College of Teacher Education Journal: Mathematics 2021

INSTRUCTIONAL VIDEOS IN TRIGONOMETRY

Paulino, S., Lacambra, R. Jr., San Vicente, R., Velasco, J., Gomez, R., Yariz, M.

ABSTRACT
This study aimed to develop instructional videos (IV) on determined topics in
Trigonometry during the second semester of the academic year 2020 – 2021. Therefore, the
study sought second-year students' performance in terms of their periodic grades in
Trigonometry during the 2nd semester, A.Y. 2019 – 2020. The said data was used to determine
the topics subject to the development of the instructional materials. The study employed
descriptive-developmental method in the development and validation of the instructional videos
in Trigonometry.
The researchers calculated for the mean and used a five-number summary in
determining the students' level of performance. At the same time, the weighted mean used to
determine the status of the instructional videos in terms of content validity, presentation, and
technical video production is aided by a five-point Likert Scale.
Second-year students got the lowest performance on the midterm period. The
proposed instructional videos were composed of three topics, namely: trigonometric identities,
trigonometric equations (for midterm topics), Illustrations, explanations, examples, graphics,
and problem sets are included in the developed IV to help them learn effectively.
Instructional videos were evaluated. The content validity of the instructional videos in
Trigonometry developed by the researchers was highly valid, as evidence by its overall
weighted mean of 4.61. In terms of presentation, the results yielded an average weighted
mean of 4.34 which means it is proficient. The technical video production of the IV has an
average weighted mean of 4.14 which means it is proficient, too. The overall weighted mean
of the videos is 4.36, which is described as acceptable.
*Keywords: Instructional Videos, Trigonometry, Content Validity, Presentation, Technical
Video Production

INTRODUCTION distance learning. It has made

Background of the Study
The World Economic Forum
said that the COVID-19 pandemic has
resulted from all schools shut across
the world. Over 1.2 billion children
globally are out of the classroom (Li &
Lalani, 2020). These nationwide
closures are impacting hundreds of
millions of students. Several other
countries have implemented localized
closures influencing millions of
additional learners. (UNESCO, 2020).
As a result, the education system
markedly changed, which made the
rise of e-learning, whereby teaching
is undertaken remotely and on digital
platforms.
Like the other countries, the
Philippines faced a critical situation
due to the rise of the health plague.
For higher education institutions,
avoiding and limiting the risks of
infection of the academic community
has become a primordial concern. It
was urgent to explore other learning
modalities different from the usual
traditional education setup through
available by various Higher Education
Institutions the options of customized
delivery modes for learners differently
situated in terms of time, learning
pace, and location in response to
student need for access to quality
education. For flexible learning, The
Commission on Higher Education
(CHEd, 2020) offered three
approaches depending on the
availability of devices, internet
connectivity, and digital proficiency to
cater to student needs. Thus,
everyone shifted to distance learning.
Keegan (1995)
defined distance learning as an
education or training that results from
the technological separation of
teacher and learner. Distance
learning frees the student from the
necessity of traveling to a fixed place
or school. Lieu to the current situation
in the Philippines, teachers, and
students are forced to stay at home -
having no face-to-face interaction.
Indeed, technology has a part
in our everyday lives, especially in
education. Technology provides

