EFFECTIVENESS OF VIDEO PRESENTATION AS A

CLASSROOM INSTRUCTIONAL TOOL IN

TEACHING ELEMENTARY STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 842-848
Document ID: 2023PEMJ906
DOI: 10.5281/zenodo.8149013
Manuscript Accepted: 2023-13-7
Psych Educ, 2023, 10: 842-848, Document ID:2023 PEMJ906, doi:10.5281/zenodo.8149013, ISSN 2822-4353
Research Article

Effectiveness of Video Presentation as a Classroom Instructional Tool in

Teaching Elementary Students
Jhoanna Marrie V. Parvian*, Juliefer S. Fernando, Elainee Tang-Zapata
For affiliations and correspondence, see the last page.
Abstract
Innovations, updates, and new ideas in teaching and learning are continuing to increase. Among these
innovations is the use of video presentations as a classroom instruction. This strategy is commonly
used by the teachers as an indicator of their integration of technology to education. This study
analyzes the perception of teachers on the effectiveness of video presentation as an alternative to
traditional method of teaching. The researchers used simple random sampling technique among
the teachers in one of the elementary schools in Quezon City, in representing a group in an unbiased
manner. This study is a quantitative method using descriptive correlational approach in determining
the level of effectiveness of video presentation when used as a classroom instruction and in
determining the significant difference when grouped according to profile. The method used is the
most suited technique in coming up with the findings of this study. The outcome of this research
provides that the respondents perceived that video presentation is an effective tool for them in
teaching in terms of usefulness, motivation, performance, and assessment. The result motivated the
researchers in conducting similar study using different research method and participants in
identifying the effectiveness.

Keywords: video presentations, usefulness, performance, teachers, motivation, assessment,

quasi-experimental

Introduction cycle of adoption over time (Mendoza et al., 2015).

Classroom is an avenue in developing the
understanding and abilities of the students. It is where
teacher and students interact in order to gain and
develop knowledge. Teaching strategies and
methodologies are employed inside the classroom as
well as the learning tools used by the teachers.
Teachers are needed to be updated with the trend in
education especially with the use of technology in
teaching. These changes in the teaching methodologies
and approach are part of the curriculum development
and innovation that is necessary in the field of
education (Fernando, 2021). It was added to the role of
teachers to be updated with the current trends in
education. One of these trends is the application of
technology in teaching strategy and methodology.
Technology in education is expected to be integrated
in the classroom instruction. The role of technology in
the field of education is four-fold: it is included as a
part of the curriculum, as an instructional delivery
system, as a means of aiding instructions and also as a
tool to enhance the entire learning process (Raja and
Nagasubramani, 2018). The commonly used and
perceived technology in teaching is the use of video
presentations. Teachers use video presentations to
provide better understanding of the concept, to help
students visualize, to add on the learning retention rate,
and to add motivation to learning. Video as a change
instrument in the classroom has undertaken a unique
According to Wibawa & Payadnya (2021), video
presentations demonstrate that learning was very
interesting, fun, and useful. Video presentations have
several advantages, including the ability to be seen
directly by students wherever they are, to be repeated
if an explanation is not understood, and to be played
whenever and wherever students desire. Bayram,
(2012) stated that teachers can use video presentations
to create a realistic image of their own performance
and demonstrate it in order to assess competencies.
A video presentation can be used to either give
directions of the activity to students, influence
student’s behavior, and making the mood of the
classroom to be conducive for learning. In connection,
Bada (2015) stated from his study that presenting
videos in the classroom as part of the instruction is
seemed by these theories as an alternative way of
integrating technology in the classroom, it can be
seemed as an interactive way of making students’
motivation increase and potentially improving
academic performance.
Research Questions
Teachers are innovative and willing to adapt to the
current trends in education. They are the implementers
of innovations inside the classroom. This research
explored on the effectiveness of video presentation as
a classroom instructional tool in teaching elementary
students. Specifically, it sought answers to the

