Creating Instructional Videos from Self-Learning Modules:

Educational Technology Concepts for the New Normal

Ray Butch D. Mahinay, PhDa and Maria Victoria B. Trinidad, MAEdb

a
Education Program Supervisor, Department of Education Regional Office X
Cagayan de Oro City, Philippines
ray.mahinay@deped.gov.ph
b
Director, Arrupe Educational Center, Xavier University-Ateneo de Cagayan
Cagayan de Oro City, Philippines
mtrinidad@xu.edu.ph

Abstract
Anchoring on the relevancy of this study being a reference material for TV-based instruction as a
distance learning modality, this research done in 2016 explored the feasibility of making Science
videos from existing DepEd’s Project EASE (Effective Alternative Secondary Education) self-
learning modules. The video-making project was collaborated between Xavier University-School
of Education and DepEd-Division of Cagayan de Oro City following the standard stages in video
production. Face and content evaluation of the videos were done by educational technology
experts. The piloted video was evaluated (1) excellent in instructional design and pedagogical
soundness; (2) excellent in content; and (3) very satisfactory in audio-visual quality by Science
teachers using the modified Instructional Video Evaluation Instrument from Beaudin and Quick
(1996). Following the non-experimental pretest and posttest design, the video was shown to 41
public high school students. Results showed that there is an increase of scores in the achievement
test from the diagnostic test after the students watched the video. T-test analysis yielded a
significant difference from the two scores at 0.05 alpha level. It has been established by many
educational theorists that classroom audiovisual technology like instructional videos can aid
student learning. Moreover, a focus group discussion was done where students’ agreements and
recommendations to improve the video were documented. Apart from the realizations that this
audio-video technology is meaningful to the students and teachers, this project sets the tone for
policy recommendation that emphasizes the synergy of various stakeholders to improve teaching
and learning processes especially in the time of crises where face to face instruction is restricted
and more distance learning modalities are explored.

Keywords: educational technology, instructional videos, preservice teachers, public school

 Introduction

It has always been the quest of classroom teachers to design instructional plans that can
facilitate optimum learning of the students. It is in fact one of the expected tasks of teachers as
indicated in the Philippine Professional Standards for Teachers (PPST), specifically in Domain 4
which is about curriculum implementation. It is stated in the said framework that teachers are
ought to have the knowledge in designing lessons with congruent objectives, teaching methods,
learning activities and materials. Substantively, the PPST likewise enjoins teachers to apply
various appropriate strategies and technology to motivate and sustain learning.
Audiovisual (AV) aids if wisely used in classrooms can make the teaching-learning
process easier and interesting. Gonzalez and Rodriguez (2003) opined that AV technology are
the best tool for making teaching effective and the best instrument for dissemination of knowledge
such that technical devices have greater impact and dynamic in achievement system.
According to the Multiple Intelligences Theory of Gardner, an individual has his/her own
strengths and preferences with at least eight discrete intelligences: linguistic, logical-
mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic
(Northern Illinois University, 2009). It is established that most students are visual learners.
Through targeting the type of intelligence they have with the use of instructional videos, students
may learn easily and acquire knowledge with possible retention of the new information.
The concept of Multimedia Teaching with Video Clips by Berk (2009) focused more on the
emotion of the person acquired from watching the certain video. Through these feelings, the
students may possibly experience the power of cognitive and emotional impact, thus increases
understanding and fosters deep learning. This is also supported by the Cognitive Theory of
Multimedia Learning (Mayer, 2007). Accordingly, the elements that the brain gets are selected
and organized dynamically to produce logical mental constructs. The phrase, “People learn
deeply from words and pictures than from words alone,” can sum the whole point of the theory
and the effectiveness of using instructional videos to the learners.
AV technology provides the learners with realistic experience, which capture their attention
and help in the understanding of the historical phenomena as they appeal to the mind through the
visual auditory senses (Rasul, Bukhsh & Batool, 2011). AV technology presents units of
knowledge through visual and auditory stimuli to help learning. It concretizes the knowledge to be
presented and help in making learning experience relatable and therefore significant.
However, the sources from where teachers can access these AV technologies are limited.
The most common go-to site for teachers is YouTube wherein there are various instructional
videos in the roll. Yet not all videos therein are relatable in the Philippine context. Given this issue,
teachers are bound to innovate with AV materials that are contextualized and localized to the
students’ level of comprehension.
This study was conceptualized when the School of Education-Xavier University partnered
with Tablon National High School in making instructional videos. The project was initiated through
the course, Educ 25.1: Educational Technology 2 with Field Study, a four (4)-unit course designed
for Education students to practice emergent technologies in facilitating meaningful and effective
learning. Education students in this course were expected to demonstrate application and
production of various types of educational technologies. The main reference for the instructional
videos were the Science modules of the Project EASE (Effective Alternative Secondary
Education). The design of these modules is intended for self-learning so the concepts are placed
in careful details that are developmentally arranged. Hence, these Science modules are ideal
materials to be translated to classroom AV technology. The topics are also in consonance to the
present K to 12 basic education curriculum.
Specifically, this research explored on the viability of the instructional videos as classroom
AV technology. It sought to answer the following questions:
1. What is the level of acceptability of the instructional videos in terms of the following:
a. Instructional Design and Pedagogical Soundness,
b. Content, and
c. Audiovisual Quality?
2. What are the diagnostic and achievement test scores of the students in the following:
a. Before viewing the instructional video, and
b. After viewing the instructional video?
3. Is there a significant difference in the students’ scores before and after viewing of the
instructional video?
4. What further improvements can be done on the instructional videos?

