A Teaching Strategy of Enhancing the Comprehension of Grade 10 Cookery Through the Use of

Video Presentation

A Research Project Presented to the Faculty of College of Education Don Honorio Ventura State

University Mexico Campus

In Partial Fulfillment Of the Requirements for the Degree of Bachelor of Technology Livelihood

Education Major in Home Economics

Prepared by:

Gomez, Jenifer C.

Manaloto, Rachel T.

Tumang, Angela Kay E.

Yabut, Aldrin T.
INTRODUCTION

Developing each Filipino's capacity for lifelong learning while developing professional citizenship

through instructional resources like video-based lessons is the best strategy to boost student competence

and crucial skills and generate more. The pandemic did not create any new trends in society, education, or

the curriculum; rather, it just accelerated already existing ones, which could be summed up as technological

advancement.

The capacity to work "remotely" is a perk that those can use to their advantage in an increasingly digital

culture. They undergo personal transformations as a result of the process, as their subjectivities become

more digitalized. This puts them at risk of being taught using an object-oriented pedagogical approach

known as a "curriculum of things," which was developed by Laist (2016) and is structured around

information rather than knowledge (Koopman 2019; Couldry and Mejias 2019).

The "new normal education policy" ought to consider the new standard. Video resources based on

competencies encourage student collaboration and innovation. Having access to the film can inspire pupils

and give their education a unique setting. Slow learners benefited from learning styles when they were

addressed, whereas rapid learners do not require learning styles to enhance their performance.

Due to the nation's rapidly changing environment and culture, today's students differ greatly from those

of ten years ago. In contrast to their parents and teachers, they could have different learning preferences.

Filipinos could differ. Learning styles can differ among Filipinos. This problem prompts the researcher to

confirm the students' preferred methods of learning and to ascertain whether each type of learner employs

a unique learning style. Nevertheless, no publication exists that specifically describes the learning style of

each kind of learner.

REVIEW OF RELATED LITERATURE

The Cognitive Theory of Multimedia Learning, which builds on the Cognitive Load Theory, is cited by

Mayer and Moreno (2003). It notes that working memory includes two channels for information acquisition

and processing: an auditory/verbal processing channel and a visual/pictorial channel.

According to this, the video content needs to be meaningful, practical, and have a clear objective in order

to help students apply what they learn to different contexts and objectives.

According to Chick (2017), learning styles characterize how students take in new information. Learning

preference is a myth that psychological science does not support. According to psychologists,

administrators would prefer to conceal students' weaknesses in their learning capacity by blaming teachers

or instructional practices (Jarret, 2015). Beasley and Dunn (2017) found that when slow and average

learners maximize their chosen learning modes, they perform well academically. According to Willingham

(2017), knowledge is retained by the learner when they see its application. In order to meet the needs of

their learners, new teachers need to use proper strategies. The learning process is primarily impacted by

effective teaching strategies, which also affect student accomplishment.

Additionally, verbal learners excel in discussions and explanations; reflective learners prefer to examine

and manipulate information; sequential learners become comfortable with things in a logically ordered

progression and think based on linear reasoning processes; global learners prefer to learn through fitting

parts to form a whole; and visual learners excel with pictures, diagrams, and other things that come into

view through the eyes (Smoop University, 2018). However, according to Spanella (2017), spatial learning

style is another name for the visual learning type. This type of learning requires visual aids, such as pictures,

to help learners understand concepts. Spatial learners are another name for visual learners.

A wider range of learners' needs can be met by videos' multiple modes, which can address linguistic,

aesthetic, logical, or rational learning in addition to linguistic learning. A certain subject is intended to be

taught through an instructional film. But not every video that explains a topic is created with the intention

of being educational; others are simply recordings of conferences or lectures. MacHardy and Pardos (2015)

have created a model that links the features of instructional videos to the way students perform on tests later
on. One finding from their examination of Khan Academy videos showed that the most beneficial videos

for pupils were closely related to related exercises.

Conversely, the quality of teachers and their instruction is currently gaining international recognition

and is seen as a complex topic for discussion (du Plessis, 2015). Video-based resources, in the opinion of

Mendoza et al. (2015), foster student cooperation and innovation. The use of educational movies in the

classroom encourages pupils to engage in a unique learning process. Numerous studies demonstrate how

the advancement of technology affects the educational setting. Numerous educational resources and

technologies enhance the learning process in both formal and informal settings, providing a wide range of

learning opportunities (Asejo, 2019).

STATEMENT OF THE PROBLEM

Many people claim that seeing, hearing, comprehending, and other methods are the greatest ways for

them to learn. Educators have endorsed instructional approaches that capitalize on the differences in

students' learning styles. However, some psychologists contend that the learning environment affects

learning style (Guterl, 2013). It aims to determine the effectiveness of the video material among the Grade

10 Students of Nicanor David Vergara High School.

The study problem gave rise to the following research questions:

I. How do the students understand the learning style through the use of video of the students on pre-

test?

