Utilization of Video-Based Learning in Teaching Christian

Living Education 10 to Increase Student Engagement in

Online Distance Learning
Meynard V. Aguilar, Kristine Joy G. Follero, John Arvin D. Jadormio

Practice Teachers (Faculty of Behavioral and Social Sciences, Institute of Teaching and
Learning, Philippine Normal University-Manila, Manila Cathedral School)

aguilar.mv@pnu.edu.ph, follero.kjg@pnu.edu.ph, jadormio.jad@pnu.edu.ph

ABSTRACT
Student engagement is essential to the teaching-learning process to be able to
provide meaningful learning experiences and opportunities, and target the desired
goals. This action research shows the utilization of Video-Based Learning (VBL)
in teaching Christian Living Education 10 to increase student engagement in the
online distance learning environment. The researchers had an initial observation
of the students in an online distance learning setup, implemented the
aforementioned intervention within three (3) weeks, and then conducted a focus
group interview with the participants, gathering their experiences throughout the
implementation. Students’ engagement during the initial observation and the
implementation period was observed by the researchers using an adapted and
edited student engagement checklist by Cassar & Jang (2010) for convenience.
Overall, the study’s result indicates that the students’ engagement increased
throughout the three (3) weeks implementation period of VBL.

Keywords: online distance learning, video-based learning, student engagement,

Christian Living Education

1 Introduction
The education system was greatly affected amid the global pandemic. Learning modalities
have changed. Online Distance Learning (ODL) was one of the modalities that the Department
of Education (DepEd), Commission on Higher Education (CHED), and other educational
institutions recommended and implemented to continue learning remotely (Tria, 2020).
Stakeholders, particularly students, faced several issues after adopting the ODL. Rotas and
Cahapay (2020) identified some challenges, such as unstable internet connectivity, inadequate
learning resources, vague contents of the lesson, overloaded activities, limited teacher scaffold,
poor learning environment, physical health compromises, and mental health struggles. Moreover,
Belgica et al. (2020) mentioned that there were personal and psychological barriers, which
emphasize that students experience a lack of motivation and participation during their online
classes. Rost (2019), as cited by Belgica et al. (2020), stated that the feeling of anonymity allows
students to disengage, withdraw from the class, and participate minimally.
Issues and challenges were identified by a few resources about online distance learning;
hence, the study will utilize video-based materials in the teaching-learning process of Christian
Living Education (CLE) to increase students' engagement. CLE is one of the subjects offered by
Catholic Schools in the Philippines. In order for the subject to be adapted to the K-12 Basic
Education Curriculum (BEC), its framework and curriculum were modified by integrating Good
Manners and Right Conduct (GMRC) and Values Education (VE) learning standards and
framework. Therefore, this study sought to improve student engagement in an online distance
learning environment by utilizing Video-Based Learning in the teaching-learning process of
CLE, which encompasses video-based materials. This study would also include narratives from
the participants about their experience during the implementation period as well as the
researchers’ observations during the initial and final implementation of VBL.

1.2 Statement of the Problem

This classroom-based action research aims to improve student engagement by utilizing
Video-Based Learning in teaching Christian Living Education. Specifically, it seeks to answer
the following questions:
1. How do students describe their experience in implementing Video-Based Learning?
2. How do students perform in Video-Based Learning during the following observations:
2.1 Initial Implementation; and
2.2 Final Implementation?
3. How does Video-Based Learning affect student engagement in teaching CLE?

1.3 Review of Related Literature

Education System in the New Normal and Student Engagement
The COVID-19 pandemic brought numerous changes, particularly in the education sector,
impacting learners and educators when there was a rapid shift from face-to-face classes to online
distance learning (United Nations, 2020). ODL is one of the three existing learning modalities
implemented in the Philippines, together with modular distance learning and radio/TV-based
instructions (Quinones, 2020). Moreover, despite the health crisis, the Department of Education
in collaboration with the different units and field offices created the Basic Education - Learning
Continuity Plan (BE-LCP) which is mostly guided by the principle of safeguarding the health,
safety, and well-being of all students, teachers, and personnel of the Department (Department of
Education, 2020).
With the learning continuity plan developed by the Department of Education, classes
resume on October 5, 2020, bringing approximately 24 million learners back to school, although
virtually because of the threat of the pandemic (Magsambol, 2020). As learning continues in an
online distance learning environment, both students and teachers experience challenges. The
challenges experienced by the students are highlighted in the study conducted by Rotas and
Cahapay (2020). These include the following issues: unstable internet connectivity, inadequate
learning resources, electric power interruptions, vague learning contents, overloaded lesson
activities, limited teacher scaffolds, poor peer communication, conflict with home
responsibilities, poor learning environment, financial related problems, physical health
compromises, and mental health struggles. Furthermore, in the study by Belgica et al. (2020)
personal and psychological barriers are highlighted as one of the challenges students experience
in learning online. In this section, the researchers emphasize that learners encounter a lack of
motivation during online learning. In line with this, due to issues experienced, academic
engagement has been difficult to maintain. According to Dayagbil et al. (2021), learners'
engagement in the teaching-learning process must be considered. It is mostly about creating and
implementing "productive learning experiences" so that the students get the most out of their
time in the class.

