IMPROVING THE SKILLS OF GRADE 10 STUDENTS IN CNHS THROUGH

INSTRUCTIONAL VIDEO MATERIALS

______________________________

A Research Proposal Presented

To the Faculty of
Bachelor of Technology and Livelihood Education
Biliran Province State University

______________________________

In Partial Fulfillment
Of the Requirement for the Degree
Bachelor of Technology and Livelihood Education

______________________________

Submitted to:

______________________________

Submitted by:
Avy M. Delima
Cristel Kaye B. Alinapon
Mary Grace T. Cochesa
Reynold C. Cochesa

DECEMBER 2023
 Chapter I

Introduction

Background of the study

Teachers' top priority now is ensuring students learn effectively in all topics

unique to Technology and Livelihood Education (TLE). As such, different teaching

techniques and approaches have been applied or combined with instruction to create

high-quality education. It once signified the vital importance of a child studying. It

emphasizes the importance of continuous learning by executing various inventive

methods and resources for instruction. Teachers throughout multiple disciplines,

particularly in Technology and Livelihood Education (TLE), are interested in learning

that works. Multiple techniques have been applied or combined with imparting to

offer top-notch education using various teaching techniques. An additional

explanation for why putting great lessons first delivery is crucial is that it will enable

students to grasp the learning objectives derived from the K–12 curriculum. The

exchange of ideas between the teachers and students is necessary for learning

alongside students to be successful. Inspiration and the role of the instructor in the

classroom are changing with time, from being the provider of knowledge to that of a

communication facilitator between the students and among them. Since the

application of technology in education is increasing, it is essential to ascertain the

most effective way to utilize the instruments that are being accessible to improve

education.

In particular, the BE-LCP was created with a legislative framework that both respects

and adapts to the "new normal." the duty imposed by the constitution to guarantee

that everyone has constant access to high-quality education. Nevertheless, this new
educational trend faced several challenges. Research by (Sequeira, 2012)identified

some difficulties students had when utilizing the self-learning module (SLM). They

claim that one of the primary issues that arose throughout the SLM implementation

process was the large number of activities in each module. The Essential Learning

Competencies (MELCs) were developed in response to this issue.

Students use self-study modules based on the DepEd's Most Essential

Learning Competencies. SLM includes the learning competencies that students have

to be expected to possess. Per the Division of Biliran Learner's Pocket, the module is

an all-inclusive educational resource that rationally illustrates specific tasks. This is

done in response to the students' demands, especially amid the pandemic. It

includes exercises based on the Essential Learning Competencies, or MELCs, which

work as the basis of what has to be taught to students. Because it is self-paced,

students can dedicate time to studying or return to the tasks or exercises after

mastering the subject.

Former Education Secretary Br. Armin B. Luistro, the new curriculum puts

more of an emphasis on the students over the instructor. Luistro remarked, "Merely

having just on constructing the restrooms and classrooms. Information technology

can exclusively carry out the long-term impacts of an educational revolution. As for

technology, progress has an impact on educational surroundings. Numerous

contemporary educational resources and Education facilities aid in the efficiency of

the learning process in daily life and the classroom and provide various learning

facility ranges (Flores, 2018).

(Pineda, 2020)claims that MELCs enable teachers to concentrate instruction on the

most crucial competencies every student should possess. They have to acquire

knowledge to become lifelong learners. According to Pabella (2010), referenced in

(Chavez, (2020)) in the field of Therefore, today's kids must have educational

resources to support them to the fullest extent possible. Similarly, (Awolaju, 2016)

defined educational resources as instruments for enhancing the processes of

teaching and learning helping to enhance learning. Students of the twenty-first

century want to make the most of new techniques in the classroom rather than

relying solely on more traditional methods—strategies to use in instruction. In the

same way, pupils will be urged to develop their independence, self-reliance, and

interest in the topic. Therefore, teachers must be well-versed in the new school

paradigm and practices to guarantee that students' learning objectives are fulfilled.

