V-BIDA KA (VIDEO-BASED INSTRUCTION AND DEMONSTRATION OF

ACTIVITIES FOR KNOWLEDGE AND APPLICATION): AN

INTERVENTION IN IMPROVING PERFORMANCE OF
GRADE 12 TVL-BARTENDING NCII STUDENTS

By

CIPRIANO C. HERBAS JR.

Researcher

DECEMBER 2023

I. Context and Rationale

 Teachers’ communication skills, expertise and empathy are critically

important in helping our students recuperate from the effects of health

emergencies.

Common teaching strategies used by the teachers in teaching TVL

subjects are discussion, demonstration, and learning by doing. However,

individual learning with the aid of instructional materials, books and Self-Learning

Materials (SLMs) as learning resources was the strategy used by the students in

learning, which resulted in their poor academic performance.

In the implementation of full face-to-face classes after the pandemic, the

teacher’s varied teaching strategies, such as discussion, demonstration, guided

hands-on activity, and peer teaching, were used as strategies in delivering the

lesson. However, students’ behavior towards learning, poor reading and

comprehension skills, and short retention cause difficulty in understanding

instruction and recalling correct procedures when performing hands-on activities,

which resulted to a very low mean percentage score (MPS) in periodic

examinations and grade point average (GPA) in Grade 12 TVL-BARTENDING

NC II STUDENTS for the first quarter of School Year 2023-2024.

Video-Based Instruction for Demonstration Activity of Knowledge and

Application (V-BIDA KA): An intervention in improving the performance of Grade

12 TVL- BARTENDING NCII STUDENTS tends to increase their interest in

learning and motivated students to perform their hands-on activity. Furthermore,

the intervention will help students understand the topic better and memorize the

procedure for a hands-on activity. This is anchored to the study that resulted in a

very significant increase in their performance conducted by (Surgenor, et at.

2017) that video technology promotes motivation and confidence as well as

enhancing cooking skills among low-skilled individuals wishing to cook from

scratch using fresh ingredients.

Therefore, from the above premises, V-BIDA KA (Video-Based Instruction

and Demonstration of Activities for Knowledge and Application), as an

intervention will be used by the researcher in improving performance of Grade 12

TVL-BARTENDTING NCII STUDENTS of J.V. Ferriols National High School.

Review of Related Literature

This section presents various views, and findings from research and

publications relevant to establishing the essence of this study.

Video lessons can be visually engaging and interactive, capturing

students' attention and fostering active learning. Incorporating multimedia

elements such as animations, graphics, and quizzes in RVL can make the

learning experience more interactive and enjoyable. This increased engagement

can lead to higher motivation and interest in the subject, resulting in improved

learning outcomes (EDUCATION, 2023).

In the study of Temple (2022), posited that recorded video lessons provide

students with the flexibility to access learning materials at their own pace and

convenience. This can be particularly beneficial for students who may have

limited access to traditional classroom settings or who require additional time to

understand complex concepts. RVL allows students to review the lessons

multiple times, ensuring a better understanding of the subject matter.

 As a result, O’Brien, Regan, Coogle, Ottley, and Nagro, (2021)

emphasized that students can learn at their own pace, pausing and rewinding the

video as needed. This personalized learning experience allows students to focus

on areas where they need more practice or clarification. It also promotes

independent learning and self-motivation, as students take responsibility for their

own progress.

II. Action Research Questions

Generally, this study will be utilizing the V-BIDA KA (Video-Based

Instruction and Demonstration of Activities for Knowledge and Application) as an

intervention in improving performance of GRADE 12 TVL-BARTENDING NC II

STUDENTS of J.V. Ferriols National High School.

Specifically, this study will seek answers to the following research

questions:

1. What are the pre-test scores of Grade 12 TVL-BARTENDING NCII

STUDENTS on before the use of V-BIDA KA?

2. What are the post-test scores of Grade 12 TVL-BARTENDING NCII

STUDENTS on after the use of V-BIDA KA?

3. Is there a significant difference in the pre-test and post-test results of

GRADE 12 TVL-BARTENDING NC II STUDENTS (on) before and after

the use of V-BIDA KA?

4. What is the (effect size – how could you measure this?) impact of using V-

BIDA KA (Video-Based Instruction and Demonstration of Activities for

 Knowledge and Application) on Grade 12 TVL-BARTENDING NCII

STUDENTS?

