THE EFFECTIVENEESS OF ONLINE VIDEO TUTORIAL IN MODULAR

DISTANCE LEARNING AMONG GRADE 11 GODLINESS IN SAN PABLO

2ND NATIONAL HIGHSCHOOL
Title Author Year of Participants Locale Results and Discussion Conclusion
Publication
Teachers’ Irfan Fauzi, 2020 Elementary Banten and The survey was given to elementary Online learning was
Elementary Iman school West Java, school te identified as a system that
School in Online Hermawan teachers in Indonesia achers in the Banten and can assist teachers in
West Java regions and 45
Learning of Sastra the Banten Elementary school teachers were carrying out the learning
COVID-19 Khusuma and West Java obtained who process during the COVID-
Pandemic regions, and completed the survey with details of 19 pandemic, but this is
Conditions 45 elementary 17 male teachers and 28 female not directly proportional
school teachers. to its effectiveness. 73.9
teachers The length of teaching for each percent of teachers
teacher varies, from the earliest one,
believe that online
which is 1
year to the longest, 24 years. learning is ineffective.
In a simple context, teachers Because numerous issues
understand the essence of an online have been discovered,
learning that is learning done by such as 1) facility
utilizing internet facilities with the availability, 2) network
help of various technologies or and internet usage, 3)
learning that is done online. However planning, implementation,
it is not enough to illustrate how and learning assessment,
online learning is happening in the and 4) collaboration with