Christian Living Education

Edukasyon sa Pagpapakatao is one of the present learning areas in the 2016 K to 12 BEC,
which was replaced by Good Manners and Right Conduct (GMRC) in the elementary level and
Values Education (VE) in the secondary level. In some private schools in the Philippines, most
especially in Catholic schools, Christian Living Education (CLE) is being integrated together
with Values Education or is being taught separately as a “stand-alone” subject. However, during
the second quarter of 2020, President Rodrigo Roa Duterte signed passing the law R.A. No.
11476 or known as the GMRC and Values Education Act, mandates the institutionalization of
GMRC and VE in the K to 12 Basic Education Curriculum in both public and private schools in
the Philippines. In Catholic schools, the integration of CLE with GMRC and VE was projected
as early as March 6, 2018. As stated in the curriculum guide for CLE, the Catholic Educational
Association of the Philippines (CEAP) sent a letter requesting to allow Catholic schools to utilize
the CLE curriculum instead of ESP. Through the initiative of CEAP National Christian
Formation Commission Chairperson Fr. Nolan A. Que, in collaboration with CLE and VE
experts and practitioners, the CLE-GMRC-VE Curriculum was formulated to guide Catholic
schools in the implementation and integration of the content standards, performance standards,
and learning competencies across the K to 12-grade levels (CEAP, 2020).
Having a similar approach to teaching Values Education, CLE also utilizes the Whole
School Approach with the goal of shaping learners into becoming a “Christ-centered person who
loves, discerns, and acts for the common good.” In addition, CLE also utilizes the PNU
Affective-Cognitive Experience for Self-Direction or ACES approach integrating the following
teaching approaches: values clarification, values analysis, inculcation/modeling, moral
development, and action learning. In addition, Robert Gagne’s nine (9) events of instruction are
also being utilized as well as the tenets of the Whole Child Approach wherein the learner is safe,
healthy, engaged, challenged, and supported in the teaching-learning process making the whole
curriculum student-centered (Department of Education, 2016; CEAP 2020; Punsalan, 2020).
Therefore, it is also essential to engage the learners in the teaching-learning process of the
aforementioned learning area to be able to provide more learning opportunities and to be able to
target the desired goals.
Video-Based Learning
Video-Based Learning (VBL) is a comprehensive method of learning which aims to
improve students' learning and satisfaction, and learning outcomes through the use of videos
(Yousef & Schroeder, 2014). Video, from an educational perspective, is an instrument used to
reflect, enhance and support the learning process in order to gain new knowledge and strengthen
the students’ ability to build a foundation in collaborative learning. Moreover, it is one of the
most effective virtual learning tools for capturing and disseminating knowledge while also
offering a high-quality learning environment in which students may better absorb and remember
facts (Sablić, et al., 2020). In the same article, Sablić et al. (2020) reviewed published research
from 2008-2019 about video-based learning, the article divided the results into three different
perspectives. First, VBL and student learning outcomes. It states that VBL is an effective method
in improving students' interaction and satisfaction because it attracts their attention and increases
participation and motivation. Second, VBL as a reflection tool in teaching, videos become a
reflection tool for teachers' reflection on their pedagogy, shared values, attitudes, and teaching
approaches. Lastly, VBL and teacher professional development videos were used in the
professional development of teachers by allowing them to analyze each other's videos, it
empowers them and strengthens critical friendship among teachers. According to Debroy (2018),
there are various styles of video-based learning which can be utilized for different learning
styles: contextual videos, analogy videos, explainer videos, learner-generated videos, and
interactive videos. Moreover, a study by Vural (2013) highlights that incorporating interactive
video into an e-learning environment alone may not necessarily improve learning. However,
videos may result in improved learning outcomes and learner achievement when paired with
questions for analysis.
One of the most fundamental learning tools for an enhanced eLearning experience is videos
(Johnson, 2018). According to Smith (2021), VBL has five benefits: (1) it adds life to the
e-learning course by making it effective and engaging, (2) increases learner engagement and
participation, (3) reduces cognitive overload and maximizes retention, (4) provides a simpler and
practical learning experience, and lastly (5) it is a cost-effective training approach. Besides that,
it is a powerful tool that can provide assistance to the teacher in the teaching-learning process by
making it engaging and promoting active learning. To ensure the effectiveness of the video-based
strategy, an educator must be guided by the top seven strategies (Johnson, 2018). First and most
importantly, keep it bite-sized. According to research, the ideal video length is six minutes or
less. Adhering to three minutes increases the chances of the video being seen all the way
through. Second, make it interactive by providing questions for analysis and reflection. This
would help in making the learning experience “superior” and maximizes student retention. Third,
make it engaging and interesting by exploring different modalities and video tools. Fourth, make
it relevant. Videos that are relevant to the students increase their engagement more, it is because
they have a clear objective and message. Fifth, make it easily accessible. In this way, learning is
continuous at any time or place, either synchronous or asynchronous sessions. This brings us to
the importance of the sixth strategy of making it global. Lastly, make it part of your blended,
flipped classroom training.

Synthesis
The review of related literature helps practice teacher-researchers to design learning plans
that utilize as well as implement video-based learning strategies to increase student engagement
in the teaching-learning process of Christian Living Education in an online distance learning
environment.

1.4 Conceptual Framework

The conceptual framework of this action research shows the process of implementing
Video-Based Learning as an intervention to the challenges experienced in online distance
learning regarding student engagement.

The framework is based on Susman's (1993) action research model, which O'Brien has
adapted (1998). A problem is first detected, and data is gathered to make a more complete
diagnosis. This is followed by a group discussion of potential solutions, from which a single
action plan emerges and is carried out. Data on the intervention's outcomes are gathered and
examined, and the results are interpreted in light of the action's success. The problem is
re-evaluated at this point, and the process repeats. This procedure is repeated until the issue is
resolved (Susman, 1993; O’Brien, 2001).
With this, from the researchers’ initial observation of the virtual class and supported by the
reviewed literature on the challenges in student engagement, the researchers discussed and
planned potential solutions leading to the utilization of Video-Based Learning to increase student
engagement in Christian Living Education’s teaching-learning process in an online distance
learning setup. Furthermore, in the implementation of the aforementioned intervention, the
researchers gather data by observation on the process and possible consequences to be able to
arrive at a conclusion and provide recommendations.
1.5 Scope and Limitations
Implementation of Video-Based Learning as an action to increase students' engagement of
Grade 10-Immaculate Conception students in learning the subject Christian Living Education in
a Catholic School, specifically, Manila Cathedral School, is the scope of the study. The
researchers decided to utilize video materials during class activities and discussions within 3
weeks.
Limitations of this study are students’ engagement can not be observed in a physical
environment or face-to-face because of the current learning modality of the school (online
distance learning), and utilization of video materials only lasts for three (3) consecutive weeks of
Real-Time Instructional Support and Engagement (RISE) sessions.