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Research Article
following questions:
1. What is the demographic profile of the respondents
based on:
1.1 Age
1.2 Gender
1.3 Subject Taught
1.4 Grade Level
1.5 Teaching Position
1.6 Years of Teaching
2. What is the level of agreement of the teachers on the
video presentation as a classroom instruction in
teaching elementary students in terms of:
2.1 Usefulness
2.2 Motivation
2.3 Performance
2.4 Assessment
3. Is there a significant difference in the level of
effectiveness of video presentation as a classroom
instruction in teaching elementary students as
perceived by the teachers when grouped according to
their profile?
4. What output may be produced based from the
findings of the study?
Literature Review
Technology has revolutionized the field of education.
The importance of technology in schools cannot be
ignored. In fact, with the onset of computers in
education, it has become easier for teachers to impart
knowledge and for students to acquire it. The use of
technology has made the process of teaching and
learn in g all the more en jo y ab le ( Raja &
Nagasubramani, 2018). These days, using video
learning in the classroom can be advantageous for both
parties. Once finished, video lessons can be updated
and reused, freeing up classroom time for in-person
interactions and students engagement (Caratiquit &
Pablo, 2021) Instructional videos have become an
important part of higher education and are an
important content delivery tool in many flipped,
blended, and online courses (Brame, 2016).
Based from the study of (Wong, 2020), it is clear that
students recognize the benefits of learning with video
clips, primarily in terms of comprehension, lesson
enrichment, and even making the lessons more
interesting. Dham (2021) explains, Video-based
learning provides the students with an opportunity to
learn the subject at their convenience in the most
effective way. The use of videos in the classroom is a
powerful tool for the student and the teacher. It is an
opportunity for both student and teacher to learn and
Parvian et al.
grow. (Trail & Caukin, 2022). Learning via videos is
considered an effective tool for many students, as the
topic was well reviewed by many researchers.
Learning is important for students to build their
foundation of knowledge that they can utilize in their
future careers. Learning through videos is considered
an effective tool for many students, the topic was well-
reviewed by many researchers. (Wong, 2022).
Video presentations can be done to present
information to students by the teacher rather than
someone unknown online. It also enhances awareness
skills of students in terms of privacy and trust (Trail &
Caukin, 2022). On the other hand, video presentations
can be also be used as an alternative mode of assessing
skills of the students, as long as immediate feedback is
being given to further improve their skills in case they
are tasked to do the same in the future (Indriani, 2020).
The content and the teaching methods are not only
visually appealing, but they also engross the learners
with their subject explanation and verbal content. The
knowledge or skill acquired in such a way is believed
to last longer. Video-based learning covers four major
factors of learning motivation which are said to be;
attention, relevance, confidence & satisfaction and by
providing a complete model learning package, it
proves to be highly effective (Dham, 2021). Teachers
have employed in-class oral presentations to practice
the pre-service teachers’ speaking skills as they are
prepared to become future English teachers who are
fluent in communication using English in a
globalization era, However, effectively assessing
student presentations is challenging, particularly in
terms of practical administration of assessment.
Therefore, a video recording as an alternative
assessment tool was utilized to provide opportunities
for learners and their peers to evaluate their speaking
and presentation skills (Indriani, 2020).
Effective use of video as an educational tool is
enhanced when instructors consider three elements:
how to manage cognitive load of the video; how to
maximize student engagement with the video; and how
to promote active learning from the video (Brame,
2016).Utilizing digital video in e-learning enables real
world situations to be replicated and reproduced.
Digital video offers many new chances for teaching
and learning, and it also generates different technical
and pedagogical challenges (Bayram, 2012). Mendoza,
G., et. al. (2015) found out that using video
presentations to enhance student learning is extremely
effective. Furthermore, when students were divided
into groups based on gender, there was no significant
difference in their perceptions of the effectiveness of
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Research Article

video presentations for learning. Meanwhile, when
students were divided into academic levels, it was
discovered that there is a significant difference in their
perceptions of the use of video presentations.
The main motivation for testing the effects of video
clip integration into multimedia presentation is that
visual stimulation with a media application familiar to
the student population can increase their engagement.
The selection of appropriate video clips and
methodology for their display within the teaching
materials represents an important issue for curriculum
design, leading to positive learning outcomes
(Mercado, 2022) The results of the study of Mendoza
(2015) revealed that the level of the effectiveness of
using video presentation to student’s learning is highly
effective.
analyzed, and validated by the research adviser to
ensure the validity of the responses it would elicit.
After the research adviser gave the go signal to
proceed with the data gathering, the researcher secured
a permit to conduct research and study through a letter
requesting permission to the principal of the study
locale. After receiving the letter signed by the
principal, the researcher proceeded with the date
gathering procedure. The survey was facilitated to the
respondents through Google form. Data gathered from
answered questionnaires was checked, classified,
tabulated, and analyzed according to the research
design described in this chapter using Microsoft Excel
and JAMOVI statistical tool. The statistician helped
the researcher in computing the data gathered.
Ethical Considerations