Methods

Production of the Instructional Videos

The following steps were undertaken by the Education students in the course, Educ 25.1:
Educational Technology 2 with Field Study: (1) class plenary sessions on the theories about visual
learning and the effectivity of videos in classroom instruction; (2) study group sessions on the
topic, Electricity, with the use of the self-learning modules as reference; (3) making of storyboard
through an online application accessible at http://storyboardthat.com; (4) video production with
the use of various video editing tools; (5) in-class showing and critiquing of the videos; and (6)
editing and finalization of the videos.

Research Design
This study employed mixed methods. The quantitative part involved the following: (1)
assessment of the instructional videos with the use of a modified survey instrument given to actual
Science teachers; and (2) the pre- and post-testing among the students to measure their retention
of the concepts presented in the instructional videos.
The qualitative portion are as follows: (1) the in-class critiquing of the instructional videos
with Education Technology experts where the comments were used to improve the face and
content validity of the videos; and (2) the conduct of the focus group discussion (FGD) with the
students to substantiate the results of the pre- and post-testing.

Sampling
The respondents of the study were 41 Grade 10 students in Tablon National High School.
One section was totally enumerated for this research study with exception to those who were
absent either in diagnostic and in posttest assessment. Among the respondents, 20 were males
and 21 were females. Their ages ranged from 15-17 years old. These respondents came from
different socioeconomic classes and academic achievement groups. As presented in the K to 12
basic education curriculum guide, these students will learn concepts on Electricity. This in turn
was the topic taken from the Project EASE Science self-learning module which was then
translated into instructional video.
A total of five teachers - two from the School of Education and three from Tablon National
High School - were involved in assessing the face and content validity of the instructional videos
and in participating in the survey.

Data Collection and Analyses

Both quantitative and qualitative means were employed for this study. A survey tool,
Instructional Video Evaluation Instrument from Beaudin and Quick (1996) was modified and used
to assess the instructional video in terms of its (1) instructional design and pedagogical
soundness; (2) content; and (3) audiovisual quality. This modified 28-item tool used a five-point
Likert scale which ranges from Excellent to Not Evident at All. Literature from Beaudin and Quick
(1996) mentioned that this tool has high internal consistency reliability.
A short test on Electricity which was in multiple-choice format were given to the students,
first as a diagnostic activity and secondly as their achievement assessment. These were
conducted to identify the students’ comprehension level with the topic.
Focus group discussion (FGD) was held with 20 percent of the students. The purpose of
the FGD was to gather students’ insights on the videos as classroom AV technology. Their
responses were transcribed, collated and drawn into themes.
Frequency and percentages were used to tally on the teacher-respondents’
sociodemographic profiling. Weighted mean and standard deviation were used to interpret the
responses the Science teachers and scores of the students. Test of difference using t-Test to
identify if there is significant difference of the scores before and after the students’ viewing of the
instructional video. Descriptive and inferential statistics were done using various statistical
software (i.e. MS Excel and Minitab 13) with confidence level set at 95%.