1.6 Definition of Terms

The following terms are operationally and conceptually defined according to their use in
the study:
a. Analogy videos (c) - a type of video that is used to explain multiple concepts within a
course.
b. Contextual videos (c) - is a type of video that is related to the content of the topic and is
used when the course content is new/unfamiliar to the learners.
c. Explainer videos (c) - a type of video that is usually animated, slide-based, containing
live videos, or a mixture of different types.
d. Interactive videos (c) - a type of video that encourages participation and retention by
reducing cognitive stress.
e. Learner generated videos (c) - a type of video created by learners to freely share their
knowledge.
f. Learning styles (c) - the way different students learn.
g. Online distance learning (o) - is a method of learning that involves downloading
learning modules and uploading school requirements via the Internet.
h. Real-Time Instructional Support and Engagement (o) - a term for synchronous sessions
in Manila Cathedral School.
i. Self-Directed Offline Activities and Resources (o) - a term for asynchronous sessions in
Manila Cathedral School.
j. Student engagement (o) - the level of attention, curiosity, enthusiasm, optimism, and
passion displayed by students when learning or being taught.
k. Video-based learning (o) - a holistic learning strategy that uses videos to boost students'
learning and enjoyment, as well as learning outcomes.
l. Visual learners (c)- a form of learning style in which students prefer to communicate
concepts and thoughts through visuals, videos, animations, graphics, colors, and maps.
2 Methodology
2.1 Research Design
This study focuses on the utilization of Video-Based Learning in teaching Christian Living
Education 10 to increase student engagement in the online distance learning environment.
Utilizing practical action research, the data collected were both qualitative and quantitative,
through observing students' behaviors throughout the RISE sessions, conducting an interview
with the students to gather their experiences from the implementation, as well as utilizing an
adapted 5-point Likert scale student engagement checklist by Cassar & Jang (2010). This was
known as the 3Es (experiencing, enquiring, and examining) technique in action research data
collection wherein the researchers collect data by observing (covert observation and checklist),
by asking (interviews), and by using records such as audio and video recording of the sessions
(Creswell, 2003).
Qualitative Data. For the qualitative phase of the study, the researchers utilized covert
observation, focus group interviews, and examining video recordings of the RISE sessions. The
main benefit of covert observation is that since participants do not know that they are being
observed, they cannot change or modify their behavior in response to the presence of the
researcher (Brancati, 2018). The researchers utilized the adapted and edited student engagement
scale by Cassar & Jang as a guide for observing students’ engagement behavior. Moreover, the
researchers provide unstructured questions to collect students’ experiences with the implemented
intervention (VBL) for focus group discussion.
Quantitative Data. For the quantitative phase, the researchers adapted Cassar & Jang’s
5-point Likert scale student engagement checklist for observation. The researchers utilized the
scale during the initial observation and during the last session with implemented intervention.
Quantitative data were included in the study to be able to support and complement the qualitative
data.
The researchers then interpreted both qualitative and quantitative data in this study by
utilizing covert observation and thematic analysis as well as descriptive statistics, respectively.

2.2 Research Locale, Sampling, and Participants

Research Locale
Manila Cathedral School (MCS) is a catholic school that was established in 1949 and a
PAASCU Accredited Level II school. MCS commits to nurturing the minds and hearts of all its
learners as the world carries on the challenges brought by the COVID-19 pandemic. Through the
Home Education Learning Program (HELP), more learners are being catered from different parts
of the country and even abroad.
MCS is implementing a flexible distance learning program for students as they apply
Real-Time Instructional Support and Engagement Sessions (RISE) that consist of fifty (50)
minutes of synchronous classes for each subject and Self-Directed Offline Activities and
Resources Sessions (SOAR) for asynchronous tasks and activities such as quizzes and
assignments. MCS believes that education is the preparation of the human being for life both
here and hereafter. The school adheres to the simplicity of lifestyle with Christian Spirituality or
Religion as the unifying core in our interdisciplinary curriculum integrating faith and science
into a life centered on the Lord Jesus.

Sampling
Convenience sampling was used in this study in which it is a non-probability sampling
where the researchers select the participants who are available around a location or based on
participants' availability. Convenience sampling is well-liked because it is not costly, not as
time-consuming compared to other sampling techniques, and it is simple. When used to generate
a hypothesis or research objective, convenience sampling is useful (Stratton, 2021)

Participants
The participants of the study are Grade 10-Immaculate Conception students which consist
of forty-one (41) learners. They were given consent to participate prior to the implementation of
the study. Moreover, they were oriented about their rights and protections as participants of the
study based on the ethical considerations of the research study.

2.3 Instrumentation
This study utilized covert observation, focus group interviews, and a students engagement
checklist scale.

Covert Observation
The fundamental advantage of covert observation is that because participants are unaware
that they are being observed, they are unable to adjust their behavior in reaction to the presence
of the observer researcher. According to Brancati (2018), if participants were aware that they
were being observed, they would strive to conceal certain behaviors or frame events to portray
themselves in the best possible light. They may even invent or stage situations for the
researcher's benefit. The researchers used covert observation to assess and examine the
engagement of the students in an online distance learning setup, without adjusting their behavior
in class.

Focus Group Interviews

An interview, often known as an oral questionnaire, is a type of assessment tool. It is a
method in which a researcher asks respondents for information through conversational
engagement (Yaya, 2014). The researchers used focus group interviews, to talk about the
experiences of the participants after the process. In this way, they were able to gather in-depth
information about the effectiveness of the intervention implemented.

