18

Chapter 1

INTRODUCTION

Background of the Study

As the country grapples with COVID-19, the Department of Education (DepEd)

vowed that it would continue to support all government efforts toward healing the nation

by remaining committed to the goal of delivering accessible, quality, liberating, and safe

basic education services amid these critical times. Undoubtedly, the shift of the teaching-

learning delivery in schools through different learning delivery modalities becomes more

challenging on the part of the teacher which is why DepEd officials are always vehement

in finding effective platforms to respond to the challenge, especially in the teaching of

MAPEH (Music, Arts, Physical Education, and Health) subjects. MAPEH is an

interactive subject that involves physical contact in some ways (refers to the area of

physical education). Though educators thought of ways on how to teach different

subjects with their students, greater challenge is left with MAPEH teachers. Aside from

the difficulty with the conduct of activities that involve physical contact like

demonstrations of dance steps, they have to assure the students that they are teaching the

topics and lessons outlined by the Department of Education (DepEd) and all be delivered

while considering the guidelines released by the Department of Health (DOH) as

pandemic is considered.

In an online setting, there are plenty a lot of limitations by which teachers can

conduct their classes one of which is self- modelling video. The use of digital means in

physical education (PE) is not a new phenomenon. An increasing number of PE-teachers

 19

have adopted computers, tablets, and/or smartphones in their lesson, or considers doing

so. This development has brought – among other applications– the use of video-

modelling to the attention of dance teachers. Yet, the revenues of video-modelling are

still largely unknown. To what degree does adopting video-modelling really promote

motor skill learning and/or how students experience dance activities .Video-modelling

involves using (digital) videos both as method for instruction, in which students watch

their teacher or other persons as a model, and as a method for feedback, in which students

watch their own performance after some delay (Hodges & Ste-Marie, 2018). Teachers

intuitively attribute a better understanding of the to-be-learned activity, increased

performance, and improved motivation and self-efficacy to students learn with video-

modelling. Despite its popularity, however, teachers also question whether the revenues

or gains they anticipate from working with video-modelling in teaching folk dance do

actually arise, or alternatively, how to effectively integrate video-modelling in their

lessons to actually accomplish these gains., hence this study.

Statement of the Problem

The study aims to assess impact of self-modelling video intervention on the task

performance of the Special Program in the Arts (SPA) Dance grade VII students of Narra

National High School. Findings may be used as basis for potential resource in enhancing

students’ task performance.

Specifically, it seeks answers to the following questions:

1. What describes the respondents’ experience/perceptions in learning the Tinikling dance

steps through modular instruction?

 20

2. What describe the respondents’ experience/perceptions in learning the Tinikling dance

after the self- modelling video intervention?

3. What describes the respondents’ knowledge about Tinikling?

4. To what extent does the self-modelling video intervention help the students in the

accomplishment of their task performance?

5. How does the learning of Tinikling dance steps compare when done through modular

instruction and after self- modelling video intervention?

6. Based on the findings, what interventions may be proposed to improve students’

competencies in folk dance consistent with the set performance criteria?

Scope and Delimitation

This study focuses on the impact of self-modelling video intervention on the task

performance of the Special Program in the Arts (SPA) Dance grade VII students of Narra

National High School. Findings may be used as basis for potential resource in enhancing

students’ task performance. The study will involve all the Grade VII Special Program in

the Arts (SPA) dance students and all the (SPA) PE teachers of Narra National High

School, Palawan. The variables will only include those that are reflected in the statement

of the problem and the participants will only be limited to the groups that will be doing

the task performance considering that they will be assessed in their task performance.
 21

Significance of the Study

To the Administration of Narra National High School. The findings may be

utilized as an evidenced-based reference to guide the PE teachers them in finding a way

to address the problems confronting them in the delivery of instruction. Why limit your

significance statement to just one statement per target beneficiary? Don’t you want to

elaborate for better understanding of your purpose?

