Effects of Educational Video Materials To Bachelor of Physical Education Students' Academic Performance of Leyte Normal University

EFFECTS OF EDUCATIONAL VIDEO MATERIALS TO BACHELOR OF
PHYSICAL EDUCATION STUDENTS’ ACADEMIC PERFORMANCE
OF LEYTE NORMAL UNIVERSITY
_________________________
A Bachelor’s Thesis Presented
to the Faculty of MAPEH
Leyte Normal University
Tacloban City
_________________________
In fulfilment of the
Requirement for the
Degree Bachelor of
Physical Education
________________________
by:
Ella Mae P. Alvero
Edne R. Bantilan
Jamill F. Nalam
Aaron R. Regala
Aaron Harold Rivera
Angelica Mae P. Semine
September 24, 2021

APPROVAL SHEET
In fulfilment of the requirement for the degree “Bachelor of Physical Education

(BPED), this research entitled “EFFECTS OF EDUCATIONAL VIDEO
MATERIALS TO BACHELOR OF PHYSICAL EDUCATION STUDENTS’
ACADEMIC PERFORMANCE OF LEYTE NORMAL UNIVERSITY”, has been
prepared and submitted by Ella P. Alvero, Edne R. Bantilan, Jamill F. Nalam,
Aaron R. Regala, Aaron Harold Rivera, and Angelica Mae P. Semine who are
hereby recommended for oral examination.
HANZEL MONIKA N. SABOREN, MPE

Thesis Adviser
________________________________________________________________
Approved by the Tribunal of the Oral Examination
Chairman
Member Member
Accepted as fulfilment of the requirement for the degree of Bachelor of
Physical Education (BPED)
HANZEL MONIKA N. SABOREN, MPE

Chair, MAPEH and Humanities Unit
DR. LINA G. Fabian

Dean, College of Education
Date of Oral Examination: September 24, 2021
i
ACKNOWLEDGEMENTS
This humble piece of work would have remained impossible without the
invaluable support of these people who, in one way or another, helped to make
this a reality. No matter how much time and effort the researchers spent on this
study, without their aid, this wouldn’t be possible. Hence, we are taking this
privilege to express our sincerest gratitude to the following:
Dr. Evelyn B. Aguirre D.A, President, Leyte Normal University, for her
support to the university.
Dr. Marife N. Daga, Ed. D., Dean of College of Education, for her
support to all education students especially to the Bachelor of Physical Education
students.
Mrs. Hanzel Monika N. Saboren for the continuous support to our
study, for her patience, motivation, enthusiasm, and immense knowledge;
Mr. Las Johansen B. Caluza, their research adviser, for sharing his
professional expertise and time for patiently teaching and guiding as the way in
making this research possible;
Ms. Maricar C. Tegero, Mr. Jerauld M. Lirios, and Mr. Rogelio T.
Negros Jr., their research panelist, who are the key person in the realization of
this study. Thank you for your time, suggestions and encouragement allowing us
to get the necessary information we need while making this research;
To our loving parents, for their moral encouragement, financial
assistance as well as their spiritual support in every path that we make.
ii
BPED Movers Organization President Mr. Aldwin Tano , our sincerest
gratitude for the encouragement and helping us the data needed in this research.
Our dearest respondents the BPED students of Leyte Normal
University, for your active cooperation during the data gathering which is a great
help to this research;
To our God Almighty, for giving the wisdom, strength, support and
knowledge in exploring things, for the guidance in helping us surpass all the trials
the we encountered and for giving determination to pursue our study, and to
make this study possible;
And to the people who helped us in any manner, who have shared their
effort and knowledge in order to make this research a reality.
Whatever has been accomplished and whatever has been the product of
every endeavor, there is a great source of all effort, striving, guidance and
gracious blessings without whom this task would have been impossible.
To all of them, thank you!
iii
DEDICATION
This precious yet humble piece of work is wholeheartedly dedicated to the researchers
Parents namely;
Mr. Ely Humilda Alvero and Mrs. Marissa Pace Alvero
Mr. Edgar Fernandez Bantilan and Mrs. Neciana Restor Bantilan
Mrs. Lilia F. Obrado and Mr. Alejandro Obrado
Mrs. Letecia R. Regala and Mr. Victorino R. Regala Sr.
Mrs. Lea Rivera and Mr. Romeo Rivera
Mr. Candido P. Semine and Mrs. Marichu P. Semine
And to
Almighty God…
The Researchers
iv
TABLE OF CONTENTS
Page
TITLE PAGE……………………………………………………………………………. i
APPROVAL SHEET.....................................................................................................................i
ACKNOWLEDGEMENTS..........................................................................................................ii
DEDICATION..............................................................................................................................iv
ABSTRACT................................................................................................................................vii
CHAPTER
I THE PROBLEM AND ITS BACKGROUND..........................................................................1
Background of the study.....................................................................................................1
Theoretical Framework.........................................................................................................4
Conceptual Framework........................................................................................................6
Problem Statement................................................................................................................7
Significance of the study.....................................................................................................8
Scope and Limitation............................................................................................................9
Definition of Terms................................................................................................................9
II REVIEW OF RELATED LITERATURE AND STUDIES...................................................11
Related Literature................................................................................................................11
Related Studies....................................................................................................................15
III METHODOLOGY..................................................................................................................20
Research Design..................................................................................................................20
Research Methods...............................................................................................................21
Research Locale..................................................................................................................21
Research Respondents......................................................................................................22
Data Gathering Technique.................................................................................................23
Research Instrument and Validations.............................................................................24
Statistical Treatment...........................................................................................................25
IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA............................26
Profile of the Respondents................................................................................................26
Age..........................................................................................................................................26
Academic Performance through General Weighted Average (GWA) in 1st
Semester................................................................................................................................27
Positive Effects of Educational Video Materials..........................................................28
v
Negative Effects of Educational Video Materials.........................................................36
V SUMMARY, CONCLUSION, AND RECOMMENDATION...............................................48
Summary................................................................................................................................48
Conclusions..........................................................................................................................53
Recommendations...............................................................................................................55
REFERENCES...........................................................................................................................57
APPENDICES............................................................................................................................64
CURRICULUM VITAE..............................................................................................................72
vi
ABSTRACT
This study examined the effects of educational video materials to Bachelor
of Physical Education students’ academic performance of Leyte Normal
University and used the findings to plan and address these positive and negative
effects. It determined the profile of students along the following variables, all of
the respondents who participated in the study were ages, 13-19 years and 20-39
years old who are categorized as early adulthood and adolescence. And
academic performance rating good (1.6 – 2.5) with a frequency of 155 or 60.07
percent out of 258 students and this is followed by the rating of very good (1.1 –
1.5) with a frequency of 103 or 39.92 percent of the total number of respondents
through their general weighted average in the first semester school year 2020-
2021.
A total of 258 Bachelor of Physical Education random students from
Leyte Normal University were the respondents of the study. Frequency counts
and percentage were used to describe the result.
Majority of the respondents agreed to the positive and negative effects of
educational video materials affecting their academic performance which result to
have an effective way of learning experience on the positive effects, and while a
failing grades due to the negative effects experiencing on their learning
environment.
Based on the findings and conclusion of the study, in an online learning
or flexible learning using educational video materials revealed a minimal physical
vii
interaction or feedback between the teacher and students. This often results in a
sense of isolation for the students. And it is recommended that teachers should
use only helpful educational video materials to deliver course information that
can be extremely helpful for the students and use shorter clips to help students
learn more information without being overload or losing their focus. In terms of
technology issues, teachers should always be patient and more understanding
anytime and consistently listen to the learners concerns and problems. They
should also check the content of the educational video materials in terms of the
scope of content and appropriateness to the lesson. And parents are encouraged
to guide or assist their children in accessing educational video materials used in
school in terms of its appropriateness and relevance in the course content.
Finally, the school administration should take part in coming up an action
plan based on the derived result on negative effects of educational video
materials to students’ academic performance in times of COVID-19 pandemic.
viii
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter explains the introduction and background of the study about
the effects of educational video materials to Bachelor of Physical Education
students’ academic performance of Leyte Normal University. It also includes the
theoretical framework, problem statement, significance of the study, scope and
limitation and definition of terms.
Background of the study
The COVID-19 pandemic took the education system by surprise. As such
Philippines education sector is one of the most affected in the society as schools
shut down for physical conduct of classes. Thus, face to face learning
engagement of students and teachers within the school has been suspended
further transforming the life of all learners since March of 2020.
In this context, as per CHED Chairman J. Prospero De Vera III, amidst of
the COVID-19 crisis, the education must continue. In accordance with the
pertinent provision of Republic Act (RA) No. 7722, otherwise known as the
“Higher Education Act of 1994”, Republic Act No. 11469, otherwise known as the
“Bayanihan to Heal as One Act” and by virtue of Commission en Banc (CEB)
Resolution No. 412-2020, series of 2020, the commission on Higher Education
(CHED) herby adopts and promulgates the following Guidelines on Flexible
1
Learning FL) to be implemented by public and private Higher Education
Institutions (HEIs).
Among the latter modalities of instruction, flexible learning appears to be the
most practical because it lacks restriction of time, place, and pace of study
(Naidu, 2017). Flexible Learning is a learner-centered approach that is deeply
rooted in the needs of the students. The main objective should be to provide
learners with the most flexibility on the learning content, schedules, access, and
innovative assessment, making use of digital and non-digital tools. As reported
by Merlina Hernando-Malipot (2021), traditional face-to-face learning may no
longer be applicable at the higher education level as the Commission on Higher
Education (CHED) adopts a policy to implement Flexible Learning in the coming
school years. The CHED Chairman J. Prospero De Vera III said during a webinar
entitled “Educating our Children in the New Normal” on Friday, May 21 “From
now on, Flexible Learning will be the norm. There is no going back to the
traditional, full-packed face-to-face classrooms”. During the webinar organized by
the Center for Strategy, Enterprise, and Intelligence, De Vera explained that
CHED has adopted a policy that Flexible Learning will “continue in school year
2021 and thereafter” and cited several reasons for such a move. “If we go back
to the traditional face-to-face classroom, we run the risk of exposing our
stakeholders to the same risks if another pandemic comes in,” he explained.
As the COVID-19 pandemic continues, educational videos are now widely
available because of the internet and video content creator. With the rapid
advancement of computer and software technology, the opportunity to produce,
2
change and share videos have increased in university level (Kay and Kletskin,
2019). Many researchers have already confirmed the effectiveness of video in
education, focusing its usefulness as a training instrument (Rajadell & Garriga-
garzon, 2017). People can find topics ranging from mathematics to politics and
video learning is changing the world education (Vander Ark, 2019).
In early 1990s, personal computer (PC) became popular in Bangladesh
because of its user-friendliness and affordability. In 1998, the use of computers
and software increased both in public and private sectors in Bangladesh because
there was an exemption of taxes of computers and ICT related accessories and
price reductions in the global market (Islam & Selim, 2017). The government of
Bangladesh has recently taken ICT friendly initiative called Digital Bangladesh to
make the government service easily available to the doorstep of general people
(Khan, Hossain, Hasan & Clement, 2017). The government has launched several
initiatives (for instance, Multimedia Classroom system by a2i Bangladesh) for
making online learning easier. The government tries to control the price of
internet, mobile and computer devices.
Moreover, in the last ten years, due to invention of social media, people
can easily share feelings, information, ideas, images and videos and it has
changed the online world rapidly (Oberst, 2018). YouTube, established in 2005,
is the most popular internet video sharing website (Cheng, Dale, & Liu, 2017). In
recent years, massive open online courses also known as MOOCs (Coursera,
EdX, Udacity, Udemy) have become eminent trends in higher education. Video-
based instructional contents are freely available in these online educational
3
platforms (Baturay, 2015). For online education, videos are now considered as a
widely-used type of resource (Guo, Kim, & Rubin, 2019). Therefore, nowadays,
students are using video learning websites at an increased rate. But a question
remains about whether educational video materials is the most effective format
for delivering content and its adverse effects such as the positive and negative
effects of these in the academic performance of students in this time of COVID-
19 pandemic that shifts the classes from face-to-face instruction to full online
learning or flexible learning.
Thus, the purpose of this study is to know the effects of educational video
material to Bachelor of Physical Education students’ academic performance of
Leyte Normal University. Through conducting this research will determine the
positive and negative effects of educational video materials to Bachelor of
Physical Education (BPED) students’ academic performance in this kind of
education set-up.
Theoretical Framework
This study is anchored to the Online Collaborative Learning Theory
proposed by Harasim (2012). Online collaborative learning theory provides a
model of learning in which students are encouraged and supported to work
together to create knowledge: to invent, to explore ways to innovate, and to seek
the conceptual knowledge needed to solve problems rather than recite what they
think is the right answer (Harasim, 2012 as cited by Bates, 2015, para 1).
4
Online learning naturally lends itself to student-centered instructional
strategies and assessments, and collaborative learning most certainly fits this
category (Muller et al., 2019). Given the physical distance that separates online
students, collaborative learning efforts may also help students connect in an
effort to dissolve any feelings of isolation they may be experiencing (Writers,
2018).
The core principles of Online Collaborative Learning and how these
principles are operationalized through online discussions. Discussion forums
often serve as the backbone for learning in online environments. Bates (2015)
argues that online discussion forums are not meant to supplement course
content (typically delivered through lectures and textbooks), but should be the
central means for content delivery. Here, students identify readings and
resources to support the discussion as opposed to allowing the readings and
resources to be the driver. It is through this discourse that students are able to
generate and organize ideas and ultimately achieve “intellectual convergence” by
synthesizing the ideas presented (Bates, 2015). Because the discussion
happens asynchronously, students have time to ruminate over the ideas
presented and respond in a more thoughtful manner (Roberts, 2004).
Another important element of the Online Collaborative Learning model
depicted above is the role of the teacher. Here, the teacher serves as a facilitator
of the discussion in an effort to move students through the process of generating,
organizing, and synthesizing ideas (Bates, 2015). The concept of “teacher” as
“facilitator” is a hallmark of student-centered, online learning.
5
Since the study we are conducting is the effects of educational video
material to Bachelor of Physical Education students’ academic performance, this
theory will be essential and will guide the current study in fixing the gap on the
effects of educational video material to students’ academic performance of the
sudden change in the course of teaching.
Conceptual Framework
Profile of the respondents in

