Human Resource Development

RESEARCH CAPSULE

KNOWLEDGE ON VIDEO EDITING OF ABUYON ELEMENTARY SCHOOL

PRIMARY TEACHERS: BASIS FOR ENHANCEMENT PROGRAM FOR
AUDIO-VISUAL LESSON PRESENTATION

HANNA JAMAICA A. CARVAJAL

Executive Summary
This is a descriptive/quantitative study that aimed at finding out the
general knowledge of the respondents on video editing. It was conducted in
Abuyon Elementary School in San Narciso District II in the province of Quezon
that involved a total of 18 primary teachers, from Kindergarten to Grade 3,
which were chosen using purposive sampling technique. A validated self-made
questionnaire was used as the main tool of the study. The respondents were
assessed only of their known information about the basics of video editing, and
not their skills in using various video editing hardware and software. It revealed
that the respondents lack the basic knowledge in utilizing gadgets and video
editing software for their lesson presentation. Based on the results, an
enhancement program was developed and recommended to address the
problem.

Keywords: audio-visual presentation, enhancement program, video editing

I. Introduction

The disease burden brought about by the COVID-19 pandemic has

caused an enormous impact on health and economic state of even the high
income countries of the world (WHO, 2020). The Philippines, in response to
the emergence of this health crisis, has implemented various preventive
measures to protect its people, and every aspect and every citizen has been
affected.
In the facet of education, the country’s traditional classroom learning has
shifted into alternative learning delivery modality that limits the face-to face
affairs between students and teachers. Some of the strategies involve in

alternative learning delivery modality include (a) synchronous learning,

wherein the students and teachers come together through an online platform
at the same time, (b) asynchronous learning that uses modules wherein the
 students are tasked to study, answer the included activities, and submit to
their teachers at a due time, and (c) blended learning that combines both
(DepEd Order No. 018, s. 2020). Due to the limited internet coverage in the
municipality, the Department of Education – San Narciso District II has
consensually decided that the asynchronous learning be the preferred
learning delivery modality. Moreover, to enhance the students’ learning
through this modality, another approach has been incorporated – the use of
audio-visual guides as a way to deliver lessons in addition to modules.
However, many teachers, who are expected to take part in making
audio-visual tools, lack the basic competencies in video editing. This made
the researcher become interested in assessing the depth of the problem and
find solution to address it through developing an enhancement program for
audio-visual lesson presentation. This will be beneficial to teachers and
students as teachers will learn to present their lesson in a timely, relevant
manner and students as they will learn better though the encouraging and
exciting audio-visual presentations.

II. Objectives of the Study

This study aimed at finding out the knowledge of the respondents on

video editing.
Specifically, it aimed to attain the following:
1. Determine the demographic profile of the respondents in terms of
age and attendance to any video editing-related training.
2. Ascertain the general knowledge of the respondents in video
editing when they are grouped according to age and attendance to
any video editing-related training.

3. Discern if there is significant difference on the general knowledge of

the respondents when they are grouped according to age and
attendance to any video editing-related training.
4. Develop an enhancement program for audio-visual lesson
presentation.

III. Literature Review

The review of literature and studies included research, journals and

professional literatures to address the topic about the Knowledge on Video
Editing of Abuyon Elementary School primary teachers as basis for
enhancement program for audio-visual lesson presentation. The first section
presents aspects about video editing. The second section focuses on age
difference and training that affects the current study. Finally, the last section
discusses the enhancement program to addressed
Video editing is the process of manipulating recorded video footage and
rearranging video shots to create a new work. While all true video editing
activities are completed post-production. Editing is usually considered to be
one part of the post production process — other post-production tasks include
titling, color correction, sound mixing, etc. (Beal, 2021). The technique of
modifying and rearranging recorded video material to produce a new work is
known as video editing. While all actual video editing tasks are accomplished
after the fact. Tiling, color correction, sound mixing, and other post-production
chores are commonly regarded to be part of the editing process.
According to the data collection profile for 2021, Abuyon Elementary
School has 36 teachers, 18 of them are primary teachers. Being part of their
professional development as teachers, they are encouraged to attend various
training and seminars, but only a few of them are able to attend new
technology-related seminars such as video editing ( Duyog-TRAIN, 2020).
As technology advances, there are a growing number of applications to
choose from Filmora, CapCut, and Kinemaster, some of the easiest video
editing application to use according to Jhocel Recilles (2020), a YouTuber and

