i

EXPERIENCES OF TEACHERS IN THE LESSON PREPARATION, DELIVERY,

AND PERFORMANCE EVALUATION OF VIDEO-RECORDED FORMAL

CLASSROOM DEMONSTRATION DURING THE PANDEMIC

A Thesis

Presented To

The Faculty of the Graduate School

Saint Columban College

Pagadian City

In Partial Fulfillment

of the Requirement for the degree

Master of Arts in Education

Major in Educational Management

By

JESSIERYL B. CALAGO

December 2022
 ii

Approval Sheet
 iii

Abstract

Calago, Jessieryl B. (2022). Experiences of Teachers in the Lesson Preparation, Delivery

and Performance Evaluation of Video-recorded Formal Classroom
Demonstration During Pandemic. Unpublished Master’s Thesis. Saint Columban
College, Pagadian City

This study assesses the experiences of the teachers in the preparation, delivery, and
evaluation of video-recorded formal classroom demonstration of selected secondary
teachers from a High School in DepEd Lanao del Norte Division. The study used the two
case study approach by Merriam, ten (10) teacher one to teacher three and four (4) Master
teacher one. The findings revealed that the process of preparing and delivering video-
recorded learning concept is a task that requires personal and professional skills. It
encompasses the personal skill of the teacher in terms of self-confidence and being
enthusiastic. Technological skills and teachers’ knowledge on technical terms its
applications are a necessity in the video-making process. In view of the challenges
encountered by teachers, it is recommended to improve the policies on teacher
development programs and give emphasis and focus on training teachers in terms of
technological proficiencies and provide more funds on giving teachers the tools needed
for a meaningful teaching and learning. Further, the results serve as an indication for the
teachers to be resourceful and flexible in adapting in the new normal setting of learning
to achieve the optimum participation of the learners. Based on the results, it is concluded
that despite the challenges and experiences teachers faced during the preparation and
delivery of video lesson, the participants were competent and efficient to accomplish a
meaningful learning output.

Keywords: Teachers’ experiences, preparation, delivery and evaluation of video-

recorded formal classroom demonstration, video lesson.
 iv

Acknowledgment

Words cannot express the heartfelt gratitude to the people behind this study. To

Dr. Genesis B. Naparan the thesis adviser, for his words of encouragement, fastest

response and full guidance and support to the researcher. Also, for his invaluable patience

and feedback during the crafting of this study. To Dr. Gilbert A. Celesio the graduate

school chairman for his entire support and understanding to the researchers. Additionally,

this endeavor would not have been possible without the expertise, mentorship and

knowledge of Dr. Janus A. Naparan, Dr. Peter S. Bathan, Jr., and Dr. Mario F. Alayon,

for the very fulfillment advice they gave to the researcher.

The research also gives his whole-heartedly thank you to the teacher-participants

for their time, effort and patience despite the very busy schedule for answering the

interview guide questions that allowed him to gather the needed data. To the school

principal of Teofila C. Quibranza National High and to the Schools Divisions

Superintendent of the Division of Lanao del Norte, thank you so much for allowing the

researcher to conduct this study.

To the researcher family, friends and colleagues for their belief and motivation to

keep on moving forward in the time of despair and lost of motivation to continue the

study.

And above all, to the Almighty God who give strength, knowledge, wisdom and

good health to make this study more progressive. To God be the Glory!

JESSIERYL B. CALAGO

Researcher
 v

Dedication

This study is not totally fulfilled without the help of the people behind this study.

By that, I dedicate this achievement to the people who gives time, effort, patience and

understanding to make this success totally complete.

To my supportive family who are always there by my side and give inspiration in

times of difficulties in achieving this goal to accomplish.

To my colleagues and friends to push me always and keep on believing me not to

stop and help me to move forward.

To my ever-understanding thesis adviser Dr. Genesis B. Naparan for his time,

guidance, support, effort, patience and understanding in my busy situation and help me to

accomplish this study. With his passion, expertise and tons of encouragement I adorably

dedicate this study for you Doc.

Above all and the most important, to the Almighty God who gives the knowledge

of wisdom, strength and good health all the time. You are truly amazing and I dedicate

this all accomplish to you our Lord. Without you, all of this are nothing. To God be the

Glory!
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Table of Contents

Page

Title Page..............................................................................................................................i
Approval Sheet....................................................................................................................ii
Abstract..............................................................................................................................iii
Acknowledgement..............................................................................................................iv
Dedication............................................................................................................................v
Table of Contents................................................................................................................vi
Chapter 1..............................................................................................................................1
Introduction.....................................................................................................................1
Background of the Study............................................................................................1
Theoretical Framework..............................................................................................6
Statement of the Problem...........................................................................................7
Significance of the Study...........................................................................................8
Definition of Terms....................................................................................................9
Chapter 2............................................................................................................................11
Research Method...........................................................................................................11
Research Environment.............................................................................................12
Research Participants...............................................................................................12
Research Instrument.................................................................................................13
Data Gathering Procedure........................................................................................14
Data Analysis............................................................................................................15
Ethical Considerations in Research..........................................................................16
Chapter 3............................................................................................................................18
Results and Discussion..................................................................................................18
Teachers’ Descriptions on their Preparation for the Video-Recorded
Delivery of Learning...............................................................................................18
Teachers’ Experiences in Recording their Delivery of Learning Concepts.............23
 vii

Teachers’ Challenges in the Preparation, Delivery and Evaluation of Video-record-

ed Delivery of Learning Concepts for the Formal Classroom Observation.............28
Implications of the Study.........................................................................................32
Chapter 4............................................................................................................................33
Summary of Findings, Conclusion, and Recommendations.........................................33
Summary of Findings...............................................................................................33
Conclusion................................................................................................................35
Recommendations....................................................................................................35
References..........................................................................................................................37
Appendix A – Signed Permit To Conduct.........................................................................39
Appendix B - Informed Consent Form.............................................................................40
Appendix C – Interview Guide..........................................................................................41
Appendix D – Plagscan Result..........................................................................................43
Appendix E – Grammar Check..........................................................................................44
CV......................................................................................................................................45
 1

Chapter 1

The Problem

Background of the Study

Today, life surrounded by technology most especially in teaching and learning

new things in 21st century education. Teachers nowadays use different strategies in the

use of technology as a tool and aide in school to help students achieve their learning

goals. Teachers need to conceive, gestate and visualize how the use of various programs

which facilitate teaching and learning process. Technology is also a part of our daily

routine that we need to be updated in all of the new-upgraded gadgets that have come up

to these days (Palmer, 2015).

The result of technologies and their contribution to every domain of our daily

lives is undeniable. The widespread use of computers renders training for more mastery,

computers as introduced into the Greek educational system. Factors related to the nature

of the teacher's personality, such as computer self-perception, self-efficacy, self-concept,

behavior, motivation, and needs, are considered pivotal to the integration and

development of technologies in education. It examines the relationship between

individual characteristics of secondary school teachers and computer self-efficacy as well

as teacher prospects concerning modern technologies (Paraskeva et al., 2008).

The learning process becomes more efficient and effective through the use of ICT

in teaching and motivates students and teachers to enhance their performance.

Technologies can give us learning anytime and anywhere, but now it is being determined
 2

by the students, the time and place. Utilization of technologies is a mark of a new era in

education system. It establishes new methods, approaches and strategies of teaching and

brand new prototype for training. These innovative learning modes motivate the learners

to be democratic, independent, and self-control. These methods also move content-

centered curricula to competency-based and teacher-centered delivery forms to student-

centered conditions (Talebian et al., 2014).

During this pandemic period, a lot of challenges that teacher have overcome and

teachers give more strategies to deliver each learner's learning. One of the valuable

strategies that a teacher can provide to the learners is using technology such as video-

recorded lessons to help the learners understand each class in every module. Using

technology in this new typical scenario way of learning gives additional excitement to

each learner.

Further, Department of Education crafted a Memorandum amidst Pandemic filed

DepEd Order No. 12 series of 2020 release last June 19, 2020. According to DepEd

Order (DO) No. 12, s. 2020, “Adoption of the Basic Education Learning Continuity Plan

(BE-LCP) for School Year 2020-2021 in the light of COVID-19 Public Health

Emergency,” DepEd shall implement diverse learning delivery modalities (LDMs) to

guarantee the continued contribution of learning opportunities to its learners, while

safeguarding the health and safety of both its teachers and learners. This can be possible

through homeschooling, distance learning, and blended learning.

