Chapter I

INTRODUCTION

Background of the Study

Education is a fundamental element of human development and progress. With
the rapid advancement of technology, video-based learning has emerged as a popular
instructional strategy to enhance the learning experience of students. Video-based
learning involves the utilization of multimedia materials, particularly videos, to deliver
instructional content in an interactive and engaging manner.
In the context of Technical Vocational Livelihood (TVL) education, Home
Economics is a subject that equips students with practical skills related to household
tasks, cooking, sewing, and other relevant skills. Students in the Senior High School
(SHS) level of General Santos City SPED Integrated School, a special education
institution, also engage in Home Economics as part of their curriculum. However, the
impact of video-based learning on TVL students in Home Economics has not been
thoroughly explored, particularly in the context of special education.

Statement of the Problem

This qualitative research aims to investigate the impacts of video-based learning
strategies on TVL students in Home Economics at General Santos City SPED
Integrated School. Specifically, it seeks to address the following research questions:
How do TVL students perceive and experience video-based learning strategies in Home
Economics?
What are the effects of video-based learning strategies on the performance and
engagement of TVL students in Home Economics?
What are the challenges and benefits of using video-based learning strategies in Home
Economics for TVL students?
What recommendations can be made to enhance the use of video-based learning
strategies in Home Economics for TVL students?
Objectives of the Study
The main objectives of this qualitative research are to explore and understand
the impacts of video-based learning strategies on TVL students in Home Economics at
General Santos City SPED Integrated School. Specifically, it aims to achieve the
following:
Describe the perceptions and experiences of TVL students towards video-based
learning strategies in Home Economics.
Identify the effects of video-based learning strategies on the performance and
engagement of TVL students in Home Economics.
Identify the challenges and benefits of using video-based learning strategies in Home
Economics for TVL students.
Provide recommendations to enhance the use of video-based learning strategies in
Home Economics for TVL students.

Significance of the Study

The findings of this qualitative research will contribute to the existing body of
knowledge on video-based learning strategies in the context of TVL students in Home
Economics, particularly in special education settings. The results may provide valuable
insights to educators, administrators, and policymakers in designing effective
instructional strategies that can improve the learning experience of TVL students.
Furthermore, the findings may also benefit TVL students, as it may inform the
development of more learner-centered and engaging instructional approaches that cater
to their diverse needs and learning styles.

Scope and Limitations

This qualitative research will focus on TVL students in Home Economics at
General Santos City SPED Integrated School in General Santos City, Philippines. The
study will employ qualitative research methods, such as interviews, observations, and
document analysis, to collect and analyze data. However, the research may have
limitations, such as potential biases in self-reporting by students, limited generalizability
due to the small sample size, and the subjective nature of qualitative research.
Nevertheless, efforts will be made to ensure the credibility, dependability, and
transferability of the findings.
Definition of Terms

TVL - Technical-Vocational-Livelihood track. Through the TVL senior high school track,
students can gain the skills and knowledge they need to seek for employment straight
after senior high school whether that's in the Philippines or overseas.

Home Economics - also called domestic science or family and consumer

sciences (often shortened to FCS or FACS), is a subject concerning human
development, personal and family finances, consumer issues, housing and interior
design, nutrition and food preparation, as well as textiles and apparel. Much less
common today, it was, and is, most commonly taught in high school.

Video-Based learning - Video-based learning literally refers to learning experiences

facilitated through video. With its ability to combine camera footage, animation,
graphics, text, and audio, videos create a multisensory learning experience, unlike any
other e-learning format. Because of this, it’s no surprise that video-based learning is
quickly becoming a dominant standard of online training. As mentioned earlier,
YouTube alone boasts 2 billion users worldwide. That’s approximately a third of the
internet.
 Chapter II

REVIEW OF RELATED LITERATURE

Video-based Learning Strategies

Video-based learning strategies have gained recognition as effective
instructional tools in various educational settings. Videos are dynamic and visually
appealing, which can capture students' attention and facilitate understanding of complex
concepts (Mayer, 2009). Video-based learning strategies can take various forms, such
as pre-recorded lectures, instructional videos, simulations, and virtual demonstrations
(Graesser et al., 2007). These strategies allow students to learn at their own pace,
revisit content as needed, and engage in active learning through interactions with the
video material.
Research has shown that video-based learning strategies can have positive
impacts on student learning outcomes. For example, a study by Clark and Mayer (2016)
found that instructional videos can improve students' understanding of scientific
concepts compared to traditional text-based materials. Similarly, another study by Kay,
Sweller, and Kalyuga (2014) found that video-based instruction can enhance problem-
solving skills in mathematics. Moreover, video-based learning strategies have been
found to be particularly beneficial for students with diverse learning needs, such as
students with special education needs (Mayer, 2019).

