Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6894527, ISSN 2822-4353

Research Article

The Untold Stories Behind the Preparation of Video Lessons: A Phenomenology

Anwar E. Mondong*, Ana Margarita A. Agao-Agao

For affiliations and correspondence, see the last page.

Abstract
This study determined the different problems encountered, and technical assistance given to the elementary grade
English teachers in preparing video lessons at Sero Central School during the school year 2021 – 2022.
Specifically, it sought to answer the following questions: What are the problems encountered by the teacher
during the preparation of Video Lessons in terms of instruction; assessment; and assignment? What technical
assistance in preparing video lessons is received by the teachers from the Cotabato City Division? Based on the
findings, what training design about video lesson preparation can be made? This qualitative study utilized thematic
analysis in the interpretation of data. Results showed that the encountered challenges of the elementary grade
English teachers in preparing video lessons when giving instructions were the restriction in elaborating the lesson
because of the ready – made scripts as well as the limited time duration of the video lessons. The next problems
encountered by the elementary grade teachers in preparing video lessons in English when giving assessment were
the following: lack of adequate time allotted in each activity, some directions made were ambiguous with less
emphasis, and the activities failed to measure the critical thinking skills of the learners. Lastly, there are two
problems that emerged in preparing video lessons in English in terms of giving assignment. First that the
assignments do not conform to the lessons tackled, and there are inconsistencies of the assignments reflected in the
modules and video lesson. The provided technical assistance from the Cotabato City division to the elementary
grade teachers in preparing video lesson were lecture and orientation about video editing with no actual workshop
for the teachers. On the other hand, the division also provided some equipment in making video lessons.

Keywords: English Teachers, Untold Stories, Video Lessons, Phenomenology, Covid-19 Pandemic

Introduction In Philippines, specifically in Quezon City, the

A video lesson or lecture is a video that contains
educational content and materials for a specific
subject. It could be a video operated by a teacher who
spoke to the camera, photographs that conveys various
messages about the topic, or some combination of
these. The rapid expansion of high-speed internet
access at homes, schools, and private devices such as
smartphones and iPads, etc. have had a significant
impact on changing the educational experience and
speeding up the use of videos in higher education.
In the prevalence of new forms with regards to online
learning, the use of educational content in classrooms
has increased over the last decade. Contemplating the
learning method in academic programs, Yousef, Chatti
and Schroeder (2016) suggest that Video-based
learning (VBL) has been considered as classical.
However, all classes were moved online and the
campus remained closed for the remainder of the
school year in the USA due to the COVID19 outbreak.
Students enrolled in internship courses were also
required to cancel their teaching in schools. It was
recommended that student teachers should study video
lessons from various online platforms or as prescribed
by the school and attend lessons online. (Kim, 2020).
department of education released a division
memorandum no. 201, s. 2020 also known as
Dissemination of Suggested Strategies in
Implementing Distance Learning Delivery Modalities
(DLDM) for School Year 2020 – 2021. Where this
memorandum urged the utilization of new learning
modalities under distance learning such as; modular
learning, online learning, blended learning, and
Television/Radio Based Instruction (TV/RBI)
including the creation of teacher – made Video
Lessons to aid learning while the learners were staying
at home. These learning mechanisms were anchored to
the Learning Continuity Plan (LCP) crafted by the
Department of Education to still continue the delivery
of quality education amidst the current pandemic.
On the opening of classes last September 15, 2021 for
the school year 2021 – 2022, the Schools Division of
Cotabato City under the Ministry of Basic, Higher and
Technical Education (MBHTE) of Bangsamoro
Autonomous Region in Muslim Mindanao (BARMM),
was one of the few division in the Philippines who
utilized the video lessons as part of learning modality
in the current school year. In fact, the division had
partnered with a local TV channel named Bandera
Channel located at 5th Street of Luna, Cotabato City
where they already have a segment called “DepEd
Ngayon” every Saturdays. On the other hand, video

