Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte

Dipolog Campus, Dipolog City

“VIDEO AS INSTRUCTIONAL MATERIALS: IT’S EFFECTS TO THE SKILL

AND PERFORMANCES OF BCAE STUDENTS”

An Undergraduate Research
Presented to the College of Education
Jose Rizal Memorial State University- Dipolog Campus Dipolog City

In Partial Fulfillment

of requirements in Methods in Arts& Culture Research 1

GRETCHELIE L. YBO

LOREVIC S. GUINDOAWON

FROILAN I. SAA

OCTOBER 2021
DEDICATION

We researcher would like to dedicate our hard work from the completion of this work to

our beloved parents, whom are more supporting in the terms of financial concern. Partly

who encourage us to thrive with earnest and accomplish this work with dedicacy and

man-power. For our siblings, that we take as a follower of a path of success. Our family

that stays in our side through times of hardship during sickness and good health, and

especially for them that serve our tool of inspiration.

We simply dedicate a part of us to our friends that stays within our group who never fails

to have high hopes for this paper and dedication and cleverness for the ideas to be used in

the part of this work. We have our groupmates who we rely to each other during

pandemic. We have ourselves in distance our work to our Almighty God. Our guide,

love, and light to our darkness. Without his almighty presence, we aspirants can’t

succeed. We may struggle and forget his grace, yet his light never fails to set as a

reminder to reach our goal of success.

ACKNOWLEGDEMENT

The researcher would like to extend their gratitude to the following, without

immeasurable their help this undergraduate thesis would not have been possible:

To Dr. Leonardo D. Cainta, the Research Unit Head for making everything possible

to pursue this study with all efforts and patients.

To Rustico A. Tolibas, our Research adviser, for his advice, support guidance

assistance and his untiring and efforts that inspired the researcher towards the

accomplishment of the study.

To Ivo Mathew M. Siaton, our internal expert for sharing knowledge to make this

study success, for his support and suggestion for the improvement of this study.

To their supportive and loving parents, for providing them financially, gave them a full

moral support and being a great source of inspiration.

Thank you very much!

The Researcher
 Chapter 1

PROBLEM AND ITS SCOPE

Introduction

Videos are being widely used in teaching and learning practices and develop new ways of

learning such as online and distance learning. It’s offer a popular, easy-to-use for

instructional materials because almost students have access to a video player at homes,

and they are also common at school. Videos appropriately matched with specific

instructional goals, video materials help more students to achieve higher levels and tend

to engage many more students in ways that are more compelling than printed resources.

In school-based education of today, video is normally utilized as supplement to

teacher lectures, in order to enrich regular lessons and to situate or visualize knowledge

for a better understanding of a topic at hand. Empirical findings concerning the

effectiveness of such video supported learning consistently show that comprehension and

transfer of knowledge can be facilitated by dynamic audio-visual formats in many

domains - and that this is especially true for interactive presentations.

Video also has immediacy and singular ability to focus attention on its subject. We

learn to pay attention to video and because of our prevailing communication norms.

Video brings alive emotion and so instructive when isolated for observation. It can be

used to illustrate a technique as well as show things that need a visual appreciation to

understand. Video can create the maximum impact of an issue and brings into view the

grand scope of things that cannot be adequately described with words alone. There are

several form of instructional videos, Historically, instructional videos began with live
broadcasts, produced in studio and transmitted via public channels. Then when the use of

videos tapes is common in eduactional institutes. Generally, viewing become more

flexible since the inconvenience of fixed transmission time was removed; finally the

emergence of more videos in any videos sites was created new opportunity for educators

to produce instructional materials. The main motivation for testing the effect of video

clip integration into multimedia presentation is that visual stimulation with the media

application to the student’s population can increase their engagement. It is known that the

internet video traffic is constantly increasing its share to consumer’s internet traffic.