It is more successful to teach Technology and Livelihood Education (TLE)

when there are available and appropriate resources, according to (Nollen, 2015)

instructional resources, as students are dissatisfied with only sitting and listening to

the lectures and seeking new learning experiences. (Arshavisky, 2018) highlighted

that using various technologies in schools has a helpful integration inside the

teacher's class within the curriculum.

(Calibration, (2018)) stressed that video technology has a great deal of

potential to improve the quality of education. Moreover, they are encouraging

participation and interest in academic achievement. Students have access to a

variety of learning opportunities because of Technology.

The potential of the teacher to use Technology enhances the teacher's and

students' thinking and develops the latter's eagerness to learn more about the

subject. The audio-visual presentation can be used fruitfully, especially nowadays,

that K to 12 is in full swing. Indeed, Technology equips teachers to teach with high-

quality content, giving them enough time to explain difficult lessons.

The researcher focused on using recorded video as instructional material in teaching

and learning Technology and Livelihood Education, considering the value of past

studies on developing instructional materials using Technology. Despite certain

limitations, the students generally had good affective and cognitive attitudes toward

using video to promote learning. Similarly, compared to the traditional method, using

YouTube videos and materials resulted in more excellent academic performance

(Wawuda, 2019). Lastly, with the current situation of the "new normal," the

researcher believed that utilizing teacher-made instructional materials would be

appealing to the students and could be well-motivating material. Thus, these would

greatly help in attaining the teaching and learning process goal, especially in

increasing the students' mastery level.

Objective of the Study

The present study generally sought to determine the performance of the

controlled group and experimental group of the grade 10 pupils in technology and

livelihood education in the utilization of instructional video presentation.

Specifically, it sought to achieve the following:

1. To determine the performance of the controlled group after

exposure to the conventional method teaching in technology and

livelihood education as revealed by performance – based posttest

scores?

2. To determine the performance of the experimental group after

exposure to the Instructional Video Materials in Technology and

Livelihood Education (IVMTLE) as revealed by performance –

based posttest scores.

3. What action can be taken based on the findings of the study?

Hypothesis

Ho: There is no significant difference between the performance of the

controlled group and experimental group in Technology and Livelihood Education

after exposure to conventional method and Instructional Video Materials in

Technology and Livelihood Education (IVMTLE) as revealed by their performance –

based post test scores.

Theoretical Framework

This study is anchored on the Cognitive Theory of Multimedia and the following

underlying learning educational theories: cognitive development and constructivism.

The goal of learning, according to the Cognitive Theory of Multimedia

Learning by (Mayer and Titsworth, 2016)is meaningful learning, which necessitates

cognitive processing that includes paying attention to the presented material,

mentally organizing the presented material into a coherent structure, and integrating

the presented material into a coherent structure, and integrating the presented

material with prior knowledge (Brame, 2015). This theory pointed the five cognitive

processes in multimedia learning: choosing appropriate words on presented text or

narration; choosing related images from the presented graphics; arranging the

selected words into coherent verbal presentation; arranging selected images into

coherent pictorial representation; and integrating the pictorial and verbal

representations into prior knowledge (Mayer, 2014).

Thus, deeper learning can occur when information is presented in both text and

graphics than text alone.

 In Jean Piaget theory of cognitive development, it explains the role that the

human brain plays in helping learners understand new and complex concepts.

Through the given instructional video, students apply their ability to effectively

absorb, understand, and apply concepts related to cognitive abilities (Arshavskiy,

2018). Metacognition is an approach to learning whereby learners think about their

thinking. Here learners self-monitor, self-assess, and self- correct their strategies to

learning as necessary throughout a given learning process (Tate, et al., 2014).

It is parallel student self-assessment; it is a process where the students are

given a chance to reflect and rate their own work and judge well, they have

performed in relation to a set of assessment (Adamos and De Guzman, 2015).

