INTRODUCTION

Background of the Study

The teachers, being the focal figure in education, must be competent and

knowledgeable in order to impart the knowledge they could give to their students.

Good teaching is a very personal manner. Effective teaching is concerned with the

student as a person and with his general development. The teacher must recognize

individual differences among his/her students and adjust instructions that best suit to

the learners. It is always a fact that as educators, we play varied and vital roles in the

classroom. Teachers are considered the light in the classroom. We are entrusted with

so many responsibilities that range from the very simple to most complex and very

challenging jobs. "Effective learning in the classroom depends on the teacher's ability

to maintain the interest that brought students to the course in the first place (Erickson,

1978).

Learning is the acquisition of knowledge and skills possible through

systematic interaction between teachers and learners. It happens every day and

involves teacher, learner, and methodology and materials interaction. Parts of these

materials are known as instructional resources (J. A. Akerele, et al, 2012).

Technology nowadays is common among schools, offices, and to every individual, as

this supports learning and helps in developing knowledge, wherein, integration is the

use of technology to enhance, reiterate, present, and assess how students understand

the syllabus or the program (Edutopia, 2005). Moreover, this supports both teaching

and learning.

Video based materials boost student creativity and cooperation. Access to

video can help motivate students and create a distinctive context for their learning

experience. Based on a true story- the incorporation of video in the classroom, it has
allowed Broad meadows students and teachers to help in broadcasting school

announcements, use pre- recorded classes to overcome teacher shortages and

influence Internet-based digital video to enhance self-directed learning (A. D.

Greenberg, et al., 2012).

We expect our students to be life-long learners. Educators too must continue

to absorb experiences and knowledge and stay current. Educator must be a

communicator, fluent in tools and technologies that enable communication and

collaboration. They must also know how to facilitate communication, stimulate and

control it, moderate and manage it. Classrooms must be able to adapt to different

needs of the learners and the lesson. There needs to be space for students to work

quietly and reflectively; space to operate in small groups discussing and debating;

space to meet collectively to report, discuss, plan and teach as well as space for the

class to work together. The rapid advances in technology, linked with reduced costs

and increased connectivity, are changing our students, who are learning new things in

new ways. For teaching to be relevant, for it to be meaningful, teachers must change

and learn and adapt as the horizons and landscape changes.

As we observed, most of the students find difficulty in solving problems

involving fractions especially in multiplication and division. There are times that

students often misapply the invert-and-multiply procedure for dividing a fraction

because they lack conceptual understanding of the procedure. The students simply try

to memorize the rules without knowing where they came from.

In line with this, as researchers we analyzed the main problem of the study.

Which method best suited for the learners? That is the real question which you have

to answer in this study

Theoretical and Conceptual Framework

The social learning theory of Bandura emphasizes the importance of observing

and modeling the behaviors, attitudes, and emotional reactions of others. Bandura

(1977) states, "Learning would be exceedingly laborious, not to mention hazardous, if

people had to rely solely on the effects of their own actions to inform them what to

do. Fortunately, most human behavior is learned observationally through modeling:

from observing others one forms an idea of how new behaviors are performed, and on

later occasions this coded information serves as a guide for action." Social learning

theory explains human behavior in terms of continuous reciprocal interaction between

cognitive, behavioral, and environmental influences. Because it encompasses

attention, memory and motivation, social learning theory spans both cognitive and

behavioral frameworks. Bandura's theory improves upon the strictly behavioral

interpretation of modeling provided by Miller & Dollard (1941).

The highest level of observational learning is achieved by first organizing and

rehearsing the modeled behavior symbolically and then enacting it clearly. Molding

modeled behavior into words, labels or images results to better retention than by

simply observing. Individuals are more likely to adopt a modeled behavior if it results

in outcomes they value (Bandura, 1993).

Therefore, copying modeled behavior into words, labels or images mark better

retention of ideas, concepts than by simple observation. If students value the

outcomes, they are more likely to adopt a modeled behavior. Through the use of

video- based materials retention and motivation of students are enhanced.