Social media application such as Facebook, YouTube, blogs, and wikis can be used as

materials in teaching process. Technology in a radical manner has greatly influenced the

manner in which information and ideas are exchanged between educators and students

specially during classroom presentation there are times that educators used technology in

teaching and enhancing the learner’s skill and performances that may leads them to be

competitive individual. However, the use of video in learning resources other than

software has enormous chance for learners of all age due to incorporation of technology

in education online learning platforms, digital resources and non-digital learning devices

used in combination and other collaborative and experimental methods are gradually

transforming the traditional classroom setting in today’s technology oriented society.

That serve as a tool on educating student through videos as instructional materials

affecting their skills and performances increasingly, the widespread of video resources in

tertiary leaning environment helps the students to educate themselves by learning through

video. Visual stimuli coming from devise such as television, YouTube, videos and more
recently used growing up in the world today, besides it was easily to access information

and technique in improving your skill and performance.

Theoretical/Conceptual Framework of the Study

According to Mayer, explains that viewing, while it may appear to be passive, can

involve the high cognitive activity necessary for active learning: "well-designed

multimedia instructional videos can promote active cognitive processing in students, even

when learners seem to be behaviorally inactive. According to Marshall, details three

theories that explain how learning may occur via Well-selected video “based on the

ability of the entertaining media to engage the learner, activate emotional states, initiate

interest in a topic, and allow for absorption and processing of information through

memory and turns, strongly influenced by emotion, with the result that educational video

has a powerful ability to relay experience and influence cognitive learning.

Educational videos with instructional strategies and cognitive modeling traits embedded

in the videos itself can aid in student comprehension. Example range from zooming in on

details to providing tittles and other attention drawing graphics, to animations. Videos

with closed captioning can further promote learners reading fluency and motivation to

read.

The used of instructional video in the classroom has increased in the past decades due

to new forms of online education, considering learning method in education classes,

Youseff and Schroeder (2014) suggest that videos as instructional materials help learners

to gain more knowledge and skills.

 Conceptual Frame Work

Independent Variables Dependent Variable

Psychomotor skills of BCAE students

 Dance Execution
v as Instructional Materials
Videos  Visual Arts Production
 Drama Production
 Vocal Rendition

 Connectivity used
 Location
 Gadget used

Intervening Variables

Figure 1: Schematic Diagram of this study

Statement of the Problem

The research aimed to determine the Videos as Instructional Materials: It’s Effect

for Skills and Performances of the BCAE students.

Specifically, the study sought answers to the following questions:

1. What is the profile of the respondents in terms of?

1.1 Connectivity used

1.2 Location

1.3 Gadget used

2. What are the effects of Videos as Instructional Materials to the Skills and

Performances of the BCAE students in term of?

2.1 Dance Execution

2.2 Visual Arts Production

2.3 Drama Production

2.4 Vocal Rendition

3. Is there a significant different between the effect of Videos as Instructional

Materials to the skills and performances of BCAE students and its profile?
Scope and Delimitation

The researchers will focus on determining Video as Instructional Materials to the

Skills and Performances of BCAE students, specifically the BCAE Second Year, Third

Year, and Fourth Year students under Education course. The data gathering of this study

was done within (1) one month allotted time frame.

Significance of the Study

Among these tools, videos have been used off –line for many years to support students

learning, video is one of the best instructional materials that can help students to gain and

enhance skills and performance. But this study wants to promote the effect of videos as

instructional materials to the skills and performance of students and individual

beneficiaries of this study.

Teacher: Teacher can be use videos to deliver course information that can be extremely

helpful in opening up class time. Lectures and other introductory information can be

viewed before class which allows for more practices and skills related class activities.

Videos are accessible at the students convince, and can be watched numerous times to

assist with coursework and skills mastery videos is one of the best instructional materials

that can help teachers to motivate students with prior attention to the lessons and it create

more engaging sensory experience and increase knowledge retention.

BCAE Students: Video provide a good learning factor to enhance skills and

performance of students, learning is a wide range process and also we can learn in

different situation, learning could be in different ways such as videos. Videos can help us

to learn shorter clips help students help students to learn information without being
overloaded or losing their focus, video can support as to explain the deepest meaning of a

problem that lead us to get ready in future struggles videos can help us to explain difficult

things that could not be explained by teachers.