As teachers go along in this new-normal classroom, many challenges arise, but

teachers always do their best to deliver each learner's learning. Blended learning, distance

learning and homeschooling all include the use of technology and teachers play a pivotal
 3

role on the success of the multiple learning delivery modalities. Whatever it takes,

teachers give each sacrifice, love and do all the best professionally. With all the help of

technology, teachers developed more strategies that provide more insight to deliver

suitable learning lessons (Darling-Hammond, 1999). Further, the alternative classroom

observations for RPMS are considered only for SY 2021-2022 due to the absence of or

limited capacity for face-to-face learning. The selection of alternative classroom

observation shall depend on the adopted Learning Delivery Modality (LDM) of the

school as stipulated in the DepEd Memorandum DM-PHROD-2021-0010 or the

“Guidelines on the Implementation of the Results-based Performance Management

System for School Year 2020-2021.”

One of the strategy we can use in teaching is through video-recorded discussion.

A video-recorded is a motion picture of a television production made by photographing

the kinescope tube. Using this kind of teaching strategy must be allotted more times

and effort in preparing your discussion script before you go to the video-recording

class discussion. In this teaching strategy not only the learners can learned the

discussion but also the teacher demonstrator can also learned not just in the discussion,

but also in making the video-recorded discussion and editing the video-recorded

discussion before you aired to the online site. This strategy can be more interesting not

just only to the young teachers but also to the teachers in all ages.

However, another strategy that teachers may use is the formal classroom teaching

in this pandemic time is through Learning Action Cell (LAC). The Learning Action Cell

(LAC) is a K to 12 Basic Education Program School-Based Continuing Professional

Development Strategy for the improvement of the educative system and smooth teaching
 4

and learning. From this, Department of Education has commanded a stratagem on

Learning Action Cell for all teachers in the schools. DepEd affirm that top-down method

is being used to improve teaching, it means knowledge is just conveyed or relayed by an

expert in the field and then passed on to teachers. Training workshops, seminars and

lectures are example of this.

It is true that online teaching, or blended teaching, has been gaining popularity as

it has proved to be a practical approach for accommodating a diversified cohort of

students while adding value to the learning environment (Bai, Li, & Yeh, 2019). Face-to-

face teaching still has deep theoretical foundations embedded in the constructive social

theory of learning (Vygotsky, 1986). The teachers carry through methods or approaches

to keep students captivate and engross with in person learning to continue students'

attention. Classrooms are described to be more or less interactive, depending on the

teachers' strategy. The utilization of multimedia and technology in teaching is one best

way to retain student’s attention, motivation and participation. That is why teachers are

encouraged to harness their technical skills and use this advantage to promote a

meaningful teaching-learning process.

According to Cartilla and Rondina (2020) the quality of instruction and effective

instructional design are necessary to minimize problems related to teaching and learning

mathematics. This teacher’s strategy in delivery of learning to their students and

professional content, resources, and systems to help them improve their instruction and

personalize learning. In a positive sense, the impact of technology on education has been

phenomenal. The significance of technology in the school goes beyond computers and

the multimedia. They are now as essential as paper and pencil.

 5

Another strategy that teachers may use is the formal classroom teaching in this

pandemic time is through online classes. An online class is a type of learning

administered with the aid of Internet. They are generally conducted through the use of

technology where students learn and teachers teach virtually.

According to Tuladhar et al (2020), to continue with the academic program, the

online classes are started in different academic streams in large scale. This is

accompanied with challenges, problems and new learning opportunities for learners. The

objective of this study is to find out the effectiveness of online classes during COVID 19

pandemic period with questionnaire based survey distributed to the students attending the

online classes.

The researcher aims to explore the effectiveness of using technology through

video-recorded discussion in classroom observation as one of the highlights of each

teacher during class observation since teachers’ technological skills is one of the

problems faced by a lot of teacher especially the traditional teachers. A problem on the

effective utilization of technology for an effective learning is a big task for teachers

during pandemic. Thus, teachers prepared different forms of teaching in delivering the

learning to the learners with the help of technology. Also, it aims to explore more

teaching strategies such as using different animations in their video-recorded discussion

to be more interesting to the audience during formal classroom observation that helps to

find the interest of the learners, teacher demonstrator and also to the critique teacher

during formal classroom observation. Finally, the researcher hopes to develop a

recommendation to enhance instruction in the way of using technology.

 6

Theoretical Framework

Achievement goal theory (AGT) is commonly used to understand the teacher’s

performance, and it is proposed by four scholars Carole Ames, Carol Dweck, Martin

Maehr, and John Nicholls in the late 1970s (Elliot, 2005). Elliott & Dweck (1988, p11)

define that “an achievement goal involves a program of cognitive processes that have

cognitive, affective and behavioral consequence”. This theory suggests that teacher’s

motivation and achievement-related behaviors can be easily understood by the purpose

and the reasons they adopted while they are engaged in the learning activities

Achievement goal theory focuses on the purpose of engaging in a learning process

(Middleton & Midgley, 1997). The theory differentiates between mastery goals that

correspond to the will to improve ability, learn new things or master subjects as

intellectual growth, performance-approach goals, which correspond to the desire to

demonstrate ability and outperform others as a proof of one’s own success

and performance-avoidance goals that correspond to the will to not be outperformed by

others by avoiding any comparison (Darnon et als., 2010). Within achievement goal

theory the goal structure of the classroom and the perception of the teachers’ goal

structure by the students are important. This involves the students’ perceptions of the

purpose for approaching academic tasks and successful achievement. Further, teachers’

practices are important where rules, norms and routines implemented by the teacher

influence the students’ perception of goal structure (Wolters, 2004).

 7

In relation with the study, the theory will help define the performance of a teacher

deeper and identify the different factors that affect the effectiveness of the teacher in the

learning process. Also, the theory explains the teacher’s point-of-view on his engagement

in the learning process, how he feels about it, his motivation to do well and achieve more.

It is a theory that will define the mastery of a teacher which is needed in the study as

teachers are the key participants.

Studies evaluating goal structures have found significant differences between

classrooms with low or high mastery goals. In class where mastery goals were high and

performance goals were low, the teacher gave the students more pillar, respect, positive

motivation and cheer students to help each other with schoolwork. In classrooms low in

mastery goals but high in performance goals the learners seemed to focus on listening to

the teacher and independent with their work (Patrick et al., 2011).

Under the DepEd Memorandum DM-PHROD-2021-0010 or the “Guidelines on

the Implementation of the Results-based Performance Management System for School

Year 2020-2021, there should be two classroom observation for the entire school year.

The alternative classroom observations for RPMS are considered only for SY 2021-2022

due to the absence of or limited capacity for face-to-face learning. The selection of

alternative classroom observation shall depend on the adopted Learning Delivery

Modality (LDM) of the school. The alternative classroom observation should follow

these options; online synchronous learning or two-way radio instruction, observation of a

video or audio lesson, observation of a demonstration teaching via LAC or observation

during limited face-to-face classes in low-risk areas.

 8

Statement of the Problem

The study aimed to assess the experiences of the teachers in the preparation,

delivery, and evaluation of video-recorded formal classroom observation of selected

secondary teachers from Teofila C. Quibranza National High School in DepEd Lanao del

Norte Division, and sought to explore this central question: How do teachers describe

their experiences in the preparation, delivery and evaluation of video-recorded formal

classroom demonstration for S.Y. 2021 - 2022?

In examining the central question, the following sub-questions are utilized:

1. How do teachers prepare the video-recorded formal classroom demonstration in

delivering learning concepts to the students?

2. How do teachers describe their experiences in video-recorded formal classroom

demonstration in delivering learning concepts to the students?

3. How do school heads evaluate teacher’s performance on video-recorded formal

classroom demonstration?

4. What are the teachers’ challenges that arise in preparation, delivery and

evaluation of video-recorded formal classroom demonstration?

Significance of the Study

The findings of this study actually benefit teachers by enabling them to learn

about the experiences of the teachers in the preparation, delivery, and evaluation of
 9

video-recorded formal classroom demonstration during the school year 2021-2022 in this

pandemic time. The individuals who will profit from the research are as follows:

Teachers. The study would provide teachers with feedbacks and will benefit

directly from the result of this study. They would be able to assess and understand their

level of performance in video-recorded during formal classroom observation.

Administrators. The study would help the administrators assess and most likely

initiate activity relevant to the total engagement and enhancement of teachers' technology

usage in teaching.

Other researchers. This study would provide other researchers with the data they

need in conducting similar or related studies in different environments and respondents.

