE STUDENTS’
ANALYTICAL THINKING SKILL IN NARRATIVE TEXT. Prosodi, 14(1), 35–44.
https://doi.org/10.21107/prosodi.v14i1.7192

Atez Et. Al (2021). Challenges In The Modular Learning Delivery To The Learners In
Far Flung Areas. E-Issn No : 2455-295x | Volume : 7 | Issue : 9 | September
2021 (Iesrj.Com)

Baker, A. (2016). Active Learning With Interactive Videos: Creating Student-Guided

Learning Materials. Journal Of Library & Information Services In Distance
Learning, 1-9.

Edtech Endeavores. Retrieved From: Edpuzzle: An A+ Assessment Tool For Distance

Learning (Edtechendeavours.Com)

Giyanto, Heliawaty L. and B Rubini B. Sepetmber, 2020. The effectiveness of online

learning by EdPuzzle in polymer materials on students' problem-solving skills.
 IOP Conference Series: Materials Science and Engineering. Retrieved from
doi:10.1088/1757-899X/959/1/012006

Online Tools For Teaching &Learning. Retrieved From: Edpuzzle | Online Tools For
Teaching & Learning (Umass.Edu)

Sema Et. Al (2021). Impact Of Edpuzzle Use On The Assessment And Measurement
Course Achievement. Retrieved From: Impact Of Edpuzzle Use On The
Assessment And Measurement Course Achievement (Hayefjournal.Org)

Giyanto, Heliawaty, L., & Rubini, B. (2020). The effectiveness of online learning by
EdPuzzle in polymer materials on students’ problem-solving skills. IOP
Conference Series: Materials Science and Engineering, 959(1), 012006.
https://doi.org/10.1088/1757-899x/959/1/012006
Kuckian, Sachin & Joe, Mr & Anil, Vineetha. (2022). Utilization of ED Puzzle: An
interactive tool in teaching practices. International Journal of Special Education.
37. 2022-1633.
Lewis H 2019 Supporting the development of young children’s metacognition through
the use of video-stimulated reflective dialogue Early Child Development and Care
189 1842-1858
Pickvance, C. (2005). The four varieties of comparative analysis: the case of
environmental regulation. Journal of Housing and the Built Environment, 16, 7-
28.
Sarmantayev A S, Ishanov P, Sadykov K, Abdrakhmanov Z, Imanbetov A and Iskakov
M 2020Space Cul. India 7 255
Turan Z., & Goktas, Y. (2016). The Flipped Classroom: Instructional efficiency and
impact of achievement and cognitive load levels. Journal of E-Learning and
Knowledge Society, 12(4).
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational
Research, 77(1), 81-112.