Primary, the instructional video is the tool for learning among the students. This will

be their references and used in their activities and learning tasks.

Constructivism is the theory that argues that knowledge is constructed when

the learners are able to draw ideas from their own experiences and connect them to

new ideas (Guide, K12 Curriculum, 2017). According to (Corpuz and Salandanan,

2015)constructivist teaching is based on the belief that learning occurs when

learners are actively involved in a process of meaning and knowledge construction

as opposed to passively receiving information. Learners are the makers of meaning

and knowledge.

Demonstration video can help teachers construct discussion for the students

remotely. Thus, students can generate knowledge by engaging their intellectual

faculties to construct their own. The teacher’s role in a constructivist learning

situation is to facilitate learning by creating an enabling environment (Wawuda,

2019). In the Theory of Multimedia Learning meaningful learning, this pointed out the

five cognitive processes in choosing appropriated words on presented text or

narration, choosing related images, and arranging the selected words into coherent

words and integrating the presented material with prior knowledge. While in cognitive

development the brain functions is to understand new complex concepts after

watching the videos the students can be seen and observed that that can apply their

cognitive abilities by thinking. The learning abilities and skills was seen in a set of

assessment using the instructional video when using in their activities and learning

tasks. Constructivism was drawn when the learners are active and knowledgeable

when they engage in the intellectual faculties in constructing their own by creating an

enabling environment.

Conceptual Framework

The present study undergone Input-Process-Output (IPO) model. In the input

part, includes the control group and experimental group, the process, determine the

action plan used in the study which is the conventional method and the Instructional

Video Materials in Technology and Livelihood Education (IVMTLE). Lastly, the data

and inferences being drawn from the research is crucial for the output formulation for

it will serve as basis for intervention program. Intervention program will be

determined through performance – based post-test.

Control Performance – Conventional Performance – based

Group based Pre - Method Post - test
test

Experimental Performance Performance Enhancement

IVMTLE Intervention
Group – based Pre - – based Post
test - test Plan
 Figure 1. Conceptual Framework of the study

Significance of the Study

This study was undertaken to find out the performance of the controlled group

and experimental group of the grade 10 pupils in Technology and Livelihood

Education (TLE) in the utilization of instructional video materials.

The outcome of this study is relevant to the following:

Educational Effectiveness Assessment. The study helps assess the

effectiveness of instructional video presentations as a teaching tool in the

context of Technology and Livelihood Education (TLE) for grade 10 pupils.

Understanding how this method influences student performance is crucial for

educators and curriculum developers.

Pedagogical Innovation. If the experimental group shows significantly better

performance, it could suggest that incorporating instructional video lessons in

teaching Technology and Livelihood Education (TLE) could be a valuable

pedagogical innovation. This could encourage educators to explore and

integrate multimedia resources into their teaching methods.

Engagement and Retention. instructional video lessons have the potential to

enhance student engagement and retention. The study may reveal whether

this format helps students better understand and remember the content,

which is crucial for long-term learning.

Learning Preferences. Different students may have different learning

preferences. This study can shed light on whether instructional video lessons
cater to the preferences of grade 10 pupils in Technology and Livelihood

Education (TLE), providing insights into effective instructional strategies for

this age group.

Resource Allocation. Schools often invest in various teaching resources. If

the study demonstrates that instructional video presentations significantly

improve learning outcomes, it could influence decisions regarding resource

allocation, encouraging schools to invest in multimedia materials for

Livelihood Education (TLE) classes.

Technology Integration in Education. The study contributes to the ongoing

discourse on the integration of technology in education. Understanding how

instructional video lessons impact student performance can inform

discussions about the role of technology in the classroom.

Curriculum Development. Findings from the study may inform the

development or modification of Technology and Livelihood Education (TLE)

curriculum, providing evidence on effective teaching methods and the

incorporation of multimedia elements.