The researcher undergone proper procedure set by the

Methodology Center for Research and Development of DCLC in
conducting this research. Research proposal form was
submitted, research instrument was self-made and
Respondents of the Study
validated, proper correspondences were secured, and
data gathered were handled with confidentiality. The
The respondents of this study involved twenty-eight
researcher together with the research adviser is critical
(28) teachers in elementary. The sampling method
in doing this research especially in terms of originality.
used in identifying number of respondents is the
The adviser is strict when it comes to verifying
simple random sampling, intended to represent a group
possible plagiarized content. This research was
in an unbiased manner. It is a subset of a statistical
checked by the adviser using turnitin before it was
population in which each member has an equal chance
presented to the panel member for a research defense.
of being chosen.
All recommendations and suggestions sighted by the
panel members were considered and applied by the
Instruments of the Study
researcher.
The research instrument used by the researchers was
self-made questionnaires. They also used an electronic Results and Discussion
data survey consisting 20 questions through google
forms and accessed by the participants with the use of
their cellphone, tablets, and laptop during the Table 1. Demographic Profile of the respondents
implementation of the face-to-face learning program.
The first part discussed the participants' demographic
characteristics, such as their age, gender, subject
taught, grade level, and years of teaching. The second
part of the questionnaire consists of four (4) sets with
five (5) statements. Each set focuses on one of the
factors involving online learning (Usefulness,
motivation, performance, assessment).

Procedure

This study started with a research proposal submitted

to the research adviser under the field study, 1 st
semester of A.Y. 2022-2023. The researcher’s adviser
verified, updated, and rechecked the initial title
proposed by the researchers. The researcher produced
a questionnaire – checklist, which was presented to,