To the PE teachers, this will serve as an eye opener and motivation for them to

continue be more creative in finding effective interventions to make to teaching of dance

more effective to students.

To the researcher, this will give her a deeper understanding about the

significance of understanding of exploring the experiences so that she may offer

recommendations through designing interventions that may effectively develop students’

dance competencies. There’s no need to talk about yourself in this part. Hoe about your

participants? What will their benefits be?

To future researchers, this will give them additional knowledge and

understanding of the importance of creating their own interventions so that the teaching

of dance be effectively put across.

CHAPTER 2

THEORETICAL FRAMEWORK
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This chapter presents the review of related literature and studies both local and

foreign. This chapter likewise presents the conceptual framework, the research paradigm,

the research hypotheses and the definition of terms in order to obtain better insights and

grasp the dimension of the problem under investigation.

The Impact of Technology on Education

Research has also shown that technology can increase opportunities for students

with disabilities to access the core curriculum (Cihak & Bowlin, 2019). Recent advances

in the use of technology in classrooms have included many new applications of video

technology (Mechling, 2015). For example, video modeling has been effectively used to

teach mathematics to students with learning disabilities (Cihak & Bowlin, 2019). Video

modeling (VM) is an instructional technique that involves a student watching a video of a

model (e.g., a peer or adult) engaging in target behaviors or skills; then the student

performs those behaviors or skills (Cihak, Fahrenkrog, Ayres, & Smith, 2018).

Video Modeling Strategy

Video modeling is a strategy in which a person is shown a video of a model

performing a desired behavior or completing a task. Once the video is viewed, the person

is given the opportunity to perform the behavior or task that was modeled. This process is

performed several times until the level of proficiency is high (Sigafoos et al., 2017).

In the past, creating the video was viewed as a painstaking procedure by

researchers. Because of the amount of time that it took to create and edit the video,

professionals were usually the only ones in charge of the process (Buggey, 2017). Since
 23

the technology often meant staging with large equipment and hours in the video editing

process, Buggey (2019) believes that the technology itself has reduced the adoption of

this strategy amongst professionals in the field. Video modeling has been shown to

outperform live modeling strategies like peer modeling and role playing. Video modeling

also shows quicker rates of acquisition when compared to live modeling and has

demonstrated higher rates of generalization (Charlop-Christy, 2016). Additionally, the

time that it takes to train these behaviors is less and is more cost efficient when compared

to live modeling procedures (Charlop-Christy et al., 2016). Video modeling is often less

labor intensive than direct instruction because there is no longer a need for a trainer

because the lesson is all encompassed within the permanent product of the video

recording (Sigafoos et al., 2017). Because of these benefits, video modeling is a

procedure that should be seriously considered when working to decrease inappropriate

behaviors.

Why use video self-modeling?

A variety of benefits, for both the teachers and students, come from using VSM.

In a review of the literature by Baker et al. (2019), the researchers concluded that VSM

was a less intrusive strategy in the classroom environment than other strategies. It was

further postulated that classroom routines were disturbed less often as opposed to

traditional behavior correction strategies because the intervention frequently takes place

outside of the target environment. As described earlier, VSM used to be a cumbersome

task in that the equipment and video editing created a great deal of work for the

implementer. Technological advances have made the process easier to implement with

students. The video recording and editing for a video model can all be done on the same
 24

device, such as a camcorder or an iPad or iPhone. This ability to film and edit quickly

allows the individual recording the information to be able to process and show the video

to a student with very little turnaround time. Aside from the benefits of being a less

intrusive strategy, VSM has been shown to be a relatively quick intervention (Dowrick,

2019). Videos are typically less than 3 30 minutes in length which allows for a quick

review period and then a transition into the targeted environment (Buggey, 2017). Apart

from the video length, implementation of the strategy is also relatively short. A student

can be instructed through the VSM in 5-20 minutes (Baker et al., 2019). When

considering the amount of time that it could take to train a classroom of students on

expected behaviors in the classroom, time is always of the essence. The act of reviewing

one’s own behavior also has the benefit of being a reinforcing activity (Kern et al., 2015).