Teacher Training and Professional Development. If instructional video

presentations prove effective, it emphasizes the importance of providing

teachers with the necessary training and professional development

opportunities to effectively integrate multimedia resources into their teaching

practices.

Future Researcher. This study will serve as a guide for the future

researcher who will conduct a study with regards to this and also if they want

more exploration or innovation with this study.

Scope and Delimitation of the Study
This study was an attempt to find out the performance of the students who are

going to be assess with the Instructional video strategy. The students involved in this

study are grade 10 students of Calubian National High School.

Definition of Terms
Instructional Resources. Various tools, materials, and aids, such as

textbooks, multimedia presentations, and educational software, utilized by

teachers to facilitate the teaching and learning of Technology and Livelihood

Education (TLE).

Self-Learning Module (SLM). A comprehensive educational resource in the

form of a module designed for independent study, including tasks and

exercises aligned with the Most Essential Learning Competencies (MELCs) in

Technology and Livelihood Education (TLE).

Most Essential Learning Competencies (MELCs). Core competencies

identified by the Department of Education (DepEd) that students are expected

to possess in Technology and Livelihood Education (TLE), forming the basis

for instructional content and assessment.

Educational Revolution. A transformative shift in the approach to teaching

and learning Technology and Livelihood Education (TLE), often influenced by

technological advancements and changes in pedagogical philosophy.

Instructional Technology. The integration and use of technology tools, such

as multimedia presentations and online platforms, to enhance the teaching

and learning of Technology and Livelihood Education (TLE).

Educational Resources. Various materials and aids, including books,

technology, and visual aids, employed in the instructional process to support

effective learning and teaching of Technology and Livelihood Education

(TLE).

Cognitive Attitudes. Mental processes and perceptions related to the

understanding, knowledge acquisition, and critical thinking skills developed by

students in Technology and Livelihood Education (TLE).

Affective Attitudes. Emotional responses and feelings toward the learning

process, instructional materials, and the overall Technology and Livelihood

Education (TLE) educational experience.

Teacher-Made Instructional Materials. Customized educational resources

created by teachers to enhance the instructional process and address specific

learning objectives in Technology and Livelihood Education (TLE).

Instructional Video Materials in Technology and Livelihood Education

(IVMTLE). Multimedia resources, including videos and interactive content,

specifically designed for Technology and Livelihood Education (TLE)

instruction, aiming to engage students actively in the learning process.

Review of Related Literature

This study presents the related literature of Instructional video materials in

teaching Technology and Livelihood Education.

Technology has the power to transform teaching and learning experience. It

links teachers and learners to relevant and innovative approaches in education.

Further, it opens opportunities to improve instruction and personalize learning.

(Lieshout, 2018) indicated technology can be used to improve teaching and learning

and help students be successful. However, technology can be a force multiplier for

the teacher. Instead of the teacher being the only source of help in a classroom,

students can access web sites, online tutorials, and more to assist them.

(Woodard & Machado, 2017) highlighted a team of first-grade teachers and digital media

artists in an urban elementary school who used video in innovative ways during

professional development over the course of one year. The article emphasized that

video could be used as a tool in professional development to develop pedagogical

knowledge and support reflective practice. Teachers were encouraged to connect

through and create videos to deepen digital media content knowledge and showcase

teaching and learning with a broader audience as part of a school-wide culture.

(Borko, 2016) stated the important progress of the development and validation of

video-based instruments that enabled the systematic assessment of teaching

competence with large samples of teachers, across multiple settings and

populations. The article focused on the methodological contributions of video-based

instruments. It highlighted the ways in which the endeavor moved the field forward,

providing the community of educational scholars and practitioners with a more

nuanced look at the complex constructs of competence and performance using

technology.

Furthermore, (Robin, 2016) claimed that videos increased student engagement,

which in turn helps boost achievement. Videos were also beneficial to teachers who

used to teach in traditional classroom settings. Digital videos facilitated remote

learning opportunities where teachers could reach students from all over the world.