terms of:
 Age; and Positive Effects of
 Academic Performance Educational Video
through General Materials
Weighted Average
(GWA) in 1st Semester Academic
Performance
Effects of Educational Video Negative Effects

Materials of Educational
Video Materials
Figure 1. Schematic Diagram of the Effects of Educational Video Materials to
Bachelor of Physical Education (BPED) students’ Academic Performance
In this study the researchers aim to know the effects of educational video
materials to Bachelor of Physical Education students’ academic performance of
6
Leyte Normal University. As shown above is the conceptual framework of this
study, it primarily includes the profile of the respondents such as the age and
academic performance through general weighted average in 1 st Semester and
the effects of educational video materials which result to determine the
advantages and disadvantages of educational video materials to students’
academic performance.
Problem Statement
The spread of the COVID-19 pandemic led to the closure of schools which
caused the shift from traditional face-to-face classes to online and modular
distance learning. Everyone needs to adapt to the current way of learning to
continue the education. Students with difficulties in this subject are new to this
learning set-up where they are most affected by the situation. Thus, this study
aims to gather data from this individual as they undergo online and modular
distance learning.
Specifically, it answers the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age; and
1.2 Academic Performance through General Weighted Average (GWA) in 1st
Semester
2. What are the positive effects of educational video materials on students'
academic performance?
7
3. What are the negative effects of educational video materials on students'
academic performance?
Significance of the study
The researchers objectively agree that this study is equally beneficial and
significant to the students, teachers, school administrators, parents, government
and future researchers who want to seek valid information base on the results of
the study.
Students. The results of this study will be a great help to the students in
learning and acquiring knowledge about the various effects of educational video
materials to their academic performance.
Teachers. This study would certainly benefit the teachers in teaching
since they could be more aware of the role of educational video materials in
making the teaching process more effective and efficient.
School Administrators. The result of the study will provide them the
whole picture of the advantages and disadvantages of educational video
materials hence, it will serve as a basis in formulating policies in providing and
accessing to educational video materials. This could also be useful in identifying
more kind of instructional materials needed for more effective and efficient.
Parents. The results drawn from this study will be helpful for the parents,
so they can fully support their children to ensure in accessing the appropriate
instructional materials such as educational video material to be used.
8
Future Researchers. This study will serve as a basis and reference for
future researchers who wish to do the same study. This will encourage and
inspire them to conduct an additional research.
Scope and Limitation
The scope of the study includes the profile of the respondents in terms of
age and academic performance through General Weighted Average (GWA) in
1st Semester.
This study is design to determine the effects of educational video
materials to Bachelor of Physical Education students’ academic performance of
Leyte Normal University. The respondents are the 1 st year, 2nd year and 3rd year
bonified Bachelor of Physical Education students of Leyte Normal University. The
research method will be use is the descriptive design and a research-made
survey questionnaire.
Definition of Terms
The following terms are defined operationally and/or conceptually for the
purpose of clarification and understanding:
Academic Performance. This refers to how students deal with their
studies and how they cope with or accomplish different tasks given to them by
9
teachers. Academic performance is the ability to study and remember facts and
being able to communicate your knowledge verbally or down on paper.
Bachelor of Physical Education (BPED). A four-year degree program
aimed at equipping graduates with the competencies to meet the psychomotor,
cognitive and affective needs of learners. Graduates of this program may work as
Physical Education teacher in Basic Education, Dance and Sports Club
Moderator, and School-based Sports Program and Events
Moderator/Coordinator.
COVID-19 Pandemic. An outbreak of a disease caused by novel
coronavirus affecting the sectors of the entire nation particularly education.
Educational Video Materials. An instructional material whose intention is
to teach or impart knowledge for the learning. It is a video for a topic which is to
be learned and used in classroom as an alternative to teaching methods.
10
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
A review of related literature aims to contributing towards a clearer
understanding of the nature and meaning of the problem that has been identified
(Kolanchu, 2011). This chapter outlines various related literatures and studies on
the effects of educational video materials to Bachelor of Physical Education
students’ academic performance.
Related Literature
Teaching in the Digital Era
We live in an era of rapid technology improvement, and educational
innovations hold a lot of promise for improving teaching and learning, especially
for kids with special needs. Students may learn in relevant, up-to-date, and
innovative ways with high-quality educational materials, tools, and resources.
Digital content, which is created by both traditional publishers and educators, is
becoming more prevalent in Filipino classrooms. Students and teachers who
want to leverage the move to digital as a tool to customize and otherwise
improve instruction are attracted to technology-rich learning settings backed by
digital materials (Fletcher, 2014).
Though the existence of digital materials such as educational video
materials has a very dominant impact on a classroom setting there will always be
11
barrier in every situation. According to the study conducted by (Tosh et al., 2020)
findings shows that the majority of teachers use digital tools for both classroom
planning and instruction. However, rather of using these products as the primary
instructional tools, the majority of teachers utilize them to supplement other
comprehensive curricular materials. The costs of using digital materials, both for
schools and for students at home, were the most often stated barriers to digital
material use, with these barriers being especially prevalent among teachers who
have a higher percentage of low-income learners. Digital media and various
types of instructional technology may be able to support students with a wide
range of learning capacities, allowing a greater number of students to benefit
from better educational opportunities. However, technology-based instructional
design frequently fails to account for differences in student capacities (Russell &
Hannon, 2012). Which Tosh et al., (2020) recommend that Districts and
policymakers should assess the technology assets in schools and how they are
used to better understand how existing resources are provisioned and where
additional resources could remove barriers to use of digital materials.
Learning in the Midst of Pandemic
Teachers have been obliged to give educational activities to students in
new formats as a result of the recent COVID-19 pandemic. Although some
teachers have said that remote learning is demanding, they have also said that
the transition from school to home is quick because students have experience
12
working on projects at varied speeds and are familiar with using the school
districts' digital platforms (Hover & Wise, 2020).
The interaction between humans and digital technologies has been thoroughly
recorded in recent decades, but it has yet to be examined in light of the current
worldwide pandemic threat (Vargo et al., 2020).
According to (Selwyn, 2020) the last six months of quickly administered
emergency remote schooling have revealed little about how educational systems
might go virtual or operate on a “blended” (part online, part face-to-face) basis in
the future. Any thoughts of profiting from a thorough digital education reform are
greatly exaggerated. Instead, the significant technology-related lessons to take
away from the pandemic are the informal, impromptu, and shabby digital
activities that have allowed teachers, students, and parents to get through school
at home.
Due to the epidemic, two critical factors have transformed. First and foremost,
pedagogical adjustments have shown to be critical, as typical in-person lecturing
techniques do not translate well to a remote learning setting. Teachers must
adjust their approaches and be innovative to keep students involved, regardless
of the channel utilized (radio, TV, mobile, online platforms, etc.). Every family has
become a classroom - more often than not - without an environment that
encourages learning. Some countries are assisting teachers in this regard (Maria
Barron et al., 2021).
13
According to Wolf (2017) the critical moment when educators are looking
to put the power of technology to work for student-centered learning, "Leading
Personalized and Digital Learning" provides important counsel for principals,
aspiring principals, and other school leaders. The authors suggest eight
leadership fundamentals that school leaders must address if they are to lead an
effective and long-term transition to a new teaching and learning approach. They
also provide resources and knowledge garnered from years of experience in the
area. Due to widespread availability of technical tools, K-12 education may now
be customized to match the needs and interests of individual students, allowing
them to take control of their education.
Impact of Video in Higher Education
The changing higher education landscape is paving the way for greater
amounts of video to be used in (or out of) the university classroom and
particularly given the advent of the “flipped classroom”, one of the biggest
developments over the past decade in higher education (so called because it
flips traditional higher education teaching methods on their head). In place of the
traditional lecture followed by class, students use video to become familiar with
the lecture material in advance and attend a face-to-face session after viewing
the video. This is a relatively new phenomenon, heavily reliant on video as a
medium, and one that is igniting a rapid growth in research in this area. Searches
of leading journals/ databases carried out by Uzunboylu and Karagözlü (2017)
returned no relevant articles in both 2010 and 2011, but 194 articles in 2015.
Much of the research is carried out in the U.S.A. which suggests that this country
14
might be leading the way in this pedagogical approach (Uzunboylu and
Karagözlü, 2017).
Pedagogical Uses of Video
With the emergence of the flipped classroom, the use of video can make
fundamental changes to teaching and learning. The process of re-thinking and
re-designing academic course content in response to technological changes for a
market of students who have very different experiences and expectations can in
itself have a significant impact in improving material. For example, the challenge
of rethinking one-hour lecture content to provide succinct podcast segments
might have been responsible for students finding this more engaging than a
traditional lecture divided into sections (Guo et al., 2014). Researchers refer to
“disruptive innovation” (Kirkwood and Price, 2013) or a “disruptive pedagogy”,
(Kinash et al., 2015); video can shift the concept of teaching from didactic
approaches to constructivist learning with students able to control aspects of their
learning.
Related Studies
As stated by Lin et al., (2017) Variance analysis of digital learning on
learning motivation in Applying Analysis of Variance to discuss the difference of
digital learning in learning motivation, Table 1, digital learning shows significant
differences in intrinsic orientation (4.12), and is higher than traditional teaching
15
(3.31); and, digital learning reveals remarkable differences in intrinsic orientation
(4.12), and is higher than traditional teaching (3.31); and, digital learning reveals
remarkable differences in intrinsic orientation (4.12), and seems to be higher than
traditional teaching (3.53).
While Variance analysis of digital learning on learning outcome the
Analysis of Variance is utilized for discussing the difference of digital learning in
learning outcome. From Table 2, digital learning appears notable differences in
learning effect (3.95) and is higher than traditional teaching; and, digital learning
shows significant differences in learning gain (4.27), and is higher than traditional
teaching (3.38).
Learning Motivation and Learning Effect Correlation Analysis Table 3
shows that intrinsic orientation (=2.136**) and extrinsic orientation (=1.838*) have
significant effects on learning effect, indicating that H3 is supported. Correlation
study between learning motivation and learning gain, on the other hand Table 3
shows that H4 is supported by the analysis results, which show substantial
impacts of intrinsic orientation (=1.916*) and extrinsic orientation (=2.386**) on
learning gain. This study demonstrates that digital learning is quite beneficial for
pedagogical objectives.
Overall, in the findings of the study conducted by Upitis., (2016) it suggests
that instructors consider a range of self-regulating activities to be quite essential
in their teaching approaches. These included planning exercises, methods for