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 College of Teacher Education Journal: Mathematics
dynamic opportunities for instruction
in mathematics and STEM
classrooms. We can boost the
learning process and make concepts
come alive with engaging and
interactive media. These are evident
with online manipulatives like
GeoGebra (a graphic calculator
software), PhotoMath, and Mathway.
There are many advantages to
using e-learning in the in-school and
off-school settings in the Philippines.
First, it allows interactivity between
the lesson and the learner. Second,
the individualization of each learner is
enhanced (Manzano, 2002). Third, e-
learning promotes self-study and
flexible learning arrangements. With
the rise of e-learning in the
Philippines, one of the most prevalent
teaching methods is instructional
videos.
Some forms of instructional
videos may take: a teacher or lecturer
illustrating a notion, a whiteboard on
which a teacher may write, a slide
presentation, or even paper-based
material that can connect through a
document projector to the computer
screen. In each case, specific
technology is required, such as a
microphone, document projector, to
produce video tutorials. Some well-
known video channels in Mathematics
were Khan Academy, Brian McLogan
YouTube Channel, and The Organic
Chemistry Tutor YouTube Channel.
Boster et al. (2006) undertook
a study in which they investigated the
effect of video streaming – the
process of watching a video on the
internet, without having to download
it first or store it on a device on the
6th and 8th Grade Mathematics
students' achievement. They found in
their study that video streaming
positively affected students'
performance in Mathematics. Studies
have shown that visual educational
stimuli improve student interest,
which in turn has a positive impact on
results.
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Teng (2015) believed that
various learning subjects use different
quality levels of video
tutorials/instructional videos, and
there were mixed results on the effect
of video tutorials. In recent years with
the widespread of computers and
information technology throughout
the world, video tutorials are used in
different educational topics.
Cortez (2020), in his study
shows that 76% of the students said
they learn more when watching video
tutorials. However, 90% of the
students still need validation from
their math teachers when studying
mathematics. This study means that
even they agreed on their learning on
video tutorials, they will also need
confirmation from their respective
math instructors.
In the findings reflected on the
study of Boyraz (2008) regarding the
effects of computer-based instruction
in mathematics, the study found out
that for the learners' computers
created a dynamic learning
environment that supported their
development. In addition, computers
helped them to explore mathematics
in a far more meaningful way.
Trigonometry, a criterion for
calculus courses, requires a great deal
of mastery because of its complexity.
It is considered one of the school
subjects that very few students like
and succeed in, and students hated
and struggled. For Gur (2009),
Trigonometry is an area of
mathematics that students believe to
be particularly difficult and abstract
compared with other mathematics
subjects.
It is a central subject in the
secondary school curriculum because
it helps students develop cognitive
strategies (Sarac, 2017). In addition,
this field of mathematics provides rich
problem-solving opportunities and
involves reasoning and proof
capabilities.
Although trigonometry is a
fundamental topic and has a
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 College of Teacher Education Journal: Mathematics
widespread application field, some
studies have revealed that it is hard
for students (Topcu, Kertil, Akkoc,
Yilmaz, & Onder 2006). Thus,
trigonometry is one of the topics in
mathematics education research that
did not receive enough attention.
Durmus (2004) claimed that,
including algebraic equations and
formulas such as addition and sum-
to-product formulas, the complexity
of trigonometry stems from its
abstract nature. Thus, when students
cannot understand the basic
trigonometry concepts, they have
difficulty understanding successive
topics (Steckroth, 2007).
The study of Tuna and Kacar
(2013) on the effects of the 5E
(Engage, Explore, Explain, Elaborate,
Evaluate) learning cycle in teaching
Trigonometry on students' academic
achievement found that the 5E
learning cycle model affects not only
the students' achievement but also
the permanence of knowledge.
Therefore, mathematics teachers
should provide opportunities to
students for learning by exploring and
reaching themselves to knowledge.
With these premises, it is vital
to be well-acquainted with technology
when it comes to education to attain
digital literacy. For Jisc (2016), he
defined digital literacy as:
Digital literacy means having the
skills needed to live, learn, and work
in a society where communication
and access to information are
increasingly through digital
technologies like internet platforms,
social media, and mobile devices.
Also, the Philippine
Government, through the
Department of Education (DepEd)
and the Teacher Education Council
(TEC), developed a set of guidelines
in order to ensure teacher quality in
the country – the Philippine
Professional Standards for Teachers
or PPST (DepEd Order No. 42, s.
2017). ICT use in education further
emphasized content knowledge and
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pedagogy (Domain 1) and curriculum
and planning (Domain 4).
To address the difficulties in
learning Trigonometry, to help in the
innovation of teaching mathematics,
especially in Trigonometry in this
changing education system, the
researchers would like to propose
instructional videos in trigonometry.
Thus, the outcome of this study
would benefit the specific clientele
and the future teachers to acquire
skills with the utilization and
maximization of technology used to
produce innovative learning
materials, making 21 -century
st
teachers globally competent in the
future.
Theoretical Framework
The study on the development
and validation of instructional videos
is anchored with educational theories.
Such theories are Dales Cone of
Experience (1960), Gagne’s Condition
of Learning Theory (1965), and
Constructivist Theory (1966).
Dales Cone of Experience (1960)
It is a model that was
developed in the 1960s by Edgar
Dale. In comparison to what they
"do," he theorized that learners retain
more knowledge from what they
"heard, read, or observed."
His research led to the
development of learning by doing.
According to his research, the least
effective method at the top involves
learning from information presented
through verbal symbols. At the same
time, the most effective methodology
is at the bottom.
Also, the cone shows the
average retention rate for various
methods of teaching. For example,
according to the learning model,
there is 30% retention of knowledge
when watching videos, other than
plainly reading with only 10%
retention.
Instructional videos are
compelling when it comes to
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 College of Teacher Education Journal: Mathematics
retention in the future analysis, as the
researchers claim than reading
materials that, according to Dale,
offer only a 10% chance of retention
of knowledge. According to the
diagram, 30% chance of retaining
information when watching videos.
Gagne’s Condition of Learning
Theory (1965)
Gagne (1965) stipulates that
there are many different types or
levels of learning. The importance of
those classifications is that every
various type needs differing types of
instruction. Gagne identified five
learning categories: verbal
information, intellectual skill,
cognitive strategies, motor skills, and
external circumstances necessary for
each form of learning. The theory
concentrated on the learners'
intellectual abilities.
Learning tasks should be
structured for intellectual competence
in a hierarchal complexity.
Accordingly, the curriculum is
organized, especially in mathematics,
wherein the spiral approach indicates
identifying prerequisites that ought to
accomplish to facilitate learning at
each tasks level as a basis for the
sequencing of instruction.
Moreover, the theory outlines
instructional events that correlate and
address the conditions of learning
processes such as: gain attention,