Students Engagement Checklist Scale

The adapted checklist was from Cassar and Jang’s (2010) study on investigating the effects
of a game-based approach in teaching word recognition and spelling to students with reading
disabilities and attention deficits. The checklist includes eighteen (18) statements targeting
students’ engagement with a Likert scale rating from 1 as never to 5 as always. However, the
checklist was edited by the researchers to fit the participants and to be contextualized in an
online distance learning environment. The edited version of the checklist consists of six (6)
statements with a similar scale rating from 1 as never to 5 as always. Three (3) practice
teacher-researchers observed the performances of the students during the initial implementation
(April 4, 2022) to the final implementation (April 21, 2022) of VBL as an intervention. All three
practice teachers observed during the synchronous classes and reviewed the recorded sessions for
assurance.

2.4 Data Gathering Procedure

The best way to formally ask permission to conduct a study is to send a letter to the locale
and a consent letter to participants. Before administering the study, the researchers sent out
letters to inform the research locale and participants. The researchers have included the following
in the said letter: the purpose of the study, procedures, risk, benefits, statement of confidentiality,
right to ask questions, and the informed and voluntary consent to participate.
The researchers conceptualize the utilization of VBL in the month of March for the A.Y.
2021-2022. The data collection (following the process of action research) started on April 2,
2022, and lasted for three (3) weeks, ending on April 21, 2022.
After collecting enough data, the researchers then applied covert observation and thematic
analysis, and descriptive statistics. Utilizing the covert observation method and focus group
interviews in gathering data for research questions nos. 1 and 3, the researchers used the student
engagement scale checklist as a guide for analysis and thematic analysis in interpreting the
qualitative data. On the other hand, for research question no. 2, to support and complement the
qualitative data, the researchers utilized computational tools such as Microsoft Excel and Google
Sheets in analyzing the collected quantitative data using descriptive statistics. The mean and
standard deviation were utilized to present the data, as well as the level of frequency.

2.5 Ethical Considerations

Consent
The Grade 10 students were notified of the needs of participants and they were given an
informed consent regarding the purpose of the study as well as the duration of observation that
will be conducted in their class. Aside from the students, parents were also given informed
consent containing the purpose of the study and if they allow their child/children to be a
participant in the study. Electronic signatures were given by the students and parents indicating
their participation in the study and converted into PDF files to ensure its authenticity

Confidentiality
The Grade 10 students were notified that the interview procedure will be used for research
purposes only and the identity of the participants will be kept anonymous and confidential.
Data Security
All digital copies of informed consent forms, checklist, and interview transcripts were
saved in a Google drive folder wherein only the researchers can access. All data acquired,
including personal information about participants, will not be published or disseminated as a part
of this study. The data given by the participants will be used for academic and research purposes
only.

Beneficence and Non-Maleficence

As for the individual interview, we make sure that the whole process will not cause harm to
the participants and that no participants are forced to reveal their information, this was one of the
considerations upon conducting the individual member checking of the synthesized analyzed
data of this study. The purpose of this study is to discover new information and knowledge that
would be helpful for the field of education.

3 Findings and Discussion

This section discusses the findings of this study and the data analysis in the order of the
research questions indicated in the introduction.

3.1 How do students describe their experience in implementing Video-Based Learning?

Positive. Participants shared that the implementation of video-based learning brought a positive
learning experience for them. Under this theme emerged three (3) subthemes: interesting,
entertaining, and helpful.

Interesting: Participants stated that the video material used was interesting as they were
able to express their feelings, though, and opinions. As Participant 7 stated:

“It was an interesting experience po na mag learn based on videos and sharing our
thoughts and opinions on what we have learned so far” It was an interesting experience to learn
based on videos and sharing our thoughts and opinions on what we have learned so far.

Entertaining: Participants expressed that the content of the video used was contextualized
for students as participants can relate his/her life to the video and the video is relevant to the
current issues in society. As Participant 19 shared:

“It was quite entertaining po sir kasi ano mas lalo pong na-eengage yung mga students
lalo na po kung makakarelate po sila kasi po nirerelate niyo po yung mostly sa napapanahong
topic po” It was quite entertaining sir because students are more engaged if they could relate to
the topic and because you relate most of the topic to the current issues.
 Helpful: Participants shared the video used to help them to better understand the lesson and
the video is helpful to the learning styles of the participants. As Participant 33 stated:

“Maganda po because I am a visual learner as it is helpful and the teacher was able to
explain the details of the video for students to understand” It was a good thing because I am a
visual learner as it is helpful and the teacher was able to explain the details of the video for
students to understand.

In addition, some participants stated that the video used is helpful for their learning style as they
are able to better understand the lesson. As Participant 34 shared:

“Sir ano po uhm para po sa akin since visual learner po ako nakapag help po sya sa akin
na mas mapunan po yung mga katanungan ko po about the topic po na yon at ganon din po dahil
inexplain niyo rin po ng maayos after niyo po ipapanood po sa amin” Sir for me since I am a
visual learner the video was able to help me fill in my questions about that topic and also
because you also explain it properly after the video activity.

3.2 How do students perform in Video-Based Learning during the following observations:
initial and final implementation?

Table 1. Initial Implementation Performance of Grade 10 CLED Students

Statements M SD Level of Frequency

1. Pay attention 3 0 Sometimes

during video-based
activities or
discussions
(through reaction
buttons & facial
expressions)

2. Participate actively 3 0 Sometimes

during the discussion
and activities

3. Pressing virtual 3 0 Sometimes

hand or volunteer to
answer questions or
queries

4. Clearly understand 4 0 Often

 the video
(based on the
processing questions
given by the teacher)