School Administration: Jose Rizal Memorial State University with its vision to become

the center of excellence among institutions of higher learning was dynamically and

consciously applying for various strategies and techniques to cope with the ever changing

demands of the society and to maintain its excellence performance in academic endeavor.

It is a big challenge for the university to accommodate the needs of Zamboanga Del

Norte and neighboring provinces by providing competent graduates capable of embarking

development. Videos can help to communicate another endeavors that leads to have good

center of education it will give to them and opportunity to conquer the best and good

factor of the institution in order to promote competitive and skillful learners, who are

ready to face the new chapter of their career.

Programmed Chair: With its vision to become the center of excellence among

institutions of higher learning, Jose Rizal Memorial State University is dynamically and

consciously applying for various strategies and techniques to cope with the ever changing

demands of the society and maintain its excellent performance in academic endeavor. It is

a big challenge for the University to accommodate the needs of Zamboanga del Norte and

neighboring provinces by providing competent graduates capable of embarking

development to their working places. The University with the capacity to provide quality

and relevant higher and advanced education in various fields, offers Doctorate programs,

Master’s program, Bachelor’s degree, Non-degree program, Short-term courses and

corporate high school. Advanced education programs are on the field of education public
administration and management, rural development health, arts and sciences,

criminology. On the other hand - on the field of industrial and information technology,

teacher education, hotel and restaurant management, business administration and law.

IMD: Educational institution is faced with the risk of meeting the rising demand for

quality learning videos, online course offerings, and campus accessibility. Indeed, many

are choosing to create their own educational video learning materials, it can be a positive

and enjoyable experience if you contract a full- service video production that can tailor

your videos to your institution’s individual needs. The online asynchronous nature of

videos allows them to be shared all across the world and at all hours of the day or night.

Educational institutions can gain great autonomy by using videos to reach a broader

audience than ever before. They can be used to keep potential, current, and former

students involved and engaged. Short video clips containing interactive maps, prominent

campus personalities, and important traditions and landmarks can be a great way to

introduce students and their families to your facility. This is a great solution for students

who are unable to visit in person. An informative campus tour video can mean the

difference between students choosing to apply to your school and nixing it from the list

because of a transportation barrier.

Operational Definition of Term

For the purpose of this study the following definitions are as used by the researcher:

Instructional Materials: Instructional materials are tools for accessing, manipulating, and

using information, they are used for active learning in educational lessons and can aid in
introducing new concepts to students; the teacher models effective use of various

materials. They are broadly defined to include varieties of media.

Instructional Videos: The instructional video is any video used to teach a specific lesson,

it could be an instructional DVD or likely be videos found on sites like YouTube or

downloaded on-line that can fit on an MP3 player or computer screen.

Learning Experience: This is any interaction, course or experience in which learning

takes place regardless of the setting or format but that reinforces the goal of an

educational interaction.

Dance Execution: Dance Execution can be useful in boosting student interest in

understanding of coding and other subject, it shows learning structured movement can be

a fun and educational practices.

Drama Production: It is a process involved in conversation in dramatic text into a

theatrical performance which involves a diverse range of art forms from acting, direction,

production, lightning stage props, costume designing, music, backstage support and etc.

Visual-Art Production: It is leaning reliant on a complex system of perceptual higher

cognitive motor functions, thus suggesting a share neutral substrate and strong potential

for cross-cognitive transfer in learning and creativity.

Vocal Rendition: The use of song to support encoding and retrieval of information is

widely practice by educators whether it is a song about the body or the alphabet set to

music singing is often use in the classroom as means to facilitate learning.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIED

LITERATURE

One study (Taslibeyaz et al., 2017) in the context of medical education from 2000

to 2014, predominantly case studies, showed that watching videos was beneficial for

gaining clinical skills, changing attitudes, encouraging cognitive learning and retaining

knowledge. Similarly, in a review of peer-reviewed qualitative and quantitative papers

spanning from 2003-2013 sourced from 7 major databases and 21 academic journals,

Yousef et al. (2014) found some evidence that use of video-based learning saw

improvements in teaching methods and learning outcomes. Furthermore, the visual

benefits of video provide a vehicle for increasing access to practical demonstrations.