accomplishing music-related practice tasks, and reflection on the next learning
cycle. Teachers rated the activities of breaking down complex tasks, identifying
16
learning strategies, setting goals for between lessons, assisting students in
becoming independent musicians, and setting year-end goals as an important
aspect of their teaching activities related to student self-regulation on a scale of 1
to 7.
Cruse (2015) in her study said that the use of educational video in schools
has increased dramatically over the last 20 to 30 years, according to a series of
surveys conducted by US public broadcasters. The value of video depends on
how it is used in the classroom, as it does with all instructional tools. When the
video is integrated into the rest of the class, reviews and meta-analyses of the
research show that positive learning and affective results are considerably
boosted and extended. (Reeves, Rogow, National Teacher Training Institute,
undated) say that effectively incorporating video into classroom instruction
requires planning and activities before, during, and after viewing.
A study conducted on the impact of online video lecture recordings and
automated feedback on student performance as mentioned by Hofman et., al.
(2017) revealed that in comparison to a traditional face-to-face course approach,
474 students (161 men and 313 women) from a European Law course agreed to
participate in a between-subjects study in which they were randomly assigned to
one of two groups: one with access to online lectures with multiple choice
quizzes and appropriate feedback, and the other with access to online lectures
only. Students who are absent from face-to-face lectures can improve their
grades by viewing them online. Students who attended few lectures had more
benefit from viewing online lectures than those who attended many lectures. No
17
significant effect of automated feedback on student performance was found in
their study.
Moreover, another study by Jeng et., al. (2010) on integrating video-
capture virtual reality technology into a physically interactive learning
environment for English learning the findings of the students' English learning
accomplishment tests revealed a substantial difference between the
experimental group's pretest and posttest, as well as between the two groups in
the delayed test. The findings show that the method had a considerable positive
impact on pupils' long-term learning. The approach improved students' learning
motivation, according on the results of the questionnaires on their learning
motivation and the SFQ. The results of the teacher's interview show that the
teacher thought this system was helpful in helping students learn English.
As stated in the related literature and studies, the literature regarding
digital content, which is created by both traditional publishers and educators, is
becoming more prevalent in Filipino classrooms. Students and teachers who
want to leverage the move to digital as a tool to customize and otherwise
improve instruction are attracted to technology-rich learning settings backed by
digital materials (Fletcher, 2014). Though the existence of digital materials such
as educational video materials has a very dominant impact on an online class
setting there will always be barrier in every situation. In the study conducted by
(Tosh et al., 2020) findings shows that the majority of teachers use digital tools
for both classroom planning and instruction. The interaction between humans
and digital technologies has been thoroughly recorded in recent decades, but it
18
has yet to be examined in light of the current worldwide pandemic threat (Vargo
et al., 2020). The changing higher education landscape is paving the way for
greater amounts of video to be used in (or out of) the university classroom and
particularly given the advent of the “flipped classroom”, one of the biggest
developments over the past decade in higher education (so called because it
flips traditional higher education teaching methods on their head). With the
emergence of the flipped classroom, the use of video can make fundamental
changes to teaching and learning. Video can shift the concept of teaching from
didactic approaches to constructivist learning with students able to control
aspects of their learning. Cruse (2015) in her study said that the use of
educational video in schools has increased dramatically over the last 20 to 30
years, according to a series of surveys conducted by US public broadcasters.
The value of video depends on how it is used in the classroom, as it does with all
instructional tools. A study conducted on the impact of online video lecture
recordings and automated feedback on student performance as mentioned by
Hofman et., al. (2017) revealed that in comparison to a traditional face-to-face
course approach, 474 students (161 men and 313 women) from a European Law
course agreed to participate in a between-subjects study in which they were
randomly assigned to one of two groups: one with access to online lectures with
multiple choice quizzes and appropriate feedback, and the other with access to
online lectures only. Students who are absent from face-to-face lectures can
improve their grades by viewing them online. Thus, these related literatures and
studies are essential to this recent study which examine the effects of
19
educational video materials to Bachelor of Physical Education students’
academic performance of Leyte Normal University.
CHAPTER III
METHODOLOGY
This chapter explains the procedures and methods that will use in the study
to know the effects of educational video materials to Bachelor of Physical
Education students’ academic performance of Leyte Normal University. These
includes the research design, methods, locale of the study, research
respondents, data gathering techniques, research instrument and validations and
Statistical treatments.
Research Design
This study is an approach to quantitative research that focal point on the
effects of educational video material to Bachelor of Physical Education (BPED)
students’ academic performance of Leyte Normal University. The study will utilize
a descriptive design. A descriptive design aims to accurately and systematically
describe a population, situation or phenomenon (McCombes, 2020). The
20
researchers used this design in order to determine the effects of educational
video materials to Bachelor of Physical Education students’ academic
performance of Leyte Normal University. Moreover, the use of descriptive design
can use a wide variety of research methods to investigate one or more variables
(McCombes, 2020).
Research Methods
The quantitative approach will be chosen as the research method for this
study. Quantitative methods emphasize objective measurements and the
statistical, mathematical, or numerical analysis of data collected through polls,
questionnaires, and surveys, or by manipulating pre-existing statistical data using
computational techniques (Katzukov, 2020). A quantitative approach is
considered more relevant to undertake this research as it allows to gather and
analyze numerical data based on the effects of educational video materials to
Bachelor of Physical Education (BPED) students’ academic performance since
quantitative approach is more structured, broader in scale and more numerically
based.
This study is generally a survey questionnaire specifically a research-
made that is numerical in nature. Survey questionnaire is the appropriate to use
in this research considering that it focuses on the effects of educational video
21
materials to Bachelor of Physical Education (BPED) students’ academic
performance of Leyte Normal University.
Research Locale
This study covers one of the University in Eastern Visayas which is Leyte
Normal University that is strategically located at P. Paterno Street, Tacloban City.
They offer courses and programs leading to officially recognized higher
education degrees such as bachelor degrees, master degrees, and doctorate
degrees in several areas of study. One of the bachelor degrees they offer is the
Bachelor of Physical Education, it is a four-year degree program aimed at
equipping graduates with the competencies to meet the psychomotor, cognitive
and affective needs of learners. Thus, Bachelor of Physical Education students
are primarily the respondents of this study.
Research Respondents
This study will use simple random sampling technique in the selection of
the respondents who will participate in the study. The students will be randomly
selected so that there will be an equal chance of being included in the study. The
student who will qualify to participate in the study will be requested to answer
questions. The number of samples will be taken using the Slovin’s Formula;
22
1+Ne²
A total of 258 will be the chosen number participants of the study. They
come from the total population of 728 Bachelor of Physical Education (BPED)
students of Leyte Normal University who are currently enrolled in this school year
2020 – 2021. The researchers decided to have a 95% level on confidence and
0.05 margin of error. The 0.05 margin of error is taken from 95% confidence level
(100% - 95% = 5%) giving an alpha level of 0.05 for the research not to be
biased.
Data Gathering Technique
In this section will state the sequence on how the researchers will gather
the data. At first the researcher constructs a title and was validated to the
research panelists, it was also stated the general problem and specific problem
to be answered through the result of the study.
The researchers made use of research-made survey questionnaire
particularly the Likert scale. A Likert scale is a rating scale used to assess
opinions, attitudes, or behaviors (Bhandari, 2020). Then, the researchers will
make a letter of request to the Vice President for academic affairs and research
panelists to conduct the survey. Consequently, the researchers will also seek the
participant’s permission to participate in the researchers’ study through their
class representative to conduct a survey.
23
After the instrument was validated and the letter was approved, the
researchers will first conduct a pilot test to ensure the desired results will be
achieved. After the conduct of pilot tests, the researchers will now administer the
survey to the Bachelor of Physical Education (BPED) students of Leyte Normal
university through sending the survey questionnaire in google forms.
Lastly, after the conduct of the survey, the researchers will tabulate the
data and analyze based on the collected data from survey questionnaire.
Research Instrument and Validations
A survey questionnaire will be utilized as the instruments to collect
relevant and in-depth data from the participants. It is a research instrument
consisting of series of questions for the purpose of gathering information from
respondents. It can be thought of as a kind of written interview and can be
carried out face to face, by telephone, computer or post (McLeod, 2018).
A survey questionnaire will be utilized by the researchers as their primary
instrument to collect quantitative data from the identified participants. The
questionnaire is composed of two parts;
Part I. Personal profile
Part II. Advantages and Disadvantages of Educational Video Material to
Students’ Academic Performance
In this survey questionnaire, the researchers will make a research-made
questionnaire specifically a Likert scale that will serve as a tool in eliciting
24
profound responses from the participants, which is distributed through google
form. A Likert scale is one of the most established question types for online and
offline surveys where survey respondents are expected to rate an attribute or
feature. It is a variant of the popular multiple-choice question which is widely
used to gather information that provides relative information about a specific topic
and this scale survey question can be compared to a checkbox question, but
rating scale provides more information than merely Yes/No (McLeod, 2018). The
questions are all anchored to the problem statement particularly the advantages
and disadvantages of educational video material to students’ academic
performance and this survey questionnaire will be validated at least three
teachers or the research panelists to ensure its validity and reliability of the
instrument.
For the validity of the questionnaire, the researchers will have used face
validity, according to Johnson, 2015 “it refers to the extent to which a test
appears to measure what it is intended to measure or the test item appear, at
face value, to measure what one is seeking to measure”. It involves the expert
looking at the items in the questionnaire and agreeing that the test as valid
measure of the concept which is being measured just on the face of it. This
means that they are evaluating whether each of the measuring items matches
any given conceptual domain of the concept.
25
Statistical Treatment
Frequency counts and percentages will be used to describe the results of
the study.
Hypothesis of the Study
The study tested the null hypothesis that there is no significant
relationship between the effects of educational video materials and each of the
profile variables.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data yielded in the
study about the effects of educational video materials to Bachelor of Physical
Education students’ academic performance of Leyte Normal University. This
includes the profiles of the respondent’s and the advantages and disadvantage of
educational video materials.
Profile of the Respondents
26
This part presents the profile of the respondents in terms of age, and
academic performance through General Weighted Average (GWA) in 1st
Semester. The profile will be analyzed in terms of frequency and percentages.
Age.
Table 1 presents the age of the respondents according to Erik Erikson’s
Theory of the Stages of Human Development.
Table 1
Frequency Distribution Table of Respondents by Age
Age Frequency Percentage

