Using Teacher-Made Video Lesson in Improving Academic Performance of

Bulahan Integrated School Learners

An Action Research

Presented to the

School Research Committee

Northeast Claveria District

Bulahan Integrated School

JAIME V. ACURAM
District Action Research Coordinator
 SCHOOL RESEARCH PROPOSAL APPROVAL SHEET

The research approval attached hereto, entitled (Using Teacher-Made Video

Lesson in Improving Academic Performance of Bulahan Integrated School
Learners) prepared and submitted by (Gener A. Dahilan, Bulahan Integrated
School, Claveria Northeast District, S.Y 2021-2022), has been examined and
recommended for acceptance and approval in School Research Committee.

SCHOOL PANEL OF EXAMINERS

Approved by the School Research Committee on Oral Examination with a grade of

(Average Grade) on (Date Approved).

PRESCILA A. BALABA DONNA R. SABUGA-A

Member Member

GENER A. DAHILAN
Chairman
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I. Context and Rationale

The country has been greatly burdened by the threat of COVID-19 resulting to

a struggling crisis amongst many. Amidst this, the Department of Education ensures

the continuous process of learning with a quality education while looking after the

health and wellbeing of the learners. With this, DepEd released DepEd Order

No.12 ,S. 2020 titled “Adoption of the Basic Education Learning Continuity Plan for

S.Y 2020-2021 in Light of the COVID-19 Public Health Emergency”. Here states that

varied distance learning modality is imposed to all schools in order to guarantee the

safety and health of the learners.

It is observed that some learners of Bulahan Integrated School did not

perform some of the tasks and activities from the answer sheets were not answered

which resulted to low scores.

One of the distance learning modalities is the utilization of video lessons.

Several meta-analyses have shown that technology can enhance learning (e.g.,

Schmid et al., 2014), and multiple studies have shown that video, specifically, can be

a highly effective educational tool (e.g., Kay, 2012; Allen and Smith, 2012; Lloyd and

Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013.

With this, the learners will not only learn through modular learning modality but also

through video lessons for them to easily grasp the knowledge and improve their

academic performance in Mathematics.

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II. Action Research Questions

This study focuses on improving the academic performance of the learners of

Bulahan Integrated School using video lessons.

Specifically, this study aims to answer the following questions:

1. Will there be a significant difference between the academic performance of

students with and without the said intervention?

2. Will the intervention improve the performance of the students?

III. Innovation, Intervention, and Strategy

Multiple studies have shown that video, specifically, can be a highly effective

educational tool (e.g., Kay, 2012; Allen and Smith, 2012; Lloyd and Robertson,

2012; Rackaway, 2012; Hsin and Cigas, 2013. Students today are using educational

videos as a tool for learning everything: from basic skills - like changing a tire - to the

latest dance craze. Abstract topics that once seemed difficult to teach and learn are

now more accessible and understandable thanks to the availability of effective

educational video platforms for online learning. Other studies have also shown that

the use of video clips allows for more efficient processing and memory recall. The

visual and auditory nature of videos appeals to a wide audience and allows each

user to process information in a way that’s natural to them. 

With this, the researcher will make use of video lessons to improve the

academic performance of the learners. The said video lessons will be made and

posted via online platforms such as Facebook and Messenger group chats for the
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learners to access. For those learners who have no access to the internet, the video

will be shared offline via sharing apps (e.g. Bluetooth and ShareIt) during the

retrieval and distribution of SLMs.

After the learners have watched the video lesson and passed their answer

sheets, the researcher will see if there is an improvement by comparing their scores

with and without the aid of video lesson.

IV. Action Research Methods

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

The participants of this study are the learners of Bulahan Integrated School

from Kindergarten to Grade 10. A total of three hundred seven learners will

participate in the study. Table 1 shows the participants in each grade level.

Table 1. Participants in each grade level

Grade Level Participants

Kindergarten 16

Grade 1 20

Grade 2 26

Grade 3 35

Grade 4 24

Grade 5 24

Grade 6 29

Grade 7 43
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Grade 8 35

Grade 9 25

Grade 10 30

Total 307

b. Data Gathering Methods

The researcher will the comparative method where the research itself

compares two variables which is the pretest and post-test of students after the use

of the video lesson. Descriptive research design is a valid method for researching

specific subjects and as a precursor to more quantitative studies (Shuttleworth,

2008).

The pretest will be given to the participants. After the pretest will be answered

and accumulated, the same test will be given to the students now with the aid of

video lesson. To see the improvement of the students’ academic performance, the

pretest and posttest will be compared. The data and information gathered will be

systematically checked, computed, tabulated and interpreted.

c. Data Analysis Plan

This action research will utilize the pretest-posttest design in which the same

assessment measures are given to participants both before and after they have

received a treatment or been exposed to a condition, with such measures used to

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determine if there are any changes that could be attributed to the treatment or

condition.

V. Action Research Work Plan and Timelines

Phase Activities Persons Involved Resources Needed

Developmental School meeting to  Researcher Projector, Laptop,

Phase inform teachers  Teachers Microphone

SLAC seminar  Resource Laptop

and workshop Speaker Video Recorder
about the making  Researcher Mic
of Television-  Teachers Smartphone
Based Instruction.
Creation of video  Teachers Video
lessons
camera/Smartphones
, laptop,
Implementatio Conduct pre-test  Researcher bond paper, ink,
n Stage to participants  Teachers printer

Checking of pre-  Teachers None

test  Researcher

Conduct of  Researcher bond paper, ink,

post-test to Teachers printer
participants

Posting of the  Teachers Smartphone,

created video  Parents laptops, internet
lessons on  Students
different social connection
media
platforms such
as Facebook
and Facebook
Messenger
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Checking of  Teachers None

post-test  Researche
r

Post- Constant  Researcher Laptop

implementatio practice of  Teachers Video Recorder
n Stage teachers in Mic
creating Smartphone
video
lessons so
as to
improve
quality
follow-up to  Researcher None
the teachers  Teachers
to create at
least one
video lesson
specially
those least
mastered
competencie
s through a
monitoring
checklist

VI. Cost Estimates

ITEM UNIT QUANTITY UNIT COST TOTAL SOURCE OF FUND

DESCRIP COST
TION
Ring Light Unit 5 700.00 3,500.00 Donation/
Stakeholders
Green meter 10 40.00 400.00
Cloth/Screen Donation/
Stakeholders
Load 14 100.00 1,400.00
Allowances Donation/Stakehold
ers
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Bond Paper ream 14 135.00 1,890.00 MOOE Funds

Ink bottle 56 50.00 2,800.00 MOOE Fund

VII. References

Bevan, M. (2020, March 25). Why videos are important in education.

Nextthoughtsstudios.

https://www.nextthoughtstudios.com/video-production-blog/2017/1/31/why-videos-

are-important-in-education
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Brame, C.J. (2015). Effective educational videos. http://cft.vanderbilt.edu/guides-

sub-pages/effective-educational-videos/ Einon (2004) Using information and

communication technology in a modular distance learning course, European Journal

of Engineering Educatio

https://www.tandfonline.com/doi/abs/10.1080/0304379032000129331