THE USE OF EDUCATIONAL VIDEO PRESENTATION

IN LEARNING LOGIC

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 183-191
Document ID: 2023PEMJ741
DOI: 10.5281/zenodo.7973585
Manuscript Accepted: 2023-26-5
Psych Educ, 2023, 9: 183-191, Document ID:2023 PEMJ741, doi:10.5281/zenodo.7973585, ISSN 2822-4353
Research Article

The Use of Educational Video Presentation in Learning Logic

Bajunaid A. Samsudin*, Raffael S. Datukan, Prudence A. Fuentes
For affiliations and correspondence, see the last page.
Abstract
This study was conducted to investigate the efficacy of employing video presentations as a teaching
tool for logic based on various levels of learning objectives. The study involved a pre-test and post-
test anchored on the revised Bloom's taxonomy of learning to determine the level of performance of
the respondents. The study also aimed to determine whether a significant difference exists within the
group in terms of the tests, and to compare the mean gain scores between control and experimental
groups. Moreover, the research examined common problems and challenges that the respondents
faced. The standardized questionnaire used for the pre-test and post-test corresponded to the six
levels of Bloom's taxonomy: remembering, understanding, applying, analyzing, evaluating, and
creating. The study showed that both learning methods had a slight effect on students' performance in
terms of comprehension and analysis. However, the modular approach with video presentation
significantly improved students' performance in terms of knowledge and comprehension. Based on
the results, it is recommended to use video presentations as an augmentation to the modular approach
in teaching logic. Further research is encouraged to consider a wider scope for more valid and
justifiable results.

Keywords: video presentations, revised bloom’s taxonomy, efficacy, modular approach, mixed-
methods

Introduction instructional videos in classrooms is not new, but it is

gaining popularity.

The use of modern information technologies in
education has experienced significant growth, leading
to changes in pedagogy towards a more interactive
approach, where students learn through the use of
information technologies. According to Collins &
Halverson (2010) and Hechter & Guy (2010) as cited
by M.D. MacLean (2016), this shift has been driven by
the wave of technological advancements in
classrooms.
Incorporating videos into classroom education has
been proposed as an effective way to capture learners'
attention. Literature suggests that instructional videos
can cater to learners' needs and preferences, as noted
by Berk (2009), Donker (2011), Girod (2007),
McCabe (2000), and Pai (2014) as mentioned in
Sharma (K.). For some instructors who cannot conduct
face-to-face lessons, video tutorials have become the
norm. Teachers tend to create videos for teaching-
learning purposes. Well-prepared tutorials
complemented by an audio commentary or subtitles
have been found to be the most successful e-learning
teaching resource.
Educational videos are designed to teach a specific
skill and are typically short (3-4 minutes) and
straightforward, with one or two primary points. They
are created to maintain viewers' attention for the
duration of the video, and a single video can teach
about a variety of subjects. The idea of using
Some students do not respond well to text-based
learning strategies and tend to learn better through
videos, as they have a strong desire to observe and
immerse themselves in the learning experience. While
reading a textbook may not be appealing, watching a
documentary on a subject can be more engaging.
Educational videos have the potential to bridge the gap
between the need for observation and immersion in
learning and the desire for effective mathematics
education.
To determine the extent to which video presentations
are necessary, the achievement of several learning
objectives based on the revised Bloom's Taxonomy of
learning can be used. Bloom's taxonomy is based on a
hierarchy of learning levels, each of which is essential
for deeper, higher-level cognitive skills and abilities.
As the learning levels increase, so does the importance
of quality instruction. This research study, knowledge
was defined as a combination of remembering and
understanding levels, while comprehension referred to
the combination of applying and analyzing levels, and
analyzing referred to the combination of evaluating
and creating levels of revised Bloom’s taxonomy.
This study aims to evaluate the use and effectiveness
of video presentations of lessons at Mindanao State
University – Maguindanao, as a response to the
challenges faced by the delivery of instruction caused
by the COVID-19 pandemic. It seeks to determine