information technology enthusiast. These applications may be used to edit

videos on mobile phones. As Justin Brown-Primal Video Course (2021)
explains and demonstrates, video editing has several features. To add videos,
simply click the video-plus symbol; the stabilizer will alleviate your video clips;
to add text, simply click the text icon; you may alter the pace of your video
clips for dramatic effect by clicking stabilizer; and to add movement to your
text or images, simply click an animation icon, You may use animation to
provide movement to your text or images; transitions are used to connect
shots; chroma has been used in various sectors to eliminate a backdrop from
the focus of a photo or video; and the aspect ratios utilized for video content
are 16:9. The importance of proper sequencing cannot be overstated.
Senior often struggle with reduced reactivity, making it harder to keep
up with fast-paced technology (Eurostat, 2018). Additionally, U.S statistics
show that “23% of older adults indicate that they have a physical or health
condition that makes reading difficult or challenging” (Pew Research Centre,
2014). Aside from health, knowledge of technology is critical to competence,
and a lack of it is one of the factors that prevents many seniors from using
communication technology. (U.S. Internet Usage Penetration by Age Group,
2021) shows share of internet users in the United States in 2021, sorted by
age group. During the survey period, it was found that 99 percent of 18- to 29-
year-olds in the United States were internet users. A further share of 75
percent of adults over 65 years of age said they used the internet. This study
shows that senior adult really has a difficulty in coping in modern technology
that may affect their work and development today.
Training is everything. It is organized process concerned with the
acquisition of capability, or the maintenance of capability. The purpose of
training was to enable indentured apprentices to work for a period of years
under the supervision of a master craftsperson. A planned process to modify
attitude, knowledge or skill behaviour through learning experience to achieve
effective performance in an activity or range of activities. (Wilson, 2001) Its
goal in the workplace is to help people improve their talents while also
meeting the organization's present and future demands. Training is indeed

everything for the organization, but most especially for its employees. The
volume of training is likely to increase as training becomes more widely
recognized as a legitimate business investment.
People learn from their experiences (Boud & Walker, 1990; Kolb, 1984;
Shulman, 1987). Think of the experiences a teacher has as being on a
dynamic continuum, with each experience affecting the quality of future
experiences (Dewey, 1933). The ability to attend and participate in various
training and seminars has a positive influence on both personal and
professional development. The variety of training and seminars offered can
lead to significant improvements, particularly when it comes to implementing
and developing something new and valuable.
Teacher-learners reported a wealth of evidence that students had
learned during the teaching of their units. They provided ample objective
evidence that their students had mastered the content for which they were
responsible. Through presentation and discussion of final video product,
teacher-learners demonstrated a strong connection between content learning
and the final video. It was clear from teacher-learners’ reflections that
engaging students in the process of video production reinforced and
expanded students’ understanding of content, resulting in positive learning
outcomes. (Video Production as an Instructional Strategy: Content Learning
 and Teacher Practice, Norton, et.al, 2016). I consider that video, specifically
video editing for lesson presentation, is particularly well adapted for providing
teachers and learners with real, meaningful, and reflective experiences. When
it comes to audio-visual class presentation, teachers require the chance to
learn. This chance may be put to good use to have a significant influence on
the teaching-learning process today.
(SkillShare, Inc., 2021) offered various of online trainings related to
video editing such as filmmaking, video production, film production, YouTube,
etc. These online video editing courses will teach you all you need to know
about video editing without having to leave your house. It is both timely and
easily accessible. Considering there is so much to choose from, even getting
started may be difficult. There is no such thing as a one-size-fits-all solution,

therefore the best course for you will be determined by your desired
application and software, as well as your budget and learning style. So, in
order to assist individuals in need, they compiled the top video editing courses
available today.