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Research Article
lessons were created by the teachers from the schools
of Cotabato City division and these videos were played
simultaneously on week days in channel 9 or live
broadcast in the Bandera TV page.
In District II, teachers were a part of Video Lessons
Team and they were submitting video lessons in
English to be played for the learners of Cotabato City
weekly. Even though there was a quality assurance
session, it did not have a significant impact on the
learners' knowledge. Thus, it clearly implied that there
were still challenges being faced by the teachers since
making video lesson was not their primary field of
work. If this issue will continue, learners might not
understand the lessons completely making the distance
learning more difficult.
Although video lessons have brought a very positive
impact to the learners and students of various online
classes based on the recent researches, there was still
no study that tackled about the experiences of the
teachers in preparing video lessons in the context of
COVID-19 pandemic in Cotabato City division. This
makes this study become relevant and timely. Even
though this is a significant issue in the current
educational trend, no attention has been exerted to
tackle such problems that’s why this study was
conducted. Thus, there was a need to do more research
on this issue.
Research Questions
This study aimed to determine the experiences of
Elementary grade teachers of Schools Division of
Cotabato City – Sero Central Elementary School in
preparing English Video Lessons during the school
year 2021 – 2022. Specifically, it sought to answer the
following questions:
1. What are the problems encountered by the teachers
during the preparation of Video Lessons in terms of:
1.1 instruction;
1.2 assessment; and
1.3 assignment?
2. What technical assistance in preparing of video
lessons is received by the teachers from the Cotabato
City Division?
Literature Review
New Normal Education
Most countries around the globe during the first two
Mondong & Agao-Agao
pandemic months have been in a major shock and
were paralyzed in terms of both economic and social
status. Large number of schools had temporarily
closed to reduce the spread of the COVID-19
outbreak. In the Philippines, over 28 million students
are affected by the closure and more than 1.2 billion
worldwide. (UNESCO, 2020). Most countries have
responded to widespread epidemics with community
lockdowns and quarantines by having students and
teachers work from home and creating online learning
platforms. (Crawford et al., 2020). However, both
teachers and students faced challenges and risks
especially during the implementation of online
learning, particularly in higher education institutions
(HEIs) (Bao, 2020).
More than 10,000 new cases were reported in the
Philippines as of May 11, 2020 (DOH, 2020); with
approximately four million COVID cases around the
world. (Worldometer, 2020). In the beginning with
School Year 2020-2021, the Department of Education
(DepEd) on August 24, 2020 introduced the Learning
Continuity Plan (LCP) in basic education with classes
beginning on August instead of June 2020, (DepEd,
2020). As a result, education leaders adopted the new
normal type of education as an assertive reaction to
these circumstances. The Commission on Higher
Education mandates that higher education institutions
have academic independence and provide students
with alternative methods of delivery, such as distance
learning, online learning, and e-learning (CHED,
2020). The start of classes for many universities was in
August 2020, with many universities implementing
their own policies concerning the start of classes. In
order to provide students with a quality, inclusive, and
accessible education, improving education planning
and health is critical. Therefore, this review paper was
created for the purpose of adopting a clearer
understanding of the new normal in education.
(Guadalquiver, 2020).
Every educational leader faces a unique decision-
making challenge in this new environment. As a result,
despite the COVID-19 pandemic, this presents
strategies and reactions to the issues that have emerged
and will emerge in the near future, so that every school
can relay quality instruction while remaining
compliant. (Guadalquiver, 2020). When it is time for
education and learning to return to normalcy, it is
worth learning what might be required of after the
disruption of education occurs; such as, what kind of
approaches are need to be done. (Karalis, 2020).
During the pandemic around the world, many
countries have implemented various education
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solutions, including distance learning. Learning
platforms online, TV live stream resources, video
lessons, Google resources, and various channels were
provided. While school remains a public place with
crowds and vulnerable children, there is a need for
reform of the delivery of education, especially in terms
of online learning opportunities. Numerous learning
areas in the Philippines have presented innovative
educational programs to the public. (UNESCO, 2020).
There were various ways to make online learning a
choice among others in this new learning environment.
In this regard, the Department of Education pointed
out that it wouldn't necessarily mean that teachers and
students would go to classrooms instead they may use
different modalities that are helpful in the new normal
(DepEd, 2020). Similarly, it is possible that virtual
classrooms will become the new normal in higher
education. According to the Commission on Higher
Education, online platforms and blended learning
should be strengthened including but not limited to
Google Classroom, Messenger, Zoom, Edmodo,
Facebook, and YouTube. (CHED, 2020). In addition,
both may utilize a wide variety of learning delivery
models to be employed including face-to-face, blended
learning, distance learning, home-schooling, and other
modes of delivery (CHED, 2020; DepEd, 2020).
Implementation is however likely to cause problems
for students with limited access to the internet, no
gadgets, and who are poor.
New Normal Teaching in the Philippines
It has been announced by the Department of Education
that the new school year begins on August. The
secretary of education, Leonor M. Brioners
emphasized that the teachers should utilized online
teaching and should develop new online teaching
methods and curriculums but some problems may
surface along its utilization. For instance, Internet
access is not readily available to all students. Teachers
have limited access to it even if the connection is slow
or they live in an area where it doesn't exist. In
ASEAN, the Philippines has one of the slowest
internet speeds, if not the slowest. (Guadalquiver,
2020).
Consequently, holding online classes was challenging
for both students and teachers. Most teachers and
students are unfamiliar with online courses. Most
students have only experienced notes and PowerPoint
presentations in Google Classroom. Not everyone has
a Google account, so there is yet another hurdle to
overcome. The assessment of student learning is
another issue with online classes, which will
Mondong & Agao-Agao
eventually become the "new normal." (Guadalquiver,
2020).
No empirical studies have examined the E-Learning
Classroom as a crisis intervention or the status of E-
Learning Classrooms in higher education institutions;
however, several studies have examined E-Learning as
an effective teaching strategy or tool. Chua, Sibbaluca,
Mack, et.al (2020) suggested using the Virtual
Learning Environment (VLE) as a technical tool for
promoting the process of teaching and learning.
According to them, teachers should be innovative in
creating a learning environment that is analytical and
fits the needs of today's students.
McHaney, Reiter, and Reychay (2018) affirm that the
combination of simulation-based online learning with
effective pedagogy, appropriate technology and
educational technology, and the presence of experts
will result in a better simulation experience.
Simulations can be one of the most compelling tools
for e-Learning training. Bekmurat, et.al (2020)
mentions that because computer technology and the
Internet are now both limitless, even a small boy has
been outfitted with a device or a cell phone. It's not
surprising that recent inventions have become a part of
the teaching and learning cycle.
There are, however, only a few who have the chance to
experience the "new normal" in Philippine education.
Education has now become a privilege rather than a
right with the onset of classes whether they are
physical or virtual. Families with stable financial
standing can easily afford computer sets/laptops for
their children whereas most middle-class families have
just one computer or none at all. The provision of
computer units for online classes is not a priority for
low-income families. They would rather prioritize
more significant things than waste their money on
unnecessary goods. This is clear indication that health
is being prioritized over education is that it shouldn't
be completely ignored even during a major pandemic.
(Guadalquiver, 2020).
The education system continues to be governed by
neoliberal rulings, despite a health crisis. Faced with
an infection risk, the government prioritized ensuring
the well-being of students over obtaining an education.
To decide whether to open classes, the government