0-23 months (Infancy) 0 0
2-4 years old (Early childhood) 0 0
4-5 years old (Pre-school age) 0 0
5-12 years old (School age) 0 0
13-19 years old (Adolescence) 46 17.82%
20-39 years old (Early 212 82.17%
Adulthood)
40-64 years old (Adulthood) 0 0
65 - death (Maturity) 0 0
Total 258 100%
As shown in the table, majority of the students belong to early adulthood of
the Bachelor of Physical Education students which is 20-39 years old. This is
indicated by the frequency of 212 or 82. 17 percent followed by the adolescence
who are 13-19 years old with the frequency of 46 or 17.82 percent. This result
implies that most of the students are consistent in their enrolment from grade 1 to
present as indicated by their ages are within the early adulthood of Bachelor of
Physical Education students.
27
Age is another variable considered when gauging student satisfaction in
online courses, with varying results. Some have found age to impact student
satisfaction with an online course (Walker & Kelly, 2007) while others (Simonds &
Brock, 2014; Wyatt, 2005) have found it to not have an impact. Age could be
predictive of students’ preference for certain types of online learning activities.
For example, older students have indicated a strong preference for watching
videos of the professor lecturing whereas younger students indicated preferring
more interactive learning strategies (Simonds & Brock, 2014). Wyatt (2005)
reported a statistically significant relationship between students’ age and their
perception of the quality of online instruction, with older students rating the
quality of online instruction higher than younger students. In addition, age ma
influence success in online courses (DiBiase & Kidwai, 2010; Barczyk et al.,
2017) with older learners struggling less with online courses than younger
learners.
Academic Performance through General Weighted Average (GWA) in 1st

Semester.
Table 2 presents the frequency distribution of respondents by General

Weighted Average (GWA) in 1st semester.
Table 2
Frequency Distribution Table of Respondents by General Weighted
Average (GWA) in 1st semester
General Weighted Average Frequency Percentage