inform learners of the lesson
objective, stimulate recalling of prior
knowledge, present the stimulus,
provide learning guidance elicit
performance, provide feedback,
assessment of learner's performance
and enhance retention and transfer of
learning (Gagne, Briggs & Wager,
1992). The proposed IV in
Trigonometry patterned to Gagne's
instruction levels for a cohesive
instruction flow.
Constructivist Theory (1966)
The Constructivist Theory of
learning asserts that learners derive
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meaning and form concepts from
their own experiences based on the
works of Piaget and Vygotsky. In the
process, the learner derives meaning
and forms concepts out of their own
experiences. Jerome Bruner (1966),
the developer of this theory, believes
that learning is an active process
where learners can create new ideas
or concepts using the current or past
knowledge about things, events, or
situations.
With this proposed IV in
trigonometry, students can easily
cope in the teaching and learning
process. The students develop their
capability in the said subject. It also
allows the learner to construct their
ideas and learn trigonometry
concepts at their level with the help
of a suitable IV.
Conceptual Framework
The framework of the study
was divided into three parts: the
input, process, and output (IPO
model). In assessing the degree of
success, they took this course in
trigonometry while they were in the
first year. The feedback involves
getting the periodical grades (prelim,
midterm, and final grades) of the
second-year students of BSE
Mathematics in the course
Trigonometry during 2nd Semester,
A.Y. 2019 – 2020.
Moreover, the process includes
the analysis of collected data and the
creation of the IV. These also include
evaluating the videos in terms of
content, presentation, and technical
aspects to ensure the accuracy,
efficacy, and quality of the learning
materials.
Lastly, the output comprises
the final form of the proposed IV on
selected topics in trigonometry for the
ultimate purpose of enhancing the
knowledge, developing the learner's
skills in the abovementioned subject.
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METHODOLOGY
Research Design
This study employed both
descriptive and developmental
research designs. A descriptive
research survey is a study of the
status in present situations and
widely used in education based on the
premise that problems can be solved
and practices improved through
observation, analysis,
and description.
The presentation of data from
a qualitative descriptive study
involves a straightforward descriptive
summary of the informational
contents of the logically organized
data (Lambert & Lambert, 2012). In
this study, the researchers
determined the level of performance
of the 2nd year Mathematics Major
students based on their periodic
grades (prelim, midterm, final grade)
in the subject Trigonometry when
they were 1st year, second semester
as the basis in the development of IV.
On the other hand, this
research is developmental because it
is suitable when developing,
designing, and evaluating
instructional programs, products, and
processes (Seels & Richey, 2004).
The developmental design applies to
the study. The said design aims to
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develop and validate the instructional
videos, which are the output of this
study that serve as additional learning
material in Trigonometry.
Respondents of the Study and
Sampling Scheme
The researchers coordinated
with the former instructor of
Trigonometry (Second Semester,
A.Y. 2019 – 2020) to obtain the
necessary data – the periodic grades
of the students in Trigonometry.
The Program Head of BSE and
two other Mathematics instructors in
the College of Teacher Education
were requested to evaluate the
videos in terms of content validity.
Furthermore, to rate the
validity of the IV in terms of the
presentation, two Technology for
Teaching and Learning instructors
and a Mathematics Instructor were
also requested to view the IV and
answer the questionnaire checklist.
Meanwhile, for the technical
aspect of the videos, three (3)
experts in information technology,
especially in video production, were
also requested to evaluate the videos
in terms of video continuity/timing,
audio editing, lighting, camera
techniques (exposures and foci),
graphics, copyright, moving images
and animations, and timing.
Data Gathering Instrument
The evaluation tool used to
determine the content, presentation,
and technical aspects of the
instructional videos was a
questionnaire checklist adapted from
the studies of Delos Reyes (2020),
Humber.ca, and a video project
Rubric developed by the University
of Wisconsin (Vandervelde, 2017).
Data Gathering Procedure
The researchers asked the
former Trigonometry Instructor for a
copy of the students' grades enrolled
in the said course during the 2nd
semester of A.Y. 2019 – 2020. The
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 College of Teacher Education Journal: Mathematics
grades were analyzed using a five-
number summary, and the analysis
results were the basis for IV
development.
The topics under the first to sixth
weeks consisted of prelim topics
(Chapter 1 and 2), 7th to 12th week
for the midterm topics (Chapter 3 and
4), and 13th to 18th week (Chapter 5
and 6) for final term topics.
After IV production, the
researchers requested the experts
(evaluators) to evaluate the
developed instructional material
according to the content,
presentation, and technical video
production. They were given
questionnaire checklists to input their
ratings, comments, and
recommendations to improve the
instructional videos.
Development and Evaluation of
the Videos
There were four (4) stages in
developing video materials for
Trigonometry: planning,
development, validation/evaluation,
and final phase/revision of the videos.
Planning Stage. The
researchers obtained the periodic
grades of the respondents in
trigonometry during the 2nd
Semester of A.Y. 2019 – 2020. A
thorough analysis of the data
obtained using means and the five-
number summary with the aid of their
statistician. The researchers referred
to the OBTL based on the calculated
result of the periodic grades.
After determining the topics, a
wide variety of available textbooks,
authored books, PDF files, hand-outs,
worksheets, and other instructional
material were compiled and serve as
a basis in the development of
instructional videos in selected topics
in Trigonometry.
To further learn about the
development and flow of instructional
videos, researchers explored and
evaluated the existing instructional
videos circulating on the internet,
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particularly on YouTube. With this
premise, the researchers formulated
the form and unique features that
they integrated into their IV.
Development Stage. This
phase includes conceptualizing,
organizing, and writing the
storyboard of the instructional videos
on selected topics in trigonometry.
In the IV, there is a section
overview, learning competencies and
objectives, lesson proper, adequate
and comprehensive examples, and
evaluation.
First, the researchers developed
PowerPoint presentations to present
the lessons as this is an easy way to
encode equations and layout the
graphics, transitions, and animations
per slide.
After developing the PowerPoint
presentations, each topic was
distributed to the lecturers, practiced,
and aided by the production director.
Before the actual recording, the
rehearsals took place. Then, the
recording took place at a minimal
sound area to ensure the clarity of the
audio.
Finally, after collecting the
needed clips and audios, all media
were compiled and edited in the video
editing software until published as an
mp4 file.
Validation Stage. The
proposed instructional videos are
validated in terms of content,
presentation, and technical aspects.
As the study goes into the evaluation
phase, the researchers requested the
experts to evaluate the proposed
videos by accomplishing the provided
questionnaire.
Also, experts gave their
comments, suggestions, and
recommendations for the
improvement of the IV. The
evaluators were provided a draft copy
of IV in Trigonometry and part of the
curriculum guide of BSE on
Trigonometry as reference.
Revision of the
Videos. After evaluating the videos,
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the evaluators' comments, th = 3rd quartile place

