Development of Video Prentation For Utilization in Teaching Beauty Care For TLE

DEVELOPMENT OF VIDEO PRESENTATIONFOR UTILIZATION IN
TEACHING BEAUTY CARE FOR GRADE 7 TECHNOLOGY

AND LIVELIHOOD EDUCATION (TLE) STUDENTS
An Undergraduate Thesis
Presented to the Faculty of Institute of Education
Colegio de Montalban, Rodriguez, Rizal
________________________________________________________________________
In Partial Fulfilment of the Course Requirements for the

Degree - Bachelor of Secondary Education
Major in Technology & Livelihood
Education (TLE)
________________________________________________________________________
by:
Jessel Y. Aunzo
Mary Jane S. Generoso
Jhesusa M. Pentason
Joynie N. Repolona
Angelyn T. Rodero
January 2021
Institute of Education
Colegio de Montalban
1
Rodriguez, Rizal
APPROVAL SHEET
This undergraduate thesis titled “DEVELOPMENT OF VIDEO

PRESENTATION FOR UTILIZATION IN TEACHING BEAUTY CARE FOR
GRADE 7 TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
STUDENTS” was prepared and submitted by Jessel Y. Aunzo, Mary Jane S. Generoso,
Jhesusa M. Pentason, Joynie N. Repolona and Angelyn T. Rodero and is hereby
recommended for ORAL EXAMINATION.
JORDAN C. GALLANO, PhD

Research Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination.
OPHALYN S. MORTERA, MAFil PRISCILLA F. VILORIA

Ph.D
Member Member
HIYASMINE D. DE LOS SANTOS, Ph.D

Chairman
Accepted & approved in partial fulfilment of the requirements for the degree of Bachelor
of Secondary Education major in Technology & Livelihood Education (TLE).
_______________________________
CHRISTIAN L. BUID
Dean, Institute of Education
Rodriguez, Rizal
Certificate of Originality
2
This is to certify that the research paper entitled “ DEVELOPMENT OF VIDEO
STUDENTS” does not contain any material previously published or written by another person
nor material to which to a substantial extent has been accepted for award of any other degree or
diploma of a university or other institution of higher learning except where due acknowledgement
is made in the thesis. Any contribution made to the study by others, with whom we have worked
at Colegio de Montalban or elsewhere, is explicitly acknowledged in this research paper.
____________________________
JESSEL Y. AUNZO
Researcher Date
____________________________
MARY JANE S. GENEROSO
Researcher Date
____________________________
JHESUSA M. PENTASON
Researcher Date
____________________________
JOYNIE N. REPOLONA
Researcher Date
____________________________
ANGELYN T. RODERO
Researcher Date
Attested by:
________________________________
CHRISTIAN L. BUID
Rodriguez, Rizal
Oral Defense Endorsement Form
3
This is to certify that I have edited this undergraduate thesis manuscript titled:
DEVELOPMENT OF VIDEO PRESENTATION FOR UTILIZATION IN

Prepared by:
Jessel Y. Aunzo
Jhesusa M. Pentason
Joynie N. Repolona
Angelyn T. Rodero
Is hereby endorsed to the oral defense examination panel, in support of the
candidature for the academic degree of Bachelor of Secondary Education major in
Technology & Livelihood Education (TLE).

Research Adviser
Rodriguez, Rizal
English Editing Certificate Form
This is to certify that I have edited this undergraduate thesis manuscript titled:

4
Prepared by:
Jessel Y. Aunzo
Jhesusa M. Pentason
Joynie N. Repolona
Angelyn T. Rodero
and have found it thorough and acceptable with respect to the set of structural rules that
govern the composition of sentences, phrases and words in the English language.
____________________________
Grammarian
Noted by:
__________________________
CHRISTIAN L. BUID
Rodriguez, Rizal
Statistician Certification Form
This is to certify that the instrument, data and result of this study titled:

Prepared by:
5
Jessel Y. Aunzo
Jhesusa M. Pentason
Joynie N. Repolona
Angelyn T. Rodero
has undergone statistical treatment and analysis.
Nena Q. DimailigMA.Ed
Statistician
Noted by:
__________________________
CHRISTIAN L. BUID
Rodriguez, Rizal
TABLE OF CONTENTS
TITLE PAGE
APPROVAL SHEET
CERTIFICATIONS
Certificate of Originality
Oral Defense Endorsement Form
English Editing Certification Form
Statistician Certification Form
DEDICATION
6
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
CHAPTER I – THE PROBLEM & REVIEW OF RELATED LITERATURE
Introduction --------------------------------------- 16
Background of the Study ---------------------------------------- 21
Related Literatures and Studies --------------------------------------- 23
Synthesis of the Reviewed
Related Literature & Studies --------------------------------------- 38
Theoretical Framework --------------------------------------- 40
Conceptual Framework --------------------------------------- 42
Statement of the Problem --------------------------------------- 43
Significance of the Study --------------------------------------- 44
Scope and Limitations --------------------------------------- 45
Definitions of Terms --------------------------------------- 45
CHAPTER II – METHODOLOGY
Research Design --------------------------------------- 48
Research Locale --------------------------------------- 48
Respondents of the Study --------------------------------------- 49
Data Gathering Procedures --------------------------------------- 49
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Data Gathering Instrument --------------------------------------- 50
Statistical Treatment/Tools --------------------------------------- 52
CHAPTER III - RESULT AND DISCUSSIONS
Description of the Designation of

the Respondents --------------------------------------- 54
Computed Weighted on the Assessment of

the Teachers on the Development of Video
Presentation for Utilization in Teaching Beauty
Care in terms of Appearance ------------------------------------ 55

the Students on the Development of Video
Care in terms of Appearance ----------------------------------- 57

the IT expert on the Development of Video
Care in terms of Appearance ------------------------------------- 59

the Teachers on the Development of Video
Care in terms of Visual ------------------------------------ 61

the Students on the Development of Video
Presentation for Utilization in Teaching
Beauty Care in terms of Visual ----------------------------------- 63

the IT expert on the Development of Video
Care in terms of Visual ------------------------------------65
Proposed video presentation ------------------------------------67
CHAPTER IV – SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION
Summary of findings ----------------------------------------70

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Conclusion ----------------------------------------73
Recommendations ----------------------------------------76
RESEARCH OUTPUT
Matrix ----------------------------------------78
REFERENCES ------------------------------------
----80
LIST OF APPENDICES ----------------------------------------86
CURRICULUM VITAE ----------------------------------------91
LIST OF TABLE
Tables
1 Arbitrary Scale Description of the respondents
2 Assessment of the respondents on the development of video presentation for

utilization in teaching beauty care in terms of Appearance?
3 Computed Weighted on the Assessment of the Teachers on the Development of

Video Presentation for Utilization in Teaching Beauty Care in terms Appearance
4 Computed Weighted on the Assessment of the Students on the Development

of Video Presentation for Utilization in Teaching Beauty Care in terms
Appearance
5 Computed Weighted on the Assessment of the IT Experts on the Development of

Video Presentation for Utilization in Teaching Beauty Care in terms Appearance
6 What is the assessment of the respondents on the development of video

presentation for utilization in teaching beauty care in terms of Visual?
7 Computed Weighted on the Assessment of the Teachers on the Development of

Video Presentation for Utilization in Teaching Beauty Care in terms Visual
8 Computed Weighted on the Assessment of the Student on the Development of

9 Computed Weighted on the Assessment of the IT Experts on the Development of

9
List of figures
Figures
1 Conceptual Framework of the study
2 Vicinity Map
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DEDICATION
This study is wholeheartedly dedicated to the Almighty God, for the strength,
power of mind, skills, guidance, and protection and for giving us a healthy life. We offer
to you all of these.
To our family, relatives, mentor, friends and classmates, who shared their words
of advice and encouragement to finish this study.
Especially to our thesis adviser Dr. Jordan C. Gallano and to our beloved school
(Colegio De Montalban) that still provide quality education in this challenging time of
pandemic. The important lesson we learned are patience, encouragement and virtual
cooperation that each student must have to finish their academic studies.
And lastly, we dedicate this simple book to our beloved parents and partner in
life, who have been our source of inspiration and gave us strength when we thought of
giving up, who continually provide their moral, emotional, spiritual and financial support.
ACKNOWLEDGEMENT
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First and foremost, praises and thanks to the Almighty God for the abundant
blessings bestowed to us throughout our research work to complete the study
successfully.
The researchers would like to express their deepest and sincere gratitude to
Colegio de Montalban for allowing them to fulfil their dreams and for being an
instrument and catalyst of knowledge. They would also like to thank the Institute of
Education for giving them the opportunity to write a challenging piece.
To their research adviser, Dr. Jordan C. Gallano, they like to express their
gratitude for the continuous support for their research, for his undying patience,
motivation, enthusiasm and immense knowledge. They could not have imagined having a
better adviser and mentor for our research.
They take this opportunity to owe their thanks to the entire panellist, Dr. Priscilla
F. Villoria, the Vice President for Academic Affairs, Mrs. Ophalyn Mortera, for her
help improved this study at every stage, and to their Chairman of the Board, Dr.
Hiyasmine Delos Santos, whose guidance and support has been their success in their
entire study.
To the members of the research team, Jessel Y. Aunzo, Mary Jane S. Generoso,
Jhesusa M. Pentason, Joynie N. Repolona and Angelyn T. Rodero who have been
grateful for each other’s assistance and suggestions throughout the whole process.
Finally, to their caring, loving and very supportive loved ones, especially their
family, their deepest gratitude. Their encouragement when the times get rough are much
appreciated and duly noted.
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ABSTRACT
THESIS TITLE : Development of Video

Presentation for Utilization in Teaching
Beauty care for Grade 7 Technology and
Livelihood Education Students
RESEARCHERS :Jessel Y. Aunzo

