Republic of the Philippines

Abra State Institute of Sciences and Technology

GRADUATE SCHOOL
Bangued Campus, Bangued , Abra

Human Behavior in Organization (EM 207)

Summer 2022

The Use of Teacher-Made Videos as Supplementary Material to the Self-

Learning Modules in Improving the Academic Performance of Grade IV, V and VI
Pupils of Tagodtod Elementary School for SY 2021-2022

A Case Study

Presented to

Maria Loren B. Valera, Ed.D.

By:

Ivy Claire S. Torres

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 Introduction

Using technology in education is becoming a must all over the world these

days as it facilitates, strengthens, and supports the education system in general

in. According to Hatlevik et al., (2013), during the last ten years, there has been

much focus on the place of technology in education. What technology has added

and is still adding in education is revolutionary, and the impetus toward more

changes is irreversible (Hardin and Ziebarth, 2000). Peña-López (2015) states

that effective and operative use of computers in schools leads to qualifying better

teachers and improve learning material.

The researchers have scanned evidences on how video lessons affect the

learning process of the learners especially in this time of pandemic. According to

Cruse, (2004) in “Using Educational Video in the Classroom: Theory, Research

and Practice” concluded that television and video are effective teaching tools with

positive outcomes in both academic and affective learning. She also quoted the

research conducted by the Corporation for Public Broadcasting (2004) that

‘children’s viewing of educational television shows significant support and lasting

learning gains’ and ‘that a positive relationship has been found between

childhood viewing of educational television and cognitive performance at both

preschooler and college levels.

Likewise, Skykes (2012) also discovered that the experimental

group outperformed the control group in his study “The Impact on Student

Outcomes of Video When Used as a Primary Tool in the Internet Hybrid

Classroom”. He further stated that the students using video tutorials were better

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able to use the tools and complete the student learning outcomes. Furthermore,

those students in his experimental group were also better able to apply the

concepts and techniques of the class in an unguided project of their own

choosing. The researcher then suggested that the use of video significantly

impacts student learning outcomes when used as a primary teaching method

wherein students were able to better meet the requirements of the rubric and

thereby earned better grades.

Background

The proponents then made some readings about using videos as

instructional tool. They found out that using audio-visual materials in the

classroom is nothing new since filmstrips were first studied during World War II

as a training tool for soldiers (Hovland, Lumsdaine & Sheffield, 1949). According

to a summary of current research and educator surveys, educators have

recognized the value of audio-visual materials such as reinforces reading and

lecture material; aids in the development of a common base of knowledge among

students; enhances student comprehension and discussion; provides greater

accommodation of diverse learning styles; increases student motivation and

enthusiasm and promotes teacher effectiveness.

In order for education to continue, Distance Learning is the Department of

Education’s response to the closure of schools due to the presence of COVID-19

Pandemic. With this, teachers were tasked to prepare self-learning modules,

print and reproduce then distribute to the learners via their parents. Since the

modality adapted by the Schools Division of Abra is modular print, teaching-

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learning process was done at home with the parents or guardians as learning

facilitators of their children instead of the teachers. As support to the learners and

the parents, teachers monitored and provided assistance through texts, phone

calls, video calls and the most common, chats through messenger.

Evaluation of the Case

Among these activities, the best should have been the video call but due

to lack of internet connection to the majority of the learners or if ever there is a

connection, poor signal also hinders the activity. Home visitation was also

conducted by the teachers. However, due to the increasing number of COVID

cases and the series of declaration of Enhanced Community Quarantine in the

area, limited the face to face visits of the teachers to the learners. All of these

reasons forced the parents and guardians to take responsibility of

teaching/explaining the lessons in the module to their children in the entire school

year 2020-2021.

During monitoring the feedbacks gathered by the teachers whether

directly from the parents and guardians or from the results of the activities in the

modules and assessments, the learners and even the parents and guardians

themselves found some of the activities in the lessons difficult. Even the parent

or guardian is a college graduate, they still reported that they were hard up in

their task. This resulted to unfinished tasks, unanswered activity sheets and / or

very low scores in the summative and performance tests which all led to low

achievement.

Solution

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 For the coming school year 2021-2022, the Schools Division of Abra has

started a move to supplement the self-learning modules with teacher-made video

lessons with the hope that said videos will aid the learner and the facilitator in

understanding better if not fully, the skill to be learned in the module. The said

supplementary material will include motivation, presentation of the lesson,

discussion and wrap-up or generalization. After that, the learner is directed to

answer the activities in the module. Why teacher-made videos will be used? So

that the lessons will be contextualized and the learner will have his/her teacher to

explain the lesson.

The teacher-made video will supplement the explanation provided in the

module. Instead of decoding only the explanation/instruction provided in the

module, pupil respondents will also watch and follow the lesson in the video

presentation of their teacher. This will enable the learners to use more of their

senses specifically their visual for the demonstration and discussion of activities

and at the same time auditory which is beneficial especially for students who are

struggling in reading. More so that the teacher herself is the one explaining the

lesson for the learners not their parents or guardian.

In the teacher-made video, this provides the motivation, presentation,

discussion which may include demonstration and a broader explanation and the

wrap-up or generalization of the lesson. After that, the learners are directed to

answer the activities provided in the lesson. The learner can also replay the

video for better understanding. As compared to the module alone, with the

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assistance of the parent or guardian, the learner can only read and decode the

printed lessons in the module.

Recommendations

1. All Teachers in all year levels should update their Computer

Skills and should embrace whole heartedly the importance of

modern technology and should be held responsible in making every

class effective, efficient, interesting and meaningful through the use of video

lessons in all of their classes;

2. All learners and parents should realize the importance of modern

technology in the field of education;

3. All School Heads should always make sure on the updates of the

Teachers’ skills including themselves in Computer Literacy Program especially

in making video lessons through In Service Trainings, Seminars, Workshops

and Hands-On Activities;

4. All School Heads should always give support and should monitor on

the daily use of this said modern technology for better teaching- learning

processes towards the attainment of the system’s vision and mission.

5. The Department of Education should make a policy on the compulsory

Computer Literacy of every DepEd member to go with the flow of Modern

Technology in all grade levels.

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 REERENCES

Carmichael, Michael, Karpicke, Jeffrey D. and Reid, Abigail-Kate, Assessing the

impact of educational video on student engagement, critical thinking and
learning: the current state of play
Retireved from www.sagepublishing.com

Cruse, Emily, Using educational video in the classroom: theory, research and
Practice
Retrieved from safarimontage,com

Kosterelioglu, Ilker, Student views on learning environments enriched by video clips

Retrieved from files.eric.ed.gov

Skykes, Richard (2012), The impact on student learning outcomes of video when
used as a primary tool in the internet hybrid classroom
Retieved from dc.etsu.edu