Because self-observation increases the likelihood of a future occurrence of that behavior,

VSM fits the very definition of reinforcement. In addition to being a reinforcing strategy,

it has the valuable component of being a positive strategy that focuses on pre-teaching

and preventative actions rather than punitive measures (Baker et al., 2019). Because of

the video editing involved in the process, no negative behaviors are shown to the target

individual (Buggey, 2017).

This positive viewing of the video has a benefit of showing only the positive

behavior and leaving out any conscious or unconscious misunderstanding of what should

be done and/or any undesirable behaviors that may linger. Video self-modeling has the

added benefit of not only giving a direct training during the initial filming of the video,

but the constant observation of the appropriate behavior reinforces the behavior that was

the focus of the intervention. Study after study has shown that VSM creates a rapid and
 25

spontaneous improvement in the individuals’ behaviors (Baker et al., 2019). An example

of how quickly VSM can 31 take effect was shown in a case study with a child who was

selectively mute in school (Kehle et al., 2019). During his first year of school, the child

had barely said anything more than a soft whisper. The following two years showed the

young man not speaking at all, even when his mother was prompting him. The mother

reported that he spoke frequently at home. Within five 5-minute sessions that showed an

edited video of a teacher asking questions and the child answering them, the student

began speaking liberally with the experimenters, teachers, students and principal. This

was the first time in three years, after many attempts to remediate the behavior, that child

spoke in school. Seven months after the experiment, the student maintained skills and

participated with the class in group discussions. The obvious advantage of having

strategies that quickly improves a behavior is that there are benefits for both the teacher

and the student in that the less time needed to implement and show improvement, the

more time that is available for practice and mastery of the behavior.

Buggey (2017) discussed that even if VSM does not create the spontaneous

improvement that is being sought, it has little downside because it only focuses on the

positive behavior that the person should be doing. The video editing procedure ensures

that only positive behaviors are displayed and any excess stimuli that interferes with the

skill acquisition is removed so that only the behavior that is ideal is displayed (Bellini &

Akullian, 2017). Furthermore, fidelity to the behavior can be maintained because the

editing of the video ensures the consistency of the appropriate behavior as opposed to a

live model that may have issues with showing the ideal behavior consistently over time.
 26

32 Video self-modeling has the advantage of being culturally indifferent (Dowrick,

2017).

Dowrick (2017) points out that it is important that videos include the appearance

of an individual of one’s own culture doing the behavior. As opposed to traditional video

modeling where models of a different culture may be the only option, VSM provides an

instant cultural match. Finally, VSM has shown to be a valuable tool in the self-

evaluation of a behavior. This self-evaluation increases the student’s ability to accept

responsibility for their own actions (Baker et al., 2019;). Additionally, VSM is also

highly motivating to the individual while increasing self- esteem and confidence, thus

creating the necessary components of self-efficacy (Buggey, 2017)

Video self-modeling (VSM) is a specific application of video modeling, in which

the individual observes himself or herself accurately and independently performing the

target behaviors (Dowrick, 2019). It is a form of observational learning in which

individuals view themselves performing a task at a more advanced level than they

typically perform the skill (Buggey, Toombs, Gardener, & Cervetti, 2019). VSM has

been used to teach a variety of skills including transitional behaviors (Cihak et al., 2018);

social-communication, behavioral, and 5 functional/life skills (Bellini & Akullian, 2017);

perspective taking (Charlop Christy & Daneshvar, 2016); communication, behavior, and

academic performance (Hitchcock, Dowrick, & Prater, 2015). The effects of VSM have

been assessed with students with emotional disturbances , learning disabilities , autism

spectrum disorders, general education students ,and students with intellectual disabilities

However, no studies have been located involving the use of VSM to teach functional

mathematics to students with developmental disabilities. Video self-modeling has often

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been delivered through several media including (a) television and videocassette recorder,

(b) laptop computer, (c) DVD, and (d) handheld device (e.g., video iPod) (Cihak et al.,

2010). Handheld computers are one form of technology that has been shown to be

effective for the delivery of VSM for individuals with disabilities in various settings

(Cihak & Bowlin, 2019).