Ethical Issues
There were no ethical implications of this research study. However, as a protocol in
conducting research surveys, a written permission was given to the teachers and student-
respondents. Also, the respondents were assured of the confidentiality of their answers and that
their answers do not reflect their ability in answering the questions. Furthermore, the results of
this study were not used as data to generally mean their achievement and productivity in the
class.

Results and Discussions

Evaluation of the Instructional Videos

Initial evaluation of the instructional videos was done by Educational Technology teachers
at the School of Education-Xavier University. Their initial activity to ensure the content and face
validity was requiring education students to make a storyboard which will show the content and
the flow of the videos. After this, there was an in-class critiquing of the videos so significant
revisions were made before the pilot-testing.
Actual practicing Science teachers in Tablon National High School also did an evaluation
of the videos with the use of a survey tool. Table 1 shows the Science teachers’ evaluation results
in the three areas where an overall mean shows that the instructional videos are excellent. It can
be inferred that these teachers agree that the videos are potential classroom AV technology in
the public school setting. The content is anchored on the Project EASE Science self-learning
modules, so this assured the videos of its validity and appropriateness.

Table 1
Science teachers’ evaluation on the instructional videos.
Areas Mean QD
(1) Instructional Design and
4.78 Excellent
Pedagogical Soundness
(2) Content 4.67 Excellent
(3) Audiovisual Quality 4.13 Very Satisfactory
Overall 4.53 Excellent
 Among the areas, Instructional Design and Pedagogical Soundness and Content are both
excellent. As mentioned, the use of Project EASE Science modules as the main reference
material guaranteed these parts. However, the Audiovisual Quality has not reached at par with
the other levels. According to these teachers, the visual part has no issues but only with the audio
system. It is acknowledged however by the makers of the video that the audio can still be
improved.

Diagnostic and Achievement Test Scores of the Students

A 10-item multiple-choice test was firstly given to the students as a diagnostic activity. As
found in Figure 1, the mean score of the students is 3.29, the highest score is five, and the lowest
is two. This is understandably acceptable because there was no instruction that has taken yet.

Figure 1. Students’ results in the diagnostic assessment.

After the viewing of the instructional video on Electricity, there was an apparent increase
of the scores. It can be seen in Figure 2 that the mean score is 6.15, the highest score is nine and
lowest is four. This shows that the instructional videos can provide the students with necessary
concepts to understand the topic at hand.

Figure 2. Students’ results in the achievement assessment.

 Present in the videos are actual simulations of concepts in simple activities done by the
Education students. Also in the videos are pseudo-teachers, again played by the Education
students, who are trying to interact with the students. It gives the feeling that there is an actual
teacher demonstrating expert power in the classroom.

Test of Difference of the Test Scores

With the use of inferential statistics, the test of difference of the test scores in the
diagnostic and achievement assessments was done. Table 2 shows that there is a difference of
2.86 between the two assessments. Further, it ascertains that there is significant difference of the
scores at 0.05 alpha level.

Table 2
Test of difference between diagnostic and achievement assessments.
Diagnostic Achievement
Difference T P-Value
Mean Score Mean Score

3.29 6.15 2.86 4.33 0.00

It reinforces the notion that the instructional video as a classroom AV technology has
effected learning to them. Sparking the learning modalities of the students which are primarily the
visual and the auditory, these students could integrate the concepts dynamically as opined in the
Cognitive Theory of Multimedia Learning of Mayer (2007).

Focus Group Discussion with the Students

To validate the results, a focus group discussion (FGD) was conducted with the students.
With three simple motive questions, the students could share their insights about the instructional
videos. Their responses were recorded, classified into themes and were tabulated accordingly.
Table 3 shows the FGD results with the motive question if the students learned from the
instructional videos. Majority of the students responded Yes and they could cite the specific
concepts.