Jhesusa M. Pentason
Joynie N. Repolona
Angelyn T. Rodero
DEGREE : Bachelor of Secondary Education

AREA OF SPECIALIZATION :Technology and Livelihood Education
RESEARCH ADVISER :Jordan C. Gallano,PhD
NO. OF PAGES :92 pages
NAME AND ADDRESS OF THE : Colegio de Montalban
INSTITUTION Kasiglahan Village San Jose
Rodriguez, Rizal
________________________________________________________________________
SUMMARY
Education is one of the reasons of using video presentation. Video Presentation

has been part of teaching and it benefits both teachers and students.
This research seeks to discover the development of video presentation for
utilization in teaching Beauty Care students to engage in subject matter, enhance their
learning experience, increase their motivation and enhance learning autonomy. This
focuses on the selected teachers and students of District 1, Rodriguez Rizal in the Beauty
Care subject matter.
The method used in this research is qualitative specifically the descriptive design
to measure the effectiveness of video presentation to student’s learning. Online survey
questionnaire online survey questionnaire and our own made video were utilized.
After analyzing the data, most of the respondents were students with 75.90 %
which is equivalent to sixty-three (63). Secondly, there are thirteen (13) teachers and
lastly there were seven (7) IT Experts who respond to the questions.
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It implies that students were interested in watching video presentation. It is a
strategy that teachers can used to capture the interest of the students when teaching a
concept. We conclude that clear quality of video, audio and additional creativity in video
presentation as well as tools and equipment to be used should be working well to capture
the interest of the students in watching video presentation.
The researchers recommend to the developer of an educational video presentation
including the IT experts’ especially in software with the assistance of the Teachers whose
master in teaching in the field and the different curriculum experts to develop an effective
video presentation for utilization. Simple applications from digital media tools might be
one of the major focus and the technologies availability to make this possible for both
teachers and students.
CHAPTER I
THE PROBLEM & REVIEW OF RELATED LITERATURE
This chapter presents the introduction, review of the related literature and studies,
theoretical and conceptual framework of the study, statement of the problem, hypothesis,
and significance of the study, scope & limitations and lastly the definition of terms.
Introduction
“Always walk through life as if you have something new to learn, and you will”
(Vernon Howard, 1999). This quotation means a lot for a learner, a learner who always
seeks for exploration and new knowledge. But it takes a lot of time and effort to learn and
everyone has the capacity of doing something.
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Learning requires a long-term process to invest more knowledge. Every time you
read, watch, or listen to something, you will encounter new words for sure. And with
every words you don’t familiar with, will put you to find its meaning and that helps you
deepens your understanding.
As time goes by, learning doesn’t always have to depend on the books as if it’s
like on the old days. There are new ways of learning exists, where new and improved
technologies are everywhere. One of the improvements is by using video presentation in
teaching through laptops or computers.
Education is one of the reasons of using presentation. Presentation has been part
of teaching and it benefits both teachers and students. But, where did it truly begin?
According to Visme Article, back in those days, presentations were visualized with tools
like paper flip charts and slide projectors, and these were used in classrooms and meeting
rooms all over the world. It is said that cave paintings were the first of those "visual
tools". Neanderthal cave paintings, considered to be the first instances of art in human
history, were created to tell stories of personal experiences.
As time goes by, chalkboards and whiteboards were used to educate learners. In
fact, most of the teachers until now wrote as they speak. Another tool is the flip charts
where printed posters joined together with metal fasteners. Teachers usually provide this
kind of tool to attract student’s interest and most especially it can be use repeatedly.
On the other hand, educators and other professionals realized that chalkboards,
whiteboards and flip charts were not enough in terms of presenting knowledge and
information. That’s how projectors were invented. The “Magic Lantern” was the first
projector which uses a candle or kerosene lamp to project light through the film
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transparencies, instead of a light bulb. The presentation levels up as the technology
advanced and these how the PowerPoint was released in 1987. Because of many people
using PowerPoint, they’ve come to a term “Death by PowerPoint” means that a
presentation is so boring and poorly designed; the audience has essentially “died” in their
seats and aren’t paying attention, much less enjoying themselves. That’s why creators
make it more interesting by adding videos on the presentations and it becomes one of the
most useful tools in presenting.
As stated on the DEPED ORDERS, June 15, 2009DO 62, s. 2009Guidelines in
Managing Existing Multimedia Materials in Schools: Recently, the Commission on Audit
(COA) released their findings of underutilized and unutilized multimedia materials that
were donated to various schools nationwide. Multimedia materials are resources wherein
a combination of text, audio, still images, animation, and video are recorded into different
types of media (audio tapes, video tapes, compact disks, DVDs). The different
multimedia materials distributed in schools are composed of assorted text, presentations
about a particular topic and other associated illustrations in various information formats,
some of which are interactive whose objective is to enhance learning theories.
On the REPUBLIC ACT NO.10650 SEC. 9. Mode of Delivery. – The ODL
programs may be delivered using information and communications technology and other
approaches, such as the following:
Audio-Visual – radio, audio cassettes, slides, film, videotapes, television, telephone, fax,
audio-conferencing and video-conferencing;
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Electronic/Computer Technology and Virtual Classrooms – internet, CD-ROM,
electronic mail, e-bulletin boards, podcasts, m-learning, I-lectures, e-learning or online
learning management systems.
Integrating technology into the classroom will only be successful if the classroom
teacher is comfortable with the technology (Bates &Sangra, 2011). Research on the state
of technology in higher education has shown that “without a more professional approach
to training faculty in teaching and learning, technology is unlikely to be useto its full
potential” (Bates &Sangra, 2011, p.186).
There are many benefits to working with video production in the classroom, but
the challenge teacher educators face is to seek ways that can encourage education
students to become more familiar and comfortable with the video production process so
they will effectively assign and evaluate student work utilizing video technology in their
future classrooms (Girod, Bell & Mishra, 2010; Kearny &Schuck, 2004, 2006; Hofer &
Swan, 2005, 2006;).
According to Coco Chanel, “In order to be irreplaceable one must always be
different.” Nowadays, teachers are more creative in doing every activity they want to
share in order to catch student’s interest. Teachers must be able to have the great
privilege and responsibility to impacts their students’ lives positively. That’s why they
must make their teaching more interesting to give their students reasons to push forward
to be motivated in every lesson they have.
On the other hand, new generation of student is what we called the Generation Z
(Gen-Z). Pew Research defines members of Generation Z as anyone born between
1997 and 2012. That means the group spans ages 7 to 22 in 2019. The organization
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cites important political, economic, and technological factors that helped them
determine the cut-off from Millennial to Generation Z.
When it comes on learning, Gen-Z is more on student-centered known as
learner-centered education. This kind of learners is given the opportunity to explore
and embrace their own strength and skill in terms of learning. From the word itself,
“student-centered”, the ideas is much more from the students specially in reporting,
followed by the guidance of the teacher. In my opinion, this generation is the most
addicted when it comes on the use of technology. In connection to that, using video
presentation in teaching is more suitable for them as it can immediately capture their
attention, especially for the visual learner.
Hofer and Swan (2005) state “Digital movie making offers an opportunity to
harmonize the use of technology to support student centred pedagogy and unique
disciplinary approaches rooted in discipline-specific pedagogy” (pp 104), meaning that
video production can be taught as an area of study, but it can also be used as a
technological tool to learn about other areas of study.
Kearney (2011) found using video production as a pedagogical tool and teacher
adoption of the technology in the classroom can increase student engagement. What
separates this research from others is the introduction of the TV news story format and
the Cloud-based and tablet-based technology process. Data was also gathered on content
engagement and retention and teachers’ adoption of this process in their future classroom.
Background of the Study
This research seeks to discover the development of video presentation for
utilization in teaching Beauty Care students to engage in subject matter, enhance their
18
learning experience, increase their motivation and enhance learning autonomy. This
focuses on the selected teachers and students of Rodriguez Rizal in the Beauty Care
subject matter.
There are five Public high schools in District 1, Rodriguez Rizal including
Manggahan National High School, San Jose National High School, Burgos National High
School, Gen. Licerio Geronimo Memorial National High School and Wawa National
High School, where Beauty Care is one of the important subject matter in Technology
and Livelihood Education is being learned.
A Teacher III at Justino Sevilla High School explains that Beauty Care, or in
particular Nail Care Services is one of the components under Technology and Livelihood
Education (TLE) under the K to 12 Basic Education Program. Specifically, to the Home
Economics course, along with other TLE components which include Agri-Fishery Arts,
Industrial Arts and Information and Communication Technology.
As a course, varied and relevant activities and opportunities are provided by the
teachers to demonstrate the student understands of concepts and core competencies as
prescribed in the TESDA Training Regulation. Beauty Care (Nail Care Services) that
provides quality service to target clients in the future, if and when the learner decides to
use it in entrepreneurship.
Without question, this generation truly is the media generation, devoting more
than a quarter of each day to media. As media devices become increasingly portable, and
as they spread even further through young people’s environments from their schools to
their car’s media messages will become an even more ubiquitous presence in an already
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media-saturated world. Anything that takes up this much space in young people’s lives
deserves our full attention. —Kaiser Family Foundation.
Studies have shown that the development and utilization of video presentation in
teaching challenged the teachers’ knowledge in terms of enhancing their creativity
experience but giving them a very useful and effectiveness. We, researchers, will make
our very own videos in relation to the Beauty Care subject matter to use as learning
presentation.
RELATED LITERATURE AND STUDIES
1. Related Literature
1.1 LOCAL RELATED LITERATURE
This study was conducted to identify the effectiveness of video presentation to
students’ learning. This was derived due to the changes and updates the world has to offer
on enhancing student’s wisdom. Instructors and even students rely or use educative
videos to learn, compare and understand concepts. The use of video is only beginning to
meet the needs of today’s and tomorrow’s learners. Using videos in teaching is not new.
It was proposed that videos are effective when used to develop information literacy, using
a student survey to measure the effectiveness of video lectures. Video based materials
boost students’ creativity and cooperation. Access to video can help motivate students
and create a distinctive context for their learning experience. Questionnaires were
administered to 224 students of Benguet State University to measure effectiveness of
video presentation to student’s learning. From the outcomes, it was found out that there is
no significant difference on students’ perceptions of the effectiveness of video
presentation to students’ learning when grouped according to sex. Moreover, results
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revealed that a significant difference exists among students’ perceptions of the
effectiveness of video presentation when grouped according to their academic level.
Furthermore, it is revealed that the level of effectiveness of video presentation to students
learning is highly effective. G. Mendoza, L. Caranto, JJ. David, 2015
The researcher concluded that the developed video presentation is highly
acceptable in terms of objectives, content, format and style and language used; the
developed video presentation is an effective tool in teaching Mathematics for
kindergarten pupils; the developed video presentation can be used as an appropriate
material in teaching “Height” for kindergarten pupils.
Based on the findings and conclusion the researchers recommended to exposed
kindergarten pupils to different video presentations to enhance learning on the different
topics; develop other video presentations which focus on other subject areas; and conduct
other studies on video presentation utilizing other grade levels and considering other
variables. RC. Ahillon, 2018
The integration of video technology in case-based presentations are useful
approaches in teaching real-world problems that ultimately improves an individual’s
ability to reflect, analyze, and decide regarding any circumstance leading to change in
behavior. Anchored on the Theory of Planned Behavior, this study aims to determine the
effectiveness of an online case-based video patient education tool on the adoption of oral
health behaviors by patients in the dental setting. Materials and Methods: The study was
carried on 74 dental patients who were selected using simple sampling (37 patients each
in Groups I and II). The two groups differed in presence (Group I-Control) or absence
(Group II–Experimental) of prior exposure to professional oral care before Patient
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Educational Intervention through video-based case presentation was performed in the
control and experimental groups. Data were collected using a questionnaire and analyzed
by the Statistical Package for the Social Sciences version 18 software at 0.05 significance
level. Results: A total of 37 participants per group in Groups I and II (N=74) responded
to the pre-test phase and post-test phase. The pre-test mean scores of Groups I and II
were 11.43 and 15.05, respectively. The post-test mean score of Groups I and II were
10.81 and 12.76, respectively. There is no statistical significance seen in the pre-test
mean score and the post-test mean score of the patients who experienced professional
oral health care (Group I) (p=0.113). However, there is a statistical significance in the
mean pre-test score and the mean post-test score among patients who never experienced
professional oral health care (Group II) (p=0.032). Conclusion: The study revealed that
the video-based case presentations is an effective patient education strategy for dental
patients who have never experienced professional oral health care manifested as a decline
in the degree of dental neglect. J.Macapagal , M.Calimag, 2020
Advancement and evolution of different kinds of gadgets, mobile phones, laptops
and computers are highly appreciated by most of the students today. These become
effective tools to enhance their motivation and active engagement inside the classroom.
However, these also change the continuity of lesson because students confine themselves
in using gadgets and playing mobile games at home. Decline in students’ performance
becomes visible. In educational system where technology cannot be withdrawn, an
intensive effort of a teacher to integrate it constructively can revamp technology as an
effective tool for learning. With this explosive space of change and development, the
researcher decided to check out the effectiveness of video as a tool for learning in a form
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of video-aided self-reflection in teaching Biology. The study used quasi-experimental
research design. The participants of this study were 100 Grade 8 students from two
different sections handled by the researcher in the School Year 2018-2019. A researcher-
made pre-test was steered out to the controlled group and experimental group at the
beginning of the fourth quarter. Controlled group used traditional means of self-reflection
while the experimental group used video-aided self-reflection. At the end of the quarter
the same test was administered to both controlled and experimental group. Mean,
standard deviation and t-test were used as statistical tools to navigate the results of the
study. Findings revealed that both groups showed differences in their score implying that
they had different level of performance in Biology after the utilization of video-aided
self-reflection. This revealed that the use of video-aided self-reflection was an effective
pedagogical tool in teaching Biology. S. Aceveda, 2020
This study aims to assess the effectiveness of educational videos in teaching and
learning the concepts in standardized Physics curriculums. To evaluate the cognitive
effect from watching educational videos, the researchers opted to using a pretest-posttest
design. The researchers gave Grade 12 students (N = 73) a ten-item questionnaire
pertaining to the topic of the presentation: black holes, before and after watching the
assigned educational video. The researchers found out that watching educational videos
resulted in a significant increase in performance. JR. Caracta, SF. Gaerlan, D. De Jesus,
R. Simon, MT. Pulido, 2018
1.2 Foreign Related Literature
According to Sitti Hadijah the widespread of English learning videos nowadays
reveal that technology has been integrated in English language realm. There are
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numerous videos that can be deployed as English learning media or sources. As
commonly known, the use of video in English Foreign Language (EFL) classrooms can
facilitate the students to get more interested in learning and also enhance their
communicative competences because they can get rich learning experiences. However, in
this advanced technology era, the teachers have to face some challenges in utilizing the
video in the classrooms, such as variety of video formats, technology devices, and video
techniques. In this case, the teachers have to be able to choose appropriate video, deploy
the technology devices, and present it in more interesting and meaningful ways. If the