should take into account the overall impact of the risks
on both teachers and students, particularly in terms of
health. In COVID-19, missing out on a formal
education is better than losing one’s life. The
administration will remain a tool of capitalism if it
fails to think of more feasible and dependable options.
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It only seeks to generate income or funds while
ignoring the safety and health of those involved. It will
continue to harm the poor people in the affected areas.
(Mateo, 2020).
None of the people know when this current pandemic
will end since there is no currently available cure for
the virus. As a result, It is recommendable to delay the
launch of classes even more. We may enter our
schools, but the most significant thing for our children
that needs to be protected is that their wellness and
well-being are not compromised. Amidst a pandemic,
education is less important than health. Ultimately, if
the participants aren't in attendance when classes open
on 24 August 2020, physical and virtual classes will
not be possible. (Guadalquiver, 2020).
Video Lessons
The history of technology driven educational research
and intervention, such as videotaping teaching
practice, has been highly dependent on how such
technology can be used inside the classroom without
obstructing the teaching and learning process. Video-
based pedagogical studies are widely accepted as a
method of conducting ethnography in the classroom.
Many research projects are currently using videos to
describe teaching methods. Among the most
representative are those used to compare various
educational systems. They illuminate some teaching
and learning debates, or because they have been
incorporated in emerging nations, such as Belize. (Ou,
C. et al., 2019).
The accessibility of ready-to-use cameras in mobile
devices, online streaming media organizing and
sharing platforms, and recording studios on many
colleges and universities has enabled the widespread
use of video in education over the last decade. Because
of the advancing technology of video technologies, a
wide range of design options are now available.
According to Hansch et al. (2015) there are nine
different types of instructional videos based on their
learning capabilities, and 18 various video production
styles. Because courses vary significantly in terms of
content, learning goals and objectives, and students,
instructors must make conscious choices about which
technologies and resources to use to make videos that
assist students in achieving desired learning outcomes.
As a result, there is a growing necessity to develop
research-based ideas for designing informative videos
as a support for learning (De Koning, Hoogerheide, &
Boucheix, 2018; Hansch et al., 2015; Kay, 2012;
Poquet et al., 2018).
Mondong & Agao-Agao
In present times, the use of instructional videos in
classrooms has increased in the past decade due to new
forms of online education. Considering learning
method in educational classes, Yousef, Chatti and
Schroeder (2016) suggest that Video-based learning
(VBL) has been a long standing tradition. Because of
the pandemic, all schools had been closed therefore all
classes were moved online (Kim, 2020).
Preparation of Video Lessons
Currently, the new normal education required
educational institutions to devise strategies for
continuing education in the face of the threat of
Coronavirus Disease. As a result, video lessons have
become one of the most dependable sources of
information for students continuing their education
during the 2020–2021 school year. In fact, the
Department of Education views the creation of video
lessons as a very effective mechanism for reaching
learners while they are at home. (De Koning et al.,
2018)
In relation to this, there are studies conducted that
investigates the effectiveness of video lesson in
teaching in fact, Hansch et al. (2015) examined how
videos were designed, produced, and used in MOOCs
through observation and interviews with 12
professionals in the field of educational video
producing, with a focus on pedagogical approaches
and cost. Their study results include: video is used
primarily for delivering content in nearly all MOOCs,
despite little research on its efficiency as a pedagogical
tool for online learning; and costly production
techniques are frequently used in video production,
despite a lack of evidence that a high production style
leads to better learning outcomes.
Finally, more research on video's pedagogical
efficiency, along with new and improved methods for
measuring how learners understand from video, were
advocated for by the authors. They requested
professionals to talk about their experiences with
creative video production approaches and their usage.
Ou, C., Joyner, D.A., & Goel, A.K. (2019).
On the other hand, Fiorella and Mayer (2018)
accentuated that based on previous research findings,
they outlined what tends to work what does and does
not work with educational video. With instructional
video, different methods could be used to enhance the
learning experience: (1) segregating (splitting a video
into smaller and more meaningful segments with
adaptive learning) and (2) blended point of view
(filming from a combination of first-person and third-
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person perspectives).
Comparing the trainer's gender to the learner's gender,
revealing the trainer's face on the screen, inputting
video pauses, and attaching practice without comments
are all features that don't really work with educational
video. Based on this established knowledge base,
current video-based learning research is moving in
three directions. De Koning et al. (2018) mentioned
that, to properly prepare an instructional video, three
reasonable factors were added. First, "traditional"
design principles are extended; second, novel design
principles are explored; and finally, the role of
personal characteristics in learning with instructional
video is investigated.
Cohen and Kupferschid (2020) stated that in preparing
video lessons, simple activities are no longer sufficient
for educating our students in the twenty-first century.
Since we now live in the modern world, educational
systems must find a way to develop students' critical
thinking skills and reveal their hidden potential.
Challenges in Preparation of Video Lessons
Video lesson or classes are primarily resource used in
distance education (Abed, 2018). Some authorities
point out challenges that may arise in utilizing video
lessons in teaching in the context of teaching during
new normal in the Philippines. Tesonin (2018) pointed
out the following issues identified as causing
insecurities and difficulties for teachers during the
preparation and production of audiovisual teaching
materials, such as fear of speaking in front of the
camera, clothing, makeup time control, spatial and
body awareness, and use of nonverbal language.
Poquet, Mirriahi, and Dawson (2018) stated that
assessing the learners especially in using video
oriented lessons must be carried out properly starting
with the clarity of its directions up to the careful
constructions of test items. They also suggested that
for video lessons assessment to be conducted
holistically, adequate time should be given to each of
the activities considering that in this set – up there is
no interaction between the teacher and learners. There
is a need to amplify the quality of the assessment of
the video lessons made. From these identified facts,
revisiting the construction of assessment activities
should be done.
According to Cecilio and Reis (2016); Rodrigues,
Almeida and Dal Forno (2018) there were identified
deficiencies on the use of technological devices and
treatment with audiovisual teaching. Thus, attention to
Mondong & Agao-Agao
this aspect of education within the scope of teacher
training policies is required (Brazil, 2015). Distance
education necessitates training, workshops, or courses
for the creation of video lessons or classes confirmed
by Abed (2018).
Methodology
Research Design
This qualitative research utilized hermeneutic
phenomenological design. As cited in Samson (2017),
Kafle (2011) accentuated that, Individual and group
subjective experience is the focus of hermeneutic
phenomenology. It is an attempt to reveal the world as
the subjects have encountered it through their life
experiences. The process involves interpretations of
experiences and description itself is an interpretative
process.
The most general definition of phenomenology is a
theoretical perspective that advocates the research of
persons' experiences because human behavior is
determined by the occurrences of experience rather
than objective, physically characterized by reality that
is unique to every individual. (Cohen, et al., 2007).
Creswell (2007) as cited by Sisiban (2018) described
phenomenological research as the researcher’s
identification of the “essence” of human experiences
concerning a phenomenon. Its aim is to describe the
experiences of people about a particular phenomenon
(De Gagne & Walters, 2009). These experiences are
shared by the participants of the study and interpreted
by the investigator through the language of interviews
(Sloan and Bowe, 2014).
Hermeneutic phenomenology recommends to the
researcher to interpret the meanings found in relation
to phenomena. This approach suggests the analysis of
text to find these meanings and allow interpretation.
The process of describing the meaning of the