5. Able to relate the 4.66 0.57 Always

video to real-life
situations

6. Able to reflect on 3.66 0.57 Often

their shared values,
beliefs, and attitudes

Table 1 shows the performances of Grade 10 CLED students during the initial
implementation (April 4, 2022) of the researchers. For proper observation, the researchers used
the student engagement scale. In addition, “To Stand for the Proper Use of Authority and
Stewardship'' was the topic during the initial implementation of VBL. The teacher utilized a
2-minute explainer video to simply explain human rights and a contextual video from the news
related to the course content for the students to explore the concept of graft and corruption. The
teacher also provided a series of questions for analysis.
The results indicated that during the initial implementation of VBL, the researchers
observed that the students sometimes pay attention during video-based activities and discussions.
There were only a few students who were able to turn their cameras on and it was evident that
they were paying attention based on their facial expressions facing their computer screens. On
the other hand, students who have their cameras off were not reacting using Zoom’s reaction
buttons. One limitation encountered about this was that the teacher was not able to remind the
students to utilize the reaction buttons while the video was playing. According to Yale University
(n.d.), utilization of the different features of Zoom tools can promote learning and engage
students. It is also important to highlight the importance of constantly reminding students about
Zoom’s features which can also encourage participation.
Moreover, statement no. 2 has the level of frequency Sometimes indicating that the students
sometimes participate actively during the activities and discussions. Mostly the students who
participate actively were students who have their cameras on. In relation to this, the students
were also sometimes pressing their virtual hands and volunteering to answer questions or queries
about the topic. During the initial implementation, the researchers observed that the students who
were participating all throughout the discussion were only the same students who already recited.
In addition, statement no. 3 also shows a similar level of frequency with the 2nd statement
with a mean of 3 (SD=0). This indicates that the students sometimes press the virtual hand
feature or volunteer to answer questions/queries. The teacher constantly reminded the students to
raise their virtual hands if they wanted to share their thoughts and ideas about the topic and/or
analysis questions given by the teacher. Besides that, if the students still don’t raise their hands to
participate voluntarily, the teacher called students to recite.
 Statement no. 4 indicates that students often understand the video clearly based on the
processing questions given by the teacher. It was evident in the discussion that some of the
students were aware of the questions being asked. However, one limitation in this statement was
that the same student was answering. Nevertheless, the students clearly gave their thoughts
regarding the video with the guidance of the teacher’s processing questions. Moreover, they were
able to relate the video to real-life situations with a level of frequency Always. They were able to
relate the video by simply providing examples and real-life experiences. However, statement no.
6 shows a level of frequency Often with a mean of 3.66 (SD=0.57), indicating that they were
often able to reflect on their shared values, beliefs, and attitudes.

Table 2. Final Implementation Performance of Grade 10 CLED Students in Video-Based Learning

Statements M SD Level of Frequency

1. Pay attention 4.33 0.57 Always

during video-based
activities or
discussions
(through reaction
buttons & facial
expressions)

2. Participate actively 4.66 0.57 Always

during the discussion
and activities

3. Pressing virtual 4 0 Often

hand or volunteer to
answer questions or
queries

4. Clearly understand 5 0 Always

the video
(based on the
processing questions
given by the teacher)

5. Able to relate the 5 0 Always

video to real-life
situations

6. Able to reflect on 5 0 Always

their shared values,
beliefs, and attitudes
 Table 2 shows the performances of Grade 10 CLED students during the final
implementation (April 21, 2022) of VBL as an intervention for student engagement. The
researchers utilized the student engagement scale for observation. The topic discussed during the
final implementation of VBL was To Stand for the Right to Life. The teacher used a contextual
video (social experiment) to introduce one of the concepts for discussion. After the presentation,
the teacher then posed questions for analysis.
Looking at the results and based on the observation of the researchers, changes regarding
the performance of the students during the initial implementation (see Table 1) increased during
the whole period up until the final implementation. Statement no. 1 indicates that during the final
implementation, the students were able to always pay attention during the video-based activities
or discussions through reaction buttons and facial expressions. As the researchers observed,
students who had their cameras on showed facial expressions that they were interested in the
video shown by the teacher. Some were shocked and emotional because of the content.
Furthermore, they were also able to participate actively during the discussion and activities with
a level of frequency Always. Some of the participants indicated in the focus group discussion that
the videos motivated/encouraged them to participate in the discussion and activities because it
gives them ideas and were able to list down information about the topic (Participant 40, 2022).
Moreover, the students were also able to participate actively if the teacher was energetic and if
the video was connected to the content. With that, they were able to understand the content and
meaning of the lesson clearly, especially if the video chosen by the teacher is situational and
relatable to students (Participant 19, 2022; Participant 33, 2022).
Statement no. 3 shows a higher level of frequency than the initial implementation, with the
mean of 4 (SD=0) showing the level of frequency Often, indicating that the students often press
the virtual hand or volunteer to answer questions/queries about the video. The researchers
observed that the teacher does not need to call the students to answer but they were having the
initiative to raise their virtual hands to share their ideas, opinions, and thoughts about the
topic/video. However, one student indicated that there are times that they understand the video
because it was relatable, and there are times that they do not easily understand the content of the
video because of the unstable internet connection, fast explanation of the teacher, rapid dialogue
of the video, and the absence of subtitles (Participant 33, 2022). These difficulties mentioned by
the student can contribute greatly to the voluntary pressing of the virtual hand to answer
questions/queries.
Moreover, the students clearly understood the video based on the processing questions
given by the teacher, with a mean of 5 (SD=0) and a level of frequency Always. It is also
important to mention here that before the teacher played the video as the main activity, he
showed the students first the questions that they would answer right after playing the video. In
this way, the students were able to have an overview of how the discussion will go afterward as
well as prepare themselves to answer/participate. After asking the questions, the teacher waited
for a minute and a student raised her hand to participate. However, there were times when the
teacher still called for some students to participate. Nevertheless, the students were able to easily
grasp the meaning of the video and were able to share their feelings towards the video. During
the focus group discussion, some students mentioned that presenting a video was a good strategy
because some of them are visual learners and highlighted that it was helpful (Participant 34,
2022). According to Das (2019), using a video strategy in learning has a lot of advantages. To
mention a few, a video encourages multi-sensory learning, which involves using two or more
senses to learn. More cognitive involvement is possible when many senses are used. This
encourages students to think deeply about the subject and to consider it from various angles
which then allows students to develop problem-solving abilities. Furthermore, using video also
addresses the different learning styles of the students. It was highlighted in the article that
“videos, as a single platform, cater to all categories of learners.” Participant 40 stated, “...kapag
may video po, parang nakatutok lang po ako doon. Mas na-uunderstand ko po siya… Kapag
nakikita ko po mas nadadalian ako. Ganoon po kasi yung way po noong learning capability ko
po.” “If there is a video, I usually focus on that. I (easily) understand it… If I can see it, I can
easily understand. That is my learning capability.”
Statements nos. 5 and 6 also show a high mean of 5 (SD=0), indicating that the students
were always able to relate the video to real-life situations and were always able to reflect on their
shared values, beliefs, and attitudes. After playing the video, the students were asked by the
teacher the question: “if you will be in this kind of situation/scenario, what would you do?” The
students were able to share their thoughts regarding the question as well as their own
experiences.
Furthermore, during the interview after the implementation, the students were able to
express their positive attitude toward VBL as an intervention to increase student engagement.
The following statements were excerpts from the focus group discussion with the students of
Grade 10-Immaculate Conception:
To say the least po, it was an interesting experience po na mag-learn based on videos and
then, sharing po our thoughts and opinions on what we’ve learned so far. To say the least, it was
an interesting experience to learn based on videos and then, sharing our thoughts and opinions
on what we’ve learned so far. (Participant 7)
It was quite entertaining po kasi ano, mas lalong na-eengage yung students. Lalo na po if
makakarelate sila, kasi po nirerelate niyo po yung mostly sa napapanahon na topic. It was quite
entertaining because students are more engaged. Most especially if they can relate because you
were able to relate (the video) to the topic which is relevant. (Participant 19)
Yung mga video activities po nagiging eye-opener po siya sa akin. Kasi yung mga topics po
na iyon, hindi po siya normally nakikita at napapanood on a daily basis. Kaya nagiging helpful
din po siya sa akin. The video activities were an eye-opener for me. It is because the topics were
not normally seen and watched on a daily basis which is why it is helpful for me. (Participant 1)