Definition of Terms

The following terms were used in this study and taken according to the definition

given below:

Classroom Setting. It denotes the arrangement of things in the room for ease and

comfort of learners. Different types of instruction have unique seating arrangements.

Formal Classroom Demonstration. A type of demonstration where the teacher,

principal, or assistant principal for the qualified evaluator observe professional practices

in the classroom or the school.

 10

Highly Proficient Teachers. A term used for DepEd Teacher in which the rank is

Master Teacher 1 to Master Teacher 4.

Lesson Delivery. Lesson Delivery is all about holding true to the objectives of the

lesson.

Lesson Preparation. It is a teacher's map and guiding star of what students have

learn and need to learn.

Modality of Learning. It describes the different types of teaching (blended

learning, distance learning or homeschooling) used during COVID-19 pandemic.

Online class. A type of learning done with the aide of internet where the learning

and teaching take place virtually.

Performance Evaluation. It means a process where a school evaluates, assess and

rate teachers' performance and effectiveness in the classroom.

Proficient Teachers. A term used for DepEd Teacher in which the rank is Teacher

1 to Teacher 3.

Teachers’ Experiences on Video-recorded Instruction. A term used for the

personally observing, encountering, or undergoing of the teachers in making their video-

recorded demonstration.

Teachers’ Challenges on Video-recorded Instruction. A term used for the

problems and difficulties of the teachers in making their video-recorded demonstration.

 11

Video-recorded. A motion picture of a television production made by

photographing the kinescope tube

 12

Chapter 2

Research Method

In this chapter, the researchers' present the research design, research environment,

research participants, instrumentation, data gathering procedure, ethical considerations in

research, and statistical treatment.

Research Design

The study used the case study approach of Merriam (1998). The multiple case

study approach is commonly known to as collective case studies; cross - case; multisite

studies; or comparative case studies. This kind of study requires collecting and analyzing

data from several cases and can be distinguished from the single case study that may have

subunits or subcases embedded within. As Merriam (1998) explains, “In multiple case

study research, the single case is of interest because it belongs to a particular collection of

cases. The individual cases have a common feature or characteristics. The cases in the

group are somehow categorically bound together. They may be members of a group or

examples of a phenomenon.

The researcher used the data collected through two case studies to explore the

experiences of teachers in the preparation, delivery and evaluation of video-recorded

formal classroom demonstration in teaching during formal classroom observation. They

were included in semi-structured individual interviews and open-ended questionnaires.

The multiple cases were the ten (10) teacher one to teacher three and four (4) Master

teacher one.
 13

Case 1: Regular Teachers- Teacher one (1) to teacher three (3)

They were the teacher 1 to teacher 3 teachers from Teofila C. Quibranza involved

in the information management for their experiences on video-recorded formal classroom

demonstration participated in this study.

Case 2: Master Teacher one (1)

They were the Master teacher 1 teachers from Teofila C. Quibranza involved in

the information management for their experiences on video-recorded formal classroom

demonstration participated in this study.

Research Environment

The researcher conducted the study in Tubod East District, of Deped Lanao del

Norte Division, during S.Y. 2021-2022. The study was limited to Teofila C. Quibranza

National High School (New Pualas National High School) which lies in the humble town

of Pualas, Tubod, Lanao del Norte. It offers Junior High School and Senior High School

School with Academic Track (GAS and HUMSS) and Technical Vocational Livelihood

Track. The school is composed of Muslims and Christians from different barangays of

Tubod, Lanao del Norte both from highlands and lowlands area of the said municipality.

With the diversity of learners and their geographic location it is really a challenge for the

teacher to deliver the lesson technologically. The said school becomes the phenomenon

of interest in this study since it composed of teachers in different positions and the

researcher is one of the teachers in the aforesaid school, it is more convenient for the

researcher to conduct the study and at the same time able to contribute to the school’s

improvement as to the experiences of teachers in the lesson preparation, delivery and

 14

performance evaluation of video-recorded formal classroom demonstration during the

Pandemic.

Research Participants

The research participants of this study were the fourteen (14) teachers (ten (10)

Teacher 1 to 3; four (4) Master Teacher 1) and one (1) school head;

Case one: ten (10) Teacher one to Teacher three of Teofila C. Quibranza National High

School, Tubod East District

Case two: four (4) Master Teacher of Teofila C. Quibranza National High School, Tubod

East District.

All participants had experienced video recorded formal classroom demonstration.

Research Instrument

In this study, the data gathering instrument used was an interview guide that

generated information from the teachers as research participants. The interview started

with a civil conversation to set the mode and let the participant feels comfortable, and to

obtain sincere and truthful responses. Interviews are ways of getting ones' point of view,

being involved, and talking about it to discuss their perception and interpretation

regarding a given situation. Gathering data through conversations focused on the

participants' experiences in the lesson preparation, delivery and performance evaluation

of video-recorded formal classroom demonstration during the pandemic. The interview

 15

questions are based on the problems stated in the study, from the lesson preparation,

lesson delivery, performance evaluation to the challenges experienced.

A voice recorder was used to allow the researcher to concentrate on the important

points the interviewee is making without worrying about jotting everything down; it

always makes the review process much easier and provides an accurate, detailed account

of the interview process.

Data Gathering Procedure

First of all, the gathering of research data were conducted following important

health protocols: temperature check, social distancing, and proper wearing of face mask

and face shield, among others. To ensure that the study acquired the data it intends to

gather, the researcher prepared an informed and approved consent from the participants.

The interview was digitally recorded and transcribed. The interview took place at the

convenience of the participants. The interview lasted for 15 to 30 minutes. A face-to-face

interview was utilized that ensured all the health protocols to elucidate points of

ambiguous and vague response, observe communicative gestures, and ask probing

questions to elaborate answers. Since the schools involve in the study are from Lanao del

Norte Division, the researcher called for an authorization from the Schools Division

Superintendent to conduct the study. Upon approval, the researcher directly discussed

with courtesy the nature, purpose, and mechanics of the study to the school heads and

participants. Before administering the semi-structured interview, the researcher should

inform the participants that they could freely disengage from the interview whenever they
 16

feel like doing so, questions were translated into their preferred language and could

openly state responses they feel are substantial enough to the concern.

To start the interview, the researcher cordially greeted and identified the

participant and reviews the purpose of the interview. The participant was informed about

the confidentiality of the information and their right to halt the interview. Participants

were asked to review drafts of the written report of the study and give additional

feedback to establish the accuracy of the findings.

An interview protocol (Appendix A) was followed. The questions were divergent.

As its characteristic of phenomenological interviews, the participants were encouraged to

share with the researcher the details of their experiences. Probing questions were asked to

elicit wide scope of the response. Participants in this study were asked about their

experiences. The recorded interviews were transcribed. The researcher’s reflective notes

of observations of the interviews were collected and added to the interview data.

Data Analysis

Multicase study approach of Merriam (1998) used Category construction as data

analysis methodology. Categories are conceptual elements that “cover” or span many

individual examples of the category. To begin the construction of categories researcher

assign codes to pieces of data. The process of grouping your open codes is sometimes

called axial coding (Corbin &Strauss, 2007) or analytical coding. Analytical coding goes
 17

beyond descriptive coding; it is “coding that comes from interpretation and reflection on

meaning.”

Thus, the interview procedure was analyzed by coding the concepts that emerge

from the data. The results were then further identified data or patterns supporting the

research questions.

Ethical Considerations in Research

To ensure the investigation was thorough and conducted ethically possible, the

researcher sent a communication to the head of the Division of schools for the approval

of the study. Upon the support, the researcher set up an appointment with the concerned

teachers for consent to collect data about the study before conducting the survey to

observe ethical considerations in conducting the research. The following parameters must

be followed in the study:

Anonymity and Confidentiality. All responses of the participants must be for the

research only. Breach of confidentiality jeopardizes the research’s confidence and

reputation and, in the long run, makes it harder to participate in research in the future .

Researchers use various techniques to keep their participants' identities hidden, and the

information they contribute will be kept private example data pseudonymization.

Voluntary Participation. There should be coercion; willingness is one factor in

research participation. In practice, this implies that potential research volunteers must be
 18

thoroughly informed about the processes and hazards associated with the study before

agreeing to participate.

Informed Consent. It is the communication sent to the individuals who decided to

be participants of the study. Its goal is for human volunteers to engage in research freely

after receiving complete information about what it entails for them to participate and

giving their agreement before doing so.