experiences in relation to the phenomenon is done by
identifying common themes or categories of meaning
emerging from the data (Creswell, 2003 as cited by
Sisiban, 2018). Moreover, Creswell (2003) stresses
that the procedure involves studying a small number of
subjects through extensive and prolonged engagement
to develop patterns and relationships of meaning.
Langridge (2007) added that hermeneutic
phenomenology prefers not to formalize an analytical
method so that the context of the phenomenon itself
can dictate how the data are analysed.
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In this study, this design is used to describe and
understand the teachers' experiences, problems and
strategies during the preparation of video lessons. The
descriptions of the participants’ teaching experiences,
challenges and problems in the preparation of video
lesson were based on their shared stories about their
educational background, raw skills, and their
adjustments. The researcher gathered information from
the in-depth interviews with the participants. This
allowed them to express their views about the
problems in their own words.
As hermeneutic phenomenological study, this paper
focused on the description of the experiences of the
participants and provided meaning to the experiences
related to the phenomenon. Attempt to examine any
process related to the experiences of the participants as
explained by Meriam (2009) or generating theories or
models of the p heno menon being stud ied
(Groenewald, 2004) is not the concern of hermeneutic
phenomenology. Therefore, as Patton (2002) posits the
final product of a phenomenological inquiry is a
description that presents the essence of the
phenomenon.
Locale of the Study
This study was conducted at Sero Central Elementary
School, under Cotabato City District II. It is located at
Barangay Rosary Heights 4 along Sinsuat Avenue of
Cotabato City with an area of approximately 30, 254
sq. meters. Since time of immemorial, it’s been a part
of elementary education of many Cotabateños from all
walks of life.
Schools Division of Cotabato City under the Ministry
of Basic, Higher, and Technical Education (MBHTE)
of Bangsamoro Autonomous Region in Muslim
Mindandao (BARMM) specifically District II
comprises of two (2) public schools only namely,
Cotabato City National High School – Main Campus
and Sero Central Elementary School. These public
schools are home for the 30% of Cotabateño learners
due to its geographical accessibility as it’s located in
Sinsuat Avenue, the national highway that connects
north and south ways of the city.
The school started in 1952 from the land donation of
the Sero family. Since then, it has been an achiever
and a model school. It was transformed into a central
school in the late 70’s. From then on, the school name
was changed into Sero Central School (SCS). Today,
the said school holds the second largest number of
enrolled pupils in the entire city.
Mondong & Agao-Agao
Research Participants
This particular study utilized six (6) English
elementary grade teachers from different grade levels
of Sero Central School. The participants were
members of the school video lesson team during the
school year 2020 – 2021. They were purposely chosen
by the researcher as participants based on the inclusion
criteria set for the study.
As cited in Samson (2017), the sample size was
expected to be small because of the complexity of data
collection and its time-consuming nature (Mackenzie,
2009). The qualitative phenomenology sample
populations by Ary, et al. (2006) are considerably
small in size and are more analytical. Furthermore, ten
(10) participants for qualitative conforms to the
criterion as suggested by Morse (2000) which is at
least six (6) participants and Creswell (2007) who
suggests five (5) to twenty-five (25) participants.
This provided the investigator an intensive
engagement with the participants and the data that
gathered to came up with better description and
understanding of the phenomenon. These teachers had
their rich experiences in constructing video lessons
during the start of the school year. As stressed by
Patton (1990) “they should be participants who
provide rich information that is suitable for detailed
research”.
Research Instrument
As phenomenological study, this paper utilized a semi-
structured in-depth-interview guide questions as data
collection instrument. The instrument contained open-
ended questions to gather information about the
teachers’ experiences, and problems during the making
of video lessons in English. Probing questions were
asked to extract teachers’ richer and more detailed
description of their experiences.
Munhall (2007) emphasized, as cited in Samson
(2 01 7 ), th at the prim ary goal of u sing a
phenomenological design during interviews is to gain
a profound understanding of the nature or significance
of daily experiences. The questions' specific end goal
and the ways in which the investigators questioned
them during the question and answer session
influenced how the participants told their stories. In
similar ways, it reduces the potential new data
provided by participants and has an effect on the
richness of the information gathered.
The interview guide questions contained five main
questions. The first question tackled about the
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background information of the participants. The
purpose of this is to establish rapport with the
participants because later on the researcher get deeper
information.
Second was the problems encountered by the teacher
demonstrators and their experiences in making their
video lessons. Third is about the given Technical
Assistance received from the School Division where
the participants belong. Lastly, the probing questions
were asked to gain deeper responses to the
participants.
Moreover, the researcher formulated a semi-structured
guide questions based on the research problems. The
draft of the semi-structured interview guide questions
were forwarded to the research adviser for checking
and to the panel members for further validations and
suggestions.
Data Gathering Procedure
A letter of request was addressed to the Superintendent
of Cotabato City division for the conduct of the study.
When the request was granted, another letter was sent
to the School Head of Sero Central School and target
participants. Afterwards, a letter consent was handed
to the participants to ensure the confidentiality of the
identity of the research participants. Consequently, the
researcher set the schedules for the interviews at the
participants’ most convenient time.
The interviews were conducted in separate time slot
for each participant. Interview instruments like ball
pen, papers, cellphone recorders, smartphones, and
other necessary materials were made ready and
available for use. After the interviews and all
significant data was collected, the researcher
transcribed all the interviews and prepared for data
analysis.
In order to attain ethical consideration, the researcher
ensured respect, rights to privacy and protection from
physical and psychological harm for the participants
involved in the study. After they agreed to participate
in the interview, the writer secured a copy of consent
from the participants themselves.
The participants were informed about the
“confidentially clause”. This implies that the dignity of
a subject should be respected by treating all
information provided as confidential.
They were informed that their confidential information
can only be accessed by the researcher and the adviser.
They were also not required to provide any identifying
Mondong & Agao-Agao
details and or such. The transcripts and the final report
would not reflect the subjects identifying information
like their names, age, grade etc.
After transcribing, the voice records were kept in safe
and confidential place, and after the completion of the
research, the written reports and the audio recordings
were all deleted.
The researcher assured that each participant
understand what the study was all about. They were
given a sufficient background information of the study
with clarity of explanations which was their basis for
their own decision as to whether they would take part
in the study or not.
Results and Discussion
The problems encountered by the teacher during
the preparation of Video Lessons in terms of giving
instruction
The formulated meanings, theme clusters, and an
emergent theme of the significant statements about the
problems encountered by the teacher during the
preparation of Video Lessons in terms of giving
instruction are shown in table 1 (Please see appendix
1).
Table 1 depicts the problems encountered by the
teachers during the preparation of Video Lessons in
terms of giving instruction. Five or 83.33% of them
answered about the limited time and script. One theme
emerged from the significant statements of the
participants stating that teachers cannot give further
explanation of the topic due to limited time and script
that needs to be followed. In addition, making a video
lesson that has a limited time in giving instruction
gave them difficulty in expressing their ideas and
expounding their lesson into more comprehensible
way since they are obliged to follow the ready-made
script.
On top of that, the instruction becomes vague and
ambiguous in some instances because they are being
rushed by the limited duration of their video lesson.
This claim was supported by the significant statements
extracted from transcripts 1;159-165 2;203-222
