Republic of the Philippines

UNIVERSITY OF SCIENCE AND TECHNOLOGY OF SOUTHERN PHILIPPINES

Lapasan, Cagayan de Oro City

COLLEGE OF SCIENCE AND TECHNOLOGY EDUCATION

Department of ______________ Education

Name of Proponents: JONEL C. MURILLO

Year & Program: 2nd Year, PhD. in Mathematical Sciences, Mathematics Education
Propose Title: Students’ Mathematics Achievement and Engagement in a SIM-based Video
Instruction.

I. Introduction
- In this section introduce the problem(s) the researchers aim to explore.

 You may begin by giving a short overview of the GAP(s) the study aims to fill-in
through the conduct of an investigation. Identify the issues and various aspect
regarding these issues by citing literatures and findings of researches related to these
issues.

The unanticipated shift in educational mode brought on by the COVID-19 dilemma is off
the top of one's head. The COVID-19 pandemic seems to have a tremendous impact on the
education sector. However, the introduction of online learning presented a variety of concerns,
difficulties, and constraints for both teachers and students, particularly in higher education
institutions (HEIs) (Bao, 2020). The problem is that COVID-19 will drive students back into
homes that aren't particularly safe, and into communities that aren't always aligned with higher
education ideals. COVID-19 also deprives some students of work study, casual, and part-time
jobs, which are critical sources of revenue for many students. (Schreiber & Ludeman, 2020)
The Learning Continuity Plan of Depart of Education is the major response and
commitment in ensuring the health, safety, and well-being of our learners, teachers, and
personnel in the time of COVID-19 while finding ways for education to continue amidst the
crisis for the upcoming school year (DepEd, 2020). DepEd also announced it is clear that
distance learning will be a key modality of learning delivery in the incoming school year and one
of which if the modular distance learning through self-learning modules. However, several
studies presented some disadvantages of self-learning modules. Self-learning modules may not
support a learner-centered approach to education, especially if the learning activity is purely
knowledge-based and does not include an application piece (Doregios, et al., 2014). In the
website of Helpline PH, they mentioned the top five disadvantage of modular learning as
follows: not all students do their modules wholeheartedly; some parents spoil their children and
do the deed instead of their children; some students tend to copy their answers from others
without reading the module; many students said they actually never learn from the modules;
lastly, modules are for formality cause and not internalized by the students. With all these
underlying issues under the current practice of our educational system, the researcher would like
to investigate how to improve the instruction through survey from the students and collect these
data to design a SIM-based video instruction.