Research Paradigm

General
knowledge of
the
respondents
on matrix and
Training
training design for
Basic Video
Editing Skills for
Audio-visual
Lesson
Presentation of
Primary Teachers
of Abuyon
Elementary School

Demographic profile of the Data analysis and

respondents in terms of age and interpretation
attendance to any video editing-
related training Presentation of results
Validated self-made video editing
questionnaire
 Figure 1. Schematic Diagram on the Knowledge on Video Editing
of Abuyon Elementary School Primary Teachers as Basis for
Enhancement Proram on Audio-visual Lesson Presentation

Figure 1 presents the framework of the study. Based from the figure, a self
made questionnaire will be answered by 18 primary teachers of Abuyon Elementary
School through google forms. After identifying the demographic profile in terms of
age and attendance to any video editing-related seminar, and assess the general
knowledge of the respondents in video editing the study will also identify
enhancement program for audio-visual lesson presentation. Furthermore, results of
the respondents’ general knowledge have affected the enhancement program for
video editing. The gathered data will be analyzed using appropriate statistical tools.
The results and findings then served as the basis to propose enhancement program
for audio-visual lesson presentation.

IV. Scope and Limitations

This study was conducted to assess the knowledge of the respondents

in video-editing. The respondents involved were the primary teachers, from
Kindergarten to Grade 3, of Abuyon Elementary School in San Narciso District
II that accounted to 18 teachers. The study was conducted on November 2,
2021 through a self-made questionnaire delivered through Google Form.
Based on the findings, an enhancement program for audio-visual lesson
presentation was developed.

V. Methodology

This study utilized the quantitative type of research in assessing the

knowledge of the respondents in video editing. It was conducted in Abuyon
Elementary School in San Narciso District II in the province of Quezon. The
research locale was chosen because the researcher is part of the institution
and wanted to assess and improve her colleagues’ knowledge in video
editing.
The respondents involved were the primary teachers, from Kindergarten
to Grade 3, of Abuyon Elementary School in San Narciso District II that
accounted to a total of 18 teachers. They were chosen through the use of
purposive sampling technique.
The researcher used a self-made questionnaire composed of 10
 questions delivered through Google Form as the main tool in conducting the
study. The questionnaire was developed based on the information gathered
from online references such as journals and technology enthusiasts. The
researcher also consulted an information technology expert to validate the
questionnaire to make it more acceptable.
The data collection was conducted on November 2, 2021. Prior to data
gathering procedure, the researcher first sought permission from the District
Supervisor and School Principal. Upon approval, the researcher then

proceeded to data collection. The first part of the Google Form questionnaire
was used to seek informed consent from the respondents. They then
proceeded to the second part of the questionnaire wherein they needed to
answer the questions that would assess their general knowledge in video
editing. The respondents were guaranteed the confidentiality of the gathered
information.
After the collection, the gathered data were tabulated, computed, and
subjected to statistical treatment. The researcher then analyzed, interpreted,
and presented the data in order to formulate the findings and conclusions of
the study.

VI. Results and Discussions

Table 1.1 Demographic Profile of the Respondents in terms of Age and

Attendance to Any Video Editing-related Seminar

Age Frequency Percentage (%)

21 years old – 35 years old 11 61.1 36 years old – 50 years old 4 22.2 51 years old
and above 3 16.7 TOTAL 18 100 Attendance to any Video Editing-related
Seminar Frequency Percentage (%)
Yes 8 44.4 No 10 55.6 TOTAL 18 100

Table 1 shows the demographic profile of the respondents in terms of age and
attendance to any video editing-related seminar.
In terms of age, it revealed that majority of the respondents belong to 21
years old to 35 years old which obtained 61.1% while least from the 51 years old and
above age group which accounted to 3 respondents or 16.7%. In terms of
attendance to any video editing-related seminar, it showed that more than half of the
respondents had no any relevant training about video editing that accounted to 10
respondents or 55.6%.
It is stated that senior often struggle with reduced reactivity, making it harder
to keep up with fast-paced technology (Eurostat, 2018). Additionally, U.S statistics
show that “23% of older adults indicate that they have a physical or health condition

that makes reading difficult or challenging” (Pew Research Centre, 2014). Aside from
health, knowledge of technology is critical to competence, and a lack of it is one of
the factors that prevents many seniors from using communication technology. (U.S.
Internet Usage Penetration by Age Group, 2021) shows share of internet users in the
United States in 2021, sorted by age group. During the survey period, it was found
that 99 percent of 18- to 29-year-olds in the United States were internet users. A
further share of 75 percent of adults over 65 years of age said they used the internet.
This study shows that senior adult really has a difficulty in coping in modern
technology that may affect their work and development today.