teachers do not know how to figure out the challenges, the video will not work effectively
to achieve the teaching and learning objectives. Considering great benefits and challenges
of using video in the EFL classrooms, this paper discusses theoretical background to
present some meaningful ways of deploying video. It is expected to provide information
for English Language teachers to successfully employ the video in their classrooms. S.
Hadijah, 2016
South Africa currently has 90 million cell phone connections and 4G
bandwidth is accessible to 75% of the population. Audio-visual media, such as videos,
can be used to enhance teaching as the use of multimedia is a key component of blended
learning. In total, 92 fourth-year university education students were surveyed to
determine their response to video-based assessments. Of the students surveyed, 92%
believed that videos assisted their understanding of the course content, 78.5% believed
that video-based assessments were less difficult than traditional assessments and 89%
intend using audio-visual media in their own classrooms. Significantly, 88.7% believe
that such media should be used at least once a week. In addition, once they graduate, 63%
24
of participants intend using social media platforms to communicate with learners. The
study suggests that a greater emphasis needs to be placed on blended learning, both in
schools and tertiary institutions in South Africa. MR Brett, 2020
Speaking skill is one of the four language skills that should be mastered by, in this
case, students to be able to communicate with their surroundings. However, there are
some difficulties for teachers to ask or to stimulate students to speak in English. It is very
important for English teachers to use interesting media especially the ones that give
context to the students in the learning process such as videos. This study aims to find out
the effectiveness of video to improve students’ speaking ability and to investigate the
most improved aspect of speaking by video. The study was conducted in one of Senior
High Schools in Sukabumi. A quasi experimental design was employed for this study.
The study involved two classes of eleventh grader which were divided into two groups;
experimental group and control group. Data were collected through pretest and posttest.
The data were analyzed by using Statistical Product and Service Solutions (SPSS) 18 for
Windows. The calculation result of independent t-test on post-test scores showed that the
significance value was lower than 0.05 (0.000< 0.05) which means the video treatment
had improved the students’ speaking ability. In line with the result, the calculation of
effect size also showed that video improved the students’ speaking ability by the score of
effect size in large level (0.697). Furthermore, the use of video in teaching speaking also
solved one of the hardest aspects of speaking for students: pronunciation. It is showed by
the result between pretest score means and posttest score means from each aspect and
pronunciation had biggest improvement with 0.67 differences from pretest to posttest.
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For that reasons it is highly recommended that teachers use video as media to teach
speaking in classroom. M. Iqbal, AA. Hakim, 2019
The article argues that the ongoing usage of audio-visual media is falling behind
in terms of educational quality compared to prior achievements in the history of distance
education. After reviewing some important steps and experiences of audio-visual digital
media development, we analyze predominant presentation formats on the Web. Special
focus is put on recent development of new ways to generate graphics and to create
animation sequences, as well as on the video presentation formats used in MOOCs. We
conclude that the" new" features are in no way disruptive innovations in distance
education and that the potential of video has not been sufficiently exploited. Adequate
incentives to use these media for collaborative learning has not been provided and
student-generated video content is at present just starting to be considered useful in
instructional design. RC Clark, RE Mayer, 2016
Video comprehension involves interpreting both sounds and images. Research has
shown that processing an aural text with relevant pictorial information effectively
enhances second/foreign language (L2) listening comprehension. A hypothesis
underlying this mixed-methods study is that a visual-only silent film used as an advance
organizer to activate learner prior knowledge, followed by a subsequent full audiovisual
presentation (V→V+A), yields the most facilitative effect on L2 learner video
comprehension compared with a full audiovisual presentation (V+A) and a visual-only
silent film presentation followed by audio-only narration (V→A). The authors showed a
video to 124 intermediate L2 English university-level students in Taiwan, and measured
their video comprehension using a multiple-choice listening test. They also conducted a
26
survey and a focus group discussion to provide a more comprehensive analysis. The
results show the V→A Group was substantially lower in video comprehension
performance; the results of the V→V+A Group, however, did not differ substantially
from those of the V+A Group. Although the results failed to confirm the hypothesis that a
visual-only silent film showing followed by a full audiovisual presentation would be most
effective in facilitating video comprehension, the L2 learner preference for and positive
response to such a viewing experience contributes to L2 listening pedagogy. C. Li, 2015
2. RELATED STUDIES
2.2 Local Related Studies
In today's generation of digital natives, students find it unexciting to sit down and
read literary texts in its entirety. Thus, students nowadays hardly understand and
appreciate literature as a subject. This calls for additional challenge to teachers who had
been used to deliver their lessons or any subject matter in traditional ways. This study
used descriptive-correlation research design to unveil the most effective viewing teaching
techniques that will help develop the viewing comprehension skills of literature students
in a tertiary level. Findings reveal how literature students perceive the use of movies or
videos as a powerful viewing teaching technique. Result of chi-square test of
independence indicates the viewing teaching techniques are not significantly related to
students' viewing comprehension. This suggests that no single teaching technique suits
the learners' interest and ability to learn. Therefore, teachers can make use of technology
combined with other viewing techniques to ensure that students will find a love for
literature that will help establish their academic success in the future. S. Guieb, MD.
Ortega-Dela Cruz, Ruth A., 2017
27
The study revealed that the video-based case presentations is an effective patient
education strategy for dental patients who have never experienced professional oral
health care manifested as a decline in the degree of dental neglect. J. Macapagal,
MM.Calimag, 2020
This study investigated on how well the students can explain science concepts
through movie scene clips as a summative assessment. It focused on the depth of the
concepts learned in physics, chemistry, and earth and life science, and to the 21st century
skills developed by the students while combining the scene clips and reviewing the
concepts observed from the scenes. Ninety seven students from three different schools in
Luzon, Philippines during the first semester of school year 2017-2018 were selected to
participate: grade 12 students under the Science, Technology, Engineering, and
Mathematics strand enrolled in General Physics 1 from Pamantasan ng Lungsod ng
Maynila, second year college students enrolled in General Chemistry from Bataan
Peninsula State University and grade 11 students under the General Academic Strand
enrolled in Earth and Life Science from Isaac Lopez Integrated School in Mandaluyong
City. Students grouped in 4-5 members were required to choose a film and clip the scenes
which have applications and violations of science concepts observed from the scenes.
The outcomes were then presented in class. The result reveals a 3.1 mean in the students’
mastery of the concepts in physics, 3.0 mean in chemistry, and 3.2 in earth and life
science, with 4.0 as the basis of an excellent mark. This shows that the mastery of the
concepts learned in each subject falls under the proficient category. The study has also
found support in the development of the students’ 21st century skills, which are
28
creativity, teamwork, communication, critical thinking, digital competencies, leadership,
and planning. M. Omiles, J. Dumlao, QK. Rubio, EJ. Ramirez, 2019
The study aimed to determine the effects of Audio-visual aided instruction on
Grade 8 students and correlate their profile and attitudes to their academic performance in
Science. The data were drawn using a self-structured achievement test for students’
academic performance in Science and a survey questionnaire which included profile,
attitude towards technology, media, study habits and motivational practices of the family.
The gathered data were correlated to the Science academic performance of the
respondent. It was found out that the students taught by audio-visual aided instruction
performed better compared to the students taught by the conventional method. The
profile and over-all attitudes of the students taught by audio-visual aided instruction did
not affect their academic performance. The profile and attitudes towards technology,
media and study habits of the students taught by conventional method did not affect their
performance as well; however, the students’ attitude towards motivational practices of
their family had negative causal relationship to their academic performance. A.A.
Lapada& A.A. Lapada, 2017
Remedial classes are important interventions to help learners catch up to their
peers. Remedial classes usually do not follow the same setting and scheduling as regular
classes and, because of this, there is a need to utilize innovative instructions. This study
explored the use of three different modalities of computer-aided instruction (CAI) in
remedial classes namely, Powerpoint presentation (PPT), Audio-visual presentation
(AVP), and PhET simulation (PhET). The results show that the pre-test and post test
scores of the students in remedial classes using CAI’s differ significantly, with the scores
29
under PPT having the best improvement. The results promote the advantage of using
CAI’s in remedial classes. JL. Besaña, L. Gabunilas, 2020.
2.2Foreign Related Studies
Demographic characteristics and baseline skills were comparable in participants
randomized to IVBI and instructor-led teaching. Mean OSATS score increased from pre-
test to post test in both groups (p < 0.001). The mean post-test OSATS score of the IVBI
group was 0.72 points below that of the instructor-led teaching group (90% CI: −3.8 to
5.2), with the 90% CI falling below the a priori no inferiority margin, satisfying criteria
for no inferiority. More than 90% of students marked either “agree” or “strongly agree”
to the following statements on the exit survey: further expansion of IVBI into other skills
modules and integration of IVBI into training curriculum. T.Lwin, P.Naing, Y.Oo, D.
Kidd, M.Cerullo, J. Posen, K.Hlaing, G.Yenokyan, KK. Thinn, ZW. Soe, 2018
This study reveals that harnessing SVVR in learning and teaching has a positive
impact on university students. The educational use of SVVR has good potential for
transforming students’ way of learning, improving traditional learning, and enhancing
students’ understanding of content and learning motivation . H. Lin, SJ. Yu, J. Sun, M.
Jong, 2019
The use of interactive-video for teaching is a possible solution to the inadequacy
of instructional materials because it enhances acquisition of practical skills in basic
technology. Thus, the finding of study revealed that significant difference was established
between the students taught using the interactive-video and their counterparts taught
using expository method in favour of those who used the interactive-video. Therefore, the
study concluded that interactive-video affords greater interaction between the teacher and
30
students. In addition, it greatly enhanced the academic achievement of students. The
study recommended that interactive-video should be permanently involved in the
teaching of basic technology. A. Amosa, O. Olab, OO.Ogunlade, KJ.Muhamed, 2019
Students’ engagement in a learning environment has been a crucial factor in
evaluating the quality of learning and predicting their academic success. With
technologies being more applied in science education for enhancing learning
engagement, it is important to study how learning environments with different levels of
technological engagement (LTEs) affect students’ learning. Data were collected from 168
fourth-grade students, ages 9–10, divided into 3 groups of different learning
environments: (1) game-based instruction (high LTE) and (2) video-based instruction
(medium LTE) as the two experimental groups, and (3) traditional instruction (low LTE)
as the control group. Students’ learning was monitored with two tests: scientific concept
test and the scientific argumentation skills test. Descriptive and inferential statistics
including t-test, ANCOVA, and the Johnson-Neyman procedure were used to examine
how different LTEs affect students’ learning as a group and by level (high-, medium-,
and low-achieving). Findings demonstrated that (a) three forms of technology-supported
learning significantly improve students’ scientific knowledge and argumentation skills;
(b) higher LTEs lead to significantly better learning of scientific knowledge, except for
some high-achieving students who can learn equally well in traditional instruction; and
(c) higher LTEs lead to significantly better learning of argumentation skills across all
students. YC. Chen, Y. Lu, CJ. Lien, 2019
We are also guided by that this research indicates that 80% of the students got
improvement in their learning outputs. This improvement was also supported by the data
31
taken trough interview sheet that the students find it more exciting and are more
facilitated to learn using the video learning media. From the finding of this study, it is
concluded that the video learning media is beneficial in improving the students' learning
outcome. So it is suggested that in teaching Anatomy Practicum, the lecturers are
required to use video as a media in teaching. B. Nadeak, L. Naibaho, 2020
Synthesis of the Reviewed of Related Literature & Studies
From the review of related foreign and local literature down to the review of
related foreign and local studies it is noticeable how these different pieces of knowledge
highlight how the development and utilization of Audio-visual presentation serves as an
efficient and effective tool to the achievement of knowledge. As some may give positive
feedback some may state some suggestion for the improvement of audio-visual
presentation.
Both S. Hadijah,2016 and MR Brett,2020 agrees how utilization of Audio-visual
presentation can leads to a successful learning process that can leads to the achievement
of learning goals. On their research they mentioned that the widespread of English
learning videos nowadays reveal that technology has been integrated in English language
realm. There are numerous videos that can be deployed as English learning media or
sources. As commonly known, the use of video in English Foreign Language (EFL)
classrooms can facilitate the students to get more interested in learning and also enhance
their communicative competences because they can get rich learning experiences. While
the latter researchers emphasized that Audio-visual media, such as videos, can be used to
enhance teaching as the use of multimedia is a key component of blended learning 63%
of participants intend using social media platforms to communicate with learners. The
32
study suggests that a greater emphasis needs to be placed on blended learning, both in
schools and tertiary institutions in South Africa.
While it is undoubtedly to question the effectiveness of multimedia in it’s any
form to the use in Educational process. Still, few researchers suggested some ways to
improve the quality and utilization of audio-visual presentation if not counter state the
previous study suggested. Muchamad Iqbal, Ali Akbar Hakim, 2019 highlighted the
importance for English teachers to use interesting media especially the ones that give
context to the students in the learning process such as videos. For that reasons it is highly
recommended that teachers use video as media to teach speaking in classroom. While
RC Clark, RE Mayer, 2016 article argues that the ongoing usage of audio visual media is
falling behind in terms of educational quality compared to prior achievements in the
history of distance education. Furthermore, as per the study of Chen-hong Li, 2015Video
comprehension involves interpreting both sounds and images.
Nonetheless due to the changes and updates the world has to offer on enhancing
student’s wisdom. Instructors and even students rely or use educative videos to learn,
compare and understand concepts. The use of video is only beginning to meet the needs
of today’s and tomorrow’s learners. Using videos in teaching is not new.The integration
of video technology in case-based presentations are useful approaches in teaching real-
world problems that ultimately improves an individual’s ability to reflect, analyze, and
decide regarding any circumstance leading to change in behaviour.
THEORETICAL FRAMEWORK
33
This study is anchored to the different theories that describe our variable. For
more understanding, researchers fully believed that the theories mentioned below will
best fit in this study.
Multiple Intelligences
Spatial intelligence is an area in the theory of multiple intelligences that deals
with spatial judgment and the ability to visualize with the mind's eye. It is defined
by Howard Gardner as a human computational capacity that provides the ability or
mental skill to solve spatial problems of navigation, visualization of objects from
different angles and space, faces or scenes recognition, or to notice fine details. Gardner
further explains that Spatial Intelligence could be more effective to solve problems in
areas related to realistic, thing-oriented, and investigative occupations. This capability is
a brain skill that is also found in people with visual impairment. As researched by
Gardner, a blind person can recognize shapes in a non-visual way. The spatial reasoning
of the blind person allows them to translate tactile sensations into mental calculations of
length and visualizations of form.
Experiential Learning Theory
Experiential Learning theory defines learning as "the process whereby knowledge
is created through the transformation of experience. Knowledge results from the
combination of grasping and transforming experience"(Kolb 1984) . The cycle begins
with an experience that the student has had, followed by an opportunity to reflect on that
experience. Then students may conceptualize and draw conclusions about what they
experienced and observed, leading to future actions in which the students experiment
with different behaviours.
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Multimedia Learning Theory
Mayer (2000), his best known contribution to the field of educational psychology
is multimedia learning theory or e-learning theory, which posits that
optimal learning occurs when visual and verbal materials are presented together
simultaneously. E-learning theory consists of cognitive science principles that describe
how electronic educational technology can be used and designed to promote effective
learning.
Conceptual Framework of the Study
INPUT PROCESS OUTPUT