Skewness: Where:
suggestions, and recommendations 3(𝑥̅ − 𝑀𝑑) 𝑥̅ = mean
regarding content, presentation, and 𝑠𝑑 Md = median
technicality were incorporated in the sd = standard
deviation
IV draft to produce the new
After obtaining the values, the
instructional videos.
data were represented in a box and
whisker plot diagram. Next, the five
Statistical Treatment of Data
(5) values were plotted in a graph.
The researchers organized,
With the aid of their
analyzed, and interpreted the data
statistician, the researchers
under the specific research problems.
determined the specific grading
On problem number 1, the
period included in the development of
five-number summary aids the
instructional videos in Trigonometry.
analysis of the periodic grades. The
One semester consists of 18
researchers got the mean, skewness,
weeks. Weeks 1 to 6 fall under the
first, third quartile, the highest and
prelim period, weeks 7 to 12 under
lowest score of each term (prelim,
the mid-term period, and the 13th to
midterm, final) to determine the
18th week fall under the final period.
topic's subject for instructional
On problem number 4, in
videos. The box-plot diagrams help in
determining the status of instructional
plotting and visualizing the grades in
videos on Trigonometry in terms of
each term.
content validity, presentation, and
The five-number summary is
technical video production, the
helpful in descriptive studies,
experts' responses were
especially in the investigation of a
consolidated, and the weighted mean
large data set. Five-number
formula was used and further aided
summaries consist of five values
by the five (5) point rating scale as
arranged from lowest to highest:
shown.
minimum value, lower quartile (Q1), ∑ 𝑓𝑥
median value (Q2), upper quartile 𝑊𝑀 =
𝑁
(Q3), and the maximum value. where:
Each value describes a specific
WM – weighted mean
part of the data set: median as the f – Number of evaluators that fall in
middle value, lower and upper
each classification
quartiles indicate the midpoint
x – classification value of each
between the extreme values and the
category
highest and lowest data to provide
n – Total number of respondents
additional information on the spread The point value classification
of the data set. Such parameters can
used was a five (5) point Likert scale
be computed using these formulae:
Mean: Where:
shown.
∑𝑥 Point Mean Content Presentation Technical
𝑥̅ = Mean Value Scale Validity Video
𝑥̅ =
𝑁 ∑ 𝑥= Summation of Production
values 5 4.50 Highly Exceptional Exemplary
N = number of – Valid
evaluations 5.00
Median: Where: 4 3.50 Valid Proficient Proficient
𝑛 + 1 𝑡ℎ N = number of –
( ) observations 4.49
2 3 2.50 Moderately Good Partially
th = median place
– Valid Proficient
1st Quartile: Where:
3.49
1 N = number of
(𝑛 + 1)𝑡ℎ 2 1.50 Slightly Fair Somehow
4 observations – Valid Unsatisfactory
th = 1st quartile place 2.49
1 1.00 Not Valid Poor/Needs Unsatisfactory
3rd Quartile: Where: – Improvement
3 N = number of 1.49
(𝑛 + 1)𝑡ℎ
4 observations