Students can learn from field experts having the opportunity to view close-up expert

illustrations, and with the option to view them repeatedly if necessary (Ramlogan et al.,

2014, Cooper and Higgins, 2015). Additionally, these examples can illustrate real-life

practices and highlight information visually that would be impossible to adequately

describe verbally or through written text.

(Rasi and Poikela, 2016, Schneps et al., 2010). This can reduce the cognitive load of

attempting to call concepts to life, or performing a process of “mental animation” to

make sense of things, especially in STEM subjects (Castro-Alonso et al., 2018). As well,

students seem to have a bias towards the credibility of their own institution, rating videos

provided by their university – and including their own experts – as more useful for

improving learning and facilitating study than that of other providers, even when the
content was identical (Giannakos et al., 2016). There’s more on the value of the

instructors’ presence in video content later in this white paper. Finally, the context of

“ubiquitous learning”, the opportunity of learning anywhere at any time, is being shown

to be greatly supported by the advent of video. Video-learning offers a cost-effective,

location free method of flexible study, one that is available at all hours and can fit the

individual needs of the learner, allowing them to learn at their own pace and view

material repeatedly if necessary. This is seen as having tangible benefits to the student

(Taslibeyaz et al., 2017, Lawlor and Donnelly, 2010, Ramlogan et al., 2014, Schneps et

al., 2010).

Video is being used in a variety of ways to support various pedagogical strategies

successfully. By no means a comprehensive list, within just the context of problem-based

learning, video clips can be used to present a problem to students to trigger problem-

solving; to provide information around the topic or to present solutions to the problem at

the end of the process (Rasi and Poikela, 2016). Videos can include content that might be

academic in nature or material that is supplementary to academic content, such as a news

or film clips. They can be used in support of both practical and conceptual teaching (Kay,

2012) through formats which include the video lecture, video tutorial, short knowledge

clips, and “how-to” example-based video-modelling.

Students are showing an increasing desire to be more independently in control of

their learning journey and to create “personalized learning environments” in and outside

of the classroom (Rasi and Poikela, 2016). Video provides that opportunity for students

to take Video, and opportunity for students to take fuller control over their learning, both
the flexibility over when it’s watched, but also as a tool to students showing an increasing

desire in their studies.

(Salama, 2009) states that students should be viewed as active learners and not as

passive listeners, as emerging studies overtime prove that transformative pedagogies are

necessary in the development of teaching approaches and this should be a primary

challenge to university educators. Instructional media is one such way to create active

learners by enhancing the students’ learning experience. It includes all the materials,

substantial resources and physical means an educator might use to implement instruction

and facilitate students' achievement of instructional objectives. It facilitates learning or

increased understanding of material and enhances comprehension of the learners.

Instructional media may include traditional materials such as digital display boards, slides

and videos or film. It also includes newer materials and methods such as computers,

DVDs, CD-ROMs, interactive whiteboard, the Internet, and interactive video

conferencing etc. This study focuses on the use of videos, with emphasis on instructional

videos.

One of videos most obvious characteristics is its visual aspect as humans are built

to rationally grasp the power of images to communicate easily. The ability of audio-

visual method to attract learner’s attention, increase motivation and transform learning

experience in now widely seen by educators, since the first use of filmstrips during World

War II. The value and availability of audio visual materials in learning environments has

thus developed in content and technology from then on (Cruse, 2007).