Curriculum Guide  Development Stage
Learning Module
 Validation Stage Self-made Video
Teaching Guide
 Online survey presentation for
Most Essential Learning
Competencies questionnaire utilization
 Books/resources
Figure 1
Conceptual Paradigm of the Study
The conduct of the study is anchored on the research paradigm that follows the
IPO (Input, Process and Output).
The Input includes the curriculum guide, learning module, teaching guide and
most essential learning competencies.
35
The Process includes the stages such as development stage -for utilization-,
validation stage to generate results as specified in the statement of the problem. Survey
questionnaires will be utilized tabulated by means of statistical tools such as frequency
distribution, weighted mean, to help determine statistical results.
The Output includes the result of the processing of the inputted data based on the
statement of the problem about development of video presentation for utilization in
teaching beauty care students. But for the meantime it’s just an initial output for the
researcher’s proposal.
STATEMENT OF THE PROBLEM
The problem investigated in this research concerns on the development of video
presentation for utilization in teaching beauty care.
Specifically, it sought answers to the following problems:
1. What is the designation of the respondents?
2. What is the assessment of the respondents on the development of video presentation
for utilization in teaching beauty care in terms of appearance (content);
2.1 Teachers
2.2 Students
2.3 IT expert
3. What is the assessment of the respondents on the development of video presentation
for utilization of in teaching beauty care in terms of Visual;
36
3.1 Teachers
3.2 Students
3.3 IT expert
4. What are the proposed video presentations which were utilized more for students
learning?
SIGNIFICANCE OF THE STUDY
The study will be of great significance to the following:
Student This study will make them increase their motivation and interest in
learning as this study aims to assess the effectiveness of Video presentation in teaching.
Teacher This study will give additional information to the teacher about the
development and utilization of video presentation in teaching and how audio-visual
presentation can be an effective tool in a successful teaching process.
School Administrator This study may serve as basis for guiding their teacher in
teaching more effectively. And for them to assess if there’s any room for improvement so
that they could provide an ample support to their teachers and students.
Future Researchers This study gives important data which they can use as
reference for the further research.
SCOPE AND LIMITATIONS
37
The researchers have set the limitation in providing heavy equipment. This study
is also limited to the selected grade 7 students from selected school of District I, selected
Teachers from the same district and IT experts for Video presentation validation;
furthermore, it is also limited to the Development of Video Presentation for Utilization in
Teaching.
DEFINITIONS OF TERMS
For ease and clarity of understanding the following terms are defined
operationally and conceptually.
Assessment – an evaluation given by the researchers to the corresponding
respondents
Audience- referring the students or the learners from District I
Beauty care - a subject matter under Home Economics
Designation – a classification given by the researcher for the respondents
Development – process of making own video presentation of the researchers
Gen-Z- Generation Z, is the demographic cohort succeeding Millennials and
preceding Generation Alpha, mid-to-late 1990s as starting birth years and the early 2010s
as ending birth years.
Integrating Technology-a process by which teachers from District 1 use of
technology tools in general content areas in education in order to allow students to apply
computer and technology skills to learning
38
Media Generation- one way of communicating used by the teachers and students
from District I
Millennial – a generation between the ages of 22 and 38 years old in but
sometimes 1980–2000
Multimedia- combination of video, texts, graphics and sounds, a developed
learning tool by the researchers
Presentation –a visual tool designed to be present to the students of District 1
Rodriguez Rizal
Professional Approach- a method used by teachers from any of the schools from
Rodriguez District for enhancing once knowledge.
Student – a learner from district1 schools
Student-centered- a generation where learning is much more coming from the
ideas of the students from District I and guided by the teachers from District I
Teacher- the one who prepares the teaching tool for learning, or the person
teaching from District I schools
Teaching – an act of sharing ideas and knowledge to his or her learner
Utilization- makes use of the Develop Video presentation about Beauty Care
Validation- a material used by the researchers for the measuring the level of the
video presentation
39
Video presentation –a multimedia tool made by the researchers in line with the
Beauty Care
Visual Aid- most commonly way of teaching in the 21st century teachers
Voice-over – audio from the video presentation
Visual Learner- a District 1 learner who were motivated to learn using pictures
or graphics.
CHAPTER 2
METHODOLOGY
This chapter presents the research design, locale of the study, respondents of the
study, data gathering instrument, data gathering procedure and statistical treatment that
was used in the study.
RESEARCH DESIGN
The researcher used qualitative research specifically the descriptive design. In
such research the data collected qualitatively and often analyzed quantitatively, using
statistical analyses to determine relationships which means the researcher examines the
qualitative data to find the relevant themes and ideas and also use numerical data for
further comparison and evaluation of video presentation to student’s learning. Online
survey questionnaire was utilized.
RESEARCH LOCALE
40
This study was conducted in selected public Schools of Rodriguez, Rizal. This
includes San Jose National High School, Manggahan National High School, General
Licerio Geronimo Memorial National High School, and Wawa National High School.
They are all located in the lower part of Rodriguez, Rizal.
Figure 2. Vicinity Map
RESPONDENTS OF THE STUDY
The respondents of this study are the teachers teaching beauty care students,
selected grade 7 students and IT experts, who validated the development of video
presentation.
DATA GATHERING PROCEDURES
The researcher sought approval from the dean of Institute of Education to conduct
the study at Rodriguez, Rizal with selected four high schools that include San Jose
41
National High School, Manggahan National High School, Wawa National High School
and Gen. Licerio Geronimo Memorial High School. Letters of approval for the principals
of the said schools were also made and approved.
The researchers create their own video presentation and upload it in YouTube in
order to get a link and insert it in the Google form together with the questionnaire
regarding the study.
Survey questionnaire were validated by three (3) master teachers and our self-
made video presentation were validated also by three (3) IT Experts.
Survey questionnaire were send via email and messenger of the respondents.
Before sending survey questionnaire and video to the respondents, clear and precise
directions were given on how they will answer the survey questionnaire correctly.
After respondents were done, the researchers checked and analyze the
respondents result with the help of a statistician.
DATA GATHERING INSTRUMENT
The research instruments that were used were the video presentation made by the
researchers and a survey questionnaire.
We used Most Essential Learning Competencies (MELC’S), Learners Manual
(LM), and teachers guide for the content of our video.
We shoot our video using our cellphone. We served as model, director and video
editor in our video.
We made survey questionnaire and put it in Google form.
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The first part provided the designation of the respondents as well as their
respective school. Second part aims to know the assessment of the respondents in terms
of appearance (content) of video presentation.
The third part aims to know the assessment of the respondents in terms of visual.
It composed of five question for appearance and five for visual.
Last question is open-ended question that sought the recommendation or proposal of the
respondents about video presentations that can utilize more to students learning.
The research instruments that were used have been validated by the Master
Teachers and It expert thru online.
The respondents choosed from 5 – 1. Five (5)is the highest with an interpretation
as Strongly Agree and One (1) as the lowest and interpreted as Disagree.
The arbitrary scale is as follows:
Weight/Scale Mean Range Verbal Interpretation