Technical Vocational Livelihood

(TVL) Education Technical Vocational Livelihood (TVL) education is a specialized
strand of the K-12 curriculum in the Philippines that provides students with practical
skills and knowledge related to specific vocations or industries (Department of
Education, 2013). Home Economics is one of the TVL tracks that focuses on preparing
students for careers in the field of household tasks, cooking, sewing, and other relevant
skills. Home Economics education aims to develop students' technical skills, critical
thinking, problem-solving, and entrepreneurial skills (Manatad et al., 2017).
Research on TVL education has shown that it can provide students with practical
and relevant skills that can enhance their employability and career prospects (Guarino,
2016). However, TVL students may face challenges in their learning journey, such as
limited access to resources, outdated instructional materials, and lack of exposure to
real-world scenarios (Rocco, 2016). Therefore, exploring innovative instructional
strategies, such as video-based learning, can be beneficial in enhancing the quality of
TVL education.
Video-based Learning in Home Economics
Home Economics education typically involves hands-on practical activities,
which can be challenging to implement in traditional classroom settings. Video-based
learning strategies can provide a solution by offering virtual demonstrations,
simulations, and real-world examples that can supplement the practical learning
experiences of Home Economics students. For example, instructional videos can
demonstrate cooking techniques, sewing procedures, and other practical skills, which
can enhance students' understanding and retention of the content (Kitchen et al., 2018).
Research on video-based learning in Home Economics is limited, particularly in
the context of TVL students. However, studies in other fields have shown promising
results. For instance, a study by Chien, Tsai, and Tseng (2017) found that video-based
learning strategies can improve students' performance and engagement in culinary arts
education. Another study by Stegelin and Bertrand (2016) showed that instructional
videos can enhance students' self-efficacy and motivation in sewing education. These
findings suggest that video-based learning strategies have the potential to positively
impact Home Economics education, including TVL students.

Flexibility and Autonomy in Video-based Learning

Flexibility and autonomy in learning are important factors that can benefit
students, especially those in the Technical Vocational Livelihood (TVL) track, who may
have competing responsibilities. Video-based learning can provide the flexibility for
students to access the learning materials at their own time and pace, allowing them to fit
their studies around their other commitments (Department of Education, 2013). This can
promote autonomy in learning, allowing students to take control of their own learning
process, and potentially leading to increased motivation and ownership of their
education.

Limitations of Video-based Learning

Despite the potential benefits, video-based learning also has limitations that need
to be considered. Factors such as the quality of videos, access to reliable internet
connection, and students' technological skills can impact the effectiveness of video-
based learning (Kay et al., 2014). Additionally, the passive nature of watching videos
may not always promote deep learning or critical thinking skills, and thus, it is important
to carefully design and integrate interactive elements in video-based lessons to promote
higher-order thinking skills.
 REVIEW OF RELATED STUDY

Video-based Learning and Academic Performance

Several studies have investigated the impacts of video-based learning on
academic performance in various educational settings. For instance, a study conducted
by Dela Cruz and Razo (2018) examined the effects of video-based instruction on the
academic performance of TVL students in a technical school in the Philippines. The
study found that students who received video-based instruction performed significantly
better in their assessments compared to those who received traditional instruction.
Similarly, a study by Santos et al. (2019) explored the effects of video-based learning on
the academic performance of Home Economics students in a senior high school in the
Philippines. The results revealed that students who utilized video-based learning
strategies showed improved performance in their Home Economics subject compared
to those who did not.

Video-based Learning and Engagement

Engagement is a crucial factor in effective learning, and several studies have
investigated the impact of video-based learning on student engagement. For example, a
study by Sinag and de Castro (2017) explored the effects of video-based learning on
the engagement of TVL students in a technical school in the Philippines. The findings
indicated that video-based learning significantly increased students' engagement in their
lessons, as they were able to interact with the content through pausing, rewinding, and
replaying the videos. Additionally, a study by Lingad and Aviso (2019) investigated the
effects of video-based learning on student engagement in Home Economics classes in
a senior high school in the Philippines. The study found that students who utilized video-
based learning strategies showed higher levels of engagement, as they found the
videos to be visually appealing and interactive.

Video-based Learning and Motivation

Motivation is a key factor in driving students' willingness to learn and actively
participate in their studies. Several studies have explored the impact of video-based
learning on student motivation. For example, a study conducted by Duran et al. (2018)
investigated the effects of video-based learning on the motivation of TVL students in a
culinary arts program. The results showed that video-based learning significantly
increased students' motivation to learn, as they found the videos to be engaging and
enjoyable. Similarly, a study by Salgado and Sisican (2019) examined the impact of
video-based learning on student motivation in a Home Economics course. The study
found that students who utilized video-based learning strategies reported higher levels
of motivation, as they found the videos to be interesting and relevant to their learning
needs.