Potential for Harm. Ensure absolute minimum to no physical, social,

psychological and all other types of harm.

Results Communication. Researcher guarantees his output is free of plagiarism or

research misconduct.
 19

Chapter 3

Results and Discussion

This chapter analyzes and presents the data gathered from the selected secondary

teachers of Teofila C. Quibranza National High School in the preparation and delivery of

video-recorded formal classroom demonstration.

The research participants are categorized into two group to understand the

experiences of secondary teachers in the conduct of classroom observation in the new

normal. Case 1 are Teachers one to three, and Case 2 are the Master Teachers.

With the use of category construction in data analysis, commonalities in the

participants’ experiences were identified. Pseudonyms of numbers were utilized to

protect the participants’ identities. After analyzing the data, four categories, with specific

themes in each categories, emerged from the experiences of teachers in the preparation

and delivery of video-recorded formal classroom demonstration: (1) Teachers’

Descriptions on their Preparation for the Video-recorded Formal Classroom

Demonstration in Delivering Learning Concepts to the Students, (2 Teachers’

Experiences in Recording their Delivery of the Video-recorded Formal Classroom

Demonstration in Delivering Learning Concepts to the Students, (3) How school heads

evaluate teacher’s performance on video-recorded formal classroom demonstration, and

(4) Teachers’ Challenges in the Preparation, Delivery and Evaluation of Video-recorded

Delivery of Learning Concepts for the Formal Classroom Demonstration

.
 20

Teachers’ Descriptions on their Preparation for the Video-recorded Formal Classroom

Demonstration in Delivering Learning Concepts to the Students

This category emphasized the teaches’ preparation in the video-recorded

classroom demonstration. After an in-depth interview with the public secondary school

teachers as to how they would describe their preparation for the video-recorded delivery

of learning, the three themes emerged: aligning the video content to the learning

competency, preparing video-recorded instruction that ignites student’s engagement and

developing a step by step procedure on lesson preparation.

Aligning the Video Content to the Learning Competency. This first theme refers to

the connection and correlation of the lesson content on the video and the Most Essential

Learning Competency (MELC). It is manifested in the DepEd Order No. 34, s 2022, or

the “School Calendar and Activities for School Year 2022-2023”, the Most Essential

Learning Competencies (MLECs) shall continue to apply for SY 2022-2023.

For most of the teachers, the majority of them give emphasis on lesson content,

and objectives of the video. High frequency of the teachers highlighted the cohesion of

the video on the learning competency. The teachers narrated:

Case 1

"I have to consider the MELC. The lesson should be in line with the MELC. Then
I will download music, clip arts, videos and any other possible materials that I can
insert in my video lesson.” - TP1
"My video lesson was based from the MELC given with the module
prepared” - TP 3

"There is a teacher made-video lessons or school-based video lesson of

course made by the teachers and there is also made by the division or the
DepEd TV or national-made video lessons from youtube”, “Before doing
 21

the video of course we will make the lesson plan that is in line with the
most essential learning competency. Then record the voice and video
about the lesson” -TP 7

Case 2

“The utmost and first indicator when evaluating a video lesson is it

appropriateness and link on the Most Essential Learning Competencies
(MELCs), the learning competency and how it is being innovatively
foreground on the video lesson is the most pivotal part”-MTP 11

“I see to it that the content of my video is achievable by the students

and is coherent with the Most Essential Learning Competency”-MTP14

The data on case 1 discuss the preparation of the lesson being link with the

learning competency to be achieved by the students. Teachers give emphasis on ensuring

the cohesion of lesson and learning competency. In case 2, master teachers make a point

on ensuring first above all the things to consider the agreement and parallelism of the

lesson content and the learning outcome imposed in the Most Essential Learning

Competency.

In connection with the Achievement Goal Theory, it is found that the purpose of

engaging in a learning process is the objective and the learning outcome expected to

attain. To achieve such competency, a well-made lesson plan with meaningful students’

experiences is prepared. Based on transcripts, it is observed that even with the use of

video lesson its inclination to learning competency is still a must. The result is similar to

Enriquez (2020), who cross-examined that the MELC is adapted to the recent condition

we have today. One problem is less communication to the students because there is less

social interaction and learners can only learn through the module. Teachers will try to
 22

contact and communicate them through videos and multimedia instruction. Also, Cartilla

and Rondina (2020) justified that the quality of instruction and effectiveness of

instruction is measured on the learning outcome realized.

It implies that even with the shift to new normal setting of learning the adherence

to alignment of lesson content and lesson expected outcome is still the utmost

consideration in every video-recorded instruction.

As the conversation deepened and when the teachers were asked how they

describe their video lesson preparation and delivery, two other thoughts is being

highlighted: the students and the procedure.

Preparing Video-Recorded Instruction that Ignites Student’s Engagement. The

second theme is student’s engagement on multimedia video-recorded instruction. This

theme highlights learning experiences in the video-recorded demonstration that promotes

student’s engagement, students’ participation and students’ motivation. However,

teachers described their different preparation and delivery:

Case 1

“In creating educational videos include elements that help promote

student engagement derive from research on multimedia instruction as
well as a more recent work on videos”–TP2

“At first, I conceptualized the lesson, I usually crafted a simple lesson

plan to fit my learner’s need.” TP 4

“When I have already the lesson plan I arrange the information on the
details of my lesson into a slide and paste some pictures that is
captivating to my learners and is related to what my learners need.” –TP
8
 23

Case 2

“Always adhere on the focus of the K-12 Basic Education Curriculum

which is being learner/student-centered. I ensure that the videos I made
will ignite student’s motivation and engagement and help then connect
with the use of multimedia in learning”–MTP10

“Initially in the lesson content I imagined my lesson being adaptive to

the needs and abilities of my learners, I will help students develop their
knowledge on multimedia and utilize it in their lesson comprehension.”
MTP12

Data in Case 1 revealed making a lesson that is complementing with the student’s

needs ensure students’ positive engagement and participation. In case 2, data revealed

drafting lesson that is student-centered and caters the individual needs of the learners

guarantee motivation and participation among students.

Student’s engagement describes the degree of attention, curiosity, interest,

optimism, and passion that students show when they are learning or being taught, which

extends to the level of motivation they have to learn and progress in their education

specially in the new platform which is the utilization of multimedia (Bernstein, 2021).

Student’s engagement emphasized the relationship between the student and the

following elements of the learning environment like the learning material used. It is a

powerful driving force that induces and facilitates learning and is considered essential for

academic success. There are several dimensions related to student engagement. These

dimensions include behavioral engagement, emotional engagement and cognitive

engagement (Gray & DiLoreto, 2016).

 24

Yueh and Lin (2012) study evaluated the effectiveness of multimedia-assisted

instruction and learning. Results found that multimedia videos assist uplift students'

awareness of learning problems, enhance their comprehension of content, and enlarge the

depth of their learning. Chief part of students prefers the approach of using multimedia to

assist teaching and learning, preferring this approach over traditional lecture-based

instruction. They also would like to advocate this course to their peers.

This implies that student-centered lesson is the key to ignite a positive

participation and meaningful engagement of students.

Developing a Step by Step Procedure on Lesson Preparation. The third theme is

anchoring step by step procedure. This theme reflects on how the making of a video

lesson being elaborated to achieved a meaningful output. As teachers they always adhere

on the correct process on the things that they do. Since making video lesson, its

preparation and delivery is new to most of the teachers so they strictly follow a step by

step procedure. It is reflected in the teachers' transcripts:

Case 1

“In preparing for the video-recorded delivery of learning I followed the

step by step procedures such way to come up with better progress.”– TP
5

"I make a lesson plan, write a script to be used in creating video lesson
then record the video lesson.”- TP 6

Case 2

"Preparation is a must in everything that we do. Teachers do some

research on the concepts and prepare for the application to be used in
making the video lesson.”-MTP 10
 25

“It is very important to have a concrete plan on what to do before

preparing for your video lesson, everything should be set and prepared
from the application that you will used, your script to the innovative
touch you will apply on your video.”- MTP 13

Case 1 shows the importance of a systematic and methodological process in

making a meaningful lesson. This emphasized the well-arranged and step-by-step plan of

action in the making of lesson. Case 2 highlights the significance of having a concrete

plan on what to do and what to prepare before doing the video lesson and that preparation

is a must to confirm success.