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Research Article
how teacher-made video tutorials can work and what
factors may enhance or inhibit their efficacy.
Research Questions
This study's primary purpose is to determine the
effectiveness of using video presentation in teaching
logic at Mindanao State University-Maguindanao.
Specifically, it sought answers to the following
questions:
1. What are the pre-test and post test scores of
respondents under control group and experimental
group in terms of:
1.1 Knowlegde;
1.2 Comprehension; and
1.3 Analysis?
2. Is there a significant difference between the
respondents’ pre and post-test scores under control
group and experimental group in terms of:
2.1 Knowlegde;
2.2 Comprehension; and
2.3 Analysis?
3. Is there a significant difference on the mean gain
scores of the control and experimental groups?
4. What are the problems and challenges encountered
by the students who were exposed to video
presentations?
Literature Review
Online Video-based Teaching Mathematics
Teachers of mathematics intentionally utilize
technology to provide students with opportunities to
enhance their mathematical skills and overcome any
obstacles that may hinder their achievement in the
subject. By offering students multiple ways to
comprehend complex concepts, technologies such as
video lessons can improve their performance in
mathematics (Darling-Hammond, Zielezinski, &
Goldman, 2014 as cited in Kahrmann, C. 2016).
Educational video tutorials provide students the
flexibility to choose when, where, and how often they
study, even outside of the traditional classroom setting.
Studies show that students who rely on online video-
based instruction modules with annotations and
interactive 3D digital models perform significantly
better in mathematics and are able to apply their
knowledge by creating products in a virtual
environment (Bottge, Rueda, & Skivington, 2006 as
cited in Kahrmann, C. 2016).
Samsudin et al.
Educational Video Presentations
The use of technology in education has the potential to
greatly enhance student learning by offering limitless
options for social contact and communication.
According to Sherman and Kurshan (2005) as quoted
in Kahrmann (2016), technology can be incorporated
into the educational process to help students achieve a
greater depth of understanding. One example of this is
the use of instructional video tutorials for math
students, which can be accessed at all times through
technology. The National Council of Teachers of
Mathematics (NCTM) recommends that all schools
and mathematics curricula provide teachers and
students with access to instructional technology,
including hardware, mobile and lab-based devices with
mathematical software and applications, and web-
based resources, along with adequate training to ensure
effective utilization.
The instructional video tutorials enable modeling,
observation, and peer collaboration, which theorists
define as necessary in social learning. According to
Denler, Wolters, and Benzon (2014), learning occurs
as a result of observing the actions and effects of
models in the environment, which is referred to as
vicarious learning or modeling. The use of tutorial
videos encourages students to engage in these
processes, as they offer collaboration, guidance, and
assistance in problem-solving. The videos also provide
support for the students' parents, who can use them to
help their children with mathematics skills at home.
The objectives of the video tutorials include raising
students' self-efficacy, providing guardians with
opportunities to help their children with mathematics
skills, finding suitable instructional delivery, easing
access to continuous teacher and students modeling,
and providing resources for the activities that were
missed when students were absent. Video lessons offer
tools that can help students become more self-assured
in their abilities to solve mathematical problems.
Parents can also benefit from the instructional videos,
as they provide them with the knowledge they need to
help and encourage their children at home.
Additionally, the video tutorials address the issue of
absenteeism by being accessible online at any time,
ensuring that both students and parents always have
access to this resource.
Types of Educational Video Presentation
According to MacClean (2017), an audio-visual
material presented digitally to pupils as part of the
curriculum is commonly known as an educational
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video. Such videos can be referred to by other names
such as screencasts (Lloyd & Robertson, 2012, as cited
in MacClean, 2017), video lectures (Bishop &
Verleger, 2013, as cited in MacClean, 2017), web-
lectures (Day & Foley, 2006, as cited in MacClean,
2017), or video podcasts (Kay, 2014, as cited in
MacClean, 2017).
In contrast, live video capture entails recording both
video and audio using a mobile device, tablet, or video
camera that has video recording capabilities. This
method is less commonly used, with only Moore et al.
(2014) among the studies analyzed for this review's
study using this type of video production.
A combination of live video capture and screencasts is
another format, as seen in studies by Day & Foley
(2006) and Thomson et al. (2014). These videos
contain screencasts of the slides as well as a live view
of the instructor's head explaining the lesson in a
corner of the screen.
Finally, videos in the live virtual-ink annotation format
are produced using an apps and screencasting software
that records the writing and narration. This format
differs from screencasts as it uses simultaneous audio
narration and live handwriting, while screencasts often
use prepared visuals and typed text.
Overall, as MacClean (2017) points out, there is a lack
of research examining the effects of different video
design formats for educational videos. However, in
eight out of ten studies that examined the efficacy of
the flipped classroom approach and specified the video
production format, PowerPoint screencasts or
screencasts with live virtual-ink annotation were the
chosen formats.
Revised Bloom’s Taxonomy
In the 1950s, Benjamin Bloom developed the
Taxonomy of Cognitive Objectives, which was
reviewed by his former student, Lorin Anderson, in the
1990s. During the review, six categories were renamed
from noun to verb forms because verbs were deemed
more appropriate since the taxonomy encompasses
various forms of thinking and thinking is an active
process. A math instructor discovered that using
Bloom's higher level questions focusing on analyzing,
evaluating, and creating during math classes can
enhance students' problem-solving skills. To assess
whether students have understood the topic taught,
they can be asked to describe their math results using
words, pictures, or diagrams in addition to numbers
(equations).
Samsudin et al.
To encourage higher order thinking skills, students can
also be asked to extend and explain a number pattern
or create their own questions regarding a topic.
Although challenging at first, students gradually learn
to ask better questions, which can be explained.
Teachers should use intentional questioning to achieve
clearly defined goals, and they should vary the level of
questions within a single lesson.
In the revised Taxonomy of Bloom, creating involves
assembling ideas or elements to form an original idea
or engage in creative thinking, evaluating entails
assessing the value of ideas, materials, and methods,
analyzing involves breaking down information into its
constituent elements to explore relationships, applying
refers to utilizing strategies, concepts, principles, and
theories in new situations, understanding refers to
grasping the meaning of given information, and
remembering involves recalling or recognizing
specific information.
Methodology
The research design employed in this study was
mixed-methods. The participants were divided into
two groups, and they were all required to complete a
pre-test before any treatment was administered. Then,
the treatment was given to both groups, and a post-test
was conducted after the completion of the treatment.
This approach allowed for the measurement of
variables twice - once before the treatment and again
after the treatment was completed - to obtain more
comprehensive and accurate results.
Participants/Respondents
The study involved 50 respondents who were students
enrolled in Mindanao State University-Maguindanao
taking General Education Course 104 (GEC 104)
during the second semester of the school year
2021-2022. The respondents were split into two
sections based on their scores in a pre-test. To ensure
that the two groups were comparable, the scores were
sorted, ranked, and divided using an odd-even scheme.
All odd numbers were assigned to the experimental
group while even numbers were assigned to the control
group.
Instruments of the Study
The research utilized a standardized questionnaire with
30 multiple choice questions divided into 3
components, each consisting of 10 questions. The
questionnaire was validated for reliability and validity
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using a 4-point Likert scale. The questionnaire was