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 College of Teacher Education Journal: Mathematics 2021

RESULTS AND DISCUSSIONS semester, the grade in the prelim

term has the highest mean of 86.17,
Performance of the Second-year followed by the final term with 86.24,
Mathematics Majors in while the last is the midterm with a
Trigonometry mean grade of 85.43. The results
The researchers formally mean that students performed well
requested a copy of periodic grades during the Prelim Term while
from the former instructor of performed least during the midterm.
Trigonometry during the second The Midterm period has the
semester of A.Y. 2019 - 2020. After lowest grade of 74.84 and the highest
acquiring the needed data, the maximum grade of 95.21, which
researchers determined the mean means that grades within that term
and plotted the grades using the 5- are most heterogeneous.
number summary. To further see the details on
Figure 5 the periodic grades, the data were
Number Summary Box Plots of presented compared to normal
Periodic Grades in Trigonometry distribution.
Prelim
Prel.
0% 20% 40% 60% 80% 100%

Mid.

0% 20% 40% 60% 80% 100%

Fin.

0% 20% 40% 60% 80% 100%

Figure 5 shows the box plot of The prelim period has a mean of
the student grades in Trigonometry 86.24 and a standard deviation of
per period. Observing the graphs 4.021. The median of the said
conclude that scores in the mid-term period, which is 86.52, is greater
are more heterogeneous than prelim than the mean, which means that
and final-term. The gray box their grades in prelim are negatively
constitutes the scores of students skewed.
from the 1st quartile to the 2nd Midterm
quartile, while the yellow box of each
distribution represents the scores
between the 2nd quartile (median)
and the third quartile.
Table 1
Means and Five Number
Summaries of Periodic Grades in
Trigonometry
Term 𝑥̅ Min Q1 Md Q3 Max

Prelim 86.24 76.60 83.76 86.52 88.98 86.84 The midterm period has a mean of
85.43 and a standard deviation of
Midterm 85.43 74.84 84.42 85.57 88.78 95.21
4.442. The median of 85.57, which
Final 86.17 82.93 83.43 85.71 87.86 94.29
is lesser than the mean, means that
Final 85.94 78.44 84.21 85.59 87.98 95.45
Grade their grades in midterm is positively
skewed, having a skewness of -
It concludes that most 0.094. This means that most
students in the mid-term got more students performed below the
scores lower than the median value. mean.
Across three periods of the