 According to a series of studies conducted by the Corporation for Public

Broadcasting, it was discovered that the use of educational video and television in

classrooms has been on the rise over the past 20 to 30 years. The survey carried out

included forms of usage, teachers’ position and expectations for outcomes. Educational

video is not only widely used in the classroom; it is also highly valued as a means of

teaching more effectively and creatively. Cruse (2007) observed that the direct

relationship between the frequency of use and the sensed accomplishment and motivation

by students is the most substantial survey that affirms the significance of multimedia

tools. Furthermore, teachers who frequently use television or videos for two or more

hours per week reported that two-thirds of their students learn better when video or

television is used and about 70% of the teachers noted that the students’ motivation

increased. There is apervasive belief, increasingly being challenge by research, that

television and vedio veiwing in a passive.

According to Alkan using videos in learning environments is beneficial for

students. The benefits of videos can be listed as making learning independent from time

and space, providing group learning opportunities, facilitating learning in dimensions of

movement, color and sound, transferring outside class environments to class and

facilitating concrete and permanent learning. According to Mayer multimedia elements

that address various senses, such as videos used in learning environments, contribute to

increases in student interest and motivation.

Another advantage of the use of videos as educational tools has been reported in

Dale’s cone of experience. The more senses that are used in the learning environment, the

easier and more meaningful the learning will be. In this context, compared to the content
presented in the class during traditional presentations, the videos used in learning

environments will ensure the effectiveness of hearing and vision senses by providing

interaction between the video and the students.

Studies on the use of different forms of videos in education clearly point to the

effectiveness of using videos in education. Videos have educational effects, such as

providing interaction with the content, allowing transfer of knowledge in the mind and

facilitating recall (Greenberg and Zanetis ). Berk reported that use of videos for

educational purposes have cognitive and effective impact. In this context, he argues that

use of videos in the classroom environment will have potential effects such as: arousing

student interest, facilitating student concentration, providing learning practices for highly

relaxed students with low levels of interest, developing imagination, supporting creativity

and increasing comprehension.

According to Kay videos are classified in different categories (such as:

educational videos, video classes, e-lessons, screen captures, podcasts (video podcast)

and web broadcasts (webcast) based on their preparation, different presentation

techniques and educational goals. While videos may consist of previews/short

presentations about a specific topic or include information, they may also record the

whole class hour.

Another practice in using videos in the instructional process is as learning tools in

line with the development of information and communication technologies. This study

made use of videos as technological tools that support learning. As leaning tools, videos
support the learning process and are used in the professional development of teachers in

line with educational programs. Videos create opportunities for in-depth learning by

presenting various learning data together such as images, movement and sound. This

allows learning to take place at individual paces and ensures control over the reception of

information.

A growing trend is observed, especially in among youths to watch videos broadcasted in

social networking sites (YouTube, Twitter, and Facebook) and to communicate via social

networks Levy. A rapid increase in access to internet and internet based communications

has allowed the use of videos as educational tools. Videos create a permanent recording

environment for realized events and allow unlimited viewing opportunities to ensure

detailed analysis (Tan and Towndrowb). Clearly, videos are appropriate to the nature of

today’s youth and can be used educationally as practical implementations in current

classrooms (Gentry). In video practices, the learner masters the real objects and

movement sequences by observation and the videos provide opportunities for in-depth

learning (Zhang, Zhou, Briggs and Nunamaker)

STUDIES

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), educators have recognized the power of audio-visual

materials to capture the attention of learners, increase their motivation and enhance their

learning experience. Both the content and the technology have developed considerably
since that time, increasing the availability and the value of A/V materials in classrooms.

Content has developed from instructional television (ITV) of the 1950s and 1960s, which

allowed replay of taped lectures, through educational television (ETV), intended to

complement classroom instruction rather than compete with it (Corporation for Public).

In 2015, a survey by the Corporation for Public Broadcasting indicated that a

growing number of teachers (93%) used TV programming on tape all or most of the time,

rather than relying on live television, for the ease and benefits of videotape medium,

including convenience, the ability to show the same tape to multiple sections of a class

and greater control over how the material is presented. Today, video continues to have

“significant staying power” in classrooms, although with new technology, “video is

finding its way into schools through different paths.