 Describe the current practice or situation. Stipulate if the current practice is sufficient
to answer the gap, if not identify what is existing issue and support this with RRL.
Provide rationale why there is a need to conduct an investigation on these
issues/problems, support by RRL.
Different countries worldwide have introduced various answers during the pandemic to
continue the education process - the introduction of distance learning. These are online learning
platforms such as google, TV broadcasts, guidelines, resources, video lectures and online
channels were introduced (UNESCO, 2020). The Department of Education developed Modular
Distance Learning to ensure educational continuity and for each school to continue to fulfill its
objective and vision of providing quality education to every Filipino learner. Distance learning is
a type of learning that takes place between a teacher and students who are geographically
separated at the time of teaching. Modular Distance Learning (MDL), Online Distance Learning
(ODL), and TV/Radio-Based Instruction are the three types of this modality (Quinones, 2020).
The most common type of distance learning is modular learning. This learning method is
currently used by all public schools in the Philippines because, according to a survey conducted
by the Department of Education (DepEd), learning through printed and digital modules is the
most preferred distance learning method among parents with children enrolled this academic
year (Bernardo, J). This also takes into account learners in remote locations who do not have
access to the internet for online learning.
Printed learning materials such as modules and activity sheets are distributed to students.
Some students engage in online classes. School heads and teachers strategize how to distribute
and retrieve the modules every week, considering that the number of modules per subject is
insufficient for the one-to-one ratio between the modules per subject and the students. This
observable gap is expected to affect how well the student can perform.
One of the major issues that arose during the implementation of Modular Distance
Learning is the large number of activities in each module. The Department of Education should
look into this issue, decrease activities, and eliminate extraneous themes in order to achieve
mastery as much as feasible. As some of the parents put it, the lesser the better. One of the
students' fears is that they will not have enough time to complete all of the modules in a week.
(Dangle & Sumaoang, 2020).
 Discuss the propose solution and its significance with the regards to the identified
problems/issues. Support your claim with RRL.
 The underpinning problems mentioned above give way to the use of video materials.
Videos were found to be equivalent to or even superior to traditional textbooks in two separate
tests conducted under internally valid conditions in the lab (Study 1) and ecologically valid
conditions in the field (Study 2) (Merkt, et al., 2011). Study shows that to ensure an optimal use
of videos in the future, approaches for successful use of videos to provide active and self-
regulated learning in the classroom should be incorporated into teacher training. In the context of
a homework assignment, using video as a source for writing essays appears to be a promising
technique (Merkt, et al., 2011). This result is similar to the study of Donkor on The Comparative
Instructional Effectiveness of Print-Based and Video-Based Instructional Materials for Teaching
Practical Skills at a Distance where he found out that users of video-based educational resources
demonstrated greater skill development and workmanship compared to users of print-based
instructional materials.
Detailed and interactive video materials will give students a new variety of learning
material. With the help of these videos, students will get an explanation and correct interpretation
rather than reading it from the modules. Short video clips have been found in studies to allow for
more efficient processing and memory recall. Videos appeal to a wide audience because of its
visual and auditory qualities, allowing each viewer to assimilate information in their own unique
way. In a nutshell, videos are effective teachers (Bevan, 2020).
 Lastly do not forget to introduce the specific research problem(s) your study will
pursue.
In order to address some common issues about the use of self-learning modules currently
on practice, the researcher is interested to know how to improve the instruction through survey
from the students and collect these data to design a SIM-based video instruction. This research
aims to answer the effects of SIM-based video materials in terms of students’ achievement and
engagement, and the experiences of students using SIM-based video instuction.
II. Theoretical Framework
Identify the theory/framework/model the study will be anchored. Discus how does this
theory/framework/model relate to the problem under investigation, to the variables
(independent or dependent if applies). You may choose one or two most appropriate/most
fitted theory/framework/model for your study.
The current study is supported by the different cognitive theories and some student
development theories. Baddeley’s model of working memory, Paivio’s dual coding theory,
Sweller’s theory of cognitive load and the cognitive theory of multimedia learning of Richard
Mayer are the cognitive theories that will support this study. Alexander Astin on student
involvement theory and student engagement instrument by Appleton et al. will also support the
present study.
Baddeley’s working memory model includes phonological loops, visual-spatial sketch
pad and central executive. Working memory is a collection of specialized cognitive components
that enable humans to comprehend and mentally represent their immediate environment, to retain
information about their recent past experiences, to aid in the acquisition of new knowledge, to
solve problems, and to formulate, relate, and act on current goals. A supervisory system (the
central executive) and specialized temporary memory systems, such as a phonologically based
store (the phonological loop) and a visuospatial store, are among the specialized components (the
visuospatial sketchpad). This model was developed empirically using a variety of experimental
approaches on healthy adults and children, as well as brain-damaged patients. The model
provides a useful framework for explaining a wide range of working memory empirical findings
(Baddeley & Logie, 2016).
Earlier we mentioned about Paivio’s dual coding theory (DCT). According to DCT,
cognition is the result of the interaction of two separate subsystems: a verbal system that deals