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 College of Teacher Education Journal: Mathematics
Final
In the final term, the mean grade is
computed at 86.17. The spread of
data computes to 2.802. At the
same time, the median is given at
85.71. This leads to the skewness
of 0.49, which is a negatively
skewed distribution. This means
that most students scored higher
than the mean.
The Proposed Instructional
Videos in Trigonometry
Researchers have determined
the period in which will serve as the
basis topics for the instructional
videos. According to the study results,
the midterm period is the least
mastered period of the semester. The
midterm period covers the 7th to 12th
week of the 18-week semester.
Looking at the Trigonometry OBTL
(see Appendix F), the midterm covers
Chapters 3 and 4 of the said subject.
Topics under the said Chapters were
Trigonometric Identities, Inverse
Trigonometric Functions, and
Trigonometric Equations.
With these premises, the
researchers chose particular topics on
these chapters that they believe were
essential to master preparing for their
next subject in Calculus.
The Researchers chose the
following topics, considering the time,
the available resources, ease, and
editing skills. The Eight Fundamental
Trigonometric Identities and Solving
Trigonometric Equations were two of
the chosen topics. To achieve the
target of three instructional videos
produced during this study, the
researchers chose Converting
Rectangular to Polar Coordinates and
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vice versa, a final term topic in
Trigonometry.
The researchers used Gagne’s
Nine Levels of Instruction as an
instructional model to pattern the
developed instructional videos in
Trigonometry (Gagne, Briggs &
Wager, 1992).
These nine events provide a
framework for an effective learning
process. Each step addresses a form
of communication that supports the
learning process. After the
accomplishment of each step,
learners are likely to be engaged to
retain information and skills. The
steps essentially give designers an
outline or prototype to use before
performing teaching or training
activities.
The researchers utilized
Microsoft PowerPoint software to
input and edit the texts, equations
easily, and graphics for the IV
production compared to using the
video software alone. To ensure the
timing of the visuals and narrations,
the researchers used the Zoom
application to record the
presentations while the talking head
(lecturer) discusses.
Video editing software DaVinci
Resolve was utilized to compile all
video clips, audios, and graphics.
DaVinci Resolve Studio 16 is simple to
learn for anybody familiar with the
editing process. It is a powerful
application that provides tons of
features such as smart trim and audio
layering.
To remove the noise in the
background, such as humming and
murmurs, the video developers used
Krisp to eliminate these unwanted
elements. Krisp application is an AI-
based noise cancellation software
that removes any unwanted noise
from both ends of a conference call.
This application supports any
headset, microphone, and speaker as
it removes room and acoustic echoes.
Krisp enriches voice quality to a high
definition level.
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Features of the Instructional
videos
This section deals with the
distinct features of the researcher-
developed instructional videos in
trigonometry.
Quick Response Codes. The
solutions to the practice problems can
be accessed by scanning the quick
response (Q.R.) code flashed. Q.R.
codes are widely used in transactions,
especially in the rise of the new
normal. It usually can be seen at
malls and other establishments such
as banking and payment. Developed
by a Japanese automotive company
Denso (2009), Q.R. codes have been
around for over fifteen years. With
the advent of smart and Web-capable
mobile devices, we witness steady
growth of interesting commercial
applications using Q.R. codes (Law &
So, 2010).
In their study, Law and So
(2010) viewed the holistic usage of
the Q.R. codes in education.
According to them, it can be used at
any stage of instruction – from
motivation to the actual discussion
and providing assessment.
In the developed instructional
videos, Q.R. codes are utilized for
assessment and self-evaluation of
learning purposes. TinyURL website
generates the Q.R. codes used in the
IV. Aside from generating Q.R. codes,
TinyURL also shortens link addresses
for citations and other purposes.
Talking Heads. Unlike other
instructional videos, the lecturer is
visible in the top-right most corner,
called talking head. The talking head
is the typical style of video production
and shot in the studio. Talking heads
build connections or interaction
between the lecturer (the person on
camera) and the viewers (Hansch et
al., 2015).
Compared to other instructional
videos, developers believe that
talking heads incorporated
instructional videos give the feel of
connection and convey the message
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and knowledge effectively, like
traditional, face-to-face classes.
Talking heads promote effective
learning.
Learning Targets. Like
other learning materials, before the
lesson proper state the learning
objectives (through learning targets).
Statement of objectives is vital as this
serves as the map of every learner in
the quest of learning. Also, learning
objectives are essential to teachers to
know essential learning competencies
needed to ponder on to develop
effective teaching strategies and
assessments.
Assessment/Practice
Sets. The practice problems after
each IV assesses viewers to know
whether they learned from the
instruction. The type of assessment
used in every IV is formative
assessment. The formative
assessment ensures that the learning
is going on while the teacher is in
student formation (Navarro et al.,
2019). Its main objective is to
determine deficiencies to be able to
make appropriate interventions.
The instructional videos can be
watched at this
link: https://tinyurl.com/5pdp5mcs,
or by scanning the Q.R. code:
Status of the Instructional
Videos in Trigonometry
Content Validity
Table 2 shows the status of the
Instructional Videos in Trigonometry
in terms of content validity, with the
in corresponding weighted mean (W.M.)
and descriptive equivalent (D.E.) of
each category.
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 College of Teacher Education Journal: Mathematics
Table 2
Status of the Instructional
Videos in Trigonometry
in terms of Content Validity
Indicators WM
1. The content of each lesson 4.67
is relevant to the course
objectives.
2. The content of the lesson is 5.00
simple and easy to
understand.
3. The topics are thoroughly 4.33
discussed.
4. The topics manifest clear 4.67
ideas and understanding of
the topics.
5. The topics are supported by 5.00
examples related to the
discussions.
6. Each topic provides practice 4.00
tasks that are suited to the
level of the learners.
7. Each topic is given equal 4.33
emphasis in the lesson.
8. The words used are simple 4.67
for better understanding.
9. The topics are appropriate 5.00
to the student's level of
understanding and at
varying challenge levels.
10. It provides compelling 4.67
motivation in understanding
the concept relevant to the
objective.
11. The objectives in each 4.67
lesson are manifested as the
intended purpose to be
measured.
12. The topics are enough to 4.33
enhance the cognitive and
skills of the students.
OVERALL WEIGHTED MEAN 4.61
It can be learned from Table 2
that the respondents have evaluated
the Instructional Videos in
Trigonometry as “highly valid," as
shown by the overall weighted mean
of 4.61.
Along with the highest
indicators, the content experts
considered the instructional videos as
relevant, clear, and concise about the
learning targets of the three topics.
The content of the lesson is simple to
understand. Each topic provided
examples to understand the topics
further.
Words are simple for a better
understanding of the topics. At the
beginning of the IV, the learning
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2021
targets manifest the need to make
learners aware of the expected
outcome after the instruction.
Presentation
DE Tables 3 to 5 show the status
HV of the Instructional Videos in
Trigonometry in terms of
HV presentation. First, the result of the
presentation of the topic Polar
V
Coordinate System.
It can be shown in Table 3 that
HV the physical and cognitive design
indicators are both exceptional, with
HV an average weighted mean of 4.50
and 4.60, respectively. At the same
time, the third indicator, which is the
V
affective design, is proficient with an
average weighted mean of 3.92. The
V overall design is proficient and
HV garnered the highest average
weighted mean of 4.48.
HV To assess the overall
presentation of the topic, the OWM of
this presentation is 4.37, described as
HV “proficient.” Strong points of this
particular instructional video are the
organization and structure of the
HV discussion, and validators believed
that the said instructional material
suits the learner's interest.
V
Table 3
HV Status of the IV on the topic
Polar Coordinate System
in terms of Presentation
Indicators WM DE
Physical Design (P.D.)
1. The cover design suits the 4.00 P
discipline it reflects.
2. The organization and 4.67 E
structure of the instructional
material suit the objectives
of each lesson.
3. There is consistency 4.33 P
between objectives and
exercises made in
instructional materials.
4. The instructional material 4.33 P
has suitable encouragement
and motivation to the user.
5. The instructional material 4.67 E
suits the interest of the user.
AWM 4.50 E
Cognitive Design (CD). It helps users to
comprehend the message being communicated
in the instructional video.
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 College of Teacher Education Journal: Mathematics
6. The topics are orderly 4.67 E
arranged and logically
sequenced.
7. The words used are simply 4.67 E
worded for better
understanding.
8. There is the suitability of the 4.67 E
presentation made based on
the kind of discipline it
manifests.
9. The illustration and 4.33 P
diagrams are suitable for the
understanding of the topics.
10. The evaluation exercises are 4.67 E
arranged accordingly to suit
the objectives.
AWM 4.60 E
Affective Design (A.D.). Design that
promotes learners to engage with and feel at
ease with the content of the instructional video.
11. The speaker presents with 4.00
confidence and engages the
audience.
12. The narrator speaks 3.67
encouragingly to reinforce
the viewer's self-efficacy.
13. Essential points are 4.00
emphasized or repeated by
the narrator to ensure that
they are not missed.
14. The video promotes 4.00
thoughtful and progressive
discussion.
AWM 3.92
OVERALL DESIGN EVALUATION (O.D.)
15. Complex concepts and terms 4.33
are defined or explained to
the learner simply.
16. The material was well- 4.00
represented with the use of a
variety of appropriate media
and methods.
17. Verbal steps and tasks are 4.33
clear and easy to follow.
18. Viewers will not be 5.00
overwhelmed with too much
content and information in
the video.
19. When demonstrating a task, 5.00
it is accompanied by
instructions and
explanations.
20. The information is helpful 4.67
and stimulates and motivates
learning.
21. The tone and pace of 4.00
narration are suitable for the
intended audience.
22. The goals and objectives 4.67
stated at the beginning of the
video are executed clearly.
23. The video suggests to the 4.33
learner to apply their new
knowledge and encourage
them to reflect on it.
AWM 4.48
OVERALL WEIGHTED MEAN 4.37
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The topics of this video were
logically arranged, which ensures
clarity and conciseness of the
discussion using simple words as
shown by the AWM of 4.67 described
as “Exceptional.”
Validators believe that viewers
will not be overwhelmed with too
much content and information in the
video. The IV presents well-provided
and thought explanations.
In table 4, the status of
Trigonometric Identities IV in terms
of presentation, as validated by the
experts was presented.
P The presentation of the
trigonometric identities with their
P
indicators are classified into four. It
can be gleaned in the succeeding
table that the physical and cognitive
P
design indicators are both
exceptional, with an average
weighted mean of 4.53.
P
In comparison, the third
indicator, which is the affective
P design, is proficient with an average
weighted mean of 4.53. The overall
P
design is exceptional and yielded the
highest average weighted mean of
P 4.56.
By getting the means of the
four categories, the overall weighted
P mean of this presentation is
E
proficient, with a rating of 4.47.
The evaluators believed that
this presentation is effective in the
teaching and learning process. It
E
helps the learners to master the topic
by playing and pausing the video. As
such, a teacher is comfortable in
E
transferring learning.
They also believed that
P students or viewers would not be
overwhelmed with too much content
E and information in the video. When
demonstrating a task, evaluators also
P believe that clear and concise
instructions and explanations
accompany this presentation. These
P
two indicators both obtained a
P weighted mean of 5.0 described as
“Exceptional.”
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 College of Teacher Education Journal: Mathematics 2021

