CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies on the effectiveness

of video presentation in teaching MAPEH. It contains statements that are related to

our study that can be use as our support system.

2.1 Review of Related Literature

The students should take their time to develop their skills and cooperate

with their groupmates during the activity. Videos are a great way to get the message

across because they are engaging, can contain considerable information, are easy

to make, and are easy to distribute. Thus, video presentations should be used in

other subjects (Borromeo, 2020). It facilitates the learning very well as videos or

video presentation can get the interest, can attract learners’ attention, and can give

excitement to the learners. It also gives time for learners to reflect and to enhance

their capabilities to come up with a better self-progress.

As what Olson & Wisher (2022) said, “Web – based instruction in the

educational and training domains plays an important role, and its effects on learning

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outcomes, performance, and student satisfaction are important research topics.

Integration of video presentation in teaching materials has recently attracted more

attention in academic research”. It is because using video presentation may be able

to fill the learners needs especially in coping their academic performances.

According to the study by Ljubojevic et al. (2014), “Students performed

better when videos were included in the mid-session of the lecture”. As it keeps the

discussion lively and not boring. Lopez et al., (2016) also found out that students

found the videos and clips to be the most useful and efficient teaching tool to

improve learning. It is because all the necessary information will be included in the

video presentation. The concept may be clearer and more understandable as video

presentation presents not only to catch the attention but also to present the factual

and reliable information that learners surely can learn.

In addition, Geri (2012) indicated about 94% of the students might improve

their understanding of the learning materials via watching video presentations. It is

because watching video presentation draws a big impact as it helps learners to be

able to catch up especially when they are a low learner.

On the other hand, Lowerison et al., (2006) suggest that technology has the

potential to transform learning environment from passive to active and more subject

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to the control of the learner while according to Roblyer (2003), technology may

enable the learner to be more actively involved in his or her own learning. By doing

so, learners are able to produce their own learning without any other people’s help

but with the use of video presentation. Students and teachers may improve their

skills in learning and teaching by the help of video presentation.

In addition, Brecht (2012) found out that videos and clips designed to

support tutoring have a significant result. Lopez et al., (2016) also found out that

students found the videos and clips to be the most useful and efficient teaching tool

to improve learning. It has a significant result in a way that it emphasizes details

that are difficult to teach and needs to be presented through video presentation as it

breaks down the difficulties and may come up into clearer and understandable

concept.

To make video presentation effective it is generally believed that modern

literacy is marked by their features. First, it includes not only text but also image

and screen literacy. Second, it involves navigating information and assembling

knowledge from fragments. Third, user-friendly technology when integrated

effectively into a learning environment helps engage students in the “the active”

process of learning. (Oblinger et al., 2001)

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 These three features are used to be followed to make sure the effectiveness

of using video presentation in teaching MAPEH. In order to get the learners

attention, the video presentation must contain text, such as information and concept

as well as images that explains the information given. As stated, it effectively

engaged students in “the active” process of learning because it caught the interest

of the learners.

2.2 Review of Related Studies

The researchers gathered the related studies with their methods and

conclusions as well as the result of their study that are related to the effectiveness

of using video presentation in teaching MAPEH.

The researchers gathered other studies and information related to their

study. They compared the research of Brame (2016) entitled “Effective Educational

Videos: Principles and Guidelines for Maximizing Students Learning from Video

Content” to the current research. Based on this research, managing the cognitive

lead of the video, maximizing student engagement with the video and fostering

active learning from the video are three factors that instructors should take into

account when using video as a teaching method. It evaluates relevant academic

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material for each of these principles and makes suggestions for useful applications

that instructors might employ when utilizing video as a teaching tool. According to

the study of Lestari et al. (2002) entitled “Online Learning Videos to Develop

Creative Thinking Skills of Students”, the goal of this study was to create

educational videos for internet use that would help students’ capacity for original

thought.

Another study related to the current research, according to the study of Cakir

(2006) entitled “The Use of Video as an Audio-Visual Material in Foreign

Language Teaching Classroom”. Based on this study, the use of video as audio-

visual resources in foreign language teaching classrooms has expanded quickly due

to the growing emphasis on communicative techniques, and it is clear that the use

of video is a great for foreign language teachers in stimulating and facilitating the

target language. The difference of this study from the current research, the use of

video is useful for teaching foreign language so that the facilitators will effectively

facilitate it to the learners.

Lastly, according to the research of Berk (2009) entitled “Multimedia

Teaching with Video Clips: TV, Movies, YouTube, MTVU in the College

Classroom”, the findings of these research the verbal and visual elements of a video

may offer the best fit to the features of this Net Generation of students and a

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legitimate method to tap their numerous intelligences and learning preferences.

There are specific instructions provided on how to use the video technology that is

currently available in the classroom, pick the best video clips for any class, and use

those movies as a methodical teaching tool. The students are preferred in using

video to tap their multiple intelligences and learning styles.

2.3 Theoretical Framework

This study may relate to Gardners’ Multiple Intelligence which is the

Visual-Spatial. According to Gardners’ Multiple Intelligence theory, video

presentation incorporates the abilities to perceive the visual world accurately, to

evaluate and modify those perceptions according to subsequent experience, and to

recreate components of a perception even without the physical presence of the

original stimulus. (Gardners, 2021)

This theory is applicable to our study it is because video presentation uses

visuals-spatial in which we provide visual to surely deliver the concept of MAPEH.

Visual-spatial and video presentation function vice-versa and both contributes for

the effectiveness of teaching and learning. (Oxford Dictionary)

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2.4 Conceptual Framework

This framework shows the Input, Process, and Output [IPO] of the

Effectiveness of Video Presentation in Teaching MAPEH. This tends to show the

estimated outcome of the study.

THE EFFECTIVENESS OF VIDEO PRESENTATION

IN TEACHING MAPEH

INPUT PROCESS OUTPUT

1. Demographic 1. Data collection Improvement of
profile of the of students’ the learner’s
respondents. profiles. performance.
. 2. Administering
questionnaire.
3. Organization of
students’
responses.

Figure 1: Schematic Diagram of the Conceptual Framework

The researchers demonstrate the; (1) collection of the students’ profile to determine

the respondents age and sex; (2) after the collection, they administer personally the

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questionnaires to the students and; (3) retrieving and organizing the student’s

responses to be analyze and interpret.

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