Video-modelling in Physical Education

Improvement in dance technique, acquisition of motor patterns, and the

development of quality movement increases from the information provided from an

external source to the dance performer. In educational contexts, feedback as a factor that

influences instruction is provided from both internal and external references (Krasnow &

Wilmerding, 2015). Augmented or extrinsic feedback is usually provided by the dance

teacher, but technological tools such as video, kinematics (motion-capture devices), and

biofeedback (like electromyography) complement these educational aims. Risner and

Anderson (2018) noted that like other artistic disciplines, dance now intertwines

technological elements in teaching, performance, and choreography. By virtue of these

technological advances, it has become increasingly important that undergraduate dance

students possess and maintain the technological skills and advances currently utilized for

creating, producing, and documenting creative and scholarly endeavors (p. 113).

According to Krasnow and Wilmerding (2015), the use of video and particularly the

observation of prerecorded videos constitutes a form of nonverbal augmented feedback

and can enhance dance performances, but its effectiveness depends on the level of the

learner (p. 195). Thus, the role of the dance teacher is crucial in prescribing motivational

tasks and assignments encouraging learners to self-discover how to improve their dance
 28

skills. We will focus on the development and implementation of self-evaluation practices

using video dance performance records. This paper deals with the use of video to analyze

self-performance dance. Thus, we will be exploring self-observation as a method of

feedback, which will highlight the importance of identifying and selecting constructs and

the appropriated methods to developing effective qualitative movement enhancements.

Dance observation through video as a learning practice

Recent studies have shown that students and professional dancers spend

considerable time informally observing themselves and each other (Wildschut, Simons, &

Admiraal, 2019), pointing out the need to dance educators to invest in dance observation

as a learning practice. The process of observing dance performance images has been

extensively studied (Kraemer, Hamilton, Kelley, & Grafton, 2019). Results from

Maslovat and Franks (2015) showed that watching a skill can cause the body to

experience similar neural activities in its motor system, as if it’s performing the skill, due

to the discovery of a mirrored neuron system. Likewise, self-observation has been

considered to be superior when viewing another individual due to the great similarity in

neural activation between observation and execution (Maslovat & Franks, 2015).

According to O’Loughlin, Chróinín, and O’Grady (2016), digital video as an educational

resource constitutes a means of feedback and self-assessment. They mention Schwartz

and Hartman’s (2017) model for learning with digital video as a suitable resource to use

in developing assessments. The defined space of learning for the use of video contains

four outcomes: saying, seeing, doing, and engaging. The “doing” outcome arises when

the video presents human behaviors. The seeing makes sense when the video shows
 29

things that are new or presented in a different way. The digital video can glean audio

knowledge from “saying.”

Lastly, the engagement in learning with video rises up when it shows relevant

knowledge. In order to evaluate their own skills captured in the video (self-assessment),

dance students need not merely view video records, but must also be involved in the

development of conceptions of quality approaching those of their teachers (extrinsic

feedback from the teacher) and their own conceptions and valued judgements. The

awareness of dance practice through video seems to guide students to a closer connection

between the kinesthetic sensation of the body in motion and the visual perception of it

(Scott, 2018). Additionality, it seems important that teachers provide students with the

criteria for self-assessment, as Liu and Carless (2016) suggest. Doughty and Stevens

(2019) say that using video recordings of their own rehearsals and performances helps

students to identify, to develop, and to articulate their understanding of the process and

their own technical achievement. A selection of information by the teacher may be

presented (with cues) to the learner to avoid overloading. Precision and timing of

feedback is essential, so the use of video editing before showing or using slow motion to

reduce the attention demands of the viewer are some alternatives advanced by Maslovat

and Franks (2015).