Excellent (1.0) 0 0
28
Very Good (1.1 – 1.5) 103 39.92%
Good (1.6 – 2.5) 155 60.07%
Fair (2.6 – 3.0) 0 0
Conditioned (4.0) 0 0
Failure (5.0 below ) 0 0
Total 258 100%
As shown in the table, majority of the students belong to the rating good
with a frequency of 155 or 60.07 percent out of 258 students. This is followed by
the rating of very good with a frequency of 103 or 39.92 percent of the total
number of respondents.
Academic performance has been defined and explained by several
authors. According to Narad and Abdullah (2016) academic performance is the
knowledge gained which is assessed by marks by a teacher and/or educational
goals set by students and teachers to be achieved over a specific period of time.
They added that these goals are measured by using continuous assessment or
examinations results. Annie, Howard and Midred (as cited in Arhad, Zaidi &
Mahmood, 2015) also indicated that academic performance measures education
outcome. They stressed that it shows and measures the extent to which an
educational institution, teachers and students have achieved their educational
goals. Similarly, Yusuf, Onifade and Bello (2016) opined that academic
performance is a measurable and observable behaviour of a student within a
specific period. He added that it consists of scores obtained by a student in an
assessment such as class exercise, class test, mid-semester, mock examination,
and end of semester examination. Again, Martha (2009) emphasized that
29
academic performance of students is defined by a student’s performance in an
examination, tests, and in a course work.
Academic performance is important for an institution for the good
outcomes that lead to the job performance in the future (Kuncel et al., 2005).
According to (Hijazi & Naqvi, 2006) the academic performance is not affected by
age, gender, and place of residence but they also said those who live near to
university can perform much better than others who live far from university.
Positive Effects of Educational Video Materials.
Table 3 presents the positive effects of educational video materials to
Table 3
Frequency Distribution Table of the Positive Effects of Educational Video

Materials
I. POSITIVE EFFECTS OF EDUCATIONAL VIDEO MATERIAL
30
1.It gives instance notes, whenever required can visualize the video and topic will be
revised and can also make notes.
SENTIMEN NUMERICAL RESPONSES FREQUENCY PERCENTAGE

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 6 6 2.32%
Neutral
3 50 50 19.37%
Agree
4 123 123 47.67%
Strongly
Agree 5 79 79 30.62%
TOTAL 258 258 100%
Out of 258 respondents, 123 of them agree which is 47.67%, 79 or 30.62%
of the respondents were strongly agree, 50 or 19.37% is neutral, 6 or 2.32% is
disagree and none of them answered strongly disagree.
2. It gives students clear concept clarity, as everything can be visualized and explained
in detail.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 2 2 0.77%
Neutral
3 68 68 26.35%
Agree
4 107 107 41.47%
31
Strongly
Agree 5 81 81 31.39%
TOTAL 258 258 100%
of the respondents were strongly agree, 68 or 26.35% is neutral, 68 or 26.35%
is disagree and none of them answered strongly disagree.
3. Students who are good visual learners have a lot of advantages studying from videos.
They can learn more efficiently.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 11 11 4.26%
Neutral
3 59 59 22.86%
Agree
4 104 104 40.31%
Strongly
Agree 5 84 84 32.55%
TOTAL 258 258 100%
32
Out of 258 respondents, 104 of them agree which is 40.31%, 84 or 32.55% of
the respondents were strongly disagree, 59 or 22.86% is neutral, 11 or 4.26%
is disagree and none of them answered strongly disagree.
4. Self-directed study.

T LEVEL VALUE
Strongly
Disagree 1 2 2 0.77%
Disagree
2 17 17 6.58%
Neutral
3 76 76 29.45%
Agree
4 82 82 31.78%
Strongly
Agree 5 81 81 31.39%
TOTAL 258 258 100%
33
of the respondents were strongly agree, 76 or 29.45% is neutral, 17 or 6.58% is
disagree and 2 of the respondents answered strongly disagree.
5. No need to buy books or other educational materials.

T LEVEL VALUE
Strongly
Disagree 1 10 10 3.87%
Disagree
2 15 15 5.81%
Neutral
3 62 62 24.03%
Agree
4 113 113 43.79%
Strongly
Agree 5 41 41 15.89%
TOTAL 258 258 100%
of them is neutral, 41 or 15.89% is strongly agree, 1505.81% is disagree and
10 or 3.87% of them answered strongly disagree.
34
6. Reduces dependency on teachers.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 19 19 7.36%
Neutral
3 95 95 36.82%
Agree
4 86 86 33.33%
Strongly
Agree 5 58 58 22.48%
TOTAL 258 258 100%
Out of 258 respondents, 95 of them is neutral which is 36.82%, 86 or
33.33% of the respondents were agree, 58 or 22.48% is strongly agree, 19 or
7.36% is disagree and none of them answered strongly disagree.
35
7. Creates eagerness to learn more.

T LEVEL VALUE
Strongly
Disagree
2 6 6 6.20%
Neutral
3 65 65 25.19%
Agree
4 79 79 30.62%
Strongly
Agree 5 95 95 36.82%
TOTAL 258 258 100%
Out of 258 respondents, 95 of them is strongly agree which is 36.82%,
79 or 30.62% of the respondents is agree, 65 or 25.19% is neutral, 6 or 6.20% is
disagree and 3 or 1.16% of them answered strongly disagree.
36
8. Can learn quickly.

T LEVEL VALUE
Strongly
Disagree
2 12 12 4.65%
Neutral
3 97 97 37.59%
Agree
4 81 81 31.39%
Strongly
Agree 5 65 65 25.19%
TOTAL 258 258 100%
Out of 258 respondents, 97 of them is neutral which consist of 37.59%,
81 or 31.39% of them is agree, 65 or 25.19% is strongly disagree, 12 or 4.65%
of the respondents is disagree and 3 or 1.16% of them answered strongly
disagree.
37
9. Easy to share a video content.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 1 1 0.38%
Neutral
3 43 43 16.66%
Agree
4 127 127 49.22%
Strongly
Agree 5 93 93 36.04%
TOTAL 258 258 100%
Out of 258 respondents, 127 of them agreed which consist of 49.22%, 93
or 36.04% of the respondents is strongly agree, 43 or 16.66% is neutral, 1 or
0.38% is disagree and none of them answered strongly disagree.
38
10. Enhanced learning experience

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 7 7 2.71%
Neutral
3 45 45 17.44%
Agree
4 69 69 26.74%
Strongly
Agree 5 95 95 36.82%
TOTAL 258 258 100%
Out of 258 respondents, 95 of them is strongly agree which consist of
36.82%, 69/26.74% of the respondents agreed, 45/17.44% is neutral, 7/2.71%
disagreed and none of them answered strongly disagree.
39
11. Development of potential and profound understanding of the subject.

T LEVEL VALUE
Strongly
Disagree
2 14 14 5.42%
Neutral
3 50 50 19.37%
Agree
4 90 90 34.88%
Strongly
Agree 5 95 95 36.82%
TOTAL 258 258 100%
Out of 258 respondents, 95 of them strongly agreed which consist of
36.82%, 90/34.88% of the respondents agreed, 50/19.37% is neutral, 14/5.42%
disagreed and 9/3.48% of them answered strongly disagree.
Video has become an important part of higher education. It is integrated
as part of traditional courses, serves as a cornerstone of many blended courses,
and is often the main information delivery mechanism in MOOCs. Several meta-
analyses have shown that technology can enhance learning (e.g., Schmid et al.,
2014), and multiple studies have shown that video, specifically, can be a highly
effective educational tool (e.g., Kay, 2012; Allen and Smith, 2012; Lloyd and
Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013).
40
Many researchers have recognized the usefulness of video in the learning
process, emphasizing its effectiveness as a training tool. Cabero (2007)
summarizes the possibilities of videos accentuating the high number of
alternatives to visualise them and their adaptation to any educational level, as
well as pointing out their limitations such as favoring passive attitudes. With the
evolution of digital technology and fast access streaming video channels via the
Internet, video has moved from being an important element to being considered
as teaching methodology, with the increase in the number of settings which use
dynamic image as a captivating element for students’ attention (Simó et al.,
2009), to the point that some authors (Choi & Johnson, 2007; Shyu, 2000;
Wisher & Curnow, 1999) argue that it is much more efficient than other
methodologies based on books or text material. Hallett and Faria’s study (2006)
conclude that multimedia material that integrates audio, video, animations,
graphics and text enables greater content memorization than traditional Power
Point slides. It should be noted that it is proposed that videos are used as
complementary components classroom sessions. Some studies have shown that
when used as a complement, positive results are obtained in student
performance (Dupuis, Coutu & Laneuville, 2013; Traphagan, Kusera & Kishi,
2010; Wieling & Hofman, 2010; Williams, Birch & Hancock, 2012), whereas when
used simply to replace class sessions there is not the same improvement in
learning outcomes (Giannakos & Vlamos, 2013; McKinney, Dyck & Luber, 2008).
Video use is an effective educational tool for all students, but its positive
effect on special populations of students is gaining greater attention all the time.
41
According to a survey by the Corporation for Public Broadcasting, these media
are “highly valued as teaching tools” and “seen as especially effective for
reaching visual learners and special populations” (CBP, 1997, p. 12). More than
half of teachers surveyed describe TV and video as “very effective” for teaching
students with learning disabilities or economic disadvantages.
42
Negative Effects of Educational Video Materials.
Table 4 presents the negative effects of educational video materials to