directly with language and a nonverbal (imagery) system that deals with nonlinguistic objects
and events. According to the theory, both systems are generally implicated in language
phenomena. In all "language games," the verbal system is an essential player, but it is only
sufficient in a few. The verbal system draws on the nonverbal system's broad knowledge base
and gamesmanship in the most fascinating and important ones (Paivio, 2006).
Another theory that supports this study is Sweller’s theory of cognitive load. The
cognitive load theory is based on two widely held beliefs. The first is that the human brain has a
limit to how much new information it can process at any given time. The second point is that
there are no known boundaries to the amount of data that can be handled at any given time. The
goal of cognitive load research is to produce instructional strategies and recommendations that
are compatible with the working memory features in order to maximize learning (Center for
Education Statistics and Evaluation, 2017). When words and pictures are presented concurrently,
a phenomenon known as cognitive overload can occur. The processing demands of the learning
task exceed the learner's cognitive processing capabilities in this scenario. Extraneous, intrinsic,
and germane cognitive burden are the three categories of cognitive stress. Each of these can be
exacerbated by poor instructional design (CEI, 2021).
The last cognitive theory anchored by this study is the cognitive theory of multimedia
learning by Richard Mayer. Learning through the use of graphics and words is referred to as
multimedia learning. Viewing a PowerPoint presentation, listening to a pre-recorded lecture, or
reading a physics textbook are all examples of multimedia learning. Students find the experience
of using video material to be interesting, relevant, beneficial and somewhat motivating in class
(Bajrami, 2016). The Multimedia Design Theory is founded on the multimedia principle. This
notion states that words and pictures provide a richer learning experience than just words.
Adding visuals or graphics to words alone does not guarantee a deeper degree of understanding.
Multimedia instructional content is more likely to create a meaningful learning experience if the
content is developed with the following assumptions from cognitive science in mind: (1) active
processes assumption. During learning, active learning requires performing a coordinated set of
cognitive processes. (2) dual-channel assumption. One channel is for visual/pictorial processing,
and the other is for auditory/verbal processing. (3) limited-capacity assumption. Each channel
has a finite amount of processing capacity (CEI, 2021).
 The first student development theory that serves as a framework for this study is the
student involvement theory of Alexander Astin. The Student Involvement Theory, developed by
Alexander Astin in 1985, outlines how desirable outcomes for institutions of higher education
are regarded in relation to how students grow and develop as a result of co-curricular
involvement. The theory's main notions are made up of three components. The first is a student's
"inputs," which include demographics, background, and previous experiences. The second factor
is the student's "environment," which encompasses all of a student's collegiate experiences.
Finally, "outcomes" refer to a student's qualities, knowledge, attitudes, beliefs, and values after
they have graduated from college. Astin also came up with five basic engagement assumptions.
He claims that participation necessitates an expenditure of both psychosocial and physical
energy. Second, participation is ongoing, and the amount of effort expended varies from student
to student. Thirdly, there are qualitative and quantitative components to engagement. Next, what
a student gains (or develops) as a result of being involved is precisely proportional to the extent
to which they were active (in both aspects of quality and quantity). Finally, student involvement
is linked to academic performance. This idea has a wide range of applications in higher
education, and it is one of the most compelling arguments for co-curricular student involvement
(Student Development Theory, 2007)
The student engagement instrument developed by Appleton, Betts, Reschly, Chritenson,
& Huebner. The SEI is built on an engagement model developed via cooperation with Check &
Connect. Check & Connect mentors realized that re-engaging kids required more than just
adhering to school's academic and behavioral requirements. Rather, students' cognitive (e.g.,
self-regulation, perceived significance of schooling, future goals) and affective (e.g., belonging,
relationships with instructors and peers) engagement at school and with learning were also
important factors. Academic, behavioral, cognitive, and affective categories were proposed by
Christenson and colleagues as part of a four-component typology of participation (Appleton,
Christenson, Kim, & Reschly, 2006; Christenson & Anderson, 2002; Christenson et al., 2008;
Reschly & Christenson, 2006). Academic and behavioral engagement indicators are commonly
available in school data systems; however, affective and cognitive engagement require student
self-reporting.

III. Research Questions

1. What are the effects of SIM-based video instruction in terms of students’
achievement?
2. What are the effects of SIM-based video instruction in terms of students’
engagement?
3. What are the experiences of students using SIM-based video instruction?
 IV. Methodology
Research Research Design Participants/ Data Research Statistical
Questions Respondents gathering Instrument analysis tool
of the study Procedure s
1. What are the Exponential 80 Grade 7 Formative Teacher- Descriptive
effects of Sequential Students of or made test statistics,
SIM-based Research Design Libona Summative (Test paper)
video National High Assessment
materials in Cross-over School
terms of experimental
students’ Design
achievement?
2. What are the Exponential 80 Grade 7 Survey Adapted Descriptive
effects of Sequential Students of using a Student statistics
SIM-based Research Design Libona Likert Engagement
video National High Scale Instrument
materials in Cross-over School by Appleton
terms of experimental et al.
students’ Design (Checklist)
engagement?
3. What are the Exponential 80 Grade 7 Survey Structured Thematic
experiences of Sequential Students of Questionna interview Analysis
students using Research Design Libona ires guide
SIM-based National High developed questionnair
video Cross-over School by the es.
material? experimental researcher (Researcher
Design made)