administered as a pre and posttest. Additionally, the
study used a standardized self-learning module
consisting of four lessons, which underwent validation
for improvement purposes and was approved by the
university's Instructional Material Standardization
Office. The module is currently being used by both
instructors and students. To supplement the module,
the researcher created instructional videos on various
topics, which were also validated for quality and
content by instructors from universities teaching
mathematics for at least two years. In both the pre and
posttests, paper and pencil tests were given in a face-
to-face setting, and Statistical Packages for Social
Sciences (SPSS) was used to analyze the results.
Procedure
The study began with a 1.5-hour pre-test that was
conducted face-to-face. After the test, the researcher
assessed the papers and ranked the scores in an
ascending order to ensure that the groups could be split
equally. The odd-even scheme was used to assign
students to either the experimental or control group,
with odd-numbered students in the experimental group
and even-numbered students in the control group.
Modules were distributed to both groups, and constant
monitoring was done during scheduled synchronous
classes. In addition to the modules, video links were
provided to the experimental group.
Once the target coverage of the study was completed,
post-tests were conducted for both groups. The same
questionnaire on pre and posttests was given to the
control group, while an additional open-ended
question was added to the experimental group's
posttest. The researcher then assessed the papers and
compared the pre and post-test scores for each group.
Post-test scores for both groups were also compared on
individual taxonomy, and the overall mean scores of
both groups were compared.
The researcher also collected responses from the
experimental group about problems and challenges
encountered during the study, ranked the issues, and
considered the top three most frequent issues among
the students' responses.
and risks for the participants. The researchers also
made sure to obtain informed consent from the
participants, explaining the nature of the study, their
rights, and their privacy.
Moreover, the researchers ensured that all data
collected in this study were treated with utmost
security and confidentiality. This included the use of
anonymous codes instead of personal information to
identify the participants and the storage of data in
secure locations with limited access. The researchers
also took measures to prevent unauthorized access,
disclosure, or use of the data, and committed to
destroying the data after the studywas completed. By
following these ethical guidelines and procedures, the
researchers were able to conduct the study in a
responsible and respectful manner, protecting the
welfare and rights of the participants and upholding
the integrity and credibility of the research findings.
Results
This section presents the organization and analysis of
the data collected, along with the interpretation and
discussion of the findings.
The Pre-Test and Posttest Scores of Control and
Experimental Groups
This section includes various tables presenting the
tabulated data, value analysis, interpretations, and
discussions. It consists of six tables, starting with
Tables 1 to 3 which present the frequency distribution
of pre-test and post-test results in terms of knowledge,
comprehension, and analysis. The next set of tables,
Tables 4 to 6, present a comparison of mean scores
between the control and experimental groups. Lastly,
the thematic analysis results are presented.