Table 4 18. Viewers will not be 5.00 E

Status of the IV on the topic
Trigonometric Identities in
terms of Presentation
Indicators WM DE
Physical Design (P.D.)
1. The cover design suits the 4.33 P
discipline it reflects.
2. The organization and 4.33 P
structure of the instructional
material suit the objectives
of each lesson.
3. There is consistency 4.67 E
between objectives and
exercises made in
instructional materials.
4. The instructional material 4.67 E
has suitable encouragement
and motivation to the user.
5. The instructional material 4.67 E
suits the interest of the user.
AWM 4.53 E OVERALL WEIGHTED MEAN
Cognitive Design (CD). It helps users to
comprehend the message being communicated
in the instructional video.
6. The topics are orderly 4.67 E
arranged and logically
sequenced.
7. The words used are simply 4.33 P
worded for better
understanding.
8. There is the suitability of the 4.67 E
presentation made based on
the kind of discipline it
manifests.
9. The illustration and 4.67 E
diagrams are suitable for the
understanding of the topics.
10. The evaluation exercises are 4.33 P
arranged accordingly to suit
the objectives.
AWM 4.53 E
Affective Design (A.D.). Design that
promotes learners to engage with and feel at
ease with the content of the instructional video.
11. The speaker presents with 4.33
confidence and engages the
audience.
12. The narrator speaks 4.00
encouragingly to reinforce
the viewer's self-efficacy.
13. Essential points are 4.67
emphasized or repeated by
the narrator to ensure that
they are not missed.
14. The video promotes 4.00
thoughtful and progressive
discussion.
AWM 4.25
OVERALL DESIGN EVALUATION (O.D.)
15. Complex concepts and terms 4.67
are defined or explained to
the learner simply.
16. The material was well- 4.00
represented with the use of a
variety of appropriate media
and methods.
17. Verbal steps and tasks are 4.67
clear and easy to follow.
overwhelmed with too much
content and information in
the video.
19. When demonstrating a task, 5.00 E
it is accompanied by
instructions and
explanations.
20. The information is helpful 4.67 E
and stimulates and motivates
learning.
21. The tone and pace of 4.00 P
narration are suitable for the
intended audience.
22. The goals and objectives 4.67 E
stated at the beginning of the
video are executed clearly.
23. The video suggests to the 4.33 P
learner to apply their new
knowledge and encourage
them to reflect on it.
AWM 4.56 E
4.47 P
They also believed that
students or viewers would not be
overwhelmed with too much content
and information in the video. When
demonstrating a task, evaluators also
believe that clear and concise
instructions and explanations
accompany this presentation. These
two indicators both obtained a
weighted mean of 5.0 described as
“Exceptional.”
Meanwhile, they also noticed
that the lecturer should encourage
the viewers' self-efficacy and promote
thoughtful and progressive
discussion. Nevertheless, to stimulate
this presentation in terms of affective
P
design, the researchers added the
lecturer's presence on the upper right
P side of the video.
Clark & Mayer (2016) stated
E that despite decades of research on
multimedia and video learning, they
still know very little about the efficacy
P of instructors’ presence in
instructional videos, specifically in the
content area of mathematics.
P
On the other hand, the
E presence of an instructor could elicit
beneficial socio-emotional responses
P and support learners’ understanding.
Overall, these three experts showed
interest in the presentation of this
E
instructional video.
Table 5 shows the status of the

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 College of Teacher Education Journal: Mathematics 2021

presentation of the IV in the topic, the narrator to ensure that

they are not missed.
Trigonometric Equations. The first 14. The video promotes 3.67 P
indicator, which is the physical thoughtful and progressive
indicator, is said to be proficient, with discussion.
AWM 3.75 P
an average weighted mean of 4.27.
OVERALL DESIGN EVALUATION (O.D.)
This rating indicates that the 15. Complex concepts and terms 4.33 P
evaluators considered the learning are defined or explained to
materials proficient enough to the learner simply.
16. The material was well- 4.00 P
encourage and motivate the users in represented with the use of a
terms of design. variety of appropriate media
and methods.
17. Verbal steps and tasks are 4.33 P
Table 5 clear and easy to follow.
Status of the IV on the topic 18. Viewers will not be 4.67 E
Trigonometric Equations overwhelmed with too much
content and information in
in terms of Presentation the video.
19. When demonstrating a task, 4.33 P
Indicators WM DE it is accompanied by
Physical Design (P.D.) instructions and
1. The cover design suits the 4.67 E explanations.
discipline it reflects. 20. The information is helpful 4.00 P
2. The organization and 4.33 P and stimulates and motivates
structure of the instructional learning.
material suit the objectives 21. The tone and pace of 3.33 G
of each lesson. narration are suitable for the
3. There is consistency 4.33 P intended audience.
between objectives and 22. The goals and objectives 4.33 P
exercises made in stated at the beginning of the
instructional materials. video are executed clearly.
4. The instructional material 3.67 P 23. The video suggests to the 4.00 P
has suitable encouragement learner to apply their new
and motivation to the user. knowledge and encourage
5. The instructional material 4.33 P them to reflect on it.
suits the interest of the user. AWM 4.15 P
AWM 4.27 P OVERALL WEIGHTED MEAN 4.17 P
Cognitive Design (CD). It helps users to
comprehend the message being communicated
in the instructional video. Meanwhile, the second
6. The topics are orderly 4.67 E indicator (cognitive design) is
arranged and logically exceptional, with an AWM of 4.53.
sequenced.
7. The words used are simply 4.33 P
This AWM indicates that when it
worded for better comes to the cognitive design, the
understanding. evaluators believe that understanding
8. There is the suitability of the 4.67 E
the users' topic was rated as
presentation made based on
the kind of discipline it “exceptional” since the presentation
manifests. is arranged according to the
9. The illustration and 4.67 E
objectives.
diagrams are suitable for the
understanding of the topics. On the other hand, the third
10. The evaluation exercises are 4.33 P indicator, the affective design with
arranged accordingly to suit the AWM of 3.75, falls under "Good."
the objectives.
AWM 4.53 E The evaluators believe that the
Affective Design (A.D.). Design that presenter is only considered good
promotes learners to engage with and feel at enough for discussing the topic when
ease with the content of the instructional video.
11. The speaker presents with 3.67 P
it comes to affective design.
confidence and engages the Moreover, the overall design
audience. evaluation obtained an AWM of 4.15,
12. The narrator speaks 3.67 P
encouragingly to reinforce
considered as proficient.
the viewer's self-efficacy. The evaluators believe that it is
13. Essential points are 4.00 P already proficient enough for the
emphasized or repeated by
content and presentation, but not in