3;111-127 5;160-172 6;215-230. The challenges
encountered by the participants was supported by the
study of Bonafini and Lee (2021), stating that if the
instructions were simplified to the level of the learners,
there is a high chance of grasping knowledge from the
certain lesson given and consequently, a lesson to be
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Research Article
fully understood and acquired by a learner must be
explained in various ways to cater their unique
learning capabilities. Thus, adequate time is an integral
factor for the successful delivering of lesson to the
learners.
Generally, the participants’ problems encountered in
giving instructions using video lesson are the difficulty
of elaborating lessons due to inadequacy of time given
and restricted explanation of the topic because of the
ready-made script provided for the teacher
demonstrators. This made the participants deliver an
unclear instruction to the learners during the
preparation of video lessons. Turan and Cetintas
(2020) affirmed this by claiming that a limited
instruction with less emphasis from the part of the
teacher could lead to the inability of the learners to
absorb new ideas with ample retention. Although there
is still a passing of knowledge, the comprehensively
explained lesson mixed with relevant visual aesthetics
posed a huge factor for the successful learning
acquisition.
The problems encountered by the teacher during
the preparation of Video Lessons in terms of giving
assessment
The formulated meanings, theme clusters, and
emergent themes of the significant statements about
the problems encountered by the teacher during the
preparation of Video Lessons in terms of giving
instruction are shown in table 2 (Please see appendix
2).
Table 2 reveals the major challenges experienced by
the participants in giving assessment during the
preparation of video lessons. The three themes that
emerged were time constraint, unclear instruction, and
teachers failed to measure what was meant to be
measured. Participants 1, 2, 5, and 6 shared the same
response with a theme time constraint. Their
significant statements were found in the transcripts
1;225-235 2;268-274 5;160-172 6;215-230 Meaning,
four (4) participants were experiencing problems on
how to construct activities that can maximize the time
frame provided. In relation to this, the participant 1
said “The construction of directions for the assessment
was not thoroughly scrutinized because the time was a
huge factor”. This significant statement can be seen at
the transcripts 6;215-230.
This implies that these participants need to review the
construction of the assessment activities as well as the
allotment of adequate time frame in preparing video
lessons to cater the needs of the learners in answering
Mondong & Agao-Agao
the activities for the assessment. These accounts were
strengthened by Poquet, Mirriahi, and Dawson (2018)
saying that assessing the learners especially in using
video oriented lessons must be carried out properly
starting with the clarity of its directions up to the
careful constructions of test items. They also suggested
that for video lessons assessment to be conducted
holistically, adequate time should be given to each of
the activities considering that in this set – up there is
no interaction between the teacher and learners.
Actually, there is a need to amplify the quality of the
assessment of the video lessons made that’s why
learners demonstrate poor performance. From these
identified facts, revisiting the construction of
assessment activities should be done.
Table 2 also depicts the problem experienced by the
participant 3 as manifested in the second emergent
theme which is the provision of unclear instructions.
This is evident with the significant statement of the
participant in the transcript 3;221-230, “The clarity of
giving directions in the assessment was not so
emphasized. Since, what were stated on the script were
the only words that we say.” From the statement, this
suggests that the teacher was aware of the
inconsistency with instructions provided in the video
lesson and couldn’t do anything because the teacher
was obliged to follow the script. In relation to the
instruction giving, Sowell (2017) concluded that while
good instruction giving is a significant component for
an efficient lesson and classroom management, it is a
skill that is often overlooked by the teachers in some
of the training seminars and in classrooms. Due to
improper delivery of instruction, sometimes even an
interesting lesson becomes a failure after the session.
Meanwhile, the third theme that was identified was
that the teachers failed to measure what was meant to
be measured because most of the activities included in
the video lessons do not assess the critical thinking of
the learners. In fact, the participant 4 said “If I assess
them, it is on the shallow level only while the HOTS is
not applied in terms of using video lesson. Because
oftentimes, the activity we put there are those who can
only match the level of the learners, those complex
activities are not being included since when we include
them, the QA team said that the learners can’t answer
this, just put the easy one. However, learners need
those activities so that they will be trained to develop
their critical thinking sir. This significant statement
can be seen at transcripts 4;196-216.
The participant considered this as a problem because
the Department of Education is mandating every
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Research Article
teacher to provide quality education and this means
that the teachers should develop the critical thinking of
the learners by giving them complex activities that
tests their Higher Order Thinking Skills (HOTS). This
is accentuated by Cohen and Kupferschid (2020) who
stated that in preparing video lessons, simple activities
are no longer sufficient for educating our students in
the twenty-first century. Since we now live in the
modern world, educational systems must find a way to
develop students' critical thinking skills and reveal
their hidden potential.
In some perspective, children are called visual
learners, and love to become independent at doing the
tasks being given to them, this is why providing them
the activities which drastically enhance their critical
thinking at young age can yield a lot of difference as
they grow up. This can be accomplished by allowing
students to become self-sufficient in the tasks assigned
to them, as well as by providing them with a variety of
activities which cater to their unique individual
capabilities. As a result, schools may produce globally
competitive citizens who can make a significant
difference in the future. (Boulton, 2008 and Murphy
and Rodriquez-Manzanares, 2009).
From the significant statements of the participants, we
can say that choosing accurate activity requires
adequate time to maximize the assessment of the
learners. According to Farbman (2015) assessment is
designed so that students can test their progress
towards the goals being targeted while modifying the
behaviors to meet those objectives. In order to do that,
assessment should be on point and an active process
that requires sufficient amount time of completion to
guarantee higher proficiency and better-developed
skills among the students of 21st century.
The problems encountered by the teacher during
the preparation of video lessons in terms of giving
assignment
The formulated meanings, theme clusters, and
emergent themes of the significant statements about
the problems encountered by the teacher during the
preparation of Video Lessons in terms of giving
instruction is shown in table 3 (Please see appendix
3).
Table 3 comprises the participants’ problems
encountered during the preparation of Video Lessons
in terms of giving assignments. In this area, there were
two themes that emerged such as the assignments did
not conform to the given lesson and the mismatch of
assignments reflected in the module and the video
Mondong & Agao-Agao
lesson. These were manifested from the statements of
the Participants 1, 4, and 5, followed by the
participants 2, 3, and 6 respectively. These significant
statements can be seen in the transcripts 1;255-262
2;287-292 2;297-308 3;235-244 4;295-298 5;249-259
6;314-322.
Participants 1, 4, and 5 stated that the video lessons
they made contained assignments which were
irrelevant to the previous topic being tackled which
might result to unreinforced learning for the part of the
learners while having the distance learning. In fact,
one of the participants said in transcript 5;249-259
“You know sir, yes sir, the challenge back then was on
how to construct assignment that is parallel to the
tackled lesson in the video lesson because in modules
the assignment there were not related to the discussed
topic also the time is very much limited on the
assignment part”. Aliakbari and Bayzar (2012),
mentioned that the rule of parallelism in teaching of
the lessons has a significant amount of contribution to
the successful learning acquisition among all learners.
By providing a well-constructed lesson, the retention is
drastically elevated since the stimulus of mind
reinforces the general efficiency of a certain individual
in retaining a newly acquired knowledge. Related to
this claim were the statements from the participants as
seen and transcribed in transcripts 1;255-262
4;295-298 5;249-259.
Another theme to arise was that some of the