5 4.20- 5.00 Strongly agree
4 3.40- 4.19 Agree

3 2.60- 3.39 Moderately Agree
2 1.80- 2.59 Slightly Agree
1 1.00 – 1.79 Disagree
STATISTICAL TREATMENT/TOOLS
This study used frequency and percentage distribution and weighted mean as their
statistical treatment in order to obtain accurate results to the specific questions that were
establish in the proceeding chapter.
43
1. Frequency and percentage distribution is a display of data that specifies
the percentage of observations that exist for each data point or grouping of data points. It
is a particularly useful method of expressing the relative frequency of survey responses
and other data.
To determine the description of the designation of the respondents’ frequency
distribution was used:
P= f x 100
where: P - Percentage
F - Frequency
N - Total number of respondents
2. The weighted mean is a type of mean that is calculated by multiplying the
weight (or probability) associated with a particular event or outcome with its associated
quantitative outcome and then summing all the products together. The weighted mean is
used to calculate the average value of a particular set of numbers with different levels of
weight.
To determine the data which were gathered on the Assessment of the Teachers,
IT, and Students on the Development of Video Presentation for Utilization in Teaching
Beauty Care in terms of Appearance and Visual;
44
Where: = Mean
= Summation of frequency gathered from the teachers.
= number of respondents
Chapter III
RESULT AND DISCUSSIONS
This chapter presents a discussion of the results of the study. The data are shown
in tabular form, analyzed and interpreted as deemed appropriate. The sequence of the
discussion is based from the statement of the problem in chapter 1.
Statement of the Problem #1. What is the designation of the respondents?
Table 1
Description of the Designation of the Respondents
Position Frequency Percentage
45
Teachers 13 15.67
Students 63 75.90
IT Expert 7 8.43
Total 83 100
Table 1 shows the description of the designation of the respondents. Most of the
respondents were students with 75.90 % which is equivalent to sixty-three (63).
Secondly, there are thirteen (13) teachers and lastly there were seven (7) IT Experts who
respond to the questions.
It implies that students were interested in watching video presentation. It is a
strategy that teachers can used to capture the interest of the students when teaching a
concept.
Statement of the Problem #2. What is the assessment of the respondents on the
development of video presentation for utilization in teaching beauty care in terms of
Appearance?
Table 2
Computed Weighted Mean on the Assessment of the Teachers
on the Development of Video Presentation for utilization
in Teaching Beauty Care in terms of Appearance
Statements Weighted Verbal
Mean Interpretation
1. Capture an audience’s attention immediately. 3.12 Moderately

