CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the methods used in the study. This is specifically intended
to rigidly explain the adopted research design, sources of data, selected respondents,
research instrument, data gathering procedure and statistical treatment.

RESEARCH METHODOLOGY

The purpose of this study is to develop and implement an interactive video

lessons integrating the use of appropriate technological tools and applications based on
the identified Most Essential Learning Competencies (MELCs) in Grade-7 geometry.
This is intended to give way to the new acquisition and deliverance of knowledge
through the integration of technology in the learning and teaching process. Technology
integration nowadays has gone through innovations and transformed our societies that
has totally changed the way people think, work and live (Grabe,2007). It is for this
reason that the researchers find it timely and necessary to conduct the study. Indeed,
learners of the 21st century are truly digital in nature. Learners often acquire new
knowledge and learns best through the aid of existing technologies. Technology-based
teaching applications and devices challenged traditional pedagogical practices and
lectures by stressing the need for increased interactivity and mobility and a wider range
of learning contexts to support the cognitive and social processes of learning and
knowledge construction (Chang, Yeh, & Cheng, 2010; Chao, et al., 2011; Lin & Hsiao,
2011; Gehlen-Baum & Weinberger, 2014). It is extremely important to give equal
emphasis on both social and cognitive process to ensure the existence of holistic quality
outcome.

Furthermore, to clearly justify and assess the learners’ response to the proposed
interactive video lessons, the researchers opted to use descriptive-developmental
research design. The purpose of the selected research design is to assess changes over
an extended period of time. Descriptive research involves identification of attributes of a
particular phenomenon based on an observational basis, or the exploration of correlation
between two or more phenomena (Creswell, 2002). Moreover, it is ideal to outline the
significant progress brought by the implementation of interactive video lessons in
comparison with the traditional methods to prove the effectiveness of the study.
 The data gathered among teachers, students and jurors will be analyze using
both quantitative and qualitative methods. Specifically, quantitative data will be gathered
from the evaluation tools provided to the experts. The developed interactive video lesson
will be criticized according to a given set of criteria. This will tell whether the developed
interactive video lesson is qualified to be implemented thus serves as a possible avenue
to poster significant changes in teaching methods. Qualitative analysis will be based on
the students and teachers’ response on the given level of acceptability survey checklist.

SOURCES OF DATA

The primary sources of data will be obtained through learners’ response during
and after the implementation of interactive video lessons. Teachers evaluation and
responses to the developed level of acceptability survey and experts’ evaluation will also
serve as the primary basis of the research conclusion. On the other hand, secondary
sources were obtained through several research works, books and online websites
which is related to the study. Significant insights and ideas from other study were
analyze and compiled as a secondary bases of the present study. Secondary data
covered different sources which provides essential information and vital key points
necessary in the conduct of the study. The researcher also seeks multiple ideas from
various research work to minimize the existence of biases.

RESPONDENTS

Scientific progress has added more means which teachers may benefit from in
preparing interaction opportunities with learners' experience, sharing and reviewing such
experience for the purpose of preparing students with high level of competency (Tobaji,
1981:5). In this context Tobaji (1986) points out that, teacher's function is not only
restricted on explanation and following the conventional approaches, but his primary
responsibility has become to draw a layout of teaching strategies with teaching
approaches and means in order to achieve specific objectives. (Tobaji, 1986: 24). It is
also important to take early actions in the learning process of the learners in order to
maximize the existence of significant improvements. It is for this reason that the
researchers decided to implement the developed interactive video lessons to Grade-7
students.

Selected thirty-three students of Anislag National High School will serve as the
respondents of the study. Specifically, this is intended to gain significant responses from
a heterogenous Grade-7 class whose residence lies within barangay Anislag premises.
The selection of respondents is basically intended to poster safety on the part of the
learners and researchers. Moreover, most Grade-7 students are highly dependent to
teachers and instructional material which makes them a perfect subject for the study.
Seven selected jurors who evaluated the developed interactive video lessons will also
serve as a respondent of the study.

INSTRUMENT

For purpose of obtaining authentic, reliable and valid information, the following
research instrument were used; (1) Evaluation Sheet for the developed interactive video
lessons which is anchored from LRMDS evaluation sheet for non-printed materials and
(2) level of acceptability of the developed interactive video lessons as perceived by (2.a)
students and (2.b) teachers.