Video-based Learning and Inclusive Education

Inclusive education is a crucial aspect of providing equitable access to education
for all students, including those with special education needs. Several studies have
explored the impact of video-based learning on inclusive education. For instance, a
study by Asuncion (2018) investigated the effects of video-based learning on inclusive
education in a technical school in the Philippines. The findings revealed that video-
based learning provided visual and auditory cues that supported students with visual or
hearing impairments, promoting inclusive education in the Home Economics subject.
Additionally, a study by Malupeng et al. (2020) explored the impact of video-based
learning on inclusive education in a senior high school in the Philippines. The study
found that video-based learning strategies were effective in providing accessible
learning materials for students with special education needs, promoting inclusive
education practices in the Home Economics subject.

Summary of Related Studies

In summary, the reviewed studies suggest that video-based learning strategies
have positive impacts on TVL students in Home Economics. These impacts include
improved academic performance, increased engagement, enhanced motivation, and
promotion of inclusive education. However, it is important to note that there may be
limitations to the effectiveness of video-based learning, such as the quality of videos,
access to technology, and individual differences among students. Despite these
limitations, the findings from the reviewed studies support the potential of video-based
learning as an effective strategy for enhancing the learning experience of TVL students
in Home Economics.
The studies reviewed highlight the positive effects of video-based learning on
TVL students' academic performance, engagement, motivation, and inclusive education.
The use of videos in instruction provides a visually appealing and interactive approach
to presenting complex concepts, allowing students to pause, rewind, and replay the
content as needed. This promotes a more active and participatory learning experience,
leading to improved understanding and retention of the instructional material.
Additionally, video-based learning strategies are found to be motivating for students,
making the learning process more enjoyable and engaging. Moreover, videos can be a
valuable tool for inclusive education, providing visual and auditory cues that support
students with special education needs, making the content more accessible to diverse
learners.
However, it is important to consider the limitations of video-based learning, such
as the quality of videos, access to technology, and individual differences among
students. Poorly designed or low-quality videos may not effectively convey the
instructional content, leading to reduced learning outcomes. Additionally, not all
students may have access to the necessary technology or internet connectivity to fully
participate in video-based learning. Furthermore, individual differences among students,
such as their learning preferences, cognitive abilities, and prior knowledge, may impact
their engagement and motivation in video-based learning.
In conclusion, the reviewed studies suggest that video-based learning can have
positive impacts on TVL students in Home Economics, including improved academic
performance, increased engagement, enhanced motivation, and promotion of inclusive
education. However, it is important to consider the limitations and challenges associated
with video-based learning. Further research is needed to explore the effectiveness of
different video-based learning strategies, the quality of videos, and the impact on
diverse student populations.

Chapter II

METHODOLOGY

Research Design
This study employed a qualitative research design, specifically a
phenomenological approach. Phenomenology aims to explore the lived experiences
and perceptions of individuals within a particular phenomenon, in this case, the impacts
of video-based learning strategy on TVL students in Home Economics. Phenomenology
allows for an in-depth understanding of the subjective meanings and interpretations of
the phenomenon from the perspective of the participants.
Research Locale
The study will be conducted at General Santos City SPED Integrated School, a
special education institution in General Santos City, Philippines. This school offers
Senior High School (SHS) education, including the TVL track with Home Economics as
one of the specializations. The research was conducted within the school premises,
specifically in the classrooms where Home Economics classes were held.

Research Participants
The participants of this study were TVL students in Home Economics at General
Santos City SPED Integrated School. Purposive sampling was used to select
participants who were currently enrolled in the Home Economics track and had
experienced video-based learning as part of their instructional approach. The sample
size was determined based on the principle of saturation, wherein data collection
continued until no new information or themes emerged from the data.

Research Instruments
Two main research instruments were used in this study: semi-structured
interviews and observation notes. The semi-structured interviews were conducted with
individual TVL students to gather their experiences and perceptions of the impacts of
video-based learning on their learning process, academic performance, engagement,
motivation, and inclusive education. An interview guide was developed based on the
research questions and reviewed by experts in the field of education. The observation
notes were taken during classroom observations of Home Economics classes where
video-based learning was implemented. These notes captured the researchers'
observations of the students' interactions with the videos, their engagement level, and
any other relevant observations.

Research Data Gathering Procedure

Data were collected through semi-structured interviews and classroom
observations. Semi-structured interviews were conducted with individual TVL students,
with the interviews lasting approximately 30-45 minutes each. The interviews were
audio-recorded with participants' consent and transcribed verbatim for analysis.
Classroom observations were conducted during Home Economics classes where video-
based learning was implemented. The researchers observed the students' interactions
with the videos, their engagement level, and any other relevant observations.
Observation notes were taken during and after the classroom observations.
Research Analysis
Data analysis followed a thematic analysis approach, which involved the
identification of recurring patterns, themes, and categories in the data. The transcribed
interview data and observation notes were analyzed using a process of open coding,
where initial codes were generated from the data. These codes were then organized
into categories and themes based on their similarities and differences. The themes were
further refined and validated through a process of constant comparison, where the
researchers continually compared and contrasted the emerging themes with the data to
ensure their accuracy and representativeness. The data analysis process was iterative,
involving multiple rounds of coding, categorizing, and theme development, until data
saturation was achieved.