In line with the Achievement Goal Theory, teachers’ plan and practices are

important when routines and procedures implemented by the teacher influence the

students perception and achievement of success in learning. From the data disclosed, it is

inferred that a good lesson planning is important to the process of teaching and

learning. A teacher who is prepared adheres on a successful instructional experience. The

development of interesting and meaningful lessons takes a lot of time and effort. As a

new teacher you must be committed to spending the necessary time in this endeavor

(Sudhakar, 2017). Effective lesson planning perhaps contribute to the success and well-

being of the teacher. Teachers teach because they want to help and guide students, and

effective lesson planning can contribute to effective teaching when a lesson is successful

or a student do good on activities and assessment. Having a skillfully-planned lesson can

also make the act of teaching more pleasurable by increasing the teacher’s confidence in

themselves and letting them focus more on interaction with the students than on what is

supposed to happen next (Tankersley, 2019).

 26

Teachers’ Experiences in the Delivery of Video-recorded Formal Classroom

Demonstration

In this category, the delivery of the Video-recorded Formal Classroom

Demonstration encompasses the experiences of the teachers in their delivery of the

Video-recorded formal classroom demonstration. As the personal conversation deepened

with the participants and when asked what their experiences in recording their video

lesson are, three major themes emerged: honing teachers’ other skills, requiring more

time to prepare the instruction and challenging and stimulating delivery of instruction.

Honing Teachers’ Other Skills. This theme pertains to the clarity of expectation a

teacher is expected to portray. This theme supports the idea that teachers wear multiple

hats, aside from the pedagogical skills, other skills such as technological skills and social

skills are being emphasized. Teachers shared:

Case 1

“I feel great, because it is easier for me to explain and I can discuss

even more clearly in my lesson. It is fun and brought a motivation in
myself to do more better video lesson. It honed my skills in editing and
the skills in outer way of teaching were improved and challenge.”– TP1

“I was able to utilized my skills in video making and I was able to

harness my ability to maneuver gadgets and tools to be used in making
videos”- TP 5

Case 2
 27

"In doing recording, teachers can reflect the way they teach. They can
identify lapses/flaws in their lesson. Also, teachers can improve and
develop their video/ teaching strategies.”– MTP13

"With video-recorded demonstration I can make use of my

technological skills and develop it more.”– MTP14

Case 1 revealed how teachers’ effectiveness is made easier with the use of video,

they are able to develop their editing skills and made their lesson preparation easier. Also,

their ability to use and utilized technologies was improved. Case 2 data reveled how

students are able to assess their own teaching and identify things to improve by

evaluating and assessing the video being recorded.

A teacher does not only evolve on the teaching skills but expected to be proficient

in technical skills. Educators literally have a “world of knowledge and resources” at their

fingertips, guiding your students in learning new concepts, gaining insights and building

their skills requires you to be comfortable with the technologies that can make all of that

happen (Schaffhauser, 2015). Adapting to technological-based skills is difficult; at this

time teachers have to make use technologies like desktop PCs, laptop PCs, and even

mobile devices like tablets while doing their duties. Also, teachers must be

knowledgeable and well-informed of computer related technologies including the desktop

conferencing, video conferencing, email, world wide web to name. As a skilled and

proficient educator, you will have to aim for greatest proficiency and excellence in this

technology-based era (Fort, 2017)

This implies that video-recorded formal classroom demonstration is a gateway for

teachers to harness their technological and technical skills. It encompasses the skills
 28

possess by traditional teachers making an advantage in the pursuit of an effective and

meaningful learning experience.

Requiring More Time to Prepare the Instruction. For the teachers, they described

their experience as time consuming yet fulfilling. Making video lesson takes a lot of time

to accomplish from the preparation to delivery of lesson concepts but thinking beyond the

enormous time spent is a purpose that put sense to the effort exerted. The learners that are

your key recipients of the lesson being prepared and are the motivational factor that

drives teachers to do well. These claims are justified in the teachers' transcripts presented

below:

Case 1

"It is challenging yet very helpful to our learners in educational aspect,

it is more accessible and effective way in delivering learning process.”
–TP 2

"Challenging yet helpful for the learners, easy for the learners to react
and they can express their ideas very well."- TP 3

“I was happy of what I did. The video lesson makes my teaching easier.
It was really fun, enjoyable and interesting but there is really a need of
more time to spend in making it.”- TP 8

Case2

“Tiring yet fulfilling task most especially if you did it by yourself. No

one can replace a classroom teacher. The teacher himself/herself is the
best instructional material, but lesson taught as a recorded video can
help.”- MTP 11

“It was very fun and I enjoyed everytime I make the video because of
course you have to be very energetic and alive in your videos.”- MTP
12
 29

Case 1 showed that lessons are more enjoyable and interesting with the aid of

video-recorded instruction. It is easier for the teachers to convey the lesson, the process

of the making the video is not easy but its effect to the learners is priceless. Case 2

showed that putting a twist on the tradition teacher-centered classroom is impactful in the

learning of the students. With the utilization of video-recorded instruction the learning is

more meaningful. The process of making the video is very fun and fulfilling for the

teachers.

According to the Achievement Goal Theory the long process of learning is part of

a grandiose outcome. Even though the making of a video instruction is not that easy and

consumes a lot of time, its effect and impact to the learners is what it’s all about

According to York (2020), connecting via video lessons isn’t always easy and it takes

creativity to keep students’ brains stimulated. In point of fact, online teaching demands

you to have completely different skillsets compared to those usually used in face-to-face.

With the home environment being surrounded and prone by potential distractions,

keeping students interested, engaged, and motivated in their lessons can be one of the

hardest and biggest challenges faced by teachers.

Teaching online with video lesson has its fair share of problems challenges, but it

also puts a really amazing contribution on you as an innovative teacher. Whether you use

drawing tools, text editors, file editors, screen-sharing tools, breakout rooms or virtual

games, you can use the technology and put a life to your lesson, add variety to your

lessons and keep students on their toes and be cooperative. Firstly, make sure you know

how to use and maneuver these virtual tools and take time to explain them to students, so
 30

they feel confident and ease with using them too. Then think about how you might use

them to liven and cheer up your lessons (Sponaugle, 2022).

This implies that patience is a virtue. The intricate and long preparation of the

video signifies a valid and purposeful learning of the students. Slowly but surely attaining

meaningful learning outcome.

Challenging and Stimulating Delivery of Instruction. The last theme that evolved

during the course of the personal conversation was the thought that the delivery of video-

recorded instruction is very challenging and stimulating. For the majority of the teachers,

they taught that this shift from traditional face-to-face teaching to video lesson is tasky

and difficult. They perceived it is a challenging task for teachers and required effort, time

and money. The teacher participants' responses were justified below:

Case 1

"Nervousness can be one of the experiences of the teacher in delivering

the learning concept. Tired can also deviates the significance of the
recording. Mix emotions sometimes vary depending on who will be
going to observe the class or your video-delivery observation.”– TP 4

“Very challenging and frustrating, time consuming and you can spend
money on the process of making and editing the video.”- TP 5

Case 2

“At first the task is not as easy as expected specially if the teachers not
expert in technology.” –MTP 11

“It is very easy to think about it but as you are emerge on the process
you will feel the exhaustion especially if you are not satisfied with the
video and reshoot it again and again.”- MTP14
 31

Case 1 shows that preparing and delivering of video-recorded instruction is

tiresome and exhausting. Financial inclusion is manifested also in the video making. Case

2 shows that video-recorded instruction is more difficult when the teacher lacks

technological skills, teachers feel weary when the finish video is not good then take and

retake it over and over again.

Based on the Achievement Goal Theory, unpleasant things and problems is part in

the fulfillment and achievement of a Goal. The process is not always good it is mostly

awful but this factor adds up to a more inspiring learning outcome. The goal structure and

the teachers experience and perception are important within achievement goal theory

(Wolters, 2004)

Based on transcripts, data revealed that a challenge we are facing is insufficient

access to the technology and social framework needed for virtual education. Teachers

need to harness their technical skills and accustom their selves with effective use of

virtual tools. Used well online meetings, online chat, replayable video lessons, discussion

forums, etc. offer immense opportunities to make students more participative and

motivated compared to classrooms-based learning. The drawback is that this stuff takes

work; we know from research that pedagogy and instructional activities matters.

Educators can’t just scan the textbook, record the lesson, put them online and expect the

same or better learning (Greenhow, 2018).

It is imply that the process of preparing and delivering video-recorded learning

concept is a task that requires personal and professional skills. It encompasses the

personal skill of the teacher in terms of self-confidence and being enthusiastic.