To summarize, Video-Based Learning as an intervention contributed to increasing student

engagement based on the researchers’ observation of students’ performance during the
implementation period.
3.3 How does Video-Based Learning affect student engagement in teaching CLE?

Understanding of the Lesson. The first theme focuses on how students understand the lesson
through the video materials implemented in class. Context, content, and learning styles
appeared to be the sub-themes of this theme.

Context: The students always looked at the relevance and meaning of the video they were
watching. It always helped them to focus on class and participate actively in discussions and
activities. As stated by Participant 42:

“I was able to focus on the video and mas natututo sa video na ipinapalabas, pag mas nakikita
mas nadadalian at naiintindihan ko po. We have various learning styles naman po eh.” I was able
to focus on the video and learn more, the more I see it the easier it is, and I understand. We have
various learning styles.

Content: The content of the video affects students' understanding of the lesson and
participation in class discussions and activities. The students want videos that they can relate to
their experiences in life and catch their attention. The language and origin of the video do not
affect their process of understanding the video. As several participants pointed out in the in the
interview, specifically Participants 21, 36, 37, and 42:

“Sir, nakakarelate po dapat ang students and yung video po dapat with relation sa topic” Sir, the
students should be able to relate and the video should be related to the topic.

“Hindi nakakaapekto yung local or international video na ipapalabas basta relatable sila and
informative” It does not affect whether it is a local or international video as long as they are
relatable and informative.

“Ganun din po ‘di po nakaka-apekto sa pagkakaintindi sa video kung anong language ang gamit
at kung saan po nagmulang bansa” It also doesn't affect the understanding of the video on what
language is used or which country the video originated.

The statements from the participants proved that the content of the video must be related
and relevant to the topic, empathize with students and be understandable with the most
commonly used language.

Learning Styles: Students emphasize that their learning styles helped them to understand
the videos clearly. Most of them are visual and auditory learners which means that they
effectively learn through visual communication such as images and maps and through hearing
such as songs and discussions. As Participants 20 and 42 stated:
“I was able to focus on the video and mas natututo sa video na ipinapalabas. Kapag mas nakikita
mas nadadalian at naiintindihan ko po. We have various learning styles naman po eh.” I was able
to focus on the video and learn more from it. The more I watch/see, the easier it is to understand.
We have various learning styles.

“Nakakatulong po na mas maintindihan ang lesson dahil visual learner din po ako” It helps to
better understand the lesson because I am also a visual learner.

Motivation. The second theme that emerged is students’ motivation in learning the lesson of
Christian Living Education. The video materials that were utilized motivated the students to
participate in class. Providing ideas, relatable, and connection are the sub-themes of this theme.

Providing Ideas: Videos that were utilized in activities and discussion of the lesson
provided students with ideas that they were able to share and discuss with the class. Moreover, it
helped them to list down possible questions that the teacher might ask and possible answers for
those questions. As emphasized by Participant 42:

“Mas binibigyan po kami ng ideas and na lilist down po namin yung ideas and possible questions
from the video and mas na-eencourage po kaming magrecite” We are given more ideas and we
list down the ideas and possible questions from the video and we are more encouraged to recite.

Relatable: Students want videos to watch which they can relate their personal experiences,
values, beliefs, and apply in real-life situations that they have seen or might do like situational
videos and documentaries. Those videos which they can relate to encourage them to participate,
share their experiences, thoughts, feelings, and share the lessons they’ve learned. As stated by
Participant 21:

“Gusto po namin yung mga situational videos dahil mas namomotivate po kaming
magparticipate and makinig and mas nakakarelate po kami. Like documentary videos” We like
situational videos because they motivate us to participate more and listen and we can relate to it
more. Like documentary videos.

Connection: Students were motivated to participate and learn in-class activities and
discussions if the video materials utilized were connected to the lesson or main discussion. The
connection of the videos must be clear and explained by the teacher. As mentioned by Participant
35:

“Namomotivate po kami ‘pag energetic yung nagtuturo and nakikita po namin yung connection
ng video sa topic then mas naiintindihan po namin yung lesson and yung meaning ng lesson” We
are motivated when the teacher is energetic and we see the connection of the video to the topic
then we better understand the lesson and the meaning of the lesson.