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Research Article
Table 1 represents the demographic profile according
to age, gender, subject taught, grade level handled,
teaching position and years in service. Teachers aged
51-60 years old topped the population by nine (9)
respondents, with a percentage of 32.14%. Ranking at
second place, ages 31-40 years old have eight (8)
respondents taking up 28.57% of the population.
Additionally, ages 41-50 have six (6) respondents,
with a percentage of 21.43. Four (4) of them are 21-30
years old that represents 14.29%. Lastly, only one (1)
from respondents are 61 years old and above
representing 3.57%.
In terms of gender, Female respondents dominated the
population having twenty-six (26) respondents with a
percentage of 92.86%. While Male respondents have
two (2) respondents, taking up 7.14% of the
population. According to the findings of (Sebastian
2022), there are still more women than males working
as elementary school teachers, and other male role
models are rarely encountered by elementary students.
In terms of subject they handled, teachers who teach
general subjects, majority of the respondents are
handling General subject with a percentage of 32.14%.
Three (3) or 10.71% of teachers are teaching
Mathematics and Science. Teachers teaching Araling
Panlipunan, English, EPP, Filipino, MAPEH, and
Math/ESP have two (2) respondents each, taking up
7.14% of the population each. Only one (1) are
handling TLE subject.
The table also reflects the distribution of respondents
based on grade level they are teaching. Majority of the
respondents are handling Grade 4 with a percentage of
42.86%. Eight (8 or 28.57 %) are handling Grade 6
Parvian et al.
level. A frequency of three (3 or 10.71 %), handled
Kindergarten pupils. Two (2 or 7.14% handled the
Grade 1 and Grade 2 students while only one (1)
handled Grade 3 students.
It also reveals the frequency and percentage
distribution of the respondents in terms of teaching
position. Teacher III position gathered the highest
frequency of nine (9) or 32.14%. There are seven (7)
or 25 %, of the teachers belongs to Teacher I and
Teacher II position. Lastly, respondents who have
Master Teacher I position has five (5) frequency,
taking up 17.86% of the population.
Lastly, in terms of number of years in service, ten (10
or 35.71 %, have served 1 – 10 years in service. A
frequency of eight (8) or 28.57 % belongs to the
bracket 21-30 years in the service. Seven (7) with a
percentage of 25% were 11 -20 years in teaching
experience. Two (2) or 7.14% of the respondents are
31-40 years in service. And the least with a frequency
of one (1) or 3.57% belongs to the bracket of less than
a year in teaching experience.
The table presents the level of effectiveness of the
video Presentation as Classroom Instruction.
Usefulness, motivation, performance, and assessment
are the factors used to determine the level of
effectiveness. In terms of usefulness of video
presentation, the respondents stated that video
presentations provide strong visual ideas. It obtained a
highest mean of 4.43, which was ranked 1 and
interpreted as “strongly agree”. With a mean of 4.39
and a rank of 2, teachers believed that using video
presentations improved their flexibility with a mean of
4.39, ranked 2. Teachers perceived that using it to
have clear and understandable interaction and using
video presentation improves their performance in
discussions with a weighted mean of 4.36, ranked 3.
Lastly, video presentations were user-friendly and easy
to use has a weighted mean of 4.32. According to
Alber (2019), new educators frequently struggle to
identify strategies to expand their curriculum. The use
of instructional video as a tool can be very beneficial
in helping students understand the subject matter more
deeply. It is important that teachers should be mindful
of how often and how much we use video. The use of
instructional video in our classroom should not only
serve as a routine in our class, but also a useful tool to
contribute significantly to their learning.
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Table 2. Level of Effectiveness of Video
Presentationas Classroom Instruction
In terms of student motivation, with a weighted mean
of 4.50 and a rank of 1, teachers believed that students
are motivated to watch and listen to video
presentations. Additionally, students are satisfied with
its design, ranked 2 at 4.43. Both indicators “Video
presentation engages students more actively in class”
and “video presentation makes my students enjoy their
lessons” has a weighted mean of 4.39, ranked 3.
Lastly, teachers perceived that students were
encouraged to learn diligently, ranked 5 at 4.21.
In case of student performance, teachers perceived that
video presentations helped students recall their
materials at home with a weighted mean of 4.11,
ranked 1. Students stay focused during the entire video
presentation, ranked 2 at 4.04. Another indicators
which falls in rank 3, video presentations made
students focus on the concepts easier, can give critical
and expressive criticisms and feedback, and can
enhance their critical thinking skills, all ranked 3 at
Parvian et al.
4.00. In a similar study of Almuslamani (2020) of
effect of educational videos on increasing student
classroom participation, the results showed that the
usage of instructional videos had a direct and favorable
impact on students' engagement in the classroom. In
the study of Mercado, R. (2013) on effectiveness of
video clips presentation in teaching Mathematics for
Grade Five Pupils which shows that video lesson is an
effective tool contributing to improving student
performances. When the teacher prepares videos with
resourcefulness and appropriately, there could be a
meaningful teaching and learning process. This means
that integration of video lessons give better results
performance among students.
In terms of assessments, teachers perceived that video
presentations helped students learn new techniques and
knowledge with a weighted mean of 4.18, ranked 1.
They also perceived that students can create good
output when given activities using video presentations
with a mean of 4.11, rank 2. Teachers also perceived
that video presentations make students create
meaningful self-assessments, and it can also increase
students’ knowledge retention, both ranked 3 at 4.00.
Lastly, teachers also believed that video presentations
can make students get higher quiz scores, ranked 5 at
3.96.
Table 3. Test of significant difference on the
perceptions of the respondents in the level of
effectiveness of video presentation when they are
grouped according to their profile
The table reveals the test of significant difference on
the level of effectiveness of video presentation and
demographic profile. The calculated value of the t-test
(t(26)= -0.429, p>0.05) which indicates that the null
hypothesis is accepted and the alternative research
hypothesis is rejected. Specifically, there is no
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significant difference in terms of the level of
effectiveness of video presentation between the male
(N=2,M=4.47, SD=0.46) and female(N=26,M=4.19,