( Napupukawangatensyon ng mgamanonood.) Agree
2. Is the video convincing the audience of the 3.24 Moderately
importance of video presentation in student’s Agree
learning?
( Nakumbinsibaangmgamanonoodsakahalagahan ng
pagtatanghal ng bidyosapagkatuto ng mag-aaral.)
3. Presentable appearance on the presentation. 3.29 Moderately
(Pagpapakita ng kaaya-ayangpresentasyon.) Agree
4. Proper summary of the content of the Video. 3.18 Moderately
( Maayosnapagbuod ng nilalaman ng bidyo.) Agree
5. Maintaining audience interest until the end of 2.82 Moderately
presentation. Agree
(Napapanatiliangatensyon ng
46
mgamanonoodhanggangsahuli.)
Over All Weighted Mean 3.13 Moderately
Agree
Arbitrary Scale: 4.20-5.00- Strongly agree, 3.40- 4.19- Agree, 2.60-3.39- Moderately Agree,
1.80- 2.59- Slightly Agree, 1.00-1.79 Disagree
Table 2 shows the computed weighted mean on the assessment of the teachers on
the development of video presentation for utilization in teaching beauty care in terms
appearance. The highest computed weighted mean was 3.24 in the question, “Is the
video convince the audience of the importance of video presentation in student’s
learning?” verbally interpreted as moderately agree.
It implies that in the assessment of the teachers, teachers were convinced that it is
important in the video presentation that learning takes place.
While the lowest computed weighted mean was 2.82 with verbal interpretation of
moderately agree found in the statement “Maintaining audience interest until the end of
presentation”.
It implies that no matter how good the video presentation is maintaining the
interest of the audience until the end of presentation is very challenging.
The over-all computed weighted mean of 3.13 with verbal interpretation of
moderately agree.
It also implies that the use of video presentation helps in processing and memory
recall. It is effective in classroom; educators can use to create time and space for active
learning.
47
Table 3
Computed Weighted Mean on the Assessment of the Students on the Development
of Video Presentation for utilization
in Teaching Beauty Care in terms
of Appearance
Mean Interpretation
1. Capture an audience’s attention immediately. 3.73 Agree
( Napupukawangatensyon ng mgamanonood.)
2. Is the video convince the audience of the importance 4.08 Agree

of video presentation in student’s learning?
3. Presentable appearance on the presentation. 4.16 Agree
(Pagpapakita ng kaaya-ayangpresentasyon.)
4. Proper summary of the content of the Video. 4.11 Agree
( Maayosnapagbuod ng nilalaman ng bidyo.)
5. Maintaining audience interest until the end of 3.81 Agree

presentation.
3.98 Agree
Over All Weighted Mean
Table 3 shows the computed weighted on the assessment of the students on the
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appearance. The highest computed weighted mean of 4.26 was found in the statement,
“presentable appearance on the presentation” with verbally interpreted as agree.
It implies the students are more particular on the presentation of the video. Since
students are more in technology now, even without formal education they can learn the
technically of making a video presentation.
The lowest computed weighted mean of 3.81 found in the statement, maintaining
audience interest until the end of presentation verbally interpreted as agree.
This implies that students themselves know that maintaining their interest in watching
video presentation is very difficult to keep. Young people now-a-days, were preoccupied
by the many things running in their mind, it is difficult for them to focus.
Over-all computed weighted mean was 3.98 with verbal interpretation of agree.
Table 4
Computed Weighted Mean on the Assessment of the IT Experts
on the Development of Video Presentation for utilization in
Teaching Beauty Care in terms of Appearance
Mean Interpretation
49
1. Capture an audience’s attention immediately. 4.71 Strongly Agree
2. Is the video convince the audience of the importance 4.57 Strongly Agree
of video presentation in student’s learning?
3. Presentable appearance on the presentation. 4.43 Strongly Agree
4. Proper summary of the content of the Video. 4.57 Strongly Agree
5 Maintaining audience interest until the end of 4.57 Strongly Agree

presentation.
4.57 Strongly Agree

Over All Weighted Mean
Table 4 shows computed weighted on the assessment of the IT Experts on the
appearance. The highest computed weighted mean of 4.71 was found in the statement
“capture an audience’s attention immediately” with verbal interpretation of strongly
agree.
It implies based on the assessment of the IT experts it important to capture the
audience attention right away in the video presentation.
The lowest computed weighted mean was 4.43 in the statement “presentable
appearance on the presentation” with verbal interpretation of 4.43.
50
The over-all computed weighted mean of 4.57 with verbal interpretation of strongly
agree.
Videos can be an effective tool in your teaching tool kit. When incorporating videos
into a lesson, It is important to keep in mind the three key components of cognitive load,
elements that impact engagement and elements that promote active learning (Brame,
2015).
Statement of the Problem #3. What is the assessment of the respondents on the
Visual?
Table 5
Computed Weighted Mean on the Assessment of the Teachers
in Teaching Beauty Care in terms of Visual
Mean Interpretation
1. Appealing to all levels of learners and learning

2.88 Moderately
style.
Agree
( Nakakaakitsalahat ng antas ng mga nag-aaral at
istilo ng pag-aaral.)
2. Clear Quality of video and audio.
3.06 Moderately
( malinawnakalidad ng bidyo at tunog.)
Agree
3. Originality and creativity of the video

3.00 Moderately
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presentation.
Agree
( Pagka-orihinal at pagkamalikhain ng
presentasyon ng bidyo.)
4. All tools and equipments used in presentation are
3.18 Moderately
working well.
Agree
( Lahat ng mgakagamitan ay
maayosnagumagana.)
5. Does the video have good editing quality?
3.06 Moderately
(ang video ba ay
Agree
mayroongmahusaynakalidadsapagkaka-edit?)
Over All Weighted Mean 3.04 Moderately
Agree
Table 5 reveals the computed weighted on the assessment of the teachers on the
visual. The highest computed weighted mean 3.18 was found in the statement, “All tools
and equipment used in presentation are working well” which was interpreted as
moderately agree.
It implies that there should be available tools in order for the video to be
effective materials for teaching
While the lowest computed weighted mean of 2.88 was found in the
statement, “appealing to all levels of learners and learning style” with verbal
interpretation of moderately agree.
The over-all computed weighted mean of 3.04 with verbal interpretation
of moderately agree.
New teachers often struggle to find ways to amplify their curriculum.
Video clips can be a great tool to assist students in gaining that deeper
52
understanding of content. It’s important to have a clear purpose for using that
film, documentary, or news clip (Alber, 2019).
Table 6
Computed Weighted Mean on the Assessment of the Student

Mean Interpretation
1. Appealing to all levels of learners and learning style.

3.86 Agree
( Nakakaakitsalahat ng antas ng mga nag-aaral at istilo ng
pag-aaral.)

3.92 Agree
3. Originality and creativity of the video presentation.

4.02 Agree
(Pagka-orihinal at pagkamalikhain ng presentasyon ng
bidyo.)
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4.13 Agree
working well.
( Lahat ng mgakagamitan ay maayosnagumagana.)

3.98 Agree
(ang video ba ay mayroongmahusaynakalidadsapagkaka-
edit?)
Over All Weighted Mean 3.98 Agree

Table 6 reveals the computed weighted mean on the assessment of the student on
the development of video presentation for utilization in teaching beauty care in terms of
and equipment used in presentation are working well” which was interpreted as agree.
Same as the result of the Teachers, this only means that there must be available
tools in order for the video to be effective materials for teaching.
While the lowest computed weighted mean of 3.86 was found in the statement,
“appealing to all levels of learners and learning style” with verbal interpretation of agree.
The over-all computed weighted mean of 3.98 with verbal interpretation of
moderately agree.
Research by educational psychologist Richard Mayer found that
using images to convey information improves a person’s ability to recall facts or key
steps by an average of 23%. When text and graphics are combined, retention increases
to 42%. So, whether a student is inclined toward auditory-sequential or visual-spatial
learning, they can still benefit in terms of recall when visual elements are
incorporated. (Daniel, S. 2019)
54
Table 7
Computed Weighted Mean on the Assessment of the IT Experts
Mean Interpretation

4.29 Strongly Agree
( Nakakaakitsalahat ng antas ng mga nag-aaral at istilo ng
pag-aaral.)
4.57 Strongly Agree
4.57 Strongly Agree
( Pagka-orihinal at pagkamalikhain ng presentasyon ng
bidyo.)
4.57 Strongly Agree
working well.