Ethical Considerations

The researchers followed ethical standards in

conducting the study by seeking formal approval from
the school administrations through a written letter. The
letter specified the purpose, methods, and expected
outcomes of the study, as well as the potential benefits

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Table 1. Frequency Distribution of Pre-Test and The pre-test scores showed that both groups had fairly
Posttest Scores of the Respondents Under Control and satisfactory performance in terms of knowledge. In the
Experimental Groups in terms of Knowledge control group, most respondents scored 4 out of 10. In
the experimental group, an equal number of
respondents scored 3 and 4. In the post-test, the control
and experimental groups had satisfactory
performances in terms of knowledge. The highest
score in the control group was 6 out of 10, while the
highest score in the experimental group was 8 out of
10.

Table 2. Frequency Distribution of Pre-Test and

Posttest Scores of the Respondents Under Control and
Experimental Groups in terms of Comprehension.

The results from the pre-tests of the respondents

showed the knowledge level on the topic was fairly
satisfactory in both the control and experimental
groups, with mean scores of 3.52 and 3.60
respectively. In the control group, 11 out of 25
respondents (44%) received a score of 4 out of 10,
while 9 respondents (36%) received a score of 3 and 3
respondents (12%) received a score of 2. Only 1
respondent (4%) received a score of 5 and another 1
respondent (4%) received the highest score of 6.