Other authors, such as Wilson and Cole (2015), propose that we should have

students look back over their efforts to complete a task and analyze their own

performance. They say that analyzing past performance efforts can influence strategic

goal-setting and intentional learning, suggesting the adoption of the Collins-Brown model

of cognitive apprenticeship, grounded in four types of reflection (Collins & Brown,

 30

2018): imitation — when a teacher demonstrates a proper skill, comparing it; replay —

when the teacher plays the video back, critiquing and comparing it; abstracted replay —

tracing an expert's movements of key body parts, and comparing; and, lastly, spatial

reification — tracing body parts and plotting their movement through space.

In Leijen et al. (2019), the authors suggest “video-based facilitation as valuable for

supporting dance students’ reflection activities since this helps teachers guide their

students and opens up new possibilities for students to take more responsibility and

ownership in their learning process. Reflection includes two key elements, defined by

Jones and Ryan (2015), as making sense of experience in relation to self, others, and

contextual conditions, and reimagining and/or planning future experience for personal

and social benefit. The same authors highlight the usefulness of a framework to teach and

apply reflection in dance practice through the 4Rs model, which includes four levels of

critical or transformative reflection, including: reporting and responding, relating,

reasoning, and reconstructing. Current literature (Sööt & Viskus, 2015) point to reflective

tools as one of the most remarkable innovations in professional preparatory and higher

education programs. For dance students and dance teachers, video technology can be a

powerful learning and evaluation tool (Doughty et al., 2018), prompting a high-quality

learning environment, especially in self- and peer-learning situations. Therefore,

observation figures as a teaching-learning methodology applied to dance classes, and it’s

important to engage with students as reflective practitioners as Jones and Ryan (2015)

propose, developing students’ reflection processes and contributing to major learning

goals in higher education. Video self-assessment in dance practice Suggested use of

technologies, such as video, in learning activities — self and peer observation, and
 31

reflection in dance — allow students to analyze, reflect on experience, and relate theory

to practice and synthesis (Laurillard, 2018). The practice of observational analysis with

the concurrent use of reflection in self-assessment processes that we propose to our dance

students is based on formative assessment potential for improving student learning. Our

dance students — in contemporary, modern, and classical techniques — are invited to

make a written assignment regarding the assessment that each student makes on his own

work about the content, the process, and the product.

Theoretical Framework

This study is anchored on the Video Modeling Theory. Video modeling and video

self-modeling (VSM) are based on Albert Bandura’s social learning theory which states

that humans can learn skills by watching others perform a behavior or task (Bandura,

cited by Love, 2015).

Bandura researched children’s ability to acquire a variety of new skills by

observing others perform a given task (Bandura,1982 cited by Love, 2015). When people

watch successful models of a behavior through video, a clear understanding of what goes

into a task is shown. Through VSM, when a person watches themselves complete an

activity, it reinforces the idea that the behavior can be accomplished successfully

(Dowrick, 2019). This builds self-efficacy in individuals. Bandura proposed that

observing an image of oneself completing a behavior, produces a different reaction from

observing someone else completing the same exact behavior. A person pays more

attention to a self-image and increases the belief that the behavior can be overcome.

Images of someone else completing a behavior provides less attention to the viewer and
 32

thus is weaker when it comes to increasing one’s self-efficacy. Because the goal is to

have a strategy that has the most value for the time available, the implication from

Bandura is that VSM would have greater weight when it comes to affecting change as

opposed to other forms of modeling. Dowrick (2019) coined the term “positive self-

review” to enhance the idea that positive images of the individual work with Bandura’s

ideas of self-efficacy to provide an improved rate of response when the behavior is shown

to the individual. The goal is to 18 show individuals at their most successful so that they

might be able enhance their ideas of success (Dowrick, 2019).