4.57 Strongly Agree
(ang video ba ay mayroongmahusaynakalidadsapagkaka-
edit?)
Over All Weighted Mean 4.51 Strongly Agree
Table 7 shows the computed weighted on the assessment of the IT Experts on the
visual.
55
It was noticed that the assessment of IT Experts was equivalent in the following
statements. First, Clear Quality of video and audio. Secondly, originality and creativity of
the video presentation, thirdly, tools and equipment used in presentation are working
well. Lastly on the question does the video have good editing quality? These four have
the computed mean of 4.57 with verbal interpretation of strongly agree.
This implies that IT experts believe each component were important in order to
produce as good quality of video presentation that can be used in the classroom
instruction.
The over-all computed weighted mean was 4.51 verbally interpreted as strongly
agree.
Gengatharan et al. (2015) found out that technology integration nowadays has gone
through innovations and transformed our societies that have totally changed the way
people think, work, and live. This is where the desire to capitalize on the new
generation’s appetite for multimedia presentations is increasing.
In such a scenario, adopting video-based technology as a method in teaching would
be motivating for teachers to teach elective subjects like Health Education. Video is one
of the audio-visual media used to describe an object that moves together with sound
naturally in an appropriate frequency.
Statement of the Problem #4.What are the proposed video presentations that can utilize
more for students learning?
56
Table 8
Proposed video presentation
Suggested Topic Suggested Revision to the Video Presentation Used Positive Feedback
 Nail care tools  music background is not comfortable on first video  Informative
and Equipment presentation video with good
 Cleaning of  And it would be better if you creatively narrate it quality audio and
tools yourselves and put catchy captions to ensure effects
 Cooking effectiveness.  I think the
 Nail art design  Make it more engaging explained well
 Nail Trimming  Make it more details in terms of Presenting the videos based on
 Hair dressing Proper Procedures the topic that is
 Video about  Use Action theme to track the attention of the given.
how important audience  It was a good
the students to  Kindly Improve editing skills make it the best even presentation and
know the though it's good enough. it is very detailed.
proper way of  All nail cleaning equipment should be further  So good
communication studied to find out what is its proper use
to others  Maybe the voice in doing a video presentation must
 Stitching be clear and in normal speed because it will affect the
learning of the student. Remember that in learning we
must engage the student's 5 senses as much as
possible. Audio-visual leanings will make them
easier to engage in any lessons.
 I think a great thumbnail can attract viewers such as
students to watch the video and pop background
music like K-pop. It allows them to vibe/chill while
watching the boring video.
Table 8 discusses the Development of video presentation for utilization in
teaching beauty care - based on the open ended question provided on the floated
questionnaire, the following analyzation are then listed. For the suggested topic for the
video presentation that can be utilized for students learning. Most of the respondents
suggested Nail care tools and equipment, Nail Trimming and cleaning of Nail Care tools.
Some also suggested discussing the next video presentation topic such as: cooking, Nail
57
art, and Hair dressing. To improve and enhance the quality of video presentation, the
respondents come up with the following suggestions: Enhance the audio background
since the music background is not comfortable on first video presentation, and it would
be better also if the video presentation was creatively narrated and put catchy captions
to ensure effectiveness, make it more engaging, make more details in terms of
Presenting the Proper Procedures. The respondents also suggested to use Action theme
to track the attention of the audience, also the respondents put in highlight to improve
editing skills, make it the best even though it's good enough.
Maybe the voice in doing a video presentation must be clear and in normal speed
because it will affect the learning of the student. Remember that in learning we must
engage the student's 5 senses as much as possible. Audio-visual learning will make them
easier to engage in any lessons one of the respondents reiterated. Lastly, the respondents’
suggested including thumbnail that can attract viewers such as students to watch the
video and pop background music like K-pop. It allows them to vibe/chill while watching
the boring video.
On the others note, the respondents put some positive feedback and notes on the
Video presentation used in this study. Some says that the video has good quality audio
and effects. The other says that the video was well explained based on the topic given. “It
was a good presentation and it is very detailed” other added.
58
Chapter IV
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDTIONS
This chapter includes the summary of findings of the study, the conclusions
drawn from the findings, and recommendations made in the light of the findings and
conclusions.
Summary of Findings
1. What is the designation of the respondents?
The description of the designation of the respondents includes students with 75.90
% which is equivalent to sixty-three (63). Secondly, there are thirteen (13) teachers and
lastly there were seven (7) IT Experts who respond to the questions.
2. What is the assessment of the respondents on the development of video
presentation for utilization in teaching beauty care in terms of Appearance?

59
The computed weighted on the assessment of the teachers on the development of
video presentation for utilization in teaching beauty care in terms of appearance. The
highest computed weighted mean was 3.24 in the question, “Is the video convince the
audience of the importance of video presentation in student’s learning?” verbally
interpreted as moderately agree. While the lowest computed weighted mean was 2.82
with verbal interpretation of moderately agree found in the statement “Maintaining
audience interest until the end of presentation”. The over-all computed weighted mean of
3.13 with verbal interpretation of moderately agree.
And the computed weighted on the assessment of the students on the development
of video presentation for utilization in teaching beauty care in terms appearance. The
highest computed weighted mean of 4.26 was found in the statement, “presentable
appearance on the presentation” with verbally interpreted as agree. The lowest computed
weighted mean of 3.81 found in the statement, maintaining audience interest until the end
of presentation verbally interpreted as agree. Over-all computed weighted mean was 3.98
with verbal interpretation of agree.
And the computed weighted on the assessment of the IT Experts on the
development of video presentation for utilization in teaching beauty care in terms
appearance. The highest computed weighted mean of 4.71 was found in the statement
“capture an audience’s attention immediately” with verbal interpretation of strongly
agree. The lowest computed weighted mean was 4.43 in the statement “presentable
appearance on the presentation” with verbal interpretation of 4.43. The over-all computed
weighted mean of 4.57 with verbal interpretation of strongly agree.
3. The computed weighted on the assessment of the teachers on the revised
60
and equipment used in presentation are working well” which was interpreted as
moderately agree. While the lowest computed weighted mean of 2.88 was found in the
statement, “appealing to all levels of learners and learning style” with verbal
interpretation of moderately agree. The over-all computed weighted mean of 3.04 with
verbal interpretation of moderately agree.
The computed weighted on the assessment of the student on the development of
video presentation for utilization in teaching beauty care In terms of visual.
The computed weighted on the assessment of the IT Experts on the development
of video presentation for utilization in teaching beauty care in terms visual. It was
noticed that the assessment of IT Experts was equivalent in the following statements.
First, Clear Quality of video and audio. Secondly, originality and creativity of the video
presentation, thirdly, tools and equipment used in presentation are working well.
Lastly on the question does the video have good editing quality? These four have
the computed mean of 4.57 with verbal interpretation of strongly agree. The over-all
computed weighted mean was 4.51 verbally interpreted as strongly agree. In such a
scenario, adopting video-based technology as a method in teaching would be motivating
for teachers to teach elective subjects like Health Education. Video is one of the audio-
visual media used to describe an object that moves together with sound naturally in an
appropriate frequency.
CONCLUSION
61
Based on the summary of findings, the researcher made the following
conclusions.
1. The study implies that students were interested in watching video presentation.
It is a strategy that teachers can used to capture the interest of the students when teaching
concepts.
Through a co generative dialogue intervention we found that video could afford
the learning of scientific ideas, however, some ideographic features were distracting to
students and constrained their learning. We argue that video clips as cultural artefacts are
inscribed with emotion that structures students ‘opportunities to engage with scientific
ideas. Higgins, J., Moeed, A., & Eden, R. (2018)
2. The computed weighted on the assessment of the teachers on the development
of video presentation for utilization in teaching beauty care in terms of appearance
implies that in the assessment of the teachers, teachers were convinced that it is
important in the video presentation that learning takes place.
It also implies that the use of video presentation helps in processing and memory
recall. It is effective in classroom; educators can use to create time and space for active
learning.
And the computed weighted on the assessment of the students on the development
of video presentation for utilization in teaching beauty care in terms appearance implies
that the students are more particular on the presentation of the video. Since students are
more in technology now, even without formal education they can learn the technically of
making a video presentation.
62
This implies that students themselves know that maintaining their interest in
watch video presentation is very difficult to keep. Young people now-a- days, were
preoccupied by the many things running in their mind, it is difficult for them to focus.
And the computed weighted on the assessment of the IT Experts on the
development of video presentation for utilization in teaching beauty care in terms
appearance implies that based on the assessment of the IT experts it is important to
capture the audience attention right away in the video presentation.
The results of a five-week user study involving 16 participants and over 69,000
images that explores both individual requirements for video summaries and the
differences in cognitive load, user experience, memory experience, and recall experience
between review using video summarisations and non-summary review techniques. Le,
H.V., Clinch, S., Sas, C., Dingler, T., Henze, N. & Davies, N. (2016)
3. The computed weighted on the assessment of the teachers and students on the
revised development of video presentation for utilization in teaching beauty care in terms
of visual implies that there should be available tools in order for the video to be effective
materials for teaching.
The computed weighted on the assessment of the IT Experts on the development
of video presentation for utilization in teaching beauty care in terms of visual implies
that IT experts believe each component were important in order to produce as good
quality of video presentation that can be used in the classroom instruction.
The experimental results showed that the most efficient method of use of
supplementary video is integration with educational video content in the middle of a
lecture. This position of video insertion provides the best results. The context of video
63
content influences efficiency of learning also. Entertainment video was not as efficient as
educational, but it can be used to engage and motivate students for learning. Ljubojevic
M., Vaskovic, V., S. Stankovic & Vaskovic, J. (2019)
Recommendations
Based on the findings of the study and conclusions drawn from the findings, the
following recommendations are being offered.
1. Researchers recommend seminars, workshops and training sessions to be
attended by the teachers in relation for improving their skills using the upgraded way of
teaching especially in software because teachers must be alert to the need of updating
their teaching skills and practices and adapt the upgraded teaching styles. Mastering
different kinds of applications such as Zoom and Google meet. Another is to create
simple presentation using Powerpoints or Class In.
2. Simple applications from digital media tools might be one of the major focus
and the technologies availability to make this possible for both teachers and students.
Now that technology has moved into studying, it will play a major role in the most
important mission of the school wherein the connections of the LGU might involve
especially in proving educational equipment’s.
3. The developer of an educational video presentation may involve by the;
64
 IT experts that specializes in software and responsible for the implementation,
monitoring and maintenance of IT systems that can be utilize in developing video
presentation,
 with the assistance of the Teachers whose master in teaching in the field and
knows better the ability to develop relationships with their students through
selecting the appropriate topic of the video presentation for utilization, and;
 the different curriculum specialists who develops, improves and assess the
effectiveness of video presentation for utilization.
4. Students matters for they are part in doing, preparing and developing
presentations. DEPEd can do even a simple survey providing their feedbacks and
suggestions for developing video presentations to also build a rich activity that keeps
them engaged.
5. In the current situation which is the new normal must requires planning,
preparation, specially cooperation from the students, parents, teacher or any degree of
expertise in order to make this happen.
65
THE RESEARCH OUTPUT
Table 5
Matrix
(Team Mosa’s Proposal)
Resources And Logistic Support