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 field, especially in
elementaryschools.The COVID-19
pandemic condition requires all
teachers to change learning patterns.
There are no choices regarding the
learning system used and the only
learning system that can be applied is
to use online learning. Itis the reason
that online learning is very helpful in
conveying learning to students in an
emergency. It is evident from the
results of a survey conducted that
82.6% of teachers admitted that this
helped them greatly, as can be seen
from the picture below.
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parents. In addition, most
teachers change
information from
numerous sources while
creating instructional
materials, and the content
that is frequently
developed is audiovisual.
As many as 37% of
teachers utilize the
WhatsApp application as
an online learning
medium. During these
online learning activities,
80 percent of teachers
were unsatisfied. This
study is intended to make
a significant contribution
to Indonesian education,
particularly in assessing
previous online learning.
Furthermore, this research
is intended to help many
parties study and enhance
online learning so that it
can be used in
emergencies, as it is now.
2. Effectiveness Kamrun Nahar 2019 Students Toowoomba, While many previous studies
of Flipped and Rezaul enrolled in Australia (Betihavas et al., 2016; McLaughlin,
Classroom Model Chowdhury distance White, Khanova, & Yuriev, 2016;
in Distance learning in Moudgalya et al., 2016; O'Flaherty &
Learning engineering Phillips, 2015; Sivapalan et al., 2016)
programs and have investigated the effectiveness and
employers impact of online learning on students,
only few have considered and
who apply
indicated Implementation of flipped
flipped
classroom approach in distance
classroom in learning. Over the past few years
employment distance learning has generated
settings considerable interest in engineering
departments and more universities are
interested in offering their programs
by distance education (Long et al.,
2014; Moudgalya et al., 2016). The
dynamic and rapidly changing nature
of engineering education requires
prospective students to be well-
appointed with skills in problem
identifying, problem-solving, critical
thinking, information technology and
information literacy (Karabulut-Ilgu et
al., 2018; McLaughlin et al., 2016). To
achieve these goals and overcome the
challenges, engineering curriculum
need to shift towards blended learning
framework in the context of
discipline-based distance learning
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The student-centred
approach of the flipped
classroom provides
flexibility and the
potential to increase
opportunities for students
to develop and apply the
critical thinking skills
which is prerequisite for
engineering degree. The
system review on the
effectiveness of flipped
classroom model in
distance learning is timely
as this blended approach
has gained popularity
amongst engineering
educators. The review of
the mostly relevant
articles included in this
study has been framed
around three major
research questions on
flipped classroom model.
The findings of this study
indicates an increasing
trend of research using
this model in various sub-
 where nearly all course material is
delivered on-line by means of course
websites and practical experiences
through lab classes, workshops, and
work placements. So the academic
staff who prefer to implement the
flipped classroom can choose this
blending approach where nearly all
course material can be is delivered on-
line through study desk, web-based
real-time tutorials videos can be
streamed through the study desk and
relevant software can be delivered by
means of a remote-desktop service,
and remote-accessed lab experiments
can be employed for providing
practical engineering work
experiences. Also, the additional
challenges for students’ practical work
experiences in engineering degree can
be reduced by introducing video-
recorded experiments, weekend lab
classes, computer simulations, lab kits
and associated at-home experiments
at-home design projects, web
broadcasting of lab classes and an
intensive residential school
3. Classifying Castro Mayleen 2020 Dean of the Bulacan State As shown in table 1, the respondents
relevant video Dorcas Bondoc Graduate University are randomly selected. The Dean of
and Tumibay (BulSU), the Graduate School, the College
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fields of traditional
engineering education,
whereas only few studies
were conducted regarding
its application in distance
learning. This indicates,
further research is
required to examine the
implementation of this
model in distance learning
using possible solutions of
the biggest practical work
experience challenges
which can be achieved by
introducing new
technologies such as
video-recorded
experiments, computer
simulations, lab kits and
associated at-home
experiments, at-home
design projects, web
broadcasting of lab classes
and a rigorous residential
school.
By blending ICT with face-
to-face traditional
tutorials for the Gilbert Malawit School, the Philippines. Secretary, ten (10) selected Faculty pedagogy, the quality of
school’s learning College Members who are handling MSIT teaching and the level of
management Secretary, program and Computer Education students’ achievement can
system using Faculty subject, thirty three (33) Castro and be improved. LMS
support vector Members, Tumibay / Global Journal of platform is indeed, a great
machine Students of Engineering and Technology tool that can enables the
algorithm the MSIT Advances, 2020, 02(03), 001–009 7 educators to organize,
Students, and five (5) IT Experts and
Graduate manage and deliver
Programmers. Before gathering and
School learning materials to their
collecting all the needed and required
program who data, the researchers sought the students by Kampa and
are officially permission to conduct this research Kaushik [17]. Through its
enrolled in MS study from the Dean of the BulSU features, LMS platform
601 Graduate School. With the permission can makes the teaching
(Advanced of the Dean and the respondents, the and learning process more
Database researchers administered the survey comfortable and
System), MS questionnaire to the students, faculty convenient. Further, other
602 members, IT experts and programmers features of the LMS can
(Advanced who were asked to assess the help the students to
Operating acceptability of the developed system. develop more their critical
System and The system evaluation tools were thinking skills and problem
Networking), composed of the different items to solving, communication,
IT 606 describe the acceptability of the collaboration, and
(Advanced developed system in terms of creativity. The results of
functional suitability, performance
Software this study showed that
efficiency, compatibility, usability,
Development) integration of video
reliability, security, maintainability,
, IT 609 (Client and portability. The instrument that tutorials search tool in
Server was used in this study was adapted LMS can significantly
Application and developed based on the ISO contribute knowledge and

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 Design), IT 610 25010 quality standard. It was divided skills in the learning
(Strategic E- into three (3) sections. Section A, process of the students.
Business) and asked about the Evaluator’s Profile,
IT 615 Section B about the instruction on
(Advanced Software Evaluation and Section C for
Computer the different indicators, it was divided
Techniques) into eight (8) criteria. It was a 5 point
Likert scale ranging from excellent
and IT experts
(5), very good (4), good (3) fair (2)
and
and poor (1). To ensure the reliability
programmers and validity of the data that were
gathered, the researchers clarified
questions or inquiries of the
respondents regarding the instrument.
To ensure the welfare of the
respondents, the researchers strictly
observed the ethical standards in
conducting the research and the
accomplished survey questionnaires
were collected and compiled for
summary tabulation, interpretation and
analysis. The result of the evaluation
of the developed system from the
BulSU administrator, faculty
members, students, IT experts and
programmers with regards to ISO
25010 criterion of functional
suitability, performance efficiency,
usability, reliability, security,
maintainability, compatibility and