Evaluation Sheets. Evaluation sheet provided to the experts will serve as one of
the major bases in making significant improvements and revisions to the developed
interactive video lessons before its actual implementation. This is primarily intended to
poster reliability and validity regarding the effectiveness of implementing the developed
project. Moreover, this is to obtained holistic quality lessons which exceeds the standard
of an interactive video lessons in terms of content quality, instructional quality, and
technical quality. This evaluation sheet was evaluated and analyzed using Likert scale;
(4) Very Satisfactory, (3) Satisfactory, (2) Poor and (1) Not Satisfactory. The assessment
of the developed interactive video lesson must be evaluated using the following:

Criteria Non-prints
Content Quality Resources must score at least 30 points
out of the maximum of 40 points to pass
this criterion.
 Instructional Quality
Technical Quality
Resources must score at least 30 points
out of the maximum of 40 points to pass
this criterion.
Resources must score at least 39 points
out of the maximum of 52 points to pass
this criterion.

Level of Acceptability Survey. Significant information gathered through this

survey will be used to determined the acceptability of the developed interactive video
lessons based on the evaluation and distinctive responses of teacher-students
observers. This survey was based from Extended Technology Acceptance Model and
which was evaluated using Likert Scale; (5) Strongly Agree, (4) Agree, (3) Moderately
Agree, (2) Disagree and (1) Strongly Disagree. The survey questionnaire was
specifically evaluated based on the several indicators of Technology Acceptance Model
which includes quality of the interactive video lessons, perceived enjoyment, perceived
ease of use, perceived usefulness and user interest in using interactive video lessons.
The survey questionnaire was adopted from the work of Beren (2019). The
questionnaire was further modified to meet the target aspect of the developed interactive
video lessons. The degree level of acceptance was evaluated using a set of
predetermined intervals.

Intervals Level of Acceptance

4.50 – 5.00 Highly Acceptable

3.50 – 4.49 Acceptable

2.50 – 3.49 Neutral

1.50 – 2.49 Unacceptable

1.00 – 1.49 Highly Unacceptable

DATA GATHERING PROCEDURE

The collection of data necessary in the conduct of the study follows a

synchronous pattern in which the researchers need to follow. The pattern was made of
four interrelated steps which formally seeks for a reliable and validated information from
the target respondents. These steps include (1) preliminaries, (2) development of
evaluation sheets, level of acceptability survey and proposed interactive video lessons,
(3) revisions and implementation of the developed interactive video lessons and
distribution of level of acceptability survey and (4) data analysis.

Preliminaries. In this stage, the researchers personally went to the target school
respondents to verbally ask for permission to conduct the present study. The
researchers also seek for any related studies to support the claim of the proposed study.
The orientation of the people involved in was also included in this stage.

Development of evaluation sheets, level of acceptability survey and

proposed interactive video lessons. The actual development of needed papers such
as evaluation sheets and level of acceptability survey take place right after the
confirmation of the secured locale. The researcher will also starts developing the
necessary number of proposed video lessons which will be later presented and
evaluated by the selected jurors. The proposed interactive video lessons will be judged
based on its content quality, instructional quality and technical quality. The developed
resources must attain a minimum evaluated score of 30 out of the maximum of 40 points
in both content and instructional quality while a score of at least 39 out of 52 must be
meet in technical quality for it to be considered as an effective tool.

Revisions and implementation of the developed interactive video lessons

and distribution of level of acceptability survey. The researcher will re-develop the
proposed interactive video lessons based on the comments and suggestions of the
jurors. After assessing, evaluating and making significant revisions on the developed
interactive video lessons, the actual implementation of the project is now ready to be
launch. The actual gathering of research data is also part of this process. This is where
the researcher seeks for any vital information that will later be useful in outlining the
research conclusions.

Data analysis. The researcher will collect the written responses of the locale to
the provided level of acceptability survey and jurors’ evaluation. The data gathered from
the selected respondents will be analyze and interpreted using the identified statistical
tool.
STATISTICAL TREATMENT

The appropriate selection of statistical tool to be used in the process of

interpreting data is one of the many important factors that the researcher needs to
consider in order to obtain precise and accurate conclusions. Thus, to attain significant
and valuable findings; the data gathered from the provided evaluation sheets and level
of acceptability survey were analyzed and interpreted using the following statistical tool:

Mean. In order to determine the average responses of the teachers and students’
observers to the given level of acceptability survey and evaluator’s response to the
evaluation sheet, the researcher opted to interpret the data using the formula:

Mean =
Σ𝑓𝑥
n

where f stands for the frequency of each score, x is the weight of each score and n for
the total number of respondents who answers the level of acceptability survey and
evaluation sheets.
 REFERENCES

Beren M.T. (2019). Interactive Powerpoint-Based Lessons in Grade-7 Mathematics.

Bicol University, Master’s Thesis.

Chang, W.J., Yeh, Z.M., & Cheng, K.J. (2010). Developing a mobile learning system to
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Creswell, J. (2002). Educational research: Planning, conducting, and evaluating

quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice
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Gehlen-Baum, V., & Weinberger, A. (2014). Teaching, learning and media use in today’s
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Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning (5th ed.).
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