In the experimental group's pre-test scores, 8

respondents (32%) received a score of 3 and another 8
respondents (32%) received a score of 4. The
remaining scores (0, 1, and 2) were each obtained by
only one respondent (4%). 4 respondents (20%)
received a score of 5 and only 1 respondent (4%)
received the highest score of 6.
Table 1 also shows the post-test scores of both the
control and experimental groups, which revealed
satisfactory performances in terms of knowledge
(mean = 4.24 and 5.60 respectively). In the control
group, 2 respondents (8%) received scores of 1 or 2
out of 10, while 4 respondents (16%) received a score
of 3. Most respondents (36%) received a score of 4,
followed by 7 respondents (28%) who received a score
of 5. Only 1 respondent (4%) received the highest
score of 6.
Under the experimental group's post-test scores, only 1
respondent (4%) received the highest score of 8 out of
10. The remaining scores were more evenly
distributed, with 2 respondents (8%) receiving a score
of 2 or 3, 2 respondents (8%) receiving a score of 5, 5
respondents (20%) receiving a score of 4, 7
respondents (28%) receiving a score of 7, and most
respondents (32%) receiving a score of 6.
Table 2 indicates that the pre-test scores of both the
control and experimental groups were similar in terms
of performance level. This means that the respondents
had a satisfactory level of prior knowledge regarding
the topic. In the control group, the majority of the
respondents (10 or 40%) received a score of 2 out of
10 on the test. Twenty percent of the respondents (5
out of 25) received a score of three or four, while four
respondents (16%) got a score of 1 out of 10. Only one
respondent (4%) received the highest score of 5 out of
10.
In the experimental group, 32% of the respondents (8)
received a score of 3 out of 10 on the pre-test, while
24% (6) received scores of 1 or 2. Sixteen percent (4)
of the respondents received a score of 4, and only one
respondent (4%) received the highest score of 6 out of
10.
The post-test scores of the control group also showed a
fairly satisfactory performance (mean=3.44). The most
common score was 3 out of 10 (32% of respondents),
followed by 2 out of 10 (28% of respondents). Four