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 portability got an overall mean score
of 4.89. The result indicate that the
level of acceptability, all of the
mentioned criteria interpreted as
“Strongly Agree” by the respondents
during the system evaluation.
4. Evaluation of Judit T. Nagy 2018 One hundred Budapest, The relation of video usage and
Online Video and five Hungary learning satisfaction was predicted
Usage and students of through a mediator variable: namely
Learning Edutus College learning performance. The findings
in Hungary supported the prediction that video
Satisfaction: An
registered for usage has a direct, significant positive
Extension of the
Business effect on learning performance (H7,
Technology Mathematics
β=0.250; p=0.011) and that learning
Acceptance
performance has a direct positive
Model
effect on learning satisfaction (H10,
β=0.219; p=0.002). Furthermore, the
research provided evidence that video
usage also has an indirect positive
effect on learning satisfaction (0.055;
p=0.044). From among further
hypothesized explanatory variables
(perceived ease of use, perceived
usefulness, attitude, learner-teacher
interaction, learner-learner interaction)
learner-teacher interaction has a
stronger positive direct effect (H14,
β=0.486; p<0.001) on learning
performance, while perceived ease of
use has a weaker positive direct effect
The results of the study
have several
consequences for further
research and practical
application. The data to a
certain extent support the
existence of the basic TAM
correlations in a
Hungarian college of
business studies, thus
confirming the robustness
and explanatory power of
TAM for the use of
technology in a higher
education setting.
Perceived usefulness and
attitude exert the
strongest influence on
video usage; therefore it is
advisable to take
measures that could
reinforce the positive

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 on it (H12, β=0.247; p=0.003). The
direct positive effect of perceived
usefulness (H11, β=0.037; p=0.539),
attitude (H13, β=0.101; p=0.202), and
learner-leanrer interaction (H15,
β=0.087; p=0.183) was not significant.
With regard to learning satisfaction we
succeeded in reaching a 69.8%
explained variance, with the help of
the examined explanatory variables. In
addition to this the model confirmed
further important indirect connections,
which were not predicted in the
hypotheses. Factors influencing video
usage can have an indirect effect, both
on learning performance and learning
satisfaction. In the research we could
also demonstrate that perceived ease
of use (0.128; p=0.034) and perceived
usefulness (0.090; p=0.034) have an
indirect significant positive effect on
learning performance. The effect of
attitude on learning performance was
not significant (0.111; p=0.066). In
accordance with earlier studies (Liu,
2008; Shi, Chen, & Tian, 2011; Tsai &
Tsai, 2003; Kuo et al., 2014; Womble,
2007), this study confirms that internet
self-efficacy has an indirect positive
effect on learning performance (0.087;
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opinion of students' video
usage. Perceived ease of
use did not have a
significant direct effect on
video usage. The logical
explanation for this could
be that video usage for
educational purposes,
accessible online, proves
to be easy. Another
reasonable explanation
could be that students
tend to overcome the
difficulties of video usage
to achieve better results in
their studies. Internet self-
efficacy significantly
influences video usage,
learning performance, and
learning satisfaction. It is
therefore essential to
assess self-efficacy and to
use suitable methods for
increasing the students'
internet self-efficacy. They
can be embedded in
education if needed.
 p=0030) and learning satisfaction
(0.233; p=0.001).
5. Student Eugine Tafadzwa 2020 381 students Johannesburg, In table 7 the findings from hypothesis
Perceptions Maziriri from a South Africa testing are presented. According to the
Towards the use University in results perceived usefulness of
of YouTube as An Johannesburg, YouTube for academic tutorials is
South Africa directly and significantly associated
Educational Tool
with student attitudes towards the use
for Learning and
of YouTube tutorials. This
Tutorials
relationship had an estimate of 0.56.
The results obtained in this study are
line with the findings of Scherer,
Siddiq and Tondeur (2019) and Teo
(2009) who suggested that perceived
usefulness of technology does indeed
influence attitudes towards the use of
that technology. However, as much as
it was supported it was the weakest
implying that students did not view
perceived usefulness as a crucial
factor in relation to other factors as far
as YouTube use for educational
purposes was concerned. The second
hypothesis established that perceived
ease of use influences attitudes
towards the use of YouTube for
tutorials. This suggested that if
students viewed YouTube as an easy
accessible platform to receive tutorials
they would become more positively
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This study sort-out to invest
student perceptions towards
the use of YouTube as a
platform for learning
through watching video
tutorials. It could be
concluded that the use of
YouTube in a formal learning
environment was positively
received. Furthermore, most
notably the relationship
between the student
attitudes towards the use of
YouTube and behavioural
intentions was significantly
strong possibly suggesting
that this eplatform is a
success with student
learning at tertiary level. The
results support all the
postulated hypotheses, and
managerial implications of
the findings, limitations of
the study and suggested
future research were
discussed. This study
contributes new knowledge
to the existing body of
 inclined to continue using it. This education management,
finding is in line with the findings of instruction and learning
Wu and Chen (2017) who confirmed literature in the African
that perceived ease of use directly setting – a research context
influence attitudes towards the use of that is often neglected by
technology which ultimately leads to academics.
intention to use that technology.
Lastly, attitudes toward the use of
YouTube impacted the behavioural
intentions of students to actually use
it. This implied that if student attitudes
towards YouTube are positive their
most likely to consider using it as a
result of their behaviour being
influenced positively. This finding is
supported by Yang, Chye, Fern and
Kang (2015) who postulated and
established that attitudes towards
directly influence the intention to use a
technology. All hypotheses were
deduced from the literature and are
supported by prior research as
presented above. From the results of
this research, numerous implications
arose. These include theoretical and
practical implications. Firstly, it has
been established theoretically that
perceived usefulness of YouTube and
perceived ease of use of YouTube
positively and significantly influences