According to market research by Grunwald Associates (Branigan, 2005). One of

the most exciting of those new paths is Video-on-Demand (VOD) systems, tools that

make unprecedented numbers of videos available to classroom teachers exactly when and

as they want them. The videos are digitized, and then stored on a computer server, where

they can be accessed at any time by teachers or students. This may be a local server,

housed at either an individual school or district, and accessed through the school network.

Alternatively, the content may be stored at a non-local site and streamed over the

Internet, though this may sometimes overload the available bandwidth, causing the video

to be jerky. Video-on-Demand does away with many of the inconveniences of playing

video in either cassette or DVD form: locating the desired content in hard copy in a

library or for purchase, reserving that title and the equipment needed to play it on, cuing

it up prior to class or between classes, switching hard copies to change to a new program,
etc. Instead, teachers can search for the content they need on any networked computer,

find exactly the content they need from a variety of sources and play it at their

convenience, either as part of a planned multimedia lesson or by seizing the “teachable

moment.” Digital delivery of video allows for far greater flexibility of searching than is

possible with hard copy. Because the content is stored digitally, it can be indexed and met

tagged by educators to provide searchable indexes of every program by not only showing

summaries, but also key curricular concepts, making it possible to search by keyword for

the exact content contained within a video or video segment. Using a VOD system,

teachers can easily locate targeted content, searching by keyword, subject area or even

state educational standards.

As Denning points out, one of the best ways of avoiding what he terms “television

response,” or passive consumption of media, is to exploit the ability of video to be shown

in short, relevant segments and to use segments from multiple programs. However,

editing together a precise sequence of video clips onto one video cassette, as he suggests,

can be a cumbersome and time-consuming process when using only a video recorder.

Digital video is designed to facilitate this process, making it an easy and quick process to

locate, segment and arrange clips to suit the exact needs of a particular lesson.

In fact, the ability of VOD systems to assist teachers in locating and presenting short

targeted clips of no more than two to five minutes in length dovetails exactly with expert

recommendations for video usage: “Most educational experts agree that video is best

shown in short segments so as to maximize learners’ concentration” (Shephard, 2003, p.

296). Video-on-Demand facilitates the process of embedding video, or threading brief

segments throughout a lesson, a strategy beginning to be supported by research (forto

class or between classes, switching hard copies to change to a new program, etc. Instead,

teachers can search for the content they need on any networked computer, find exactly

the content they need from a variety of sources and play it at their convenience, either as

part of a planned multimedia lesson or by seizing the “teachable moment.”

Mitra, Jones, Barrett and Williamson also emphasized that use of videos,

which include both visual and audio elements, facilitate active interaction between

students and the topic, ensures that the content is more meaningful and strengthens

learning by allowing associations between the material in the video and other situations.

When education that is supported by videos is compared with face-to-face education, it is

argued that videos are more effective since they support the process.

Another common area of use of videos is in language (Davidson). In their study,

Zhang, Lundeberg, Koehler and Eberhard presented the hardships and acquisitions in

teachers’ professional development by having teachers watch three different videos: a

broadcasted video, their own video and the video of a colleague. Recently, it has been

observed that platforms to use videos in educational manners through distance education

are increasing parallel to the impact of digital era. Clearly, videos are appropriate to the

nature of today’s youth and can be used educationally as practical implementations in

current classrooms (Gentry).

In its broadest sense, video as part of an online multimedia offering seems to be

having a positive impact on engagement through a broadening participation perspective.