assignments they made in the video lessons were not
found or not the same in the learners’ module at home
thus, there were inconsistencies with the assignments
given in the module and video lesson. This was
mentioned by participants 2, 3, and 6. As one
participant stated in the transcript 3;235-244 “I noticed
that the assignment we prepared are not same with the
assignments which can be found in the modules”. This
result into too many assignments that need to be
complied by the learners. In this context, confusion
might occur on the part of the learners and teachers on
which assignments should be answered due to the
inconsistencies among the given assignments in both
video lesson and the learners’ module. In other words,
their efficiency might be greatly affected and fatigue
may also will eventually affect their efficiency.
Pawan and Glazewski (2022), reiterates the
significance of matching the homework’s in the
learners module and the digitally-oriented lessons.
They found out on their recently-conducted study
among distant learners that if their video lesson
assignment exercises were not found in the modules
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Research Article
provided to them, there’s a tendency of poor
performance with regards with their overall outcome
while answering their assignment. They suggested
three solutions to yield better performance in favor of
the learners. First, save the video lesson recording to
the memory or in computer device so that they can
watch the lesson multiple times. Second, urge the
schools which implements both modular and distance
learning to match their aired video lessons with the
contents in their learners’ module. And lastly, ask help
from the parents to provide guidance to their child as
they listen, answer, and perform the activities that are
given to them.
Technical assistance received by the teachers from
the Cotabato City Division in preparing video
lessons
The formulated meanings, theme clusters, and
emergent themes of the significant statements about
the problems encountered by the teacher during the
preparation of Video Lessons in terms of giving
instruction is shown in table 4 (Please see appendix
4).
Table 4 presents the technical assistance received by
the teachers from the Cotabato City Division in the
preparation of video lessons. There are three emergent
themes such as, insufficient hands-on training,
orientation with no hands-on and equipment were
provided. According to the significant statement
shared by participant 1, there was a lack of technical
support from the division office that is why this made
them learn the video lesson making through the help of
internet. Actually, the participant said “No sir, there
was no more T.A being provided for us, so what had
happened was we watched videos on YouTube like
tutorials and the “hows” of editing videos”. This
significant statement can be seen in transcript
1;339-344.
Since they were new to this type of set-up in the new
normal education, they needed extra input when
preparing the video lessons. Due to insufficient
technical assistance from higher-ups, teachers were
forced to conduct their own self-study in order to
acquire the necessary knowledge and skills for
creating video lessons for learners. Brockfeld, Müller,
and Laffolie (2018) stressed the significance of
providing technical assistance to workers, particularly
those who lack sufficient knowledge to perform the
new task. Technical assistance must be made
available so that employees are oriented to the task at
hand in order to increase productivity and, ultimately,
achieve the desired outcome of the tasks assigned to
Mondong & Agao-Agao
them.
Participants 2, 3, 4, and 5 shared the same response
pertaining to the kind of technical assistance they
received from the division office with the emergent
theme orientation with no hands-on training given.
Their significant statements was supported by the
transcribed transcripts 2;318-330 3;263-268 4;313-319
5;279-288. As mentioned by the participants, they
were given orientation and lecture on the basics of
video editing but they never experience the editing
process through hands-on training workshop. This
suggests that the teachers need technical support and
additional technical assistance to uplift their
knowledge in preparing video lessons. Grant and Kline
(2019), supported this by claiming that providing
lectures are less effective when it’s not reinforced with
an actual application of the lecture. In fact, learning
video editing requires a significant amount of practice.
It includes clipping, adjusting volumes, inserting
pictures, adding sound effects, and more. Basically,
there are many areas that require training before
editing a specific video, which is why coaching can be
used to accelerate the learning process of editing a
video. They also concluded that providing adequate
technical assistance to teachers resulted in a significant
increase in their performance after conducting a series
of coaching experiments on the teachers in their study.
Table 4 also reflects last emergent theme, provision of
equipment, which can be seen in the response of
Participant 6 in the transcripts 6;343-349 “The
orientation was not enough, but they gave us some
equipment and I don’t know if other school have
received them it was a lapel mic, and ring lights.
That’s it.” The significant statement reveals that the
orientation alone was not enough for them, but the
division office gave them some video editing
equipment such as ring light, audio mic, and flash
drives. These tools are also necessary for the
preparation of video lessons in general, particularly
when recording the video clips and audio. Onche
(2015), stated that video editing tools are as important
as video editing itself because they provide additional
support to the completion of a specific project. The
tools used in the video editing process also have an
impact on video quality. Thus, video editing
equipment played a crucial role in the video editing
process.
This claim is supported by the concept of Garcia
(2015) as cited in Milambiling (2018), that tools in
video making process is a necessity for teachers of
diverse types of students. Besides knowing about their
learning types, skills, and learning comfort, teachers
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Research Article
should have an awareness about the production cost of
the video making process. This strategy also allows the
editors to explore and learn the efficient way of video
editing.
Conclusion
Based on the summary of the results, it is concluded
that the elementary grade English teachers have
encountered problems in preparing video lessons.
Mostly claim to struggle on the limited time duration
of the video lesson itself. The deprivation in
elaborating well the lesson by the teachers due to the
ready – made script results to deficiency of giving
clear instruction. Furthermore, lacking enough time for
each of the activities, failing to measure what was
meant to measure, and as well as giving irrelevant
assignments which does not conform with the learners’
module might result to a significant decrease to the
performance of the learners. Finally, the lack of
technical support from higher - level officials emerged
as one of the reasons why teachers were unable to
produce good quality English video lessons.
Based on the findings and conclusions of the study, the
following are recommended: (1) English elementary
grade teachers may develop a strategy on how to
efficiently divide the duration of video lessons to
maximize its time allotment. (2) English elementary
grade teachers may carefully scrutinize the activities to
be included in the video lessons, i.e. activities that
significantly improve learners' critical thinking skills
through the use of HOTS questions.(3) English
elementary grade teachers may revisit the rule of
formulating assignments and test constructions that
match the learners’ modules in video lesson to
overcome difficulties. (4) The division office must
provide an adequate technical support such as seminar
workshops and activities to capacitate teachers in
making video lessons. (5) The parents should closely
monitor their children during the airing of the video
lesson and encourage them to participate actively as
they watch the activities shown to them. (6) Future
researchers may also conduct a similar study to further
validate the findings of this study.
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Affiliations and Corresponding Information
Anwar Mondong
Kimpo Elementary School, Cotabato City Division
MBHTE - Philippines
Ana Margarita Agao-Agao
Mindanao State University – Maguindanao, Philippines
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Appendix 1 (Table 1). The problems encountered by the teacher during the preparation of Video
Lessons in terms of giving instruction
Transcript
Formulated Clustered Emergent
and Line Significant Statements
Meanings Themes Theme
Numbers
1; 159 – 165 Medyo nahirapan kaming The time Video lesson Teachers
pagkasyahin sa video lesson duration of has a limited cannot give
kasi may binigay na oras each video time that further
para sa isang video lesson lesson was needs to be explanation
na gagawin naming restricted, followed of the topic.
minimum of 15 mins. then which made it
maximum of 20 mins. hard for the
(we encountered difficulties teacher to
because we were allotted include all the
minimum of 15 minutes and needed
maximum of 20 minutes in instruction.
every VL.)