Objectives Enabling Duration Beneficiaries
Activity
Material Man Power Budget
Requirement Allocation
◙ To improve ◙ The IT
and enhance the experts with ◙ Software ◙ IT ◙ LGU AIP or ◙ Community
learning skills of the assistance Application Annual
the teachers of Master ◙7 days ◙ Master Investment ◙ Family
Teachers and ◙Laptop Teacher Program
◙ To utilize Different ◙ Students
technological curriculum ◙ Technical ◙ ◙ School
advancement in expert will Expertise Curriculum MOOP or ◙ Teachers
teaching process work hand on Experts School
hand to create ◙ Curriculum Maintenance
◙ To promote a and validate a and Other
21st century video ◙ Licensed Operating
approach presentation to Expenses
teaching be used in ◙ Projector
teaching
beauty care
◙
66
This matrix serve as the researchers proposal where in the 1st part provides the
main objectives of the study. The second is the Enabling activity that consists of the
developer of the video presentation with an estimation of 7 days duration. Furthermore,
the researcher includes the resources and logistics support including the material
requirement, man power, and the budget allocation which the community, family,
students and teachers will benefit.
67
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APPENDICES
Gantt chart of Activities
July 23- August 6- December January 8 January January

29,2020 December 14, 2020- - 11, 2021 12 – 22, 25,2021
10, 2020 January 8, 2021
2021
Preparation of
thesis
proposal
Preparation
&Submission
of thesis
application to
ethics
committee
Data
Collection
Data Analysis
Report
Writing
73
Submission of
thesis
Direction: Put a check mark of the appropriate answer.
Name (optional) :
Position : Colegio de Montalban

Kasiglahan Village San Jose Rodriguez Rizal
Teacher :
Students :
This survey questionnaire titled“DEVELOPMENTOF VIDEO
IT Experts :
STUDENTS”is
School : divided into three (3) parts. The first part is the APPEARANCE
(content) and the second part is the VISUALIZATION OF THE VIDEO and lastly an
Sanquestion.
open ended Jose National High School
MAnggahan National High School
Gen. Licerio Geronimo Memorial National High School
Wawa National High School

74
Weight/Scale Mean Range Verbal Interpretation
5 4.20- 5.00 Strongly agree
4 3.40- 4.19 Agree
3 2.60- 3.39 Moderately Agree
2 1.80- 2.59 Slightly Agree
1 1.00 – 1.79 Disagree
Directions: Please complete the following questionnaire with the specific regard to the
above inquiry, by placing a CHECK in the appropriate box.

Strongly agree
Moderately
Slightly agree
Disagree
I. Appearance (content)
agree
agree
1. Capture an audience’s attention immediately.
75
2. Does the video convince the audience on the

importance of the presentation in student’s
learning?
3. Presentable appearance on the presentation.

4. Proper summary of the content of the Video.

5. Maintaining audience interest until the end of

presentation.
II. Visual

( Nakakaakitsalahat ng antas ng mga nag-aaral at istilo
ng pag-aaral.)


( Pagka-orihinal at pagkamalikhain ng presentasyon
ng bidyo.)

working well.
76

(ang video ba ay
mayroongmahusaynakalidadsapagkaka-edit?)
III - Write your answer in the provided space.
1. What video presentation you can propose/suggest that can utilize more to students
learning?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CURRICULUM VITAE
JESSEL Y. AUNZO
Block 25 Lot 29 SV 8-B, San Isidro, Rodriguez Rizal
77
(09382373865)
aunzojessel06@gmail.com
_______________________________________________
PERSONAL BACKGROUND
 Age
24
 Birthday
June 6, 1996
 Civil status
Single
 Religion
Catholic
EDUCATIONAL ATTAINMENT
Tertiary
Bachelor of Secondary Education Major in Technology and Livelihood Education

San Jose, Rodriguez, Rizal (2020-2021)
Secondary
San Isidro National High
SY: 2009- 2013
I hereby certify that the above information is true and correct to the best of my
knowledge and belief.
MARY JANE S. GENEROSO

Blk6 Lot6 EcovilleSan Isidro, Rodriguez Rizal
(09174621104)
maryjanegeneroso06@gmail.com
_____________________________________________________
78
PERSONAL BACKGROUND
 Age
30
 Birthday
January 6, 1991
 Civil Status
Single
 Religion
Catholic
Tertiary

Secondary
Justice Cecilia Muñoz Palma High School
SY: 2008- 2009
JHESUSA M. PENTASON
Alcantarast.Litex Village San Jose, Rodriguez, Rizal
(+639476060871)
pentasonjhesusamose@gmail.com
_______________________________________________
PERSONAL BACKGROUND
 Age
33
79
 Birthday
December 25, 1987
 Civil status
Single
 Religion
Catholic
Tertiary

Secondary
San Jose National High
SY: 2015- 2016
JOYNIE N. REPOLONA
Blk 4 lot 106 SV 8-C PH- 1N SAN SIDRO RODRIGUEZ,
RIZAL
(+639488777336)
rjoynie@gmail.com
________________________________________________
PERSONAL BACKGROUND
 Age
27
 Birthday
June 4, 1993
80
 Civil status
Single
 Religion
Christian
Tertiary

Secondary
Pio Duran National High School
SY: 2010- 2011
ANGELYN T. RODERO
B3`L50 SOUTHVILLE 8 PH II, SAN.ISIDRO RODRIGUEZ,
RIZAL
(+639488777336)
angelrodero121088@gmail.com
______________________________________________________
PERSONAL BACKGROUND
 Age
32
 Birthday
December 10, 1988
 Civil status
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Development of Video Prentation For Utilization in Teaching Beauty Care For TLE

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Development of Video Prentation For Utilization in Teaching Beauty Care For TLE

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DEVELOPMENT OF VIDEO PRESENTATIONFOR UTILIZATION IN

TEACHING BEAUTY CARE FOR GRADE 7 TECHNOLOGY

In Partial Fulfilment of the Course Requirements for the

This undergraduate thesis titled “DEVELOPMENT OF VIDEO

JORDAN C. GALLANO, PhD

Approved by the Committee on Oral Examination.

OPHALYN S. MORTERA, MAFil PRISCILLA F. VILORIA

HIYASMINE D. DE LOS SANTOS, Ph.D

Oral Defense Endorsement Form

DEVELOPMENT OF VIDEO PRESENTATION FOR UTILIZATION IN

Is hereby endorsed to the oral defense examination panel, in support of the

candidature for the academic degree of Bachelor of Secondary Education major in

Technology & Livelihood Education (TLE).

JORDAN C. GALLANO, PhD

English Editing Certificate Form

DEVELOPMENT OF VIDEO PRESENTATION FOR UTILIZATION IN

Statistician Certification Form

DEVELOPMENT OF VIDEO PRESENTATION FOR UTILIZATION IN

has undergone statistical treatment and analysis.

Oral Defense Endorsement Form

English Editing Certification Form

Statistician Certification Form

CHAPTER I – THE PROBLEM & REVIEW OF RELATED LITERATURE

Background of the Study ---------------------------------------- 21

Related Literatures and Studies --------------------------------------- 23

Synthesis of the Reviewed

Related Literature & Studies --------------------------------------- 38

Theoretical Framework --------------------------------------- 40

Conceptual Framework --------------------------------------- 42

Statement of the Problem --------------------------------------- 43

Significance of the Study --------------------------------------- 44

Scope and Limitations --------------------------------------- 45

Definitions of Terms --------------------------------------- 45

Research Design --------------------------------------- 48

Research Locale --------------------------------------- 48

Respondents of the Study --------------------------------------- 49

Data Gathering Procedures --------------------------------------- 49

Statistical Treatment/Tools --------------------------------------- 52

CHAPTER III - RESULT AND DISCUSSIONS

Description of the Designation of

Computed Weighted on the Assessment of

Computed Weighted on the Assessment of

Computed Weighted on the Assessment of

Computed Weighted on the Assessment of

Computed Weighted on the Assessment of

Computed Weighted on the Assessment of

Proposed video presentation ------------------------------------67

CHAPTER IV – SUMMARY OF FINDINGS, CONCLUSION AND

Summary of findings ----------------------------------------70

LIST OF APPENDICES ----------------------------------------86

CURRICULUM VITAE ----------------------------------------91

2 Assessment of the respondents on the development of video presentation for

3 Computed Weighted on the Assessment of the Teachers on the Development of

4 Computed Weighted on the Assessment of the Students on the Development

5 Computed Weighted on the Assessment of the IT Experts on the Development of

6 What is the assessment of the respondents on the development of video

7 Computed Weighted on the Assessment of the Teachers on the Development of

8 Computed Weighted on the Assessment of the Student on the Development of

9 Computed Weighted on the Assessment of the IT Experts on the Development of

to you all of these.

of advice and encouragement to finish this study.

blessings bestowed to us throughout our research work to complete the study