Online courses are expanding the pool, rather than taking from a limited market of

potential students (Goodman et al., 2016) Also, an overview of the literature specific to
problem- based learning found a general preference for video over text (Rasi and Poikela,

2016). Finally, reported benefits of video podcasts include that they are enjoyable to

watch, they are satisfying, motivating, intellectually stimulating, useful and helpful for

learning (Kay and Kletskin, 2012). Ultimately, students appear to enjoy video and view it

positively. They enjoy the independence it provides, with control over when and where to

learn, the pace of learning and what to learn (Kay and Kletskin, 2012). Much research

draws heavily on Mayer’s “cognitive theory of multimedia learning” as a framework

through which to understand the processes involved and ways in which video may assist

or hinder learning (Mayer, 2014, Clark and Mayer, 2016). The theory relies on three

principles, the first that there are two different channels for processing visual/pictorial

material and for processing auditory/verbal material. Secondly, each channel has a

limited capacity and can deal with only a few pieces of information at a time. The third

principle is that active processing is required for learning to occur. The three steps of

selecting, organizing and integrating information across the dual channels works as

follows: learners select relevant sounds, words, and images to be processed, and they

organize the selected sounds and images into a “mental model” of the material they are

learning. Learners then integrate a mental model of new material integrated with their

prior knowledge. “Meaningful learning” occurs through suitable engagement in all three

of these processes. In order for learning to have occurred we need to have not just stored

knowledge in our long-term memory but be able to retrieve and apply it (Clark and

Mayer, 2016). There is more on this theory of multimedia learning in the next section.

Previous research explored the result of the use of videos as an educational tool (Bravo et

al.., 2011). In this study the authors used educational videos with a duration of
approximately four minutes. They used a teaching platform based on Moodle and

YouTube channels for reproduction. The study showed that streaming videos used as

materials for learning had a positive effect upon students’ perception regarding the

enhancement of their learning motivation.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter present the methodology, research method, research environment,

and research instrument, validation of instrument, ethical Consideration, statistical

treatment or Data of Analysis. Which were employed to gather the data and information

considered in the studies?

Research Methods

This study used the quantitative, descriptive research methods employing survey

method as an approach. A quantitative study explore and understand phenomena. It is

especifically use to determined Video as Instructional Materials: It’s Effect to the Skills

and Performance of BCAE students.

Research Environment
 The location of the study is in Jose Rizal Memorial State University Dipolog

campus is located in Turno Dipolog City.

Respondents of the Study

The respodents of the study were the BCAE students at Jose Rizal Memorial State

Univerity during pandemics. The total number of students is 30- 45 while the selection of

the respodents was randomly selected due to the pandemics, a total of repondents who

particapated in the study said is 30-45 repondents.

Research Instrument

This study utilized Survey questionnaire in gathering necessary data. The

researcher made tool to find out Video as Instructional Materials; It’s Effect the Skills

and Perfoamces of BCAE students.Three (3) questions established Video as Instructional

Materials; It’s Effects to the skills and perfoamce of BCAE students. The tools was

supported to view based-on social media. Along with the difficulties level of learning by

using intructional videos during pandemic

Validation of Instrument

After the researcher presented the guide question to the panel during the proposal

defense, it was presented to the adviser for correction, enrichment and finalization. The

adviser examine the instrument as to comprehensiveness and corrected the construction

of the content the question to ensure its validity. Guide question we researcher made and

were modified as to construction, hense validity testing need not to be conducted; but

they were still shown to experts for validation.

Data Gathering Procedure

The researcher introduce themeselves and explain the purpose of the interview.

The researcher started to conduct the gathering of data but since it is pademic, Facebook,

Messenger was use in gathering of data. Before the interview was given, the researchers

asked permission to students and explain the objectives of the study including the

cofidentiality of the information their responses in the instruments. They were made

assured that no one can retrive the information except the researcher and the repondents

themeslves.

Ethical Consideration

The participants volunteered to participate in a research conducted by the researcher at

Jose Rizal Memorial State University. They understood that the research designed to

gather information about Video as Instructional Materials; It’s Effects the skills and

performance of BCAE students. The may withdraw and discontinue their participation at

any time without penalty, if they decline to participate and if they feel uncomfortable in

any way during the survey questionnaire, they have the right to decline to answer any

questions. The survey questionnaire will last approximately 2-4 minutes. They

understand that the researchers will not identify thier name in any reports using

information obtained from the survey.

Statistical Treatment of data