(Luna & Sherin, 2017)showed that teachers effectively used videos during the

academic year and they found video learning quite effective, it was even better than

teaching students through traditional textbooks. They claimed that major part of the

human brain was devoted towards processing the visual information. Moreover,

teachers who previously taught in traditional classroom settings found videos to be

helpful. Digital videos facilitated remote learning opportunities where teachers could

reach students from all over the world. (Robin, 2016) claimed that videos increased

student engagement, which in turn helps boost achievement.

Furthermore, teachers effectively used videos during the academic year and they

found video learning effective, it was even better than teaching students through

traditional textbooks. They claimed that major part of the human brain was devoted

towards processing the visual information (Luna & Sherin, 2017). Hence, in light of

the abovementioned literature, it could be glimpsed that technology-integrated

instructional materials such as video presentation exemplify knowledge and skill

acquisition of the learners. It allows the teachers to convey information in their

preferred manner using a different approach. It takes advantage of the learners’

ability to make connections between the content and visual representations leading

to a deeper understanding and higher performance.

(Salama, 2009) states that students should be viewed as active learners and

not as passive listeners, as emerging studies overtime prove that transformative

pedagogies are necessary in the development of teaching approaches and this

should be a primary challenge to university educators. Instructional media is one

such way to create active learners by enhancing the students’ learning experience. It

includes all the materials, substantial resources and physical means an educator

might use to implement instruction and facilitate students' achievement of

instructional objectives. It facilitates learning or increased understanding of material

and enhances comprehension of the learners. Instructional media may include

traditional materials such as digital display boards, slides and videos or film. It also

includes newer materials and methods such as computers, DVDs, CD-ROMs,

interactive whiteboard, the Internet, and interactive video conferencing etc. This

study focuses on the use of videos, with emphasis on instructional videos.

One of videos most obvious characteristics is its visual aspect as humans are

built to rationally grasp the power of images to communicate easily. The ability of

audio-visual method to attract learner’s attention, increase motivation and transform

learning experience in now widely recognized by educators, since the first use of

filmstrips during World War II. The value and availability of audio-visual materials in

learning environments has thus developed in content and technology from then on

(Cruse, 2007). According to a series of studies conducted by the Corporation for

Public Broadcasting, it was discovered that the use of educational video and

television in classrooms has been on the rise over the past 20 to 30 years. The

survey carried out included forms of usage, teachers’ position and expectations for
outcomes. Educational video is not only widely used in the classroom; it is also

highly valued as a means of teaching more effectively and creatively.

References

Adamos and De Guzman. (2015). Nature and Roles of Assessment. Retrieved from
https://www.coursehero.com/file/53315656/Chapter-1pdf/

Arshavisky. (2018). Teaching and Learning with Technology:. Internatioonal Journal

of Research in Education of ICT intergration in school , 2. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1105224.pdf

Arshavskiy. (2018). The Learning Theory Of Cognitive Development In eLearning.

Retrieved from https://elearningindustry.com/learning-theory-of-cognitive-
development-elearning

Awolaju. (2016). ). Instructional materials as correlates of student’s academic

performance in biology in senior secondary schools in. 6. Retrieved from
www.ijiet.org

Borko. (2016). Methodological Contributions to Video-Based Studies of Classroom

Teaching and Learning: A Commentary. The International Journal on
Mathematics Education,. Retrieved from https://eric.ed.gov/?id=EJ1096507

Brame. (2015). Effective educational videos . Retrieved from

https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/

Calibration. ( (2018)). Innovating Education and Educating for Innovation. Retrieved

from https://www.oecd.org/education/ceri/GEIS2016-Background-
document.pdf

Chavez, D. ((2020)). Understanding the role of digital technologies in education: A

review. Volume 3,. Retrieved from
https://www.sciencedirect.com/science/article/pii/S2666412722000137

Corpuz and Salandanan. (2015). Contructivist Teaching and Learning. Retrieved

from https://saskschoolboards.ca/wp-content/uploads/97-07.htm
Cruse, E. (2007).Using Educational Video in the Classroom: Theory, Research and
Practice, Wynnewood, PA: Library Video Company. [Online] Available at:
https://www.safarimontage.com/pdfs/training/UsingEducationalVideoInTheCla
ssroom.pdf.