Table 2. General Knowledge of the Respondents in Video Editing When They

are Grouped According to Age and Attendance to any Video Editing-related
Seminar

Age Mean Descriptive

Analysis
21 years old – 35 years old 5.45 Less Knowledgeable

36 years old – 50 years old 5.25 Less Knowledgeable

51 years old and above 2.00 Not Knowledgeable

TOTAL 5.39 Less Knowledgeable

Attendance to any Video Editing-related Seminar Mean Descriptive Analysis

Yes 5.75 Knowledgeable No 4.1 Less Knowledgeable

TOTAL 4.83 Less Knowledgeable

Table 2 reveals general knowledge of the respondents in video editing when

they are grouped according to age and attendance to any video editing-related
seminar.
When the respondents are grouped according to their age, it showed that
respondents between 21 years old and 50 years old are less knowledgeable.
Meanwhile, respondents from 51 years old and above age group revealed that they

are not knowledgeable about video editing. Overall, the respondents are less
knowledgeable about video editing.
Moreover, when they are grouped according to their attendance to any video
 editing-related seminar, it revealed that those who had any relevant training about
video editing were knowledgeable. However, those who do not have any training
showed that they are less knowledgeable. Overall, the respondents are less
knowledgeable about video editing.
The results of the study support the claim of Human Resource Development
by John Wilson, 2021 that states that Training is everything. It is organized process
concerned with the acquisition of capability, or the maintenance of capability. The
purpose of training was to enable indentured apprentices to work for a period of
years under the supervision of a master craftsperson. A planned process to modify
attitude, knowledge or skill behaviour through learning experience to achieve
effective performance in an activity or range of activities.

Table 3. Significant Difference on the General Knowledge of the Respondents

in Video Editing When They are Grouped According to Age and Attendance to
any Video Editing-related Seminar

Age Sum of
squaresdf Mean
Square F Sig. Analysis
Between
groups29.023 2 14.511 3.660 .051 Not
Knowledge
squaresdf Mean
Sum of
Attendance to any Editing
Video related
Seminar
Significant Within Between
groups59.477 15 3.965
Square F Sig. Analysis
Total 88.500 17

groups12.100 1 12.100 2.534 .131 Not

Knowledge
groups76.400 16 4.775
Significant Within Total 88.500 17

Table 3 reveals significant difference on the general knowledge of the

respondents in video editing when they are grouped according to age and
attendance to any video editing-related training
In terms of age, it revealed that there is no significant difference on their general
knowledge on video editing. This contradicts the studies of Eurostat in 2018 and U.S.
Internet Usage Penetration by Age Group in 2021 that both stated that senior adults
 are generally struggling in coping with modern technology as compared to young
adults.
In terms of attendance to any video editing-related training, it revealed that there
is no significant difference on their general knowledge on video editing. It contradicts
that statement of Wilson in 2001 that the purpose of training is to modify attitude,
knowledge or skill behaviour to achieve effective performance in an activity or range
of activities.

VII. Conclusions and Recommendations

Based on the results of the study, the findings were the following: 1. In terms of
age and attendance to any video editing-related seminar, there are (18)
respondents who were primarily composed of 21- 60 years old and majority of
them did not have any attendance to any video editing-related seminar or
relevant training.
2. Based on the respondents’ assessment scores, the respondents are less
knowledgeable when it comes to video editing even when they are grouped
according to their age and attendance to any video editing-related seminar.
3. There is no significant difference on the general knowledge of the respondents
in video editing when they are grouped according to age and attendance to
any video editing-related seminar.
4. An enhancement program was developed that can be submitted and approved
by the school head and be recommended for implementation

Based on the findings of the study, the following recommendations are

proposed:
1. The respondents may take initiative in attending various video editing-related
trainings.
2. School institution may provide workshops for their teachers about video
editing.
3. Similar wide-range studies may be conducted to assess the true depth of the
problem.
4. The developed enhancement program may be submitted and approved by the
school head and be recommended for implementation.