Kulang yung oras para i-

elaborate mo yung lesson Video lesson
talaga kasi syempre may Teachers had has a limited
2; 203 – 222 sinusundan kaming script, difficulties in time and
ngayon ang explanation elaborating the script that
namin dun talaga naka base lesson because needs to be
sa script and kapag mag they must followed.
aadlib ka na naman para follow a script
mas malinaw mong i-convey and the allotted
ang gusto mong i-explain time.
may tendency na lalagpas ka
sa oras na allotted para sa
teaching portion.. (The time
was limited to elaborate the
lesson very well because we
are bounded to speak only
what is written in the script,
now our explanation was
only based on the script and
if we try to insert some ad
lib so that we can explain
further a certain topic the
tendency is that we will go
over the time allotted for the
teaching.)

Ang time allotted satin para

sa video lesson is only 20
minutes unlike in face to face Video lesson
we can consume more or has a limited
less 1 hour in every subject Teachers had time and
3; 111 – 127 diba sir? so imagine mo na difficulties in script that
lang yung pag fuse ng elaborating the needs to be
instruction para sa video lesson because followed.
lesson, minsan ang tendency they must
hindi masyadong na- follow a script
eelaborate ang lesson kasi and the allotted

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restricted ang sasabihin time.

natin sa script sir. (The time
allotted for every video
lesson sir is 20 minutes
unlike in the face to face
class usually we can use up
to an hour right sir? So
imagine the shortening of
instruction in the VL sir,
sometimes the tendency is
that the lesson can’t be
elaborated well because we
are restricted to teach only
what is being written in the
script sir.

Nagka-problema rin kami

kasi isasaalang alang mo
ang duration ng instruction
kasi limited lang ang VL na Video lesson
gagawin unlike sa face to has a limited
face na almost an hour ang time and
pagtuturo. Sa video lesson Teachers had script that
5; 160 - 172 kasi iba ang approach, gawa difficulties in needs to be
na ang sasabihin namin elaborating the followed.
kaya hindi namin ma-explain lesson because
pa ng mas malalim yung they must
mga ibang topics at lesson. follow a script
(We also have problems in and the allotted
terms of giving instructions time.
because you need to
consider the duration of the
VL’s unlike on the face to
face which usually lasts for
almost an hour of teaching.
In video lesson the approach
is different, the instructions
are already done, that’s why
we cannot elaborate the
different topics and lesson
which deprives us the
freedom to explain and
elaborate more the certain
topic we’re discussing.)

Since short lang ang

duration ng VL unlike sa
regular face to face sa script
lang talaga based ang
sinasabi namin, ngayon sa
discussion ng lesson, meron
pa akong naiisip na mas Video lesson
magandang explanation sa has a limited
particular topic pero diko time and
masabi kasi may script na script that

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sinusunod kasi kung isisingit Teachers had needs to be

6; 215 – 230 ko pa na baka lumampas na difficulties in followed.
sa oras sir. In short sir, ang elaborating the
lapses ng instruction sa lesson because
script natin sir ay no further they must
explanation for the topic follow a script
kung ano nalagay sa script and the allotted
yun na. time.
(Since the duration of the
VL was short our words
were only based on our
script unlike on the face to
face where we can explain
the topic further. We have a
much better way of
explaining the topic but we
can’t say it because it might
extend the time limit.)