SD=0.92) respondents. The result similarly coincides
with the study of Lenn, G., et al. (2015) as it
mentioned that there was no statistically significant
difference in the students' perceptions of the
effectiveness of video presentations to students'
learning when they were grouped based on sex. In
addition, it was found that the effectiveness of video
presentations to students' learning is very high.
To compare the respondents’ responses in the level of
effectiveness, one-way ANOVA was calculated.
Results reveals that there is no significant difference in
the level of effectiveness on subject taught with
F(9,18) = 0.93, p>0.05, years in the service with
F(4,23) = 2.46, p>0.05,teaching position with F(3,24)
= 2.08. The result indicates that p-value is greater than
0.05 or the calculated F-value is less than the critical
F-value, therefore it is evident to accept the null
hypothesis. Thus, the null hypothesis of no difference
between the level of implementation and demographic
profile was accepted.
The results also shows that there was a statistically
significant difference between groups in the age and
grade level taught as demonstrated by one-way
ANOVA for age(F(4,23) = 3.75, p<0.05) and for grade
level taught F(5,22) = 6.32, p<0.05. This implies that
since the calculated F-value is greater than the critical
F-value (p-value is less than 0.05), there is strong
evidence to reject the null hypothesis. Thus, the
alternative hypothesis of having difference between
the level of effectiveness when grouped to ages and
grade level taught was accepted.
In order to check the individual differences between
groups post-hoc computation using Bonferroni was
used. Post-hoc analysis indicates that level of
effectiveness of video presentation was significantly
higher for 31-40 years old age group (M=4.76,
SD=0.42) than 21-30 years old respondents (M=3.59,
SD=1.41). There is also a significant difference
between 31-40 years old (M=4.76, SD=0.42) and 51-
60 years old (M=3.63, SD=0.85). There was
statistically significant difference between 41-50 years
old (M=4.63, SD=0.14) and 51-60 years old (M=3.63,
SD=0.85). The mean differences were significant at
the 0.05 level. For Grade level taught, the level of
effectiveness of video presentation was significantly
lower for those teachers handling Grade 1 (M=2.05,
SD=0.78) than those teachers handling kindergarten
(M=4.68, SD=0.55), Grade 4 (M=4.28, SD=0.75), and
grade 6 (M=4.58, SD=0.44).
Parvian et al.
Conclusion
Teachers have realized the enormous benefits of
include video presentations in their teaching strategies.
Teachers have seen a dramatic improvement in their
students' motivation, performance, and exam scores by
incorporating these visual aids into their classes with
ease. While a teacher's age and grade level can have a
big impact on how well video presentations work in
the classroom, surprising things like the subject being
taught, the number of years in the job, and the position
a teacher holds have little to no effect.
When taking into account the technological know-how
and pedagogical flexibility needed to successfully
include video presentations, the influence of a
teacher's age and the grade level they teach becomes
obvious. Video presentations are generally more
readily accepted by younger teachers, who are
frequently more technologically proficient and at ease
with multimedia tools. They seamlessly transition
between various multimedia platforms, using videos
into their classes to improve student understanding.
Similar to this, the grade level being taught also has a
big impact on how well video presentations work.
Younger students react particularly effectively to
video-based learning due to their intrinsic affinity with
visual stimuli. Complex ideas are made more
approachable and entertaining for children by
educational movies' vivid colors, animated characters,
and interactive components. Older students, on the
other hand, would need a more complex and nuanced
approach, incorporating video presentations with
critical conversations or supplemental materials to
guarantee a thorough comprehension of the subject.
Contrary to expectations, the effectiveness of video
presentations during classroom instruction is not
significantly impacted by the number of years a
teacher has been teaching, the subject they teach, or
their position as a teacher. The capacity of a teacher to
include videos into their classes, regardless of
experience level, depends more on their openness to
experiment with different teaching philosophies. The
subject being taught does not automatically encourage
or prohibit the use of video presentations. Video
content may be smoothly blended into any subject area
with proper planning and ingenuity, reinforcing
important ideas and establishing a stronger connection
between students and the subject matter.
Moreover, the potential of video presentations is not
restricted or enhanced by a teaching position, such as
department head or normal classroom teacher.
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Teachers and administrators with classroom expertise
can use multimedia resources to enhance their teaching
strategies and increase student engagement. The
effectiveness of video presentations goes beyond job
titles, concentrating more on the motivation and
commitment of the individual educator to make use of
these resources.
(1) For teachers, the proponents of this study advise
them to gradually integrate video presentations in their
everyday classroom instruction which will later have a
positive impact on student’s learning development.
(2) Teachers should also have a meeting once a week
to benchmark their teaching practices integrating video
presentations. (3) Teachers should be able to improve
their abilities to incorporate video presentations into
their lessons through the use of comprehensive
professional development programs that administrators
should make available to them. The subjects that
should be covered in these seminars include picking
the right videos, including interactive components, and
successfully managing student conversations based on
the material presented. (4) Teachers should implement
systematic assessment strategies to evaluate the impact
of video presentations on student learning outcomes.
Develop criteria and rubrics to measure not only the
students' comprehension of the video content but also
their ability to apply the knowledge gained. (5) Parents
should be included in the integration of video
presentations by being given materials and instructions
on how to support their children's learning at home
from teachers. Share a few videos that you think
parents and kids may enjoy, or suggest some online
resources. Set up parent-teacher conferences or
informational meetings to go over the advantages of
video lessons and answer any queries or worries that
parents might have.
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Affiliations and Corresponding Information
Jhoanna Marrie V. Parvian
Dr. Carlos S. Lanting College - Philippines
Dr. Juliefer S. Fernando
Dr. Carlos S. Lanting College - Philippines
Elainee Tang-Zapata
Dr. Carlos S. Lanting College - Philippines
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