Students’ Interest. The third theme focuses on how video materials affected the interest of the
students in learning the lessons in Christian Living Education subject. The sub-themes that
emerged from this theme are the duration of the video as well as the content and context of the
video.

Duration of the Video: The length of the video affects students' attention and interest in
learning the lessons. Videos that are five (5) minutes long and above are not effective for
students as they prefer videos with a duration of five (5) minutes and below. As Participants 21,
42, and 37 shared:

“Nakadepende po sa topic kung gaano kahaba, ayaw po namin ng 5-10 minutes we tend to divert
our attention to something else po like naglalaro na po ako or di na po ako nanonood at
nakikinig.” It depends on how long the topic was, we don't want 5-10 minutes. We tend to divert our
attention to something else like I'm already playing or I'm not watching and listening anymore.

“Ayaw po namin yung mahaba dahil nawawala po yung attention namin sa video.” We don't want
the long one because we're losing our attention in the video.

“Beyond 1 to 2 minutes boring na po yung video para sa amin and dapat po sana may
explanation galing sa video.” Beyond 1 to 2 minutes, the video is boring for us and there should
be an explanation from the video.

Content and Context of the Video: The video and content of the video must be interesting
for students. Videos affect the interest of the students with their content and context to the topic
or lesson, it catches students' attention and helps them to actively participate and engage
themselves with the lesson. As Participants 21 and 1 stated:

“Entertaining po yung videos, maganda po kasi contextualized ang content and I can relate it
with my life and the yung mga videos po ay napapanahon.” The videos are entertaining because
the content is contextualized and I can relate it to my life and the videos are up to date.

“Yung mga video activities po nagiging eye-opener po siya sa akin. Kasi yung mga topics po na
iyon, hindi po siya normally nakikita at napapanood on a daily basis. Kaya nagiging helpful din
po siya sa akin.” The video activities were an eye-opener for me. It is because the topics were not
normally seen and watched on a daily basis which is why it is helpful for me.

These statements from participants of the study proved that the content and context of the video
materials that were implemented in-class discussion and activities affect students’ interest.

4 Conclusions and Recommendations

This study aimed to improve student engagement through the utilization of Video-Based
Learning in teaching Christian Living Education. As an intervention to enhance student
participation in activities and discussions, the researchers used video materials throughout the
implementation period.
Utilizing the mixed-method approach in action research, the researchers gathered data
through covert observation, a 5-point Likert student engagement checklist scale, and focus group
discussions. To answer the research questions, both thematic analysis and descriptive statistics
were utilized. Based on the data collected, the researchers concluded that in the three-week
implementation period, student engagement increased through the utilization of Video-Based
Learning in the teaching-learning process of CLE 10.
The results of the study showed that VBL brought positive learning experiences for
students, especially in the teaching-learning process. Students shared that the video materials
used were interesting as they were able to freely express their thoughts and ideas during
activities and discussions. The videos were also entertaining as students relate their experiences
from the video and it was helpful in their learning style as they were able to fully understand the
lesson.
Furthermore, the researchers utilized the student engagement scale to be able to see their
performance in the initial and final implementation of VBL. Results were analyzed by
calculating the mean and standard deviation in each statement on the 5-point Likert scale. This
revealed that the quantitative results in both initial and final implementation indicated the
different performances students showed during the researchers' observation. During the initial
implementation, statements nos. 1, 2, and 3 showed similar levels of frequency: Sometimes.
Learners were sometimes paying attention during the presentation of video materials. With that,
they sometimes participate during the discussion and activities as well as sometimes raise their
virtual hand voluntarily. The researchers also observed that some students were paying attention
and actively participated. However, the same students participated all throughout the session.
In the final implementation of VBL, the researchers have observed some changes. VBL as
an intervention can contribute to increasing learners' engagement and participation if the video
materials were contextualized and relevant to the topic as well as to the students. Statements nos.
1, 2, 4, 5, and 6 showed the same level of frequency: Always. This indicates that students were
able to pay attention to the video materials, participate actively, clearly understood the video
based on the analysis questions given by the teacher, able to relate the video to real life, and able
to reflect on their shared values, beliefs, and attitudes. However, the researchers still observed
that not all students were able to participate voluntarily (by raising their virtual hands) during the
final implementation. Regardless of that, the students were still able to express their positive
attitudes during the focus group interview toward VBL.
The implementation of VBL affects students' engagement and learning; students were able
to understand the lesson based on its content and context. In addition, students learning styles
took part in their own ways of understanding the lesson. Students were able to find the
motivation to learn the lesson through the video materials that were utilized during the class.
Video materials were able to provide ideas that were connected to the lesson and students were
able to relate their real-life experiences to the materials that they watched. Moreover, VBL
influenced the interests of the students to learn and engage in the lesson. There were two reasons
that influenced the interests of the students: the duration of the video materials and the content
and context of the videos.
In conclusion, VBL brought positive experience and attitude for most of the students as
student engagement evidently increased from the initial to its final implementation. It
acknowledges the different learning styles of the students most especially those who are visual
learners. Video materials were able to attract their attention for a reason that they provided a
different learning experience for the students, deviating from the traditional teacher-centered
approach wherein the teacher speaks all throughout the discussion. Students were able to analyze
the videos presented and share their own thoughts based on their understanding. However, one
limitation that the researchers encountered was that there was only a limited time for
implementation. Nevertheless, even though having to implement VBL in such a short time,
students' engagement increased in the teaching-learning process with the help of the video
materials. Consistency and innovation will further help educators in this.
The researchers provide the following recommendations, since the purpose of the study is
to increase student engagement in CLE’s teaching-learning process through utilizing VBL, this
could be one of the basis and/or references for future research on the pedagogy of teaching the
learning area. The researchers recommend teachers to often use video materials in teaching (be it
CLE or other related learning areas), as it increases students' engagement in online distance
learning. In addition, more time for implementing video materials as instructional materials is
suggested for future studies in VBL. It would be interesting to extend the study by implementing
self-made video materials that are contextualized to the participants as well as integrated/aligned
to the topic’s learning competencies. Furthermore, it would also be interesting to explore
question-embedded video-based learning in increasing student engagement in CLE to extend this
study. Future researchers could also explore the most effective video material (based on the five
different styles of VBL) to increase students’ engagement in an online distance learning
environment and/or in a face-to-face classroom.