Flores, L. (2018). Effectiveness of Teaching Adjectives to Grade 4 Learners Using

Animated Powerpoint,. San Carlos City, Pangasinan.

Guide, K12 Curriculum. (2017). K to 12 Basic Education Curriculum. Retrieved from

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/

Lieshout, V. (2018). The Positive Effects of Technology on Teaching and Student

Learning. Retrieved from https://files.eric.ed.gov/fulltext/ED554557.pdf

Luna & Sherin. (2017). EFFECTS OF INTERACTIVE VIDEO MATERIAL IN

ARALING PANLIPUNAN (IVMAP) TOTHE PERFORMANCE OF GRADE
FIVE LEARNERS AT TAYTAY ELEMENTARY SCHOOL. Retrieved from
http://www.globalscientificjournal.com/

Luna & Sherin. (2017). Using a video club design to promote teacher attention to
students' ideas in science. Teaching and Teacher Education. Retrieved from
https://cadrek12.org/sites/default/files/Luna%20%26%20Sherin%202017.pdf

Mayer. (2014). Cognitive theory of multimedia learning.

doi:https://psycnet.apa.org/doi/10.1017/CBO9781139547369.005

Mayer and Titsworth. (2016). Cognitve Theory of Multimedia. Retrieved from

https://www.mheducation.ca/blog/richard-mayers-cognitive-theory-of-
multimedia-learning

Nollen. (2015). VALIDATION OF RECORDED VIDEO AS INSTRUCTIONAL

MATERIAL. International Journal of Research Publication . Retrieved from
https://ijrp.org/filePermission/fileDownlaod/4/e076de7509023969d219d53acb
ebe7b0/1

Pineda. (2020). VALIDATION OF RECORDED VIDEO AS INSTRUCTIONAL

MATERIAL. International Research Publication . Retrieved from
https://ijrp.org/filePermission/fileDownlaod/4/e076de7509023969d219d53acb
ebe7b0/1
Robin. (2016). The Effects of Learning with Digital Storytelling. International
Conference on Computers in Education. Retrieved from
https://icce2022.apsce.net/uploads/P1_C6_88.pdf
Robin. (2016). The Power of Digital Storytellingto Support Teaching and Learning.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1125504.pdf

Salama, A. M. (2009) Transformative Pedagogy in Architecture and Urbanism.

Umbau-Verlag,
Solingen, Germany ISBN # 978-3937954-042
https://unmgrc.unm.edu/resource-
hub/documents/what-is-instructional-media.pdf (accessed online October
2016)

Sequeira, A. H. (2012). Introduction to Concepts of Teaching and Learning. social

sciences education e-journal. Retrieved from
https://ssrn.com/abstract=2150166

Tate, et al. (2014). Learning from the folly of others: Learning to self-correct by
monitoring the reasoning of virtual characters in a computer-supported
mathematics learning environment. Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S0360131513002819

Wawuda. (2019). INTEGRATION OF YOUTUBE VIDEOS IN TEACHING AND

LEARNING. Retrieved from
https://ir-library.ku.ac.ke/bitstream/handle/123456789/20006/Integration%20of
%20Youtube%20Videos%20in%20Teaching....pdf?sequence=1&isAllowed=y

Woodard & Machado. (2017). Using Video in Urban Elementary Professional

Development to Support Digital Media Arts Integration. Journal of Digital
Learning in Teacher Education . Retrieved from
https://www.researchgate.net/publication/314279902_Using_Video_in_Urban
_Elementary_Professional_Development_to_Support_Digital_Media_Arts_Int
egration