5. What are the challenges of using V-BIDA KA (Video-Based Instruction and

Demonstration of Activities for Knowledge and Application) on Grade 12

TVL-BARTENDING NCII STUDENTS? (Suggested)

6. What are the enhancements that can be implemented to improve the

results, strengthen the impact and address the challenges.

7. What are the perceptions of the Grade 12 TVL-BARTENDING NC II

STUDENTS on the use of V-BIDA Ka (Video-Based Instruction and

Demonstration of Activities for Knowledge and Application) used by the

researcher? (Need not be included- Q4-5 may suffice for this question).

III. Proposed Innovation, Intervention and Strategy

This action research will be used to address the identified problem among

Grade 12 TVL-BARTENDTING NCII STUDENTS. Using the V-BIDA KA (Video-

Based Instruction and Demonstration of Activities for Knowledge and

Application), it will help the learners better understand the lesson. This is a

teaching strategy where the researcher will prepare a video of himself discussing

and demonstrating the process of preparing the certain topic based on the

competencies. The Grade 12 TVL Bartending NC II video will feature the process

of preparing and making the following: 1 st video: (Topic I); 2nd video: composed

Topic II; 3rd video: Topic III; 4th video- Topic IV and 5 th video; Topic V. The Grade

12 TVL Bartending NC II video will be checked by the Assistant School Principal

II of the Senior High School and will be edited by the researcher.

 Edited videos will be sent to Group Chat of the students every Monday,

depending on the period of the conduct of the study. Students will make use of

the video as their guide in understanding the topic and in preparing their return

demo. Feedback and ratings on the progress chart will be posted in the

Bartending NC II workshop room.

Independent Variable Dependent Variable Action Plan

Post-Test Scores Interventions

Pre-Test Scores or
Impact Enhancement
Challenges Programs

V-BIDA KA

Moderating Variable
(Affects between two other
variables)

CONCEPTUAL FRAMEWORK

Figure 1. Schematic Diagram of Conceptual Framework

As shown in Figure 1, there are two main variables considered in this

study and these are the independent and the dependent variables. The

independent variable contains Pre-test Scores of the Grade 12- TVL-

BARTENDING NC II STUDENTS before the use of V-BIDA KA. The dependent

variables include Post Test scores of the grade 12- TVL-BARTENDING NCII

STUDENTS after the application of V-BIDA KA on mocktail and cocktail

preparation.

The line that connects the independent variable to the V-BIDA KA to the

dependent variable indicates that this study is interested to find out the difference

on the pre and post test scores of Grade 12- TVL-BARTENDING NC II

STUDENTS after the use of V-BIDA KA on the study of cocktail preparation. The

arrow from Perception to the V-BIDA KA indicates that the study wants to

determine the perception of students on the intervention to be used by the

teacher.(Please revise)

Furthermore, the line with double arrow that connects the perception to the

post test scores indicates that the study wants to determine the relationships of

the perceptions in learning mocktail and cocktail preparation using V-BIDA KA to

their post test scores.

IV. Action Research Methods

a. Participants and /or Other Sources of Data and Information

This action research will make use of complete enumeration where 23

Grade 12 TVL-BARTENDTING NCII STUDENTS for school year 2023-2024.

b. Data Gathering Methods

The researcher will conduct the following steps during the data gathering:

An approved action research proposal with the permit to conduct the study

will be secured from the Schools Division of Davao City Team. The action
 research proposal will then be presented to the School Principal prior to the

conduct of the study which will be conducted upon the permission of the School

Principal to conduct the study. A pre-test will be conducted, checked, and

documented properly by the researcher. Validated Researchers’ video will then

be used as an intervention. Post-test will be conducted after six weeks period.

The process of conducting the pretest was followed.

c. Data Analysis Plan

A computer statistical software program known as SPSS or Statistical

Package for Social Sciences will be used for data analysis.

For Research question number 1 and 2, descriptive statistics will be used

such as frequency, percentage distribution, mean, and standard deviation to

analyze the pre and post-test scores of the GRADE 12 TVL – Bartending NC II

students.

For Research question number 3, Paired T-Test will be used to analyze the

significant difference in the pre and post-test scores of the GRADE 12 TVL-

BARTENDING NC II STUDENTS.