VIII. Research Output

IX. References

Adorama (2021). 13 Best video editing tips for beginners. https://grabify.link/VBYJSV

Brown, J. (2019) Best video editing app for android (2019 review!)
https://www.youtube.com/watch?v=7P6OcMQ65tA

Brown, J. (2021). CapCut video editing tutorial - complete guide (2021)

https://www.youtube.com/watch?v=1xEDL7ZF97c

Calandra, B., Diaz, L. B., Lee, J., & Fox, D. ( 2009) Using video editing to cultivate
novice teachers’ practice. Journal of Research on Technology in Education, 42(1).
https://files.eric.ed.gov/fulltext/EJ856934.pdf

Eurostat (2018). Why do many seniors have trouble using technology?

https://www.noisolation.com/research/why-do-many-seniors-have-trouble-using
technology

Johnson, J. (2021). U.S. internet usage penetration 2021, by age group.

https://tinyurl.com/2cm8j7we

Ou, C., Joyner, D.A., & Goel, A.K. (2019). Designing and developing video lessons
for online learning: A seven-principle model. Online Learning, 23(2), 82-104.
doi:10.24059/olj.v23i2.1449

Quinines, I., (2020). How to edit video for beginners: an introduction.

https://www.borrowlenses.com/blog/how-to-edit-video-for-beginners/

Recilles, J. (2021) Top video editing apps for android | my editing tips for beginners
(free and no watermark). https://www.youtube.com/watch?v=GUwtcjh2f4Q

Roupa, Z., Nikas, M., Gerasimou, E., Zafeiri, V., (2021). The use of technology by
the elderly. https://www.hsj.gr/medicine/the-use-of-technology-by-the elderly.php?
aid=3614#:~:text=From%20the%20results%20of%20the,and%20particip ation%20in
%20social%20life.Tayeh, C. (2020) Getting started with video editing.
https://grabify.link/NO4GUM

Vaportzis,E., Clausen, M.G., Alan, J. (20127). Older adults perceptions of technology

and barriers to interacting with tablet computers: a focus group study. Frontiers in
Psychology doi:10.3389/fpsyg.2017.01687

X. Appendices

A. Communication Letter

November 2, 2021

FERDINAND T. GLOR
Public Schools District Supervisor
San Narciso District II
San Narciso, Quezon

Dear Sir Glor,

Greetings! I hope you and your family are doing well in this time of pandemic.

I am Hanna Jamaica A. Carjaval, LPT, a Master of Educational Management student

from Marinduque State College – Graduate Extension Program to Eastern Quezon
College, Inc., Gumaca, Quezon. I am currently conducting a research study entitled
“KNOWLEDGE ON VIDEO EDITING of Abuyon Elementary School Primary
Teachers: Basis for Enhancement Program for Audio-visual Lesson Presentation.”

In this regard, I would like to seek your permission to allow me to conduct my

research study among the primary teachers, from Kindergarten to Grade 3, of
Abuyon Elementary School. Questionnaires will be distributed to gather data. Rest
assured that all data will be treated with utmost confidentiality. I am hoping for your
approval on this request, and any suggestion for the improvement of this study will
be most welcome.

Thank you very much!

Respectfully yours,

HANNA JAMAICA A. CARVAJAL

Researcher

Approved by:

FERDINAND T. GLOR
Public Schools District Supervisor
San Narciso District II
San Narciso, Quezon

November 2, 2021

ARIEL A. ARENAS
Principal II – Abuyon Elementary School
San Narciso District II
San Narciso, Quezon

Dear Sir Arenas,

Greetings! I hope you and your family are doing well in this time of pandemic.