 32

Technological skills and teachers’ knowledge on technical terms its applications are a

necessity in the video-making process.

Strategies of school heads in evaluating teacher’s performance on video-recorded formal

classroom demonstration

This Category gear on the evaluation indicators of school heads in teacher’s

performance on video-recorded instruction. After an in-depth interview with a school

head as to how they evaluate teachers’ performance on video-recorded formal classroom

observation and delivering learning concepts to the students. The three themes emerged:

mastering content on video-recorded instruction, Having good impact to students

through lesson engagement, and performing multimedia skills effectively.

Mastering Content on Video-Recorded Instruction. One of the themes that

emerged from the school head’s response is teachers’ mastery of content. The research

participant described it as first indicator in evaluating video-recorded formal classroom

observation and the delivery of lesson to the students. It shows how reliable and

dependable a teacher is. The school head stated:

“Transferring knowledge from the teacher to the students is one basic

responsibility of the teacher that is why observing the mastery of the
teacher with the lesson content should be considered to ensure a
meaningful learning.” –SHP 15

“Speaking of Lesson Content, I need to check if it is align to the MELC,

clarity of lesson objectives and its differentiation.” –SHP 15
 33

“Evaluation should set high expectations for teacher performance. I

classify performance into three (3) categories based on their rigor:
Excellence, Competence, Compliance.”–SHP 15

Data shows that teacher’s mastery of lesson is the first indicator of schools heads

in evaluating the video-recorded instruction. Based on the transcripts, the mastery of

subject matter is the foundation upon which the education of a teacher is based. The

teacher requires among other things the skill of mastering the subject matter and being

able to establish the interrelationships between different subjects. These are essential for

the professional preparation of a teacher and anchor firmly on a foundation of general

education of a teacher which contributes to the growth of a teacher as a person. The

teacher specializes on the subjects to be taught which generally equips the teacher with

scholarly knowledge of those subjects and integrates with professional education leading

to new understandings and skills for professional performance (Shantz and Latham,

2012).

Also, the mastery of subject content by a teacher greatly determines the quality of

teaching and subsequent learning. The teacher with good knowledge of the subject matter

is able to plan and teach the lesson by way of highlighting the main points of the lesson to

the learner while clarifying the knowledge misconceptions. This is believed to influence

learning and contributes to the quality of teaching and learning. The teacher is required to

arrange and manipulate the learning environment which requires a number of tactics

intended for learning to take place. This calls for teachers’ competence in subject content

mastery and content delivery. Therefore the teaching methods and the content are

important for the teacher. Training helps the teacher to comprehend a number of
 34

activities, knowledge and skills which they can use professionally to develop their

teaching techniques (Kamamia, 2014)

This implies that mastery of subject matter enables the teacher to teach and

explain the subject matter content well and make their learners conceive clearly. There

are times when learners encounter intellectual concepts too difficult for learners to

comprehend which would only take the intervention of a teacher to simplify or give

alternatives responses. This ability is influenced by the teachers’ knowledge and

understanding of the subject matter.

Having good impact to students through lesson engagement. Second themes that

emerged from the school head’s response is teachers’ impact to the students. The research

participant described it as one indicator in evaluating video-recorded formal classroom

observation and the delivery of lesson to the students. It refers to the holistic appeal of the

teacher to the students its physical, social and emotion attributes displayed in the video

lesson. The school head spoke:

“One consideration that I always want to see when evaluating a video lesson is the
delivery of the teacher, I wanted to see the confidence of the teacher as an
indicator that he is reliable and trusted with the information being presented in the
video.” –SHP 15

“For Students to learn genuinely they should actively be participative and teacher
should make the video impactful to the students where they are intrinsically and
extrinsically motivated to comprehend the lesson.” –SHP 15

“I look into how the teacher carry himself/herself physical in the video lesson, I
also wanted to see how he/she makes the video lesson collaborative and
cooperative for the students to engage themselves internally.”–SHP 15

“The emotional connection of the teacher to the students is another thing I looked
into.”–SHP 15
 35

Data shows that the delivery of the teacher and how he was able to captivate the

interest of the students is another indicator in the evaluation of video-recorded

instruction. Being able to catch student’s attention is a very challenging task of the

teacher.

Based on the transcript, teachers have a very significant, lifelong impact on all of

their students. This impact involves not only the teaching of particular academic skills,

but as importantly, the fostering of student self-esteem. Reinforcing self-esteem in the

classroom is associated with increased motivation and learning (Brooks, 2020). Further,

teachers play a very important role in a student’s life. As a teacher, one must bring out

the best in students and inspire them to strive for greatness. Students are considered as the

future of the nation and humankind, and a teacher is believed to be a credible guide for

their motivation, participation and engagement in the learning process (Sen, 2019)

It is implied that teachers should never minimize the role they play in influencing

students’ participation in the learning process. Hopefully, that role will be positive,

possessing the qualities of being collaborative, and motivated. Teachers who not only

touches students’ minds but also their spirits, the way they see and feel about themselves

for the rest of their lives. Such influence is truly a rare privilege that should be prized and

nurtured.

Performing Multimedia Skills effectively. Third and the last themes that emerged

from the school head’s response is teachers’ multimedia skills. The research participant

described it as another indicator in evaluating video-recorded formal classroom

 36

observation and the delivery of lesson to the students. It refers to the ability of the teacher

to use and utilize the technology in the educative process. The school head stated:

“I always look for the overall quality of the video from its production, delivery
and its effect on the recipients. I am very meticulous with the small details in the
video and critique every part of it.” –SHP 15

“Multimedia skill or the technical skill of the teacher is the most highlighted part
of the video lesson. It is one crucial part in the evaluation of the video. I rate
teacher as excellent, competent, Developing, Emerging.” –SHP 15

“To make a teacher evaluation system as effective as possible, I, as the school

head needs to provide meaningful feedback and coaching.” –SHP 15

Data revealed the most highlighted indicator in evaluating video-recorded

instruction is the technological skills of the teachers. How teachers utilized multimedia

and the technology in the success of a video lesson.

Based on the transcript, the use of multimedia technologies in education has

enabled teachers to simulate final outcomes and assist students in applying knowledge

learned from textbooks, thereby compensating for the deficiency of traditional teaching

methods. It is important to examine how effective these technologies are in practical use

(Wang, 2010). Ogunbote and Adesoye (2006) expressed that multimedia technology adds

new dimension to learning experiences because concepts were easier to present and

comprehend when the words are complemented with images and animations. Stating

further that it has been established that learners retain more when a variety of senses are

engaged in impacting knowledge; and the intensity of the experience aids retention and

recall by engaging social, emotional and intellectual senses.

 37

It is implied that teachers’ training and seminars on the use of technologies must

be given more attention for them to be able to develop more their technological skills and

provide high quality video-recorded instructions and bridge the gap of traditional

teaching and new normal teaching.

Teachers’ Challenges in the Preparation, Delivery and Evaluation of Video-recorded

Delivery of Learning Concepts for the Formal Classroom Demonstration

This category highlights the challenges faced by teachers in the preparation and

delivery of video-recorded demonstration. Teachers designed plans and actions to cope

with the new set of learning platform. When asked what are the challenges that arise in

the preparation, delivery and evaluation of video lessons, the following major themes

developed: technological problems on the preparation and delivery of video-recorded

instruction., lack of self-confidence in the delivery of video lesson, and insufficient

resources and finances.

Technological Problems on the Preparation and Delivery of Video-recorded

Instruction. Technical skill is a must for today’s teachers but some teachers are having a

hard time performing it specially in making video lessons where new applications that are

not familiar with everybody is being utilized. Also the technology used sometimes

malfunctioned when you needed its cooperation the most. Their transcripts are revealed

below:

Case 1
 38

"The challenge arise during the preparation, is the script making

because I have to use simple words to explain clearly. The using of
Kinemaster Application also is a bet difficult especially if the phone is
sometimes not functioning well. “ –TP 1

“The challenges that I encountered in video preparation is the

malfunctioning of the equipment and when making video effects, the
background, the delivery, the lesson.” –TP 2

“When the HDMI is not compatible with the laptop so find ways to
make ways the lesson be successful." TP 4

"Vehicular noises can ruin your video. It can hamper the flow of the
production of the video. Power interruption can also one of the
challenges because it hinder your video creation." –TP 5

“The internet connection is not stable.” –TP6

Case 2

“I am not familiar with the app for video recording. I have to do some
research/study on how to make video recording lesson. Time, the
teacher has to give extra effort to make such.” –MTP11

“1. The Quality of the gadgets used is one of the challenges.2. The
proper sequence/content in the video. 3. What proper application/tool to
use.”- MTP12

“Sudden brownout or unannounced power interruption, noise when

recording your voice and videos.”- MTP13

Data in Case 1 revealed technological problems on unstable internet connection,

unknowledgeable on video making applications and malfunctioning of tools used. In

Case 2, sudden power interruptions and environmental distraction were the problems

recorded.

