EFFECTIVENESS OF USING VIDEO LESSONS IN

TEACHING LITERATURE

A Research Project
Submitted to the English Department of
SAN FRANCISCO INTEGRATED NATIONAL HIGH SCHOOL
Victoria, Laguna

In partial Fulfillment of the Requirements for

JUNIOR HIGH SCHOOL COMPLETION

BALAYONG, ASHLEY JADE M.

RANADA, KYLE YVAN P.
SUMILANG, JOHN LENNON M.
VERGARA, MARK VINCENT B.
July 2023
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction and Background of the Study

“Education is the most powerful weapon that you can use to

change the world ", This powerful message from Nelson Mandela, the

first President of South Africa wants to convey that education is the key

to eliminating gender inequality, to reducing poverty, to creating

sustainable planet, to prevent needless deathly illness, and to fostering

peace.

Education is one of the fastest-growing economic and social

sectors in the world, and the use of new technologies is an integral and

driving component of that growth. Multimedia applications have long

been popular on the Web, and these combined with streaming audio and

video podcasts, such as the myriad music sites or video sites like

YouTube, are opening different opportunities for educators. Audio chat

using Skype has become common, and web conferencing is used for

teaching and for creating podcasts. The possibilities of using the new

hand-held third-generation mobile technologies are also explored along

with blogs, RSS, wikis, learning objects, digital games, and virtual world.

Nowadays, due to the world's innovation, high technologies rise

and develop helpful attributes in everyone's life. These technologies also

change the way of teaching and develop the learner's competencies

truly. Video lesson is one of the examples of technology-related modes

of teaching. Teachers use video lessons to give the students a more

realistic, more enjoyable, and better new way of giving them knowledge

of a specific topic on that subject. Video can help address this gap in

training by giving both general and special education teachers the

opportunity to teach students at their own pace. Students can rewatch a

video multiple times to gain and retain learning material. And captions,

for example, enable deaf students to read the video.

When the COVID-19 pandemic forced universities to shift to online

learning, one of the challenges to faculty and administrators was to

provide students with high-quality, curriculum-based learning materials

that could be accessed despite students’ variable levels of Internet

access.

By these means, the researchers decided to conduct research to

determine what are the effectiveness and possible effects of video

lessons to the students. Also, to give the teachers awareness of the rate

of effectiveness and impact of video and learn how they can improve

their lessons through video presentations. So, for this reason, teachers

can make the learning journey of the students more engaging, clearer,

and timelier and more irrelevant to the target learners. For instance, the

right analysis and review of this research will lead to buying continuous

development and improvement of current video lessons. And it can lead

to the creation of more effective materials in the future.

Theoretical Framework

According to Rosaen, et al., 2016. Instructional use of videos is

undertaken in different ways and for different purposes. For instance,

videos are used for teacher candidates to observe their classroom

management skills by watching their own teaching and to identify

educational strategies by observing their colleagues’ educational

experiences process. The use of digital videos mostly in English as a

Second Language (ESL) classrooms and health and science classes.

Another common area of use of videos is in language learning. Recently,

it has been observed that platforms to use videos in educational manners

through distance education are increasing parallel to the impact of digital

era. According to Kay videos are classified in different categories (such

as: educational videos, video classes, e-lessons, screen captures,

vodcasts (video podcast) and web broadcasts (webcast) based on their

preparation, different presentation techniques and educational goals.

While videos may consist of previews/short presentations about a

specific topic or include information, they may also record the whole

class hour. Another practice in using videos in the instructional process is

as learning tools in line with the development of information and

communication technologies. This study made use of videos as

technological tools that support learning. As leaning tools, videos support

the learning process and are used in the professional development of

teachers in line with educational programs. Videos create opportunities

for in-depth learning by presenting various learning data together such as

images, movement, and sound. This allows learning to take place at

individual places and ensures control over the reception of information.