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 student attitudes towards the use of
YouTube. It was also discovered that
student attitudes towards the use of
YouTube positively and significantly
influences behavioural intention to
Use YouTube. Therefore, for
academics in the field of instruction
and educational development these
finding enhances their understanding
of the relationship of the
aforementioned variables. This offers
practical implications for education
institution administrators such as vice
chancelors and principapls as they
need to concentrate more on providing
internet accessablity to students who
would want to use facebook for
learning and tutorials. In terms of
policy, governments are urged to
implement laws policies that enable
the youtube platform to be regarded as
a learning platform

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APA CITATION
Fauzi, I., & Khusuma, I. (2020). Teachers’Elementary School in Online Learning of COVID-19 Pandemic Condition. Jurnal Iqra’: Kajian Ilmu
Pendidikan, 5(1).58-70 https://doi.org/10.25217/ji.v5i1.914

Nahar, K., & Chowdhury, R. (2019, December). Effectiveness of flipped classroom model in distance learning. In Proceedings of the 30th
Annual Conference for the Australasian Association for Engineering Education (AAEE 2019). Australasian Association of Engineering
Education.
https://www.researchgate.net/profile/Kamrun-Nahar-10/publication/339108023_Effectiveness_of_Flipped_Classroom_Model_in_Distance_Lear
ning/links/5e3dfff292851c7f7f25f963/Effectiveness-of-Flipped-Classroom-Model-in-Distance-Learning.pdf

Bondoc, C. M. D., & Malawit, T. G. (2020). Classifying relevant video tutorials for the school’s learning management system using support
vector machine algorithm. Global Journal of Engineering and Technology Advances, 2(3), 001-009. http://gjeta.com/content/classifying-
relevant-video-tutorials-school%E2%80%99s-learning-management-system-using-support/

Nagy, J. T. (2018). Evaluation of online video usage and learning satisfaction: An extension of the technology acceptance
model. International Review of Research in Open and Distributed Learning, 19(1). https://www.erudit.org/en/journals/irrodl/1900-v1-
n1-irrodl03927/1050881ar/abstract/

Maziriri, E. T., Gapa, P., & Chuchu, T. (2020). Student Perceptions towards the Use of YouTube as an Educational Tool for
Learning and Tutorials. International Journal of Instruction, 13(2), 119-138. https://eric.ed.gov/?id=EJ1249144

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Address: San Pablo 2nd, Lubao, Pampanga
Contact No: 09330336818
Email Address: sp2nh@gmail.com
Address: San Pablo 2nd, Lubao, Pampanga
Contact No: 09330336818
Email Address: sp2nh@gmail.com