Even though online learning may be the better alternative we have as of the

moment, still it is expected to wonder how everyone is coping and adjusting with the
 39

problems that emerge while making video lessons. Instead of face-to-face teaching

video lessons are utilized during this time, a lot of problems come to light. Dismally,

most of these problems are technical. Frankly, our country falls behind when we talk

about internet and caused delays implementing remote and distance learning in

general. Also a lot of new application for video editing is quite challenging to do for

most teachers (Amadora, 2020). Further, the unreliable internet signal in the country

emerged as the top problem among teachers and students under the distance learning

set-up based on survey (Hernando, 2021).

This implies improvement of policies on teacher development programs and

gives emphasis and focus on training teachers in terms of technological proficiencies and

provides more funds on giving teachers the tools needed for a meaningful teaching and

learning. Further, the results serve as an indication for the teachers to be resourceful and

flexible in adapting in the new normal setting of learning to achieve the optimum

participation of the learners.

Lack of Self-Confidence in the Delivery of Video Lesson. The second theme is

about personal and emotional challenge faced by teachers in preparing and delivery of

video lessons. Even though the mode of learning is the use of multimedia, teachers are

still the prime mover and the star of the video lesson. Teachers master self-confidence

with the face-to-face setting but a handful of teachers are camera shy and are conscious

when talking and discussing online. Teachers expressed:

 40

Case 1

“I struggle with my self-expression, gestures and voice in the delivery

of lesson.”–TP3

"The most challenging part of the video lesson is the difficulty in

connecting with the viewers especially that I am camera conscious.”–
TP7

Case 2

"I am having a hard time composing myself and calming my nerves

when talking in front of the camera.”–MTP12

"Although I am very much confident in teaching and delivering my

lesson I can’t help but be conscious with the way I deliver my lesson in
a video platform, I have a problem with my self-confidence adding to
my problem with the internet connection–MTP14’

Case 1 shows a problem on being camera conscious and not confident enough

with their voice and how they carry their selves in front of the camera. Case 2 shows a

problem with self-confidence and composing oneself in delivering the video-recorded

instruction.

Efficacy or a teacher’s level of confidence in their abilities can be highly

influenced by the delivery platform whether it is online or face-to-face

teaching. Research also profound that teachers with a high sense of self-confidence and

self-concept are inclined to be more resilient through failure, better planners and more

supportive and open-minded with students. This maybe implies surprising, but it actually

acceptable. A teacher who lacks confidence is less likely to drive students to endeavor

new things, or hurdle hardships. Teacher’s confidence and efficacy also take part in
 41

in teacher retention, helping to stay educators motivated and driven and stay in profession

(Herbert-Smith, 2022).

This implies that as part of the personal skills of the teachers it is important to

practice and nurture a positive confidence when talking and explaining on camera. In this

new era of learning, technology is a part of the teaching-learning process, the use of

video-recorded instruction is inevitable and should be given attention for development.

Insufficient Resources and Finances. The third theme focuses on the scarcity of

resources and other means or tools used by teachers in their video lessons. Some teachers

declared not having their own gadgets and tools. Whether you’re looking to optimize

your time, make higher quality video tutorials, or unlock the power of edtech apps with

digital ink, teachers are required to have tech gadgets needed for 21st century

classroom. Teacher spoke:

Case 1

"I do not have the means and resources since I just borrow tools
from my family and sometimes my co teachers, so it is a hassle
for me to make video lessons" -TP 3

"The most important challenged that I encountered in preparing

my video lesson is the absence of laptop, there is a need to be
repaired. Secondly it is not easy for me to download the app to
make my video better, money is involve to have the apps. So I
have to ask assistance for anybody for me to help realizing the
video." -TP8
 42

Case 2

“Since I am not a gen z teacher I spend money on downloading

applications that I need in the video I also need to immediately
bought tools and gadgets that would make my video lesson
making easier.”-MTP13

“I do not have durable and updated gadgets to use in the video

making so the long preparation becomes longer”-MTP14

Case 1 revealed problem on not having the resources to use in making videos, it is

hassle to borrow tools from other people from time to time. Also, making video and

editing it is costly especially if you do not know how to edit hand hired experts to do it.

Case 2 revealed outdated gadgets that make it more time consuming and longer to

prepare the video.

Teachers are the backbone of any economy. They educate children who will be

the future business people, leaders, farmers and more. Technology is one of the tools

used to drive the modern-day economy, so it makes sense that teachers and students are

familiar with available technology to augment the education process (Western, 2022).

This imply that teachers should invest on technological tools needed for todays’

setting of learning to be able to cope with the fast changing educative process. Train

oneself with the use of these tools and equip oneself with technical skills to rectify any

technological problems that will arise.

 43

Chapter 4

Summary of Findings, Conclusion, and Recommendations

This chapter provides a summary of findings on the experiences of public

secondary school teachers' and principals in the preparation, delivery and evaluation of

video-recorded formal classroom demonstration. The researcher created the conclusion

based on the findings and recommendations on the outcome of the research study.

Summary of Findings

Based on data analysis and interpretation, the following result findings are

summarized:

1. How do teachers prepare the video-recorded formal classroom demonstration in

delivering learning concepts to the students?

In describing teacher’s preparation for the video-recorded delivery of learning,

the three themes emerged: aligning the video content to the learning competency,

prepare video-recorded instruction that ignites student’s engagement and develop

a step by step procedure on lesson preparation.

For the teachers, they need to identify what learning competency is needed to

achieved by the learners by looking at the Most Essential Learning Competency

(MELC). Then, teachers will craft lesson plan as a guiding star in the realization

of the lesson. The availability of tools and gadgets to be utilized in the video

making should be prepared. Master the application to be used in the editing part
 44

of your video. Prepare yourself for the delivery of the lesson to be effective and

efficient.

2. How do teachers describe their experiences in video-recorded formal classroom

demonstration in delivering learning concepts to the students?

In the experiences of teachers in delivering recorded video lesson, three

major themes emerged: honing teachers’ other skills, the delivery of Instruction is

time consuming but purposeful and the delivery of instruction is challenging and

stimulating.

The teachers managed to deliver the video-recorded formal classroom

observation in delivering learning concepts to the students with the help of

downloadable applications like kinemaster application that will add creativity,

innovativeness and expressiveness on the lesson content. Also, they prepared

scripts from the lesson plan as their guide to have a clean and errorless video.

3. How do school heads evaluate teacher’s performance on video-recorded formal

classroom demonstration?

In evaluating teachers’ performance on video-recorded formal classroom

demonstration three themes emerged: teachers’ mastery of content on video-recorded

instruction, teachers’ impact to students and their engagement on the video

instruction and teachers’ multimedia skills on the delivery of video-recorded lesson.

 45

School head evaluated teacher’s performance with regards to delivering

learning concepts to the students by ensuring these three (3) qualifications: lesson

content is coherent with the objective on the MELC, the technical quality of the

video from its videography, audio and cinematography, and the visual impact of

teachers to the viewers. School head is making sure the video lesson is subject-

centered, teacher-centered and student-centered.

4. What are the teachers’ challenges that arise in preparation, delivery and evaluation

of video-recorded formal classroom demonstration?

What are the challenges that arise in the preparation, delivery and

evaluation of video lessons, the following major themes developed: technological

problems on the preparation and delivery of video-recorded instruction, lack of

self-confidence in the delivery of video lesson, and insufficient resources and

finances.

The challenges of teachers in preparation, delivery and evaluation of

video-recorded formal classroom evaluation evolves on the external factors rather

than internal. The unavailability and shortfall of resources is one challenges faced

since tools are not readily available in some teachers. Uncontrollable interruptions

like the unstable internet and sudden blackout is inevitable. Also, the challenge on

boosting your self-confidence should be rectified by the teacher herself.