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respondents (16%) received a score of 5 out of 10, and
an equal number of respondents (8%) received scores
of 1 or 3. The highest score in this group was 6 out of
10.
In contrast, the post-test scores of the experimental
group showed an improvement from a fairly
satisfactory to a satisfactory level of performance
(mean=4.24). The most common score was 5 out of 10
(36% of respondents), followed by 4 out of 10 (28% of
respondents). Four respondents (16%) received a score
of 3, while only one respondent (4%) received scores
of 1 or 2. Three respondents (12%) received the
highest score of 6 out of 10.
Table 3. Frequency Distribution of Pre-Test and
Posttest Scores of Control and Experimental Groups
in Terms of Analysis.
Table 3 presents the pre-test and posttest scores and
frequencies of the respondents in terms of analyzing.
The pre-test results of both the control and
experimental groups indicate a fairly satisfactory
performance with mean scores of 3.24 and 3.12,
respectively. Under the control group, the most
common score was 3 out of 10 (10 respondents or
40%), followed by 2 (20%), and 0 and 1 (4% each).
Two respondents (8%) received a score of 4 and 2
(8%) received the highest score of 6 out of 10. For the
experimental group, 9 respondents (36%) obtained a
score of 2, 6 (24%) received a score of 4, 4 (16%)
received a score of 3, and 2 (8%) obtained a score of 5
out of 10. One respondent each (4%) received a score
of 0, 1, 6, and 7, with the highest score being 7 out of
10.
The posttest results for the control group show no
significant change in performance (mean = 3.16). The
most common score was 4 out of 10 (8 respondents or
Samsudin et al.
32%), followed by 2 and 3 (4 respondents each or
32%), and 1 out of 10 (5 respondents). The scores of 5
and 6 were obtained by an equal percentage of
respondents (16%), with 6 being the highest score.
Both groups showed a decrease in mean scores from
pre-test to posttest, but this does not necessarily
indicate a decrease in learning due to the type of
instruction. For the experimental group, there was only
a minimal difference in means (0.20) between pre-test
and posttest, indicating a fairly satisfactory
performance in the posttest. The highest score of 6 out
of 10 was obtained by only one respondent, and 3
respondents (12%) obtained a score of 5. One
respondent (4%) received a score of 4, 11 (44%)
received a score of 3, 6 (24%) got 2, and 3 (12%)
received the lowest score of 1 out of 10.
Overall, the pre-test results of both groups indicate a
fairly satisfactory performance, which is consistent
with other studies that use a pre-test and posttest
design. It is expected that learners' pre-test results will
be lower since they have not yet studied the content
being examined. In the study "Twenty First (21st)
Century Skills and Student Mathematics Performance
in Self-Blend Approach" by Coronel and Tan, all
respondents had very low pre-test performance, which
is often due to the learners' difficulty in transitioning
from simpler to more complex topics.
Table 4. Comparison between the respondents’ Pre
and Posttest Scores of Control Group. (N = 25)
The study compared pre- and post-test scores of
respondents in terms of knowledge, comprehension,
and analysis. The results showed that there was a
statistically insignificant difference between pre- and
post-test scores in analysis, which led to retaining the
corresponding hypothesis (Ho1.c). This suggests that
using a modular method in teaching did not result in a
significant improvement in learners' performance,
particularly in logic. However, it is important to note
that these findings may be relative to the subject's
complexity and the difficulty of the questions
presented to students.
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On the other hand, there was a significant difference in
pre- and post-test scores in terms of knowledge (t
value = -4.969, p value = 0.000) and comprehension (t
value = -5.278, p = 0.000), which led to rejecting the
null hypotheses (Ho1.a and Ho1.b). This indicates that
the modular method significantly improved students'
learning and their ability to transfer knowledge to real-
life scenarios in solving problems. The modular
approach is particularly beneficial for developing
learners' Lower Order Thinking Skills (LOTS).
The study also noted that Bloom's first three
taxonomies focus on LOTS development, while the
remaining three focus on Higher Order Thinking Skills
(HOTS). Under HOTS, questions and tasks require a
profound comprehension and command of the subject,
and learners need an interactive way to respond to
such levels of questions. With the non-interactive
modular approach and the greater degree of task
assigned to students, there are likely to be no learnings
at all, and a negligible improvement is expected.
The study's findings align with Silk and Somblingo's
(2017) research, which recommends introducing the
modular approach as early as high school. However,
the study also noted that fully independent modular
learning is not advised, as some students may leave out
certain activities if answers to these questions are left
optional by the teacher.
Table 5. Comparison between the respondents’ Pre
and Posttest Scores of Experimental Group. (N = 25)
Table 5 displays the means, t-values, and p-values for
comparing respondents' pre and post-test scores. The
results reveal that the modular approach with a video
presentation of the lesson did not significantly improve
students' performance in terms of analysis (t
value=0.423, p value=0.676). Therefore, the
corresponding hypothesis (Ho2.c) was retained,
indicating that this strategy is ineffective for
developing students' analysis level in the subject. The
results also suggest that learners' inability to make
significant differences may not only be due to the type
of instruction they receive but also to the type of
learners being assessed.
Samsudin et al.
On the other hand, a significant difference was found
in terms of knowledge and analysis levels for the
modular approach with a video presentation, rejecting
the null hypotheses (Ho2.a and Ho2.b) and
demonstrating its effectiveness for learners. However,
the results also indicate that effective use of the
information learned through the modular approach
requires quality instruction.
Furthermore, the study found that the video
presentation of lessons using a modular approach
limits the opportunity to explore interactive aspects
critical for acquiring quality learning. While
significant gains in knowledge and comprehension
were achieved, the same cannot be said for the analysis
level, which requires learners to make sense of