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 College of Teacher Education Journal: Mathematics 2021

the affective design regarding the 9. Shots are clearly focused

4.00 P
and well framed.
overall presentation. When it comes 10. The camera is held steady
to the overall weighted mean, it got 3.67 P
with few pans and zooms.
4.17 that falls under the proficient 11. Close-ups are used to focus
3.67 P
attention.
category.
AWM 3.78 P
The evaluators believe that Graphics
this IV will help in the Teaching and 12. Graphics and animations
learning process of the students. The assist in presenting the
4.67 E
theme of the IV, which
developed IV will help the learners to appeals to the audience.
master the topic by playing pausing 13. Graphics explain and
the video and gain mastery over the reinforce key points during 4.67 E
the presentation.
presented topic. AWM 4.67 E
Copyright
Technical Video Production 14. Copyrighted information,
(Technical Aspects) photos, graphics, and music 4.67 E
are identified or cited.
Table 6 shows the status of the AWM 4.67 E
Instructional Videos in Trigonometry Moving Images and Animations
in terms of technical aspects. 15. Motion scenes are planned
and purposeful, adding 4.33 P
It is reflected from the data in impact to the storyline.
the table that the status of the 16. Animations are smooth and
4.00 P
proposed Instructional Videos in brief.
AWM 4.17 P
Trigonometry in terms of technical
Timing
aspect got an overall weighted mean 17. Video clips show no "slack
4.33 P
of 4.14, denoting a "proficient” time."
descriptive equivalent rating. AWM 4.33 P
OVERALL WEIGHTED MEAN 4.14 P
Table 6
It is reflected from the data in
Status of the Instructional
the table that the status of the
Videos in Trigonometry in Terms
proposed Instructional Videos in
of Technical Aspects
Trigonometry in terms of technical
Indicators WM DE aspects got an overall weighted mean
Video Continuity/Editing of 4.14, denoting a "proficient”
1. The IV is edited with only
4.00 P descriptive equivalent rating.
high-quality shots.
2. Video moves smoothly from
The technical aspect consists
3.67 P of eight (8) categories: video editing,
shoot to shoot.
3. A variety of transitions are audio editing, lighting, camera
used to communicate the
techniques, graphics, copyright,
main idea and ease the flow 3.67 P
from one slide or scene to animations, and timing.
another. In terms of the video editing, the
4. Digital effects are used AWM was computed at 3.83. The
4.00 P
appropriately for emphasis.
AWM 3.83 P editing of the IV was with only quality
Audio Editing shots, and digital effects are seen.
5. The audio is clear, and it The audio was proficient, with a
effectively assists viewers in 3.67 P
getting the main idea.
rating of 3.67. Validators said that the
6. Background audio is kept in audio needed to be improved.
3.67 P
balance. Integrating the suggestions of the
AWM 3.67 P
technical validators, the researchers
Lighting
7. Lightings are used to utilized the noise reduction feature on
eliminate shadows and 4.00 P the video editor software to minimize
glares. unwanted noise in the background.
8. Scenes have sufficient
lighting for the viewer to 4.33 P Experts rated the lighting with
easily see action. a rating of 4.17. Another good point
AWM 4.17 P of IV is that graphics, among all
Camera Techniques
categories of the instructional video,

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 College of Teacher Education Journal: Mathematics 2021

is considered exemplary, with a rating SUMMARY OF FINDINGS,

of 4.67. This rating means that the CONCLUSIONS, AND
graphics enforce the critical points of RECOMMENDATIONS
the presentation.
The average weighted mean Summary of Findings
(AWM) when it comes to timing is After a systematic and in-
4.33. The term slack time means the depth analysis of the data gathered,
"dead air" of the video presentation. the investigations finally come up
Validators noted that the instructional with the following results:
videos have minimal slack time. 1. The means of the periodic
grades – prelim, mid-term, and
Overall Status final grades of the students
Table 7 shows the summary were computed with 86.24,
table of the evaluation ratings of the 85.43, and 86.17, respectively,
instructional videos in Trigonometry through observation of the box
in terms of content, presentation, and plots of each period
technical video production. determined the distribution of
grades. The midterm has more
Table 7 grades lower than the mean
Overall Status of the grade. Thus, the midterm
Instructional Videos in period is the focus of the
Trigonometry researchers in developing the
instructional videos.
Criterion OWM DE 2. The Instructional Videos in
Content Validity 4.61 HA
Presentation 4.34 A
Trigonometry are composed of
• Polar Coordinate 4.37 A three chosen topics: Polar
System Coordinate System,
• Trigonometric 4.47 A
Identities
Trigonometric Identities, and
• Trigonometric 4.17 A Trigonometric Equations. The
Equations selected topics were based on
Technical Video 4.14 A the periodic examination result
Production
OVERALL WEIGHTED 4.36 A analysis, where the lowest
MEAN values were obtained in the
Legend: midterms. The result of data
Mean Scale Range Descriptive Equivalent
Table 7 shows the overall 4.50-5.00
3.50-3.49
Highly Acceptable, HA
Acceptable, A
status of the instructional videos in 2.50-3.49 Moderately Acceptable, MA
1.50-2.49 Slightly Acceptable, SA
trigonometry. The content validity 1.00-1.49 Not Acceptable, NA
has an OWM of 4.61, described as analysis served as the basis of
"highly acceptable." the researchers in the topics
The presentation contains the included in the instructional
topics polar coordinate system, videos. Gagne’s Nine Levels of
trigonometric identities, and Instruction was the
trigonometric equations, which have instructional model used in the
an OWM of 4.34, denoting IV.
"Acceptable" descriptive equivalent. 3. The features of the
The technical video production has an instructional videos in
OWM of 4.14, denoting "Acceptable" Trigonometry are the
descriptive equivalent. following: learning targets,
The overall weighted mean is 4.36, talking head, practice
meaning it has a descriptive problems provided at the end
equivalent of "Acceptable." of every IV, and scanning the
quick response (Q.R.) code

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 College of Teacher Education Journal: Mathematics 2021

flashed redirects to the Trigonometric Identities, and

solutions to the practice Trigonometric Equations.
problems. 3. More instructional videos to be
4. The content validity of the developed for use in the other
instructional videos in areas of Mathematics.
Trigonometry developed by
the researchers was highly
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