As stated in the English Language Curriculum Specification, the

CCL Program is aimed to help students improve their English through

reading simple fiction, to provide a continuum for the literature

component introduced in school and to create an enjoyable learning

environment. In relation to this, literature is not only meant to address the

interpersonal and informational aesthetic value of the learning, but also

beyond that where the students learn about people, culture, ethics,

behaviors, and other social norms. Hence, the implementation of

children’s literature would help children to expand their imagination and

to acquire literacy in their learning. Literature in Education is aimed at

developing the potential of students in a holistic, balanced, and

integrated manner encompassing the intellectual, spiritual, emotional,

and physical aspects to create a balanced and harmonious human being

with high social standards.

Conceptual Framework

It Consist of independent variable of profile such as Video Lessons.

Consist of a dependent variable such as Teaching Literature. The conceptual

framework of the study will lead to how the research undergoes a series of

observations.

Independent Variable Dependent Variable

Video Lesson Teaching Literature

 Documentary  Reading

 Talking Head  Writing

 Video Slides  Speaking

Frame 1 Frame 2

Figure 1 Research Paradigm of the Study

The figure presents the conceptual paradigm of the study indicating the independent
variable and
dependent variable.
On the left hand side of the framework includes the independent variables of the study,
namely the
student’s stress levels, anxiety levels, family background, financial capability, learning
atmosphere,
along with certain post-pandemic school regulations. On the other hand, the dependent
variable of
the study is the perceived academic capabilities of senior high school students of
HUMSS-12 at San
Jose City National High School. In the middle, however, there exists the moderator
variable “Emotional
Intelligence,” which may affect the outcome of the dependent va
The figure presents the conceptual paradigm of the study indicating the independent
variable and
dependent variable.
On the left hand side of the framework includes the independent variables of the study,
namely the
student’s stress levels, anxiety levels, family background, financial capability, learning
atmosphere,
along with certain post-pandemic school regulations. On the other hand, the dependent
variable of
the study is the perceived academic capabilities of senior high school students of
HUMSS-12 at San
Jose City National High School. In the middle, however, there exists the moderator
variable “Emotional
Intelligence,” which may affect the outcome of the dependent va
The figure presents the conceptual paradigm of the study indicating the independent
variable and
dependent variable.
On the left hand side of the framework includes the independent variables of the study,
namely the
student’s stress levels, anxiety levels, family background, financial capability, learning
atmosphere,
along with certain post-pandemic school regulations. On the other hand, the dependent
variable of
the study is the perceived academic capabilities of senior high school students of
HUMSS-12 at San
Jose City National High School. In the middle, however, there exists the moderator
variable “Emotional
Intelligence,” which may affect the outcome of the dependent va
The figure presents the conceptual paradigm of the study indicating the independent
variable and
dependent variable.
On the left hand side of the framework includes the independent variables of the study,
namely the
student’s stress levels, anxiety levels, family background, financial capability, learning
atmosphere,
along with certain post-pandemic school regulations. On the other hand, the dependent
variable of
the study is the perceived academic capabilities of senior high school students of
HUMSS-12 at San
Jose City National High School. In the middle, however, there exists the moderator
variable “Emotional
Intelligence,” which may affect the outcome of the dependent va
The figure presents the conceptual paradigm of the study indicating the
independent variable and dependent variable. On the left-hand side of the

framework includes the independent variables of the study, namely the

Documentary, Talking Head, and Video Slides. On the other hand, the dependent

variables of the study are Reading, Writing, and Speaking.

Statement of the Problem

The Purpose of this Study is to determine the Effectiveness of Using Video

Lessons in Teaching Literature.

1. What is the Level of the Using Video Lessons in terms of:

1.1 Documentary

1.2 Talking Head

1.3 Video Slides

2. What is the Level of Teaching Literature relative to:

2.1 Reading

2.2 Writing

2.3 Speaking

3. Is there a significant effect of using video lessons in teaching literature?

Hypothesis

There is no significant relationship between using video lessons in

teaching literature.