Acknowledgment
The researchers would like to express their gratitude to Dr. Darryl Roy Montebon, Dr.
Victoria Delos Santos, Sir James Clinton Landagora, Grade 10-Immaculate Conception students
and parents, Philippine Normal University-Institute of Teaching and Learning, and the Manila
Cathedral School for their contributions in this study.

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 APPENDICES
APPENDIX A: CHECKLIST AND FGD QUESTIONNAIRE

Students Engagement Observation Scale Checklist (adapted from Cassar & Jang, 2010)
STATEMENT NEVER SELDOM SOMETIMES OFTEN ALWAYS

1 2 3 4 5

1. Pay attention during video-based

activities or discussion
(through reaction buttons & facial
expressions)

2. Participate actively during the

discussion and activities

3. Pressing virtual hand or

volunteer to answer questions or
queries

4. Clearly understand the video

(based on the processing questions
given by the teacher)

5. Able to relate the video to

real-life situations

6. Able to reflect on their shared

values, beliefs, and attitudes

Student Engagement Observation Scale Checklist (Cassar & Jang, 2010)

Never Sometimes Always
Statement
1 2 3 4 5

1. Pays attention in class

2. Works well with other students

3. Attempts to do his/her work thoroughly and

well, rather than just trying to get by

4. Acts restless, is unable to sit still

5. Participates actively in discussions

6. Completes assigned seatwork

7. Needs to be reprimanded

8. Annoys or interferes with peers’ work

9. Is persistent when confronted with difficult

problems

10. Doesn’t seem to know what is going on in

class

11. Is withdrawn, uncommunicative

12. Approaches new assignments with sincere

effort

13. Asks questions to get more information

14. Talks with classmates too much

15. Doesn’t take independent initiative, must be

helped to get started and kept going on work

16. Tries to finish assignments even when they

are difficult

17. Raises his/her hand to answer a question or

volunteer information

18. Gets discouraged and stops trying when

encounter an obstacle in schoolwork; is easily
frustrated

Focus Group Discussion Questions

1. How was your experience during the implementation of Video-Based Learning?
2. How did the video materials affect your understanding of the lesson?
3. Did the video materials motivate you to participate during activities or discussions? In
what way?
4. Does the length and content of the video affect your attention and interest?
 APPENDIX B: TABLES AND COMPUTATIONS

Table 1. Initial Implementation Performance of Grade 10 CLED Students

Statements M SD Level of Frequency

1. Pay attention 3 0 Sometimes

during video-based
activities or
discussions
(through reaction
buttons & facial
expressions)

2. Participate actively 3 0 Sometimes

during the discussion
and activities

3. Pressing virtual 3 0 Sometimes

hand or volunteer to
answer questions or
queries

4. Clearly understand 4 0 Often

the video
(based on the
processing questions
given by the teacher)

5. Able to relate the 4.66 0.57 Always

video to real-life
situations

6. Able to reflect on 3.66 0.57 Often

their shared values,
beliefs, and attitudes

Table 2. Final Implementation Performance of Grade 10 CLED Students in Video-Based

Learning
Statements M SD Level of Frequency

1. Pay attention 4.33 0.57 Always

during video-based
activities or
discussions
(through reaction
buttons & facial
expressions)

2. Participate actively 4.66 0.57 Always

during the discussion
and activities

3. Pressing virtual 4 0 Often

hand or volunteer to
answer questions or
queries

4. Clearly understand 5 0 Always

the video
(based on the
processing questions
given by the teacher)

5. Able to relate the 5 0 Always

video to real-life
situations

6. Able to reflect on 5 0 Always

their shared values,
beliefs, and attitudes
 APPENDIX C: ETHICAL CONSIDERATIONS AND CONSENT FORM

Procedures: The procedure of this study involves your presence and participation in class. The
researchers will be utilizing Video-Based Learning as an intervention from the initial observation
of the class. Data will be collected through the recorded synchronous sessions of the virtual class
wherein the researchers will covertly observe your behavior/participation in response to the
aforementioned implemented intervention. Furthermore, the researchers then will go over the
process of your reflections on the implementation process, and the possible consequences and
challenges of Video-Based Learning. Through this, the researchers will be able to provide
conclusions and recommendations regarding the implementation of Video-Based Learning to
increase student participation in the learning area of Christian Living Education. (All these
procedures are subject to your approval)

Discomforts and risks: You are being assured that there are no known risks or discomfort of any
kind in participating in this study.

Benefits: You will not receive any form of remuneration for your participation in this study.
However, your participation alone will help realize the purpose and aspiration that this study
intends to achieve.

Statement of confidentiality: You are being guaranteed that the data collection methods that will
be used in this study will protect your identity. The survey forms and recorded interviews will be
secured and shall not be used for purposes that will create negative repercussions of any form on
your part or the research site.

Right to ask questions: Your well-being is the major concern of the researcher team. If you have
questions, concerns, and problems that arise as a direct result of being a participant in this study,
you may directly contact any of the members of the research team through the e-mail addresses
and contact numbers specified at the end of this form.
Informed and voluntary consent to participate: Your decision to participate in this study means
that you read and understand this signed consent form. You have the right to ask questions and
state your concerns as well as the right to receive a satisfactory response from the researcher
team. You have the right not to answer any questions in the interview or any items in the survey
form without giving any reason. You are also free to withdraw or discontinue your participation
at any time without giving any explanation.

Once you have read this form and agree to participate, please sign the attached consent form.
You will be given a copy of this signed consent form for your own records and will also be
informed about the findings when this study is completed.