II. What is the level of comprehension of the learning style through the use of video after taking the

post-test?

III. What is the difference in the learning styles through the use of a video of students in Nicanor David

Vergara High School?

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE

A Teaching Strategy for Enhancing the Comprehension of Grade 10

PRE-TEST TREATMENT POST-TEST

DEPENDENT VARIABLE

A Teaching Strategy for Enhancing the Comprehension of Grade 10 Cookery Through the Use of Video

Presentation of Nicanor David Vergara High School

SIGNIFICANCE OF THE STUDY

This study will serve as a foundation for further studies on school management. Support for students

learning strategies. The findings of this study will assist students, instructors, parents, administrators, and

researchers in determining the forms of support required for Filipino learners.

To the students. This study will help students understand that they are active participants in the learning

process and that their learning is mostly dependent on them.

To the Teachers. Teachers will benefit from this research in terms of determining the best teaching

tactics for their students.

To the Parents. The findings of this study will be significant in alerting parents about the importance of

their role in meeting their children's needs. Irresponsible parenting has an impact on their children's lives.

SCOPE AND DELIMITATION

The study focused on the Grade 10 students' understanding of Nicanor David Vergara High School

through the use of video presentations as a teaching strategy for improving their comprehension. The

researchers observed which learning approach works best for the students. The SY 2023–2024 would be

the study's duration.

METHODOLOGY

This chapter outlines the study's research design, taking into account the type of research, respondents, data

collection tool, and action research techniques.

RESEARCH DESIGN

The researcher will utilize a pre-experimental design. The study's experimental methodology aims to

improve Grade 10 cooking students' comprehension through a video presentation. According to Arikunto

(2014), an experimental study is a study that attempts to determine whether or not the variable under study

had an effect. In line. According to Arikunto, experimental design encompasses the framework for

conducting an experiment.
The researchers will use a one-group pretest-posttest design typically requires three steps:

1. Administering a pretest measuring the dependent variable.

2. Applying the experimental therapy X on the subjects

3. A posttest is administered, and the dependent variable is measured again. Differences due to the use of

the experimental treatment are then assessed by comparing the pretest and posttest scores.

DESIGN OF PRE-TEST AND POST-TEST

PRE-TEST TREATMENT POST-TEST

Y1 X Y2

HERE:

Y1 : PRE-TEST

X : TREATMENT

Y2 : POST-TEST

During the research, the researcher will take the following action: The learning process is as follows:

1. Pre-test The researcher will administer the test as a pretest (01) to assess the prior before providing

treatment, it is necessary to acquire knowledge of the kids and understand their concerns.

2. Treatment Following a pre-test, the researcher will administer treatment via a video presentation.

During the treatment, the student is provided with certain material via video presentation.
3. Post-test The researcher will administer a post-test (02) to the pupils after therapy. The researcher will

administer the posttest to determine the value of the treatment based on whether or not the posttest results

were superior to the posttest results.

RESPONDENTS OF THE STUDY

This study used two sorts of tests: pre-test and post-test. The inventory will be used to assess the

comprehension of Grade 10 students using a video presentation. The assessments were to be administered

to 30 students with similar backgrounds and environments in order to determine their validity.

SAMPLING TECHNIQUE

The population of tenth-grade cooking students is limited. The researcher decided to use the entire

population as the sample for the research. The researcher used purposive sampling and chose this class as

the subject due to its relevance to the researcher's course major. The researchers expect to complete the

investigation earlier.

RESEARCH INSTRUMENTS

In this study, the researcher will collect data using only one instrument. The researcher will do the test. The

tests assess students' comprehension of using video presentations on their accuracy in class. The questions

will be based on video presentation content.

ETHICAL CONSIDERATIONS

During the research, the researchers will seek permission from the professor before presenting their findings

to the thesis adviser. Respondents in this survey participate on their own initiative. The ideas acquired from

other writers are fully cited and discussed in relevant works and studies; respondents' personal information

will be kept private and secret.

DATA GATHERING

The procedures for the research are mentioned below:

a. Pre-test The test was provided to know the students' listening ability before giving treatment. The pre-

test will be administered during the first meeting. The students were asked a few questions. b. Post-test

After treatment, a post-test will be conducted to assess the development in students' listening skills through

video presentation.

CONSTRUCTION AND VALIDATION OF QUESTIONNAIRES

The researchers will contact their academic advisor with any questions concerning the questionnaire

creation process. After considering the comments and making the necessary changes, the instrument will

be completed. Its accuracy in grammar and content will be confirmed.

DATA ANALYSIS

Data obtained from the instruments was analyzed using qualitative methods. To compare the results, data

from the test, post-test, and pre-test were examined using SPSS software. Thematic review was used to

examine a semi-structured interview. To address both research questions, data from the pre-test, post-test,

and interview were used and compared.