Table 4
Frequency Distribution Table of the Negative Effects of Educational Video

Materials
II. NEGATIVE EFFECTS OF EDUCATIONAL VIDEO MATERIAL
1. Inability to focus on screens.
SENTIMEN NUMERICAL RESPONSES FREQUENCY PER CENTAGE

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 15 15 5.81%
Neutral
3 57 57 22.09%
Agree
4 104 104 40.31%
Strongly
Agree 5 82 82 31.78%
TOTAL 258 258 100%
Based on the table, majority of the students agreed in the question number 1
which is “Inability to focus on screens”. This is indicated by the frequency of 104
and percentage of 40.31% followed by the students who are strongly agree with
the frequency of 82 and percentage of 31.78%, students who are answered
neutral with the frequency of 57 and percentage of 22.09%, students who are
43
disagree with the frequency of 15 and percentage of 5.81% and 0 for strongly
disagree.
2. Technology issues

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 3 3 1.16%
Neutral
3 40 40 15.50%
Agree
4 53 53 20.54%
Strongly
Agree 5 162 162 62.79%
TOTAL 258 258 100%
As shown on the table, majority of the students are strongly agreed in the
question number 2 which is “Technology issues”. This is indicated by the
frequency of 162 and percentage of 62.79% followed by the students who are
agree with the frequency of 53 and percentage of 20.54%, students who are
answered neutral with the frequency of 40 and percentage of 15.50%, students
who are disagree
with the frequency of 3 and percentage of 1.16% and 0 for strongly disagree.
44
3. Playing video can use a lot of the bandwidth and may take time to load.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 5 5 1.93%
Neutral
3 43 43 16.66%
Agree
4 102 102 39.53%
Strongly
Agree 5 107 107 41.47%
TOTAL 258 258 100%
Based on the table, majority of the students are strongly agreed in the
question number 3 which is “Playing video can use a lot of the bandwidth and
may take time to load”. This is indicated by the frequency of 107 and percentage
of 41.47% followed by the students who are agree with the frequency of 102 and
percentage of 39.53%, students who are answered neutral with the frequency of
43 and percentage of 16.66%, students who are disagree with the frequency of
5 and percentage of 1.93% and 0 for strongly disagree.
45
4. Hazards of spending so many hours staring at a screen.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 0 0 0
Neutral
3 40 40 15.50%
Agree
4 66 66 25.58%
Strongly
Agree 5 152 152 58.91%
TOTAL 258 258 100%
As revealed on the table, majority of the students are strongly agreed
in the question number 4 which is “Hazards of spending so many hours staring at
a screen”. This is indicated by the frequency of 152 and percentage of 58.91%
followed by the students who are agree with the frequency of 66 and percentage
of 28.58%, students who are answered neutral with the frequency of 40 and
percentage of 15.50% and 0 for disagree and strongly disagree.
46
5. Costly

T LEVEL VALUE
Strongly
Disagree
2 5 5 1.93%
Neutral
3 36 36 13.95%
Agree
4 59 59 22.86%
Strongly
Agree 5 132 132 51.16%
TOTAL 258 258 100%
As shown on the table, majority of the students are strongly agreed in
the question number 5 which is “Costly”. This is indicated by the frequency of 132
and percentage of 51.16% followed by the students who are agree with the
frequency of 59 and percentage of 22.86%, students who are answered neutral
with the frequency of 36 and percentage of 13.95%, students who are disagree
with the frequency of 5 and percentage of 1.93% and the students who are
strongly disagree with the frequency of 4 and percentage of 1.55%.
47
Based on the table, majority of the students are agreed in the question
number 6 which is “Online student feedback is limited”. This is indicated by the
strongly agree with the frequency of 79 and percentage of 30.62%, students
who are answered neutral with the frequency of 70 and percentage of 27.13%,
students who are disagree with the frequency of 10 and percentage of 3.87%
and the students who are strongly disagree with the frequency of 1 and
percentage of 0.38%.
6. Online student feedback is limited.

T LEVEL VALUE
Strongly
Disagree
2 10 10 3.87%
Neutral
3 70 70 27.13%
Agree
4 98 98 37.98%
Strongly
Agree 5 79 79 30.62%
TOTAL 258 258 100%
48
7. Lack of communication skill development in online students.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 4 4 1.55%
Neutral
3 35 35 13.56%
Agree
4 90 90 34.88%
Strongly
Agree 5 129 129 50%
TOTAL 258 258 100%
in the question number 7 which is “Lack of communication skill development in
online students”. This is indicated by the frequency of 129 and percentage of
50% followed by the students who are agree with the frequency of 90 and
49
8. Cheating prevention during online assessments is complicated.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 0 0 0
Neutral
3 47 47 18.21%
Agree
4 81 81 31.39%
Strongly
Agree 5 130 130 50.38%
TOTAL 258 258 100%
the question number 8 which is “Cheating prevention during online assessments
is complicated”. This is indicated by the frequency of 130 and percentage of
50.38% followed by the students who are agree with the frequency of 81 and
47 and percentage of 18.21% and 0 for disagree and strongly disagree.
50
9. The video could be a distraction if the structure of the video is not aligned to what
needs to be taught.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 8 8 3.10%
Neutral
3 42 42 16.27%
Agree
4 90 90 34.88%
Strongly
Agree 5 108 108 41.86%
TOTAL 258 258 100%
question number 9 which is “The video could be a distraction if the structure of
the video is not aligned to what needs to be taught”. This is indicated by the
who are disagree with the frequency of 8 and percentage of 3.10% and 0 for
strongly disagree.
51
10. Lack of accreditation and quality assurance in online education.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 9 9 3.48%
Neutral
3 45 45 17.44%
Agree
4 101 101 39.14%
Strongly
Agree 5 103 103 39.92%
TOTAL 258 258 100%
the question number 10 which is “Lack of accreditation and quality assurance in
online education”. This is indicated by the frequency of 103 and percentage of
52
11. There is no direct contact between the educator and the learner.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 2 2 0.77%
Neutral
3 49 49 18.99%
Agree
4 94 94 36.43%
Strongly
Agree 5 113 113 43.79%
TOTAL 258 258 100%
in the question number 11 which is “There is no direct contact between the
educator and the learner”. This is indicated by the frequency of 113 and
percentage of 43.79% followed by the students who are agree with the frequency
of 94 and percentage of 36.43%, students who are answered neutral with the
frequency of 49 and percentage of 18.99%, students who are disagree with the
frequency of 2 and percentage of 0.77% and 0 for strongly disagree.
53
12.Clarification of doubts will take some time.