For research question number 4 and 5, thematic analysis and eta square

will be used to determine the effect size of utilizing V-BIDA KA (Video-Based

Instruction and Demonstration of Activities for Knowledge and Application) on

learning cocktail preparation.

V. Action Research Work Plan and Timelines

Months/Week
Activities Dec Jan Feb Mar
1 2 1 2 3 4 1 2 3 4 1 2 3 4
Submission of the Proposal
Revision of the Proposal
Gathering and Preparation
of instruments.
Validation of the instrument
and Revision of instrument
Conduct of pre-test
Implementation of the
intervention
Post Test
Data Analysis
Presentation of findings

VI. Cost Estimate

The table below shows the cost estimates of the study.

Materials Used Budget

Preparation of SBAR Proposal
➢ Printing Materials Php 500.00
➢ Meals and Snacks 400.00
➢ Internet Connection 200.00
Editing of SBAR Proposal
➢ Printing Materials 200.00
➢ Meals and Snacks 400.00
Submission of Edited Proposal
➢ Printing Materials 200.00
➢ Meals and Snacks 400.00
➢ Fuel 800.00
Implementation of SBAR
➢ Intervention Materials 3, 000.00
➢ Internet Connection 1, 000.00
➢ Meals and Snacks 1, 000.00
Data Gathering
 ➢ Printing Materials 1, 000.00
➢ Meals and Snacks 400.00
Data Analysis
➢ Printing Materials 500.00
➢ Internet Connection 100.00
➢ Meals and Snacks 400.00
Final Output
➢ Printing 3, 000.00
Materials/Bookbinding
TOTAL AMOUNT Php 13, 500.00

VII. Plan for Dissemination and Utilization

Researcher’s action plan for dissemination and utilization of SBAR.

Resource
Timefram Expected
Activities Objectives s Venue
e Output
Needed
1. School -To present S.Y. -Printed Bartendin - Presented
Based the 2023-2024 copies of g the
Learning intervention, the results - Workshop intervention,
Action PowerPoint its results
its results Room.
Cell Presentation and findings
and finding to the
(SLAC) (PPT)
to the teachers
-Snacks
teachers.
2. -To Share Dec 2023 -Printed Bartendin -Shared the
Department the copies of g intervention
Learning intervention the results - Workshop and its
Action and its PowerPoint methodolog
Room.
Cell methodolog Presentation y to every
y (PPT) Department
to every -Snacks for planning
Department and
 for planning preparation
and for the
preparation adaptation
for the of the
adaptation intervention
of the
intervention.
3.Mid-Year -To present - -Printed Bartendin - Presented
Inservice the process Feb copies of g the process
Training of preparing 2024 the results - Workshop of preparing
(INSET) PowerPoint
videos Room. videos
Presentation
appropriate appropriate
(PPT)
to needs of to the
-Snacks
the students needs of
to every the
department. students to
every
department.
4.School - To present Feb 2024 -Printed Bartendin - Presented
Governing the findings copies of g the findings
Council of the study the results - Workshop of the study
(SGC) PowerPoint
to the Room. to the
Presentation
stakeholder stakeholder
(PPT)
s for school s for school
-Snacks
adaptation adaptation
of the of the
intervention. intervention
5.Enhanceme - To gather Mar Printed Bartendin -Gathered
nt of strategy feedback 2024 copies of the g feedback on
in the on the results Worksho the
adaptation -PowerPoint adaptation
intervention p Room.
of the Presentation of the
intervention (PPT) intervention
for for the
-Snacks
enhanceme enhanceme
nt nt
of the of the
strategy. strategy.
VIII. References:

EDUCATION, P. S. (2023). Harnessing Technology to Prepare Special

Education Teachers. Handbook of Research on Special Education Teacher
Preparation.

O’Brien, K. M., Regan, K., Coogle, C. G., Ottley, J. R., & Nagro, S. A. (2021).
Impact of eCoaching with video-based reflection on special education teacher
candidates’ instructional skills. Teacher Education and Special Education, 44(2),
160-182.

Surgenor, et al, (2017). The impact of video technology on learning: A cooking

skills experiment. https://pubmed.ncbi.nlm.nih.gov/28363814/

Temple, E. (2022). Improving the Teaching of TLE-Garment Construction

Through Recorded Video Lessons (RVL) as Supplementary Learning Tool.
Psychology and Education: A Multidisciplinary Journal, 4(7), 670-679.

Congratulations! You can now proceed with your Action Research.