previously learned information, and may prove
challenging even for mathematicians.
In summary, the modular approach with video
presentation did not significantly improve students'
performance in terms of analysis, but was effective in
developing knowledge and comprehension. Effective
use of the information learned through this approach
requires quality instruction, and the video presentation
method may limit opportunities for interactive
learning.
Table 6. MANOVA Results Between the Experimental
Group and Control Group Posttest Mean Gain Scores
in terms of Knowledge, Comprehension, and Analysis.
Table 6 presents the results of the posttest mean gain
scores of respondents in the control group and
experimental group for knowledge, comprehension,
and analysis levels of learning objectives. The
significance level for this study was set at 0.05.
The results showed that there were no significant
differences between the mean gain scores of the
control and experimental groups for comprehension
and analysis levels. This suggests that using either
modular approach or modular approach with video
presentation had no impact on students' learning for
these levels, and the corresponding null hypotheses
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were retained (Ho3.b and Ho3.c). The lack of
significant differences in these levels may be due to
the high level of thinking skills and interactive
instruction required to achieve these levels of learning.
However, a significant difference in mean gain scores
was observed for the knowledge level, with the
experimental group having a larger mean gain score
than the control group. Therefore, the corresponding
null hypothesis was rejected (Ho3.a). The F-value of
6.029 and p-value of 0.018 in Table 6 indicate the
positive impact of using video presentations in
conjunction with the modular approach.
The study's results suggest that students perform better
and have a better understanding of the concepts when
they are exposed to visual explanation videos. Videos
are also more flexible and dynamic, allowing learners
to replay them multiple times to fully comprehend and
master the topic.
Thematic Analysis on Problems and Challenges
Encountered by the Respondents During the Conduct
of Videos Presentation of the Lesson
The text describes the responses of participants from
the experimental group regarding the problems and
challenges they encountered during the conduct of
video presentations for the lesson. The qualitative
analysis identified three themes: poor internet
connection, difficult and challenging topics, and power
curtailment in the province of Maguindanao.
The first theme relates to poor internet connectivity,
which many participants identified as the main barrier
in accessing the video presentations. The participants
noted that slow and unstable internet connections
made it difficult for them to watch the entire video
presentation. It is also mentioned that not all students
have internet connectivity at home, and this problem is
not only specific to certain areas in Maguindanao but
is a nationwide problem in the Philippines. The text
cites a source stating that the country's internet speed
ranks low among other countries due to limited
providers, which results in high internet service costs.
The second theme is the difficulty and complexity of
the topics discussed in the lesson. Some participants
reported having difficulty understanding the lessons,
particularly in solving problems. It is noted that this
issue is not directly related to the question asked but is
worth discussing as it is a common problem for
students who encounter difficult topics that require a
strong understanding of basic theories and principles.
Samsudin et al.
The third theme is the power curtailment implemented
by Magelco, which caused power outages for four
hours a day in its service area. Many students reported
problems charging their gadgets due to the lack of
power supply. This issue is relevant, especially in the
context of online learning, where students rely heavily
on electronic devices to access and participate in
classes.
Overall, the qualitative analysis of participants'
responses provides valuable insights into the
challenges and limitations faced by students during the
conduct of video presentations for the lesson. The
identified themes can help educators address and
improve the delivery of lessons and support students'
learning needs.
Discussion
The results of the study showed interesting findings
regarding the effectiveness of the video presentation as
a teaching tool. The Control Group's pretest and
posttest scores in terms of Knowledge and
Comprehension increased significantly, while there
was no significant difference in terms of Analysis. On
the other hand, the Experimental Group's pretest and
posttest scores in all three categories increased
significantly. Additionally, there was a significant
difference between the mean gain scores of the Control
Group and the Experimental Group in terms of
Knowledge, indicating that the Experimental Group
performed better than the Control Group. However, it
is important to note that poor internet connectivity,
difficulty in understanding the lesson, and
implementation of power curtailment in Maguindanao
province were the primary challenges faced by the
respondents under the experimental group. These
findings suggest that while video presentation can be
an effective teaching tool, there are external factors
that need to be addressed to fully utilize its potential.
Conclusion
The study's results indicate that employing video
presentations is an effective approach for enhancing
student learning of fundamental concepts in
propositional logic, particularly at the Knowledge and
Comprehension levels of the Revised Bloom's
Taxonomy. Despite difficulties arising from poor
internet connection and power curtailment, the use of
video presentations proves to be a valuable learning
tool. Therefore, the study concludes that video
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Psych Educ, 2023, 9: 183-191, Document ID:2023 PEMJ741, doi:10.5281/zenodo.7973585, ISSN 2822-4353
Research Article
presentations are a viable method for improving
students' understanding of propositional logic, and
educators should consider incorporating this technique
into their teaching strategies.
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Affiliations and Corresponding Information
Bajunaid A. Samsudin
Mindanao State University - Philippines
Raffael S. Datukan
Mindanao State University – Philippines
Prudence A. Fuentes
Mindanao State University - Philippines
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