T LEVEL VALUE
Strongly
Disagree 1 0 0 0
Disagree
2 6 6 2.32%
Neutral
3 61 61 23.64%
Agree
4 89 89 34.49%
Strongly
Agree 5 102 102 39.53%
TOTAL 258 258 100%
question number 12 which is “Clarification of doubts will take some time”. This is
indicated by the frequency of 102 and percentage of 39.53% followed by the
students who are agree with the frequency of 89 and percentage of 34.49%,
students who are answered neutral with the frequency of 61 and percentage of
23.64%, students who are disagree with the frequency of 6 and percentage of
2.32% and 0 for strongly disagree.
The significant change is expected to generate changes in the students’
perceptions of traditional face-to-face learning (Wright, 2017), adoption of
technology for teaching and learning and the relevance of physical teaching
spaces in higher education (Adekola et al., 2017). Changes in the students’
views of their physical learning spaces are associated with the perceived benefits
54
of online learning, which will, in turn, inform the perceptions towards the
classrooms and lecture theatres after COVID-19 (Closs et al., 2021). Li et al.
(2020) found that university students are demanding more flexible learning that
goes beyond the on-campus/online dichotomy. They also noted that blended
learning offers learning opportunities and supports university students’ flexible
learning.
The increased use of online learning during the pandemic has also exposed its
strengths and weaknesses. While the strengths of online learning include
opportunities for content support, content creation, student management,
engagement and learning analytics (Liu et al., 2020; Verawardina et al., 2020),
there are still concerns about the digital divide. This is often further enhanced by
the poor socio-economic situation of individuals in some countries (Soomro et al.,
2020). Lembani et al. (2020) found that students in marginalized and peripheral
communities struggle with inadequate ICT access. This disparity is also
evidenced in the quality of teaching and learning when comparing developing
and developed countries. Poor access to technology often affects the attitudes of
students in many developing countries when it comes to online classes
(Azubuike et al., 2021). Further, it supports the debate on the need for physical
teaching spaces (Reinius et al., 2021).
This paper recognizes the benefits of physical teaching spaces in higher
education – the need to engage in social interaction, interacting with peers and
the lecturers’ physical presence in the classroom to enhance learning. However,
with the increasing prospects of technology and redefining higher education post-
55
COVID-19, this paper questions the possibilities of physically building additional
facilities in developing countries. In this theoretical, crucial evaluation, the report
recognizes the universities, students, and staff as key stakeholders in evaluating
the prospects of physical building projects.
56
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary and conclusion derived from the
findings of the study and the equivalent recommendations based on the
conclusions arrived at.
Summary
This study aims to know the effects of educational video materials to
Bachelor of Physical Education students’ academic performance of Leyte Normal
University.
Specifically, it answers the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age; and
1.2 Academic Performance through General Weighted Average (GWA)
in 1st Semester
2. What are the positive effects of educational video materials on
students' academic performance?
3. What are the negative effects of educational video materials on
students' academic performance?
This study used the descriptive type of research method. A total of two
hundred fifty-eight Bachelor of Physical Education students were the subjects of
this study.
57
The research instrument used were survey questionnaire consist of two
parts that elicited that responses of the respondents’ profile and advantages and
disadvantages of educational video materials to students’ academic
performance. Frequency counts and percentages were used to describe the
results of the study.
Findings of the study
The findings of the study are summarized as follows:
Profile of the Respondents
The profiles of the respondents were determined based on the following
variables.
Age. All of the respondents who participated in the study were ages, 13-
19 years and 20-39 years old who are categorized as early adulthood and
adolescence respectively according to Erik Erikson’s Theory of the Stages of
Human Development.
General Weighted Average in the First Semester. Majority of the
students belong to the rating good with a frequency of 155 or 60.07 percent out
of 258 students. This is followed by the rating of very good with a frequency of
103 or 39.92 percent of the total number of respondents.
Positive Effects of Educational Video Materials. Majority of the
respondents agreed to the positive effects of educational video materials such as
it gives students clear concept clarity out of 258 respondents, 107 of them agree
58
which is 41.47%, 81 or 31.39% of the respondents were strongly agree,
68/26.35% is neutral, 68/26.35% is disagree and none of them answered
strongly disagree, as everything can be visualized and explained in details, out
of 258 respondents, 104 of them agree which is 40.31%, 84/32.55% of the
respondents were strongly disagree, 59/22.86% is neutral, 11/4.26% is
disagree and none of them answered strongly disagree, easy to share a video
content, out of 258 respondents, 127 of them agreed which consist of 49.22%,
93/36.04% of the respondents is strongly agree, 43/16.66% is neutral, 1/0.38%
is disagree and none of them answered strongly disagree, reduces
dependency on teachers, out of 258 respondents, 95 of them is neutral which is
36.82%, 86/33.33% of the respondents were agree, 58/22.48% is strongly
agree, 19/7.36% is disagree and none of them answered strongly disagree.
And
creates eagerness to learn more and enhanced learning experience, out of 258
respondents, 95 of them is strongly agree which is 36.82%, 79/30.62% of the
respondents is agree, 65/25.19% is neutral, 6/6.20% is disagree and 3/1.16%
of them answered strongly disagree.
Negative Effects of Educational Video Materials. Majority of the
respondents agreed to the negative effects of educational video materials such
as inability to focus on screens, with a frequency of 104 and percentage of
40.31% followed by the students who are strongly agree with the frequency of
82 and percentage of 31.78%, students who are answered neutral with the
59
frequency of 15 and percentage of 5.81% and 0 for strongly disagree,
technology issues, a frequency of 162 and percentage of 62.79% followed by the
students who are agree with the frequency of 53 and percentage of 20.54%,
students who are answered neutral with the frequency of 40 and percentage of
15.50%, students who are disagree with the frequency of 3 and percentage of
1.16% and 0 for strongly disagree, playing video can use a lot of the bandwidth
and may take time to load, a frequency of 107 and percentage of 41.47%
followed by the students who are agree with the frequency of 102 and
5 and percentage of 1.93% and 0 for strongly disagree, hazards of spending so
many hours staring at a screen, with a frequency of 152 and percentage of
40 and percentage of 15.50% and 0 for disagree and strongly disagree, costly
a frequency of 132 and percentage of 51.16% followed by the students who are
who are disagree with the frequency of 5 and percentage of 1.93% and the
students who are strongly disagree with the frequency of 4 and percentage of
1.55%. and online student feedback is limited, frequency of 98 and percentage of
37.98% followed by the students who are strongly agree with the frequency of
60
79 and percentage of 30.62%, students who are answered neutral with the
frequency of 10 and percentage of 3.87% and the students who are strongly
disagree with the frequency of 1 and percentage of 0.38% affecting their
academic performance which result to have a failing grades due to the negative
impact on their learning environment.
61
Conclusions
Based on the findings of the study, the following conclusions are arrived at:
1. The Bachelor of Physical Education students are within adolescence and
early adulthood age level according to Erik Erikson’s Theory of the Stages
of Human Development. Most of the students belong to the rating good
(1.6 – 2.5) out of 258 students and this is followed by the rating of very
good (1.1 – 1.5) in their general weighted average in the first semester
school year 2020-2021.
2. Educational video materials have the advantages of accessibility,
versatility, breadth of content and up-to-date materials which help students
to contribute in terms of the course content and improves student’s
engagement in an online education set-up.
3. The students agreed that educational video materials give them a clear
concept clarity, as everything can be visualized and explained in detail.
The video lesson makes new information and skills a lot more
comprehensive rather than simply telling and explaining to them.
4. Most of the students agreed that the educational video materials are easy
to share. This implied that they can learn anytime and everywhere using
their mobile phones or other gadgets.
5. Majority of the students agreed about the struggle in focusing on the
screen for a long period of time. With online learning, there is a greater
chance to be distracted by social media and other sites.
62
6. In an online learning or flexible learning using educational video materials
revealed a minimal physical interaction or feedback between the teacher
and students. This often results in a sense of isolation for the students.
63
Recommendations
The following are recommendations by the researcher’s based on the
conclusions of the study:
1. Students should be aware of the negative effects or hazards of spending
so many hours staring at a screen watching educational video materials
given by the teacher.
2. Teachers should use only helpful educational video materials to deliver
course information that can be extremely helpful for the students and use
shorter clips to help students learn more information without being
overload or losing their focus.
3. Teachers should also provide a soft/hard copy of the lesson because not
all students are visual learners and not all of them has an access to the
internet due to poor internet connectivity.
4. In terms of technology issues, teachers should always be patient and
more understanding anytime and consistently listen to the learners
concerns and problems. They should also check the content of the
educational video materials in terms of the scope of content and
appropriateness to the lesson.
5. Parents are encouraged to guide or assist their children in accessing
educational video materials used in school in terms of its appropriateness
and relevance in the course content.
6. The school administration should take part in coming up an action plan
based on the derived result on negative effects of educational video
64
materials to students’ academic performance in times of COVID-19
pandemic.
7. The future researchers should survey a wider scope of respondents which
will represent better the whole population of the Bachelor of Physical
Education students of Leyte Normal University. Also, to add more
questions which will authentically let the respondents express more their
thoughts regarding the positive and negative effects of educational video
materials to their academic performance.
65
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66
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72
APPENDICES
73
Appendix A
Republic of the Philippines

COLLEGE OF EDUCATION
Tacloban City
August 2021
Dear Respondent/s,
In fulfillment of the requirements for the degree Bachelor of Physical Education,
our group would like to conduct a research entitled, "Effects of Educational
Video Materials to Bachelor of Physical Education Students' Academic
Performance of Leyte Normal University".
In this regard we are humbly requesting you to participate as one of the
respondents of the said study. The purpose of this research is to determine the
effects of educational video materials to students’ academic performance. The
enclosed questionnaire has been designed to collect information based on the
research questions of this study.
Your participation in this research is completely voluntary. You may decline
altogether, or leave blank any questions you don’t wish to answer. There are no
known risks to participation beyond those encountered in everyday life. Your
responses will remain confidential and anonymous. Data from this research will
be kept under lock and key and reported only as a collective combined total. No
one other than the researchers will know your individual answers to this
questionnaire.
Thank you!
Respectfully yours,
The Researchers
74
Tacloban City
CONSENT FORM
Dear Respondent/s,
In fulfillment of the requirements for the degree Bachelor of Physical Education,
our group would like to conduct a research entitled, "Effects of Educational
Video Materials to Bachelor of Physical Education Students' Academic
Performance of Leyte Normal University".
In this regard we are humbly requesting you to participate as one of the
respondents of the said study. The purpose of this research is to determine the
effects of educational video materials to students’ academic performance. The
enclosed questionnaire has been designed to collect information based on the
research questions of this study.
Your participation in this research is completely voluntary. You may decline
altogether, or leave blank any questions you don’t wish to answer. There are no
known risks to participation beyond those encountered in everyday life. Your
responses will remain confidential and anonymous. Data from this research will
be kept under lock and key and reported only as a collective combined total. No
one other than the researchers will know your individual answers to this
questionnaire.
As aspiring profound BPED students, we will be needing support for us to fulfill
our requirements to be full pledge educator in the near future. Your positive
recognition will be highly appreciated. A copy of this form will be given to you to
keep. Please sign this consent form.
Thank you!
Signature Overprinted Name Date
75
Appendix B

Tacloban City
Effects of Educational Video Materials to Bachelor of Physical Education

Students' Academic Performance of Leyte Normal University
SURVEY QUESTIONNAIRE
PART I. REPONDENT’S INFORMATION

Direction: Please fill in the needed information below.
Name (optional): _______________________________ Age: ______
General Weighted Average in 1st Semester: _______
PART II. POSITIVE AND NEGATIVE EFFECTS OF EDUCATIONAL VIDEO