 INDEPENDENT VARIABLES DEPENDENT VARIABLES

Teaching Approach: Student Learning’s

Achievement in Multiplying
 Lecture Method
and Dividing Fractions
 Lecture with the Use
of Video Presentation Pre-test

Post-test

Figure1. Conceptual Framework of the Study

The diagram shows the relationship between the Lecture Method and the

Lecture with the Use of Video Presentation taken as independent variables. It is based

on the results of Pre-test and Post-test related to the Mathematics Performance of the

students. Furthermore, it determines the difference between Lecture and Lecture with

the Use of Video Presentation in teaching multiplication and division of fractions

through the results of the test that will compared.

Statement of the Problem

This study was conducted to determine the effectiveness of the Use of Video

Presentation in Teaching Multiplication and Division of Fraction of the Grade 7

students of Bambad National High School (BNHS).

Specifically, it sought to answer the following questions:

1. What is the level of Mathematics performance of the control group in

multiplying and dividing fractions based on their pre-test and post test scores?

2. What is the level of Mathematics performance of the experimental group

exposed to the Lecture with the Use of Video Presentation based on their pre-

test and post-test?

3. Is there significant difference between the pre-test and post-test of the control

group?

4. Is there significant difference between the pre-test and post-test of the

experimental group exposed to the Lecture with the Use of Video

Presentation?

5. Is there significant difference between the pre-test and post-test main gain

scores of the control group and experimental group exposed to Lecture with

the Use of Video Presentation?

Hypotheses of the Study

The following null hypothesis had been concretely formulated to arrive to the

answer of the question.

Ho1: There is no significant difference in the level of Mathematics Performance of the

control group based on their Pre-test and Post-test scores in multiplying and dividing

fractions.

Ho2: There is no significant difference in the level of Mathematics performance of

the experimental group exposed in Lecture with the Use of Video Presentation based

on their Pre-test and Post-test scores in multiplying and dividing fractions.

Ho3: There is no significant difference between the mean gain scores of the control

group and the experimental group exposed in Lecture with the Use of Video

Presentation.

Significance of the Study

This study aims to know the Mathematics performance of the students with the

Use of Video Presentation. The result of this study is intended for the benefit of the

following:

 To the institution, the study will help them to upgrade their student’s academic

performance.

 To the researchers, they can use the results of the study as reference to

improve their teaching aid. Also to help them in terms of their professional

growth and personal development.

 To the instructors, this study will serve as guide and basis in the utilization of

the subject matter to promote quality education.

 To the Grade 7 students, this study will give them an overview on the progress

of their academic performance.

 However, the result of this study may use in improving the academic

performance of the students as envisioned for quality education. Furthermore, this

study may serve as basis of what method will be the effective to the learning

abilities of the students.

Scope and Delimitation of the Study

This study will be limited only to the Grade 7 students of Bambad National

High School (BNHS) with the use of Lecture and Lecture with the Use of Video

Presentation. There were two sections in the Grade 7 and served as respondents of this

study. These two sections were heterogeneously grouped. The study will covered

topic in multiplication and division of fraction.

 Definition of Terms

For better understanding of the study, the following terms are defined:

Academic Performance - refers to the student’s scholastic standing in a subject.

Control Group - refers to group of students who were subjected to the Lecture

Method in Teaching multiplication and division of fractions.

Division - one of the operations used in interpreting data.

Experimental Group - refers to the group of students who were subjected to the

Lecture Method with the Use of Video Presentation.

Fraction – refers to the lesson taught to both experimental and control group.

Lecture Method – refers to the talk-chalk board way of teaching.

Multiplication - one of the operations used in interpreting data.

Post-Test – refers to the test that was given to both experimental and control group

after the administration of the intervention.

Pre-Test – refers to the test that was given to both experimental and control group

before the administration of the intervention.