I am Hanna Jamaica A. Carjaval, LPT, a Master of Educational Management student

from Marinduque State College – Graduate Extension Program to Eastern Quezon
College, Inc., Gumaca, Quezon. I am currently conducting a research study entitled
“KNOWLEDGE ON VIDEO EDITING of Abuyon Elementary School Primary
Teachers: Basis for Enhancement Program for Audio-visual Lesson Presentation.”

In this regard, I would like to seek your permission to allow me to conduct my

research study among the primary teachers, from Kindergarten to Grade 3, of
Abuyon Elementary School. Questionnaires will be distributed to gather data. Rest
assured that all data will be treated with utmost confidentiality. I am hoping for your
approval on this request, and any suggestion for the improvement of this study will
be most welcome.

Thank you very much!

Respectfully yours,

HANNA JAMAICA A. CARVAJAL

Researcher

Approved by:

ARIEL A. ARENAS
Principal II – Abuyon Elementary School
San Narciso District II
San Narciso, Quezon

October 31, 2021

MICHAEL BONDOKIN
Information Technology Enthusiast
San Narciso, Quezon

Dear Mr. Bondokin,

Greetings! I hope you and your family are doing well in this time of pandemic.

I am Hanna Jamaica A. Carjaval, LPT, a Master of Educational Management student

from Marinduque State College – Graduate Extension Program to Eastern Quezon
College, Inc., Gumaca, Quezon. I am currently conducting a research study entitled
“KNOWLEDGE ON VIDEO EDITING of Abuyon Elementary School Primary
Teachers: Basis for Enhancement Program for Audio-visual Lesson Presentation.”

In this regard, I would like to seek your help to validate the questionnaire I made to
be used as the main tool for my research study. The questions used are the
information related to video editing. I believe that this questionnaire can be improved
and validated through your experience and utmost knowledge with the subject
matter. Your suggestions are welcome and highly encouraged.

Thank you for your consideration and helpful response! May the good Lord bless us
all!

Respectfully yours,

HANNA JAMAICA A. CARVAJAL

Researcher

Approved by:

MICHAEL BONDOKIN
Information Technology Enthusiast
San Narciso, Quezon

B. Questionnaire
C. Computation of Data
Respondents Score Age Yes or No

1 2 / 10 21 taong gulang – 35 taong gulang Oo

2 6 / 10 21 taong gulang – 35 taong gulang HIndi

 3 7 / 10 21 taong gulang – 35 taong gulang HIndi

4 5 / 10 21 taong gulang – 35 taong gulang Oo

5 8 / 10 21 taong gulang – 35 taong gulang HIndi

6 7 / 10 21 taong gulang – 35 taong gulang Oo

7 5 / 10 36 taong gulang – 50 taong gulang Oo

8 2 / 10 51 taong gulang pataas HIndi

9 7 / 10 36 taong gulang – 50 taong gulang Oo

10 6 / 10 21 taong gulang – 35 taong gulang Oo

11 7 / 10 21 taong gulang – 35 taong gulang Oo

12 3 / 10 36 taong gulang – 50 taong gulang HIndi

13 4 / 10 21 taong gulang – 35 taong gulang HIndi

14 2 / 10 51 taong gulang pataas HIndi

15 2 / 10 51 taong gulang pataas HIndi

16 6 / 10 36 taong gulang – 50 taong gulang HIndi

17 7 / 10 21 taong gulang – 35 taong gulang Oo

18 1 / 10 21 taong gulang – 35 taong gulang HIndi

Range and Likert Scale

Range= Highest – Lowest

R= 10-1
R=9

9/4= 2.25

Likert Scale 2.25

7.76-10.00 Highly Knowledgeable 5.51- 7.75
Knowledgeable
3.26-5.50 Less Knowledgeable 1.00-3.25 Not
Knowledgeable

AGE GROUP VS TEST SCORE

*since the result is greater than 0.05, we can say that the variances are equal or at least
close enough.

F table value = 3.682, Computed F-value= 3.660.

*since computed F is lower than F table value, accept null hypothesis.

ATTENDANCE VS TEST SCORE

since the result is greater than 0.05, we can say that the variances are equal or at least
close enough.

F table value = 4.494, Computed F-value= 2.534.

*since computed F is lower than F table value, accept null hypothesis.