MATERIALS
Direction: Below are the positive and negative effects of educational video
material. Place a check (/) mark in the box that corresponds to your most precise
answer.
A. Positive effects of educational video material to students’ academic

performance.
POSITIVE Strongly Disagree Neutral Agree Strongly

EFFECTS OF Disagree Agree
EDUCATIONAL (1) (2) (3) (4) (5)
VIDEO
MATERIAL
It gives instance
76
notes, whenever
required can
visualize the video
and topic will be
revised and can
also make notes.
It gives students
clear concept
clarity, as
everything can be
visualized and
explained in
detail.
Students who are

good visual
learners have a
lot of advantages
studying from
videos. They can
learn more
efficiently.
Self-directed
study.
No need to buy
books or other
educational
materials.
Reduces
dependency on
teachers.
Creates
eagerness to
learn more.
77
Can learn quickly.
Easy to share a
video content.
Enhanced
learning
experience.
Development of
potential and
profound
understanding of
the subject.
B. Negative effects of educational video material to students’

academic performance
NEGATIVE Strongly Disagree Neutral Agree Strongly

EFFECTS OF Disagree (2) (3) (4) Agree
EDUCATIONAL (1) (5)
VIDEO
MATERIAL
Inability to focus
on screens.
Technology
issues
Playing video can

use a lot of the
bandwidth and
may take time to
load.
78
Hazards of
spending so
many hours
staring at a
screen.
Costly
Online student
feedback is
limited.
Lack of
communication
skill development
in online students.
Cheating
prevention during
online
assessments is
complicated.
The video could

be a distraction if
the structure of
the video is not
aligned to what
needs to be
taught.
Lack of
accreditation and
quality assurance
in online
education.
There is no direct
79
contact between
the educator and
the learner.
Clarification of
doubts will take
some time.
“Your responses will be kept confidential and combined with other responses
when reporting the results.” Thank you!
The Researchers
CURRICULUM VITAE
I. Personal Background
80
Name: Ella Mae Pace Alvero
Date of Birth: September 22, 1999
Place of Birth: Jaro, Leyte
Parents: Mr. Ely Humilda Alvero
Mrs. Marissa Pace Alvero
Siblings: Elmar P. Alvero,
Paquito P.Alvero,
Menard P. Alvero,
Nathaniel P. Alvero,
Jolina P. Alvero,
Rey P. Alvero and
Le-mar P. Alvero
Religion: Roman Catholic
Address: 573 Lapaz Street, Barangay II Poblacion, Jaro,
Leyte
II. Educational Background
College: Undergraduate
(2018 to present) Bachelor of Physical Education
Secondary: Granja Kalinawan National High School
(2017- 2018) Humanities and Social Sciences Strand
Brgy. Kalinawan, Jaro, Letter
Elementary: Granja Central 2 Elementary School
(2010-2011) Brgy. Kalinawan, Jaro, Leyte
______________________________________________________________________ _________
Name: Edne Restor Bantilan
81
Date of Birth: August 12, 1999
Place of Birth: Imelda Baybay, Leyte
Parents: Mr. Edgar Fernandez Bantilan
Mrs. Neciana Restor Bantilan
Siblings:
Edgardo R. Bantilan
Jeffrey R. Bantilan
Edwin R. Bantilan
Joseph R. Bantilan
Jay Fred R. Bantilan
Address: Sto. Niño Village Zone 1, Baybay City, Leyte
Secondary: Baybay National High School
(2017-2018) TVL Strand
Baybay City Leyte,
Elementary: Baybay Central II Imelda Elementary School
(2010-2011) Brgy. Imelda Baybay City, Leyte
______________________________________________________________________________
Name: Jamill F. Nalam
Date of Birth: June 10, 1999
Place of Birth: Brgy. Cabunga-an Sta. Rita Samar
82
Parents: Mrs. Lilia F. Obrado
Mr. Alejandro Obrado
Siblings: Bojar F. Nalam
Nieces and Nephews: Heart Zoey Nalam
Address: Brgy. Cabunga-an Sta. Rita Samar

Secondary: Juan S. Tismo National High School
(2017 -2018) General Academic Strand
Babatngon, Leyte
Elementary: Cabunga-an Elem. School

(2010-2011) Babatngon, Leyte
________________________________________________________________
Name: Aaron R. Regala
Date of Birth: September 09, 1999
Place of Birth: Brgy.Astorga Alangalang, Leyte
Parents: Mrs. Letecia R. Regala
Mr. Victorino R. Regala Sr.
Siblings: Roel R. Regala
Liza R. Regala
Graciano R. Regala Jr.
Lanie R. Escanilla
Manuel R. Regala
83
Agnes R. Regala
Victorino R. Regala Jr.
Nieces and Nephews: Jhassy Odessa Mae, John Ezekiel and Frinz
Ethan
Address: Brgy. Astorga Alangalang, Leyte

Secondary: Astorga National High School
(2017 -2018) General Academic Strand
Brgy. Astorga Alangalang, Leyte
Elementary: Astorga Elementary School

(2010-2011) Brgy. Astorga Alangalang, Leyte
______________________________________________________________________________
Name: Aaron Harold C. Rivera
Date of Birth: March 28, 2000
Place of Birth: Dolores Eastern Samar
Parents: Mrs. Lea Rivera
Mr. Romeo Rivera
Siblings: Roxanne Jade Rivera
Roem Jude Rivera
Nieces and Nephews: Lean Rome Rivera
84
Address: Quitorio St. Dolores Eastern Samar
Secondary: Dolores National High School
(2017-2018) Dolores Eastern Samar
Elementary: Dolores Central Elementary School
(2010-2011) Dolores Eastern Samar
______________________________________________________________________________
Name: Angelica Mae P. Semine
Date of Birth: August 25, 1999
Place of Birth: Quezon, City
Parents: Mr. Candido P. Semine
Mrs. Marichu P. Semine
Siblings: Joemar P. Semine
Josh Nathan P. Semine
Address: Brgy. Pago Sos Village Tanauan, Leyte

85
Secondary: Tanauan National High School
(2017 -2018) Humanities and Social Sciences
Brgy. Canramos Tanauan, Leyte
Elementary: Cabuynan Elementary School
(2010-2011) Cabuynan Tanauan, Leyte
86

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EFFECTS OF EDUCATIONAL VIDEO MATERIALS TO BACHELOR OF

PHYSICAL EDUCATION STUDENTS’ ACADEMIC PERFORMANCE

OF LEYTE NORMAL UNIVERSITY

A Bachelor’s Thesis Presented

to the Faculty of MAPEH

Leyte Normal University

Requirement for the

September 24, 2021

In fulfilment of the requirement for the degree “Bachelor of Physical Education

HANZEL MONIKA N. SABOREN, MPE

Approved by the Tribunal of the Oral Examination

HANZEL MONIKA N. SABOREN, MPE

DR. LINA G. Fabian

Date of Oral Examination: September 24, 2021

privilege to express our sincerest gratitude to the following:

support to the university.

support to all education students especially to the Bachelor of Physical Education

Mrs. Hanzel Monika N. Saboren for the continuous support to our

study, for her patience, motivation, enthusiasm, and immense knowledge;

making this research possible;

Ms. Maricar C. Tegero, Mr. Jerauld M. Lirios, and Mr. Rogelio T.

to get the necessary information we need while making this research;

To our loving parents, for their moral encouragement, financial

assistance as well as their spiritual support in every path that we make.

Our dearest respondents the BPED students of Leyte Normal

help to this research;

make this study possible;

effort and knowledge in order to make this research a reality.

To all of them, thank you!

Mr. Ely Humilda Alvero and Mrs. Marissa Pace Alvero

Mr. Edgar Fernandez Bantilan and Mrs. Neciana Restor Bantilan

Mrs. Lilia F. Obrado and Mr. Alejandro Obrado

Mrs. Letecia R. Regala and Mr. Victorino R. Regala Sr.

Mrs. Lea Rivera and Mr. Romeo Rivera

Mr. Candido P. Semine and Mrs. Marichu P. Semine

This study examined the effects of educational video materials to Bachelor

of Physical Education students’ academic performance of Leyte Normal

A total of 258 Bachelor of Physical Education random students from

and percentage were used to describe the result.

Majority of the respondents agreed to the positive and negative effects of

educational video materials affecting their academic performance which result to

failing grades due to the negative effects experiencing on their learning

Based on the findings and conclusion of the study, in an online learning

or flexible learning using educational video materials revealed a minimal physical

technology issues, teachers should always be patient and more understanding

to guide or assist their children in accessing educational video materials used in

school in terms of its appropriateness and relevance in the course content.

Finally, the school administration should take part in coming up an action

plan based on the derived result on negative effects of educational video

materials to students’ academic performance in times of COVID-19 pandemic.

THE PROBLEM AND ITS BACKGROUND

the effects of educational video materials to Bachelor of Physical Education

students’ academic performance of Leyte Normal University. It also includes the

theoretical framework, problem statement, significance of the study, scope and

limitation and definition of terms.

Background of the study

The COVID-19 pandemic took the education system by surprise. As such

further transforming the life of all learners since March of 2020.

In this context, as per CHED Chairman J. Prospero De Vera III, amidst of

“Bayanihan to Heal as One Act” and by virtue of Commission en Banc (CEB)

Resolution No. 412-2020, series of 2020, the commission on Higher Education

(CHED) herby adopts and promulgates the following Guidelines on Flexible