Scope and Limitation of the Study

This study focused on the effectiveness of using video lessons in teaching

literature of Selected Grade 9 Students of San Francisco Integrated National High

School S.Y. 2022-2023. The researcher randomly selected forty-four (44) Grade 9

Students of San Francisco Integrated National High School S.Y. 2022-2023.

Significance of the Study

This study will be beneficial to the following:

School Administrator. The findings may help the administrators in the

formulation of guidelines in their implementation of educational goals. They were

able to understand the important aspects to consider in the development and

performance of the students.

Teachers. Teachers can create video lessons that cater to different

learning styles and abilities. They can include various instructional strategies,

such as demonstrations, simulations, or problem-solving examples, to

accommodate diverse student needs. This helps ensure that every student has

an opportunity to learn and understand the content effectively.

Students. Students can access video lessons at their own pace. They can

watch the videos anytime, anywhere, allowing for flexibility in their learning

schedule. This is particularly helpful for students with busy schedules to those

who prefer to learn at their own pace.

Future Researchers. This study may help the future researcher in his/her

study. The study may be source of a new information need to his/her study.

Definition of Terms
 For better understanding of this study. The researchers convey

conceptual and operational definition.

Documentary. consisting of official pieces of written, printed, or other matter.

Reading. the action or skill of reading written or printed matter silently or aloud.

Speaking. the action of conveying information or expressing one's thoughts and

feelings in spoken language.

Talking Head. a commentator or reporter on television who addresses the

camera and is viewed in close-up.

Teaching Literature.  to give students a chance to know much about different

cultures that have different interests and values making no intersection between

our culture and other foreign culture. 

Video Lessons. A video lesson is a lesson that contains an educational video on

a specific topic. It helps educators present their information in an interactive and

interesting way.

Video Slides. a presentation of a series of still images (slides) on a projection

screen or electronic display device, typically in a prearranged sequence.

Writing. the activity or skill of marking coherent words on paper

and composing text.
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the Review of Related Literature in accordance

with Documentary, talking head, Video slides, Reading, Writing, and Speaking.

According to Saeed Rezaei and Seyed Hossein Fazeli found that video-

based instruction had a significant positive effect on students’ understanding and

retention of literary concepts. They also found that the use of a talking head

format (where the instructor speaks directly to the camera) was the most effective

type of video for teaching literature, as it allowed for more personal engagement

with the audience and facilitated a conversational tone that was conducive to

learning.

Based on Laura Micciche and Sarah Ruffing Robbins argue that using

documentaries in the English classroom can be an effective way to teach

literature, as it provides a visual and auditory component that can deepen

students’ understanding of historical and social contexts. They suggest that

documentaries can be particularly useful for teaching works of literature that are
set in a specific time or cultural context, as they can provide a more immersive

experience for students.

In Accordance with Elizabeth B. Thacker and J. Nathan Matias explores

the benefits and challenges of incorporating speaking activities into literature

classes. The authors found that oral discussions and presentations can improve

students’ critical thinking skills, encourage active participation, and create a more

engaging learning environment. This suggests that incorporating speaking

activities into video lessons on literature could enhance student learning.

According to Jolanta Tambor explores the role of speaking in literature

education. The author argues that speaking activities, such as debates and role-

playing, can help students develop a deeper understanding of the literature being

taught. Additionally, speaking activities can promote collaboration, creativity, and

empathy among students. This suggests that incorporating speaking activities into

video lessons on literature could lead to improved learning outcomes.

Based on Beata Kozlowska and Magdalena Szyszka explores the use

of video in enhancing speaking and listening skills. The authors found that video

can be an effective tool for teaching speaking and listening skills as it provides

students with visual and auditory examples. Additionally, video-based activities

can be engaging and interactive, which can promote active learning and improve

students’ communication skills. This suggests that incorporating video into

speaking activities in literature classes could be beneficial as well.

According to Leila Christenbury examines the use of writing-to-learn

strategies in teaching literature. The results showed that students who engaged in
regular writing activities had a deeper understanding of the literature being taught

and were better able to analyze and interpret the text. This suggests that

incorporating writing assignments into video lessons on literature could enhance

student learning.