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Appendix 2 (Table 2). The problems encountered by the teacher during the preparation of Video
Lessons in terms of assessment
Transcript Significant Statements Formulated Clustered Emergent
and Line Meanings Themes Theme
Numbers
1; 225 – 235 Napansin ko sa grade level The activity Lack of Time
namin na pinaiikli nila ang items were adequate constraint
activities for example 10 shortened time.
items ginagawa nalang nila because of the
na 3 to 5 items kasi nga po time constraint.
shorten ang time ng bawat
VL kaya namomodify ng
bahagya ang assessment. (I
noticed especially in our
grade level that they’re
cutting the number of
activities for example it has
10 items they’re making it
3 to 5 items only since the
time constrained brought by
the duration of the VL
that’s why the assessment
portion is slightly
modified.)

Binababaan nila ang items

ng activities, I don’t know
exactly why but perhaps
2; 268 - 274 just to lessen the time The activity Lack of Time
allotted for the assessment. items were adequate constraint
(In our grade level here in shortened time.
grade 2, I noticed that they because of the
are shortening the number time constraint
of the activities, I don’t
know exactly why, but
perhaps it’s just to lessen
the time allotted for the
assessment.)

Hindi masyado
naeemphasize ang clarity
directions ng assessment
namin kasi nga kung ano
3; 221 - 230 lang nasa script yun lang Directions were Some of the Unclear
ang babangggitin namin, not clearly made directions instructions
(The clarity of giving and emphasized were
directions in the assessment due to script. ambiguous.
was not so emphasized.
Since, what were stated on
the script were the only
words that we say.)

Limited sya sir, limited in

the sense na hindi natin
ma-assess deeply yung
capacity ng learners. Kung

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ma-assess mo yung bata The assessment

parang shallow assessment given from the
4; 196 – 216 lang, hindi na-apply yung activities in the Activities Teachers
HOTS kapag sa assessment Video lesson from video failed to
ng video lesson ang pinag- usually didn’t lesson didn’t measure
uusapan sir\ (Limited sir, measure the measure the what was
limited in the sense that I Higher Order critical meant to be
can’t assess the capacity of Thinking Skills thinking of measured.
the learner deeply. If I of the learners. the learners.
assess them, it’s on the
shallow level only while the
HOTS is not applied in
terms of using video
lesson.)

May relationship din ito sa

instruction eh, yung time,
kasi di ba limited na ang
oras ng VL tapos mabilis
lang ang ibibigay sa
assessment or yung mga The activities
activity nila ito diba sir? were not
(That, I think this has a emphasized Time
5; 186 – 193 relationship with the because of the Lack of constraint
instruction which is the lack of time and adequate
time, since the time is duration allotted time.
limited in the VL then the to the activities.
duration allotted in the
assessment is also quick or
is this refers to their activity
sir?)

Hindi na masyadong
naeenhance ang paggawa
ng assessment directions
kasi nga malaking factor
ang time. (The construction Directions were
of directions for the not emphasized
assessment was not because of the
thoroughly scrutinized lack of time. Time
6; 251 - 269 because the time was a Lack of constraint
huge factor.) adequate
time.

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Appendix 3 (Table 3). The problems encountered by the teacher during the preparation of Video
Lessons in terms of assignment
Transcript Significant Statements Formulated Clustered Emergent
and Line Meanings Themes Theme
Numbers
1; 255 – 262 Ang problema lang ay ang Some of the Some of the The
ibang assignment na assignments are assignments are assignment
nabibigay namin ay hindi irrelevant to the irrelevant. did not
sya tugma or angkop sa current lesson. conform
lesson. Yun bang hindi sya with the
related sa paksang given lesson
tinalakay. Yun po. (the
problem was that some of
the assignments were not
suitable to the lesson. In
the sense that they’re not
completely related to the
current lesson. That’s it.)

Hindi tugma ang

assignments sa video There was Inconsistent
2; 287 - 292 lesson namin kung ano mismatch The assignment
between the assignments in the
ang nakasulat sa module assignments made in video module and
sir. (The assignment we made in video lesson were not video lesson
are preparing are not lessons from aligned in the
matched with on what is the assignments modules.
being written in the which were
modules sir.) actually written
in the modules.

Hindi magkapareho ang There was a

assignments namin sa mismatch Inconsistent
assignments na makikita between the assignment
3; 235 - 244 assignments The in the
sa modules sir. (I noticed
made in the assignments module and
that the assignment we video lessons made in video video lesson
prepared are not the same from the lesson were not
with the assignments assignments aligned in the
which can be found in the which were modules.
modules.) actually written
in the modules.
Yes sir, the challenge back
then was on how to Some of the
construct assignment that assignments The
is parallel to the tackled were irrelevant assignment
lesson in the video lesson to the current did not
4; 295 - 298 since the time is very lesson. Some of the conform
much limited, we were assignments with the
challenged to make them were irrelevant. given lesson
properly.

Sa tingin ko ‘tong naging

problema naman ay kung Some of the
papaano mo gagawin yung assignments The
assignment na parallel sa
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lesson kasi usually ang were irrelevant assignment

mga assignment na meron to the current did not
sa module ay hindi lesson Some of the conform
5; 249 - 259 relevant sa diniscuss na assignments with the
topic tapos limited pa ang were irrelevant. given lesson
oras na binibigay sa
assignment portion. (You
know sir, yes sir, the
challenge back then was
on how to construct
assignment that is parallel
to the tackled lesson in the
video lesson because in
modules the assignment
there were not related to
the discussed topic also
the time is very much
limited on the assignment
part.)

Sa assignment naman, ang

problemang nakita ko
nung gumagawa kami ng
scripts para sa assignment There was
ay minsan ay hindi ito mismatch Inconsistent
yung assignment na between the assignment
nakasulat sa module. (In assignments in the
terms of assignment, the made in some The module and
problem I saw when we of the video assignments video lesson
were preparing scripts for lessons from made in video
6; 314 - 322 lesson were not
assignment was that the assignments
sometimes the assignment which were aligned in the
we made were not the actually written modules
same assignment written in the modules.
in the module.)

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