Table 3
Students’ FGD responses on the content of the instructional videos.
Motive Question: Were you able to learn significant information from the instructional
videos? If yes, in what way that the videos helped you in learning? If no, why?
Responses f %
(1) Yes, it taught me the different components inside the
36 87.80
electronic device.
(2) Yes, it helped me to understand how electronics
31 75.61
were discovered with the shown timeline.
(3) Yes, I learned the computation of the color codes of
12 29.27
the resistors.
(4) Yes, it taught me how IC’s cannot be repaired once
8 19.51
it is damaged.

The students’ FGD responses validated the proposition that indeed the instructional
videos were helpful in their learning. The fact that they could mention the concepts means that
there was retention of the important information. This somehow addresses the concern of some
teachers in the field who complains about retention of learning.
 Moreover, the students were also asked about the technical aspect of the instructional
videos. Table 4 displays their responses in the FGD in which most of it are affirmative. They said
that the videos were cleverly planned and that the people behind the scenes are good. The
making of the storyboard by the Education students guided them to be creative in the video
production while keeping on track with the delivery of the concepts according to the Project EASE
Science modules. However, the students could point out the problem in the video’s audio quality.

Table 4
Students’ FGD responses on the AV quality of the instructional videos.
Motive Question: What can you say about the audiovisual quality of the instructional video
(i.e. clarity, brightness, sound effects)?
Responses f %
(1) The videos were cleverly planned. 41 100
(2) The people behind the scenes are good. 41 100
(3) Editing is evidently good. 13 29.27
(4) The quality of the sound is poor especially at the
12 27.08
start.
(5) We are curious on what video editing tools were
9 18.75
used.

When the students were directed to suggestions that they can make to improve the video
as an AV material, Table 5 sums up their responses. Interestingly, the students wanted the Mother
Tongue (specifically Bisaya) as the language to be used in the videos. Perhaps the rationale
behind this is that the English language cannot fully facilitate students’ comprehension. If the
medium used is in vernacular, these students might feel more at ease with their learning tasks.
Also, the students suggested to improve on the audio quality of the video. This was also
pointed out by the Science teachers who evaluated the same video. The pacing or the timing also
concerns the students. They wanted to slower it down so they can take down notes. And lastly,
they also suggested for a more emotional portrayal of the Education students acting as teachers
in the video.

Table 5
Students’ FGD suggestions to improve the instructional videos.
Motive Question: What suggestions can you make to improve the instructional videos?
Responses f %
(1) Mother Tongue must be used. 18 43.90
(2) The pacing of the video must be slower so we can
6 14.63
have time to take down notes.
(3) Improve sound quality. 6 14.63
(4) The actors should put in more emotions so they will
5 12.20
appear convincing.

These suggestions were taken into consideration since the students are the end users of
the instructional videos. The Educational Technology teachers from the School of Education-
Xavier University noted these submissions. Any classroom AV technology is target-specific to the
needs of the students, or at least must be responsive to their learning styles and interests.
 Conclusions

The major findings of this research are as follows: (1) the Science teachers evaluated the
instructional videos excellent as a classroom AV technology; (2) there was an increase of the
scores in the achievement test from the diagnostic activity; (3) there is a significant difference of
the said two scores of the students; and (4) there were important suggestions made by the
students to improve the instructional videos on the language use and in the audio quality.
In the light of the said findings, it can be concluded that it is feasible to translate the
Science modules of the Project EASE to classroom AV technology. Given with the right tools,
these instructional videos can be substantial aid to the teacher and learners alike in the educative
process. As heavily evidenced by different literatures, instructional videos are learning stimuli,
however these AV technology is most beneficial if it is contextualized.
Hence, the recommendation to use contextualized instructional videos as classroom AV
technology is in order. It would require demanding amount of time, effort and money to produce
contextualized instructional videos but if collaborated with various stakeholders, such as the
synergy exemplified in this research, the deliverables are possible.

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