In Accordance with Kaitlyn DeHaven and Sarah Henderson explores the

use of video in teaching writing. The authors found that video can be an effective

tool for teaching writing as it provides students with visual examples and gives

them the opportunity to see the writing process in action. This suggests that

incorporating video into writing assignments in literature classes could be

beneficial as well.

According to Muhammad Jahanzeb Lodhi and Muhammad Ahmad

Sheikh examines the role of writing in enhancing learning outcomes in literature.

The authors found that writing activities, such as journaling and reflective writing,

can improve students’ understanding and critical thinking skills. This suggests that

incorporating writing assignments into video lessons on literature could lead to

improved learning outcomes.

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research methodology which includes the

research design, respondents of the study, sampling techniques, research

procedures, and research instruments, and statistical treatment of data.

Research Design

The researcher made used the descriptive method. The kinds of

descriptive method that the researcher used were survey method in which the

researcher have sample populations questions about a particular topic with the

aid of a questionnaire or survey instrument. This study wanted to know the

Effectiveness of Video Lessons in Teaching Literature of Grade 9 Learners at San

Francisco Integrated National High School, Victoria, Laguna.

Survey is a list of questions aimed at extracting specific data from a

particular group of people. Surveys may be conducted by phone, mail, via the

internet, and sometimes face-to-face on busy street corners or in malls. Surveys

are used to increase knowledge in fields such as social

research and demography.

Respondent of the Study

The respondent of this study was the Grade 9 students of San Francisco

Integrated National High School, Victoria, Laguna who are currently enrolled for

the school year 2022-2023.

Sampling Techniques

The researcher reviewed relevant theories and literature from book,

unpublished thesis, and internet to the study. After with questionnaire was

desired. The researcher data sampling was used is random sampling method.

Survey sheet was specifically used for the random section of Grade 9 learners

and was distributed by the researcher personally to the respondent.

Research Instruments

This study is conducted with a questionnaire is a research instruments

consisting of a series of questions for the purpose of gathering information from

the respondents. Questionnaires can be thought of as kind of written interview.

They can be carried out face, by telephone computer or post.

 The questionnaire will the main tool in gathering data. The first part of the

questionnaire shows the profile of the respondents in terms of their name, age,

gender, civil status, educational attainment, and academic rank. Second part is

extent of teaching literature of the grade 9 learners relative to: Documentary,

Talking Head, Video Slides, Reading, Writing and Speaking. Every variable

contains 5 questions. It answerable by checking the space in matrix from provided

respondent’s rate. It is provided by the scale below.

Scale Weight Verbal Interpretation

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.60-3.39 Moderately Agree

2 1.80-2.59 Disagree

1 1.00-1.79 Strongly Disagree

Research Procedures

The researcher makes title for title approval by her English Teacher and

the title that chosen is the Effectiveness of Video Lessons in Teaching Literature.
And of course, the researcher asked for the suggestions to her thesis adviser for

some corrections of the title and ask for suggestions that will be used in the study.

The research will conduct a questionnaire and it will present to thesis

adviser for comments, suggestions, guidelines, revision, and proper construction

of questionnaire that evolve to the perception of the respondents. The researcher

will go at San Francisco Integrated National High School in Victoria, Laguna for

personally distribution of questionnaires to the respondents and ask them kindly

to answer all the questions written to it. The answer of the respondent will be

tallied systematically and compute with the use of statistical treatment.

Statistical Treatment of data

This section of the study discussed different statistical treatment used in

this study. Statistical Treatments were used to determine the Effectiveness of

Video Lessons in Teaching Literature of Grade 9 Learners at San Francisco

Integrated National High School Victoria, Laguna

To know the Effectiveness of Video Lessons in Teaching Literature of

Grade 9 Learners at San Francisco Integrated National High School Victoria,

Laguna the researcher uses the following statistical treatment.