 46

Conclusion

Teachers describe their experiences in the preparation, delivery and evaluation of

video-recorded formal classroom demonstration a very innovative and inspiring

experience. The challenges encountered made the outcome of video-recorded formal

classroom demonstration more feasible and successful. Teachers are able to improve their

selves and cope with the technological era of the educative process. In the new normal

setting of learning, video-based learning permits learners to grasp learning content at

their own pace as compared to face-to-face learning. Video-based learning rose in

popularity among learners because of its engaging and motivating methods which involve

visual as well as auditory cognitive senses. The lesson content and the teaching strategies

and approaches are not only optically captivating, but they also fascinate the learners with

their lesson explanation and verbal content. The skill or knowledge gain in such a way is

credited to last longer. Video-based learning covers four (4) major factors of learning

motivation; satisfaction, attention, confidence and relevance and by effectively

implement the video lesson, it proves to be highly effective and efficient.

Recommendations

The following drawn recommendations of the study were made based on the

findings of the study:

1. Teachers are obliged to accustom stakeholders and the learner on the new

setting of learning process for them to be aware and plan how they will involve

themselves in the educative process.

 47

2. Teachers are encouraged to try variety of strategies and methods in making

video lesson to find the best way of inculcating knowledge to the learners.

3. Provide solutions and remedies on uncontrollable circumstances like the

sudden power interruption and unstable internet connection.

4. The school administrators are advised to provide seminars and trainings for

teachers on multimedia instruction.

5. The results of the study may serve as a guide for other researches that adhere

on the new normal setting of learning.

 48

References

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 50

Appendix A – Permission Letter to the Superintendent

GRADUATE SCHOOL

March 15, 2022

EDILBERTO L. OPLENARIA, CESO VI

Schools Division Superintendent
Lanao del Norte Division

Sir:
God bless you!
The undersigned who is currently enrolled at Saint Columban College – Pagadian City
with the Degree of Master of Arts in Education major in Educational Management is
conducting forthwith a research entitled “EXPERIENCES OF TEACHERS IN THE
PREPARATION, DELIVERY AND EVALUATION OF VIDEO-RECORDED
FORMAL CLASSROOM OBSERVATION”
 51

In connection to this, the undersigned would like to ask permission from your good office
to allow her interview selected Elementary Teachers coming from Public Schools inside
Lanao del Norte Division upon the start of school year 2021 – 2022. This is to formally
gather the necessary data needed for the aforementioned study. Rest assured that the data
generated will be dealt with the utmost confidentiality.
Your invaluable support in this undertaking will go along in improving the quality of
education in this part of the country, most especially in schools, districts, and the
division.
Thank you very much and more power to you!

In Saint Columban,

JESSIERYL B. CALAGO
Researcher

Noted:

GILBERT A. CELESIO, EdD.

Dean, Graduate School

Approved:

EDILBERTO L. OPLENARIA, CESO VI

Schools Division Superintendent

Appendix B - Informed Consent

SAINT COLUMBAN COLLEGE
Pagadian City
-oOo-
GRADUATE SCHOOL
CONSENT FOR PARTICIPATION IN RESEARCH INTERVIEW

1. I volunteer to participate in a research study conducted by MR. JESSIERYL B.

CALAGO from Saint Columban College, Pagadian City. I understand that the
project is designed to gather information on the Teachers’ Experiences. I will be
one of the respondents to be interviewed for this research.
2. My participation in this project is voluntary. I understand that I will be not paid
for my participation. I may withdraw and discontinue participation at any time
without penalty. If I decline to participate or withdraw from the study, no one in
my school will be told.
3. I understand that most interviewees will find the discussion interesting and
thought-provoking. If, however, I feel uncomfortable in any way during the
 52

interview session, I have the right to decline to answer any question or to end the
interview.
4. The interview will last approximately 20-30 minutes with the use of an audio
recorder. Notes will be written during the interview. An audio tape of the
interview and subsequent dialogue will be made upon my consent.
5. I understand that the researcher will not identify me by name in any reports using
information obtained from this interview, and that my confidentiality as a
participant in this study will remain secure. Subsequent uses of records and data
will be subject to standard data and policies which protect the anonymity of
individuals and institutions.
6. Faculty and administrators from my campus will neither be present at the
interview nor have access to raw notes or transcripts. This precaution will prevent
my individual comments from having any negative repercussions.
7. I understand that this research study has been reviewed and approved by the
Graduate School of Saint Columban College.
8. I have read and understood the explanation provides to me. I have had all my
questions answered to my satisfaction, and I voluntarily agree to participate in this
study.
9. I have been given a copy of this consent form.

________________________________ _____________________________
Participant’s Signature
over printed name Date
Name: JESSIERYL B. CALAGO _____________________________
Contact Number: 09262123766 Signature of the Investigator
Email: jessieryl1989@gmail.com

Appendix C - Interview Guide Questions

A. Engaging Question

1. What can you say about the use of video-recorded formal classroom demonstration in the

new normal delivering leaning?

B. Central Questions

1. How do teachers’ performance evaluated by the school head and the observers with

regards to the performance of delivering learning concepts to the students?


Sub Questions
1. How do teachers prepare
the video-recorded formal
classroom demonstration in
delivering learning concepts
to the students?
2. How do teachers deliver
the video-recorded formal
classroom demonstration in
delivering learning concepts
to the students?
3. What are the challenges
that arise in preparation,
delivery and evaluation of
video-recorded formal
classroom evaluation?
C. Exit Question
1. Do you still have anything to share that can enlighten us regarding your personal
experiences on your lesson preparation, delivery and performance evaluation of video-
53
Descriptive Questions Probing Questions
Can you give me a brief Please enlighten me more
detail on how did you on your step-by-step
prepare the video-recorded preparation.
formal classroom
demonstration in delivering What are the risk and
learning concepts to the considerations in preparing
students? video-recorded formal
classroom demonstration?
Can you describe to me, Can you describe further
how did you deliver the how did you deliver the
video-recorded formal video-recorded formal
classroom demonstration in classroom demonstration?
delivering learning concepts
to the students? Can you enumerate
techniques and methods in
the effective delivery of
video-recorded formal
classroom demonstration?
Could you tell me, what are Can you enumerate the
the challenges you have challenges you have
encountered in the experienced?
preparation, delivery and Can you describe in detail
evaluation of video- each of these challenges?
recorded formal classroom
evaluation? Among those you have
mentioned, what do you
consider the most difficult
to deal with?
How do these challenges
affect your work as a
teacher?
How do these challenges
help you become better
teacher?
 54

recorded formal classroom demonstration, which was not explored by the

abovementioned questions?

Appendix D - Interview Guide Questions (For School Head)

A. Engaging Question

1. As a School Head, what can you say about the use of video-recorded formal classroom demonstration

in delivering learning in the new normal?

B. Central Questions

1. With the use of video-recorded classroom learning delivery, how do formal classroom

teachers’ performance evaluation conducted by the school head and the observers in

facilitating learning to the students?


Sub Questions
1. How do teachers prepare
the video-recorded formal
classroom demonstration in
facilitating learning to the
students?
2. How do teachers deliver
the video-recorded
classroom learning during
formal classroom
demonstration in facilitating
to the students?
3. What are the challenges
that arise in the preparation,
delivery and the conduct of
video-recorded formal
classroom evaluation?
Descriptive Questions
Can you give me a brief
detail on how did you
evaluate the preparation of
the teacher in the video-
recorded formal classroom
demonstration in facilitating
learning to the students?
Being a school head of this
institution, can you
describe, how the teacher/s
deliver the video-recorded
classroom during formal
demonstration in facilitating Can you enumerate
learning to the students?
As a school head, what are
the challenges do your
teacher/s encountered in the experienced?
preparation, delivery and
the conduct of video-
recorded formal classroom
evaluation?
55
Probing Questions
Please give me more
information on the step-by-
step preparation of the
teacher/s in in the video-
recorded formal classroom
demonstration.
What are the risks and
considerations in preparing
video-recorded formal
classroom demonstration?
Can you describe further
how the teacher/s deliver
the video-recorded formal
classroom demonstration?
techniques and methods in
the effective delivery of
video-recorded formal
classroom demonstration?
Can you enumerate the
challenges they have
Can you describe in detail
each of these challenges?
Among those you have
mentioned, what do you
consider the most difficult
to deal with?
How do these challenges
affect you being as school
head in this institution and
as leader of the school?
How do these challenges
help you become better
school head in this
institution and as leader of
the school?
 56

C. Exit Question

1. Do you still have anything to share that can further my understanding of your job in

conducting formal classroom teacher evaluation using video-recorded classroom delivery

in facilitating learning to students?

Appendix E - Plagiarism Scan Result

57