INPUT PROCESS OUTPUT

*respondents’ A. Assessment through survey & test

experience/percepti Modelling Video
ons in learning the B. Students’ Pre Self -assessment of their as
Tinikling dance experiences in learning the Tinikling dance Potential
steps through steps through modular instruction Resource in
modular Teaching Other
C. Students’ Post self -assessment of their Folk Dances
instruction experiences in learning the Tinikling dance
consistent with
steps after the self-modelling video
*respondents’ intervention
the set
knowledge about performance
Tinikling D. Teachers’ Assessment of Students’ Task criteria of the
Performance using rubrics DepEd
*self-modelling
video intervention E. Analysis of quantitative data through
descriptive statistics

Fig.1 Conceptual Framework

Figure 1 shows the conceptual framework of the study. The Input-Process-Output

(IPO) model or system is applied. The IPO model is composed of three important steps.

First, the input is the initial step, significant data will be covered in this study, it consists
 33

of the respondents’ experience/perceptions in learning the Tinikling dance steps through

modular instruction, their knowledge about Tinikling and self-modelling video

intervention. Next is the Process, this second step, makes conversion process, that

is from information to data and ultimately, facts. The process includes assessment

through survey & test, students’ pre self -assessment of their experiences in learning the

Tinikling dance steps through modular instruction, students’ post self -assessment of their

experiences in learning the Tinikling dance steps after the self-modelling video

intervention, teachers’ Assessment of Students’ Task Performance using rubrics, analysis

of quantitative data through descriptive statistics which will pave the way to the expected

output, a result of an interactive and collective problem-solving process, serving as the

basis for a modelling video as potential learning resource in teaching other folk dances

consistent with the set performance criteria of the DepEd

Research Hypothesis

The null hypothesis will be tested at 0.05 level of significance.

H1. There is no significant difference in the students experiences/perceptions in

learning the Tinikling dance steps when done through modular instruction and after self-

modelling video intervention.

Definition of Terms

To facilitate the readers’ understanding of the study, the terms used are defined

operationally and conceptually

 34

Modular Instruction. This refers to a of instructional delivery mode whereby the

teacher write all the Tinikling dance instructions in a form of a module.

Respondents’ Knowledge about Tinikling. This refers to what the Grade VII

dance students know/understand about the Tinikling dance. Their knowledge will be

represented by their written test scores.

Students’ Experience /Perceptions in Learning the Tinikling. This refers to

what and how the students feel about learning the Tinikling through modular instruction

and after the self- modelling video intervention.

Self-modelling video intervention refers to the use of (digital) videos both as

method for instruction, in which students watch other persons as a model, and as a

method for feedback, in which students watch their own performance.

Tinikling. This refers to the national dance of the Philippines and one of the

oldest dances in the archipelago. Tinikling. It refers to a local dance taken as one of the

assigned students’ task performance during the first and second quarters of this school

year.

CHAPTER 3

METHODOLOGY
 35

This chapter presents the research methodology, sampling procedure

instrumentation, data collection procedure and treatment of data that will be used in the

study.

Research Design

The descriptive method will be adopted for the study since it will involve data

gathering to describe and to assess how much has the self-modelling video intervention

helped in the accomplishment of performance task of the Special Program in the Arts

(SPA) Dance grade VII students of Narra National High School. Descriptive research

method according to Best (2015) is concerned with conditions that exist, practices that

prevail, beliefs, point of view or attitudes that are developing.

Comparative and interventional techniques will be employed. According to Best

(2015), it is an attempt to determine the cause or consequences of difference between or

among groups of individuals particularly along their attitudes, views and opinions. The

comparative aspect of the study will cover the significant difference in the students’

experience/perceptions in learning of Tinikling dance when done through modular

instruction and after self- modelling video intervention.

Sampling Procedure

The study will involve all the 38 Grade VII Special Program in the Arts (SPA)

dance students of Narra National High School, Palawan. Population will be applied in the
 36

selection of respondents. Frankel and Wallen (2015) emphasizes that population is a

group of individual that have one or more characteristics in common that are of interest to

the researcher.

Research Instrumentation

To answer the research problems of this study, the following will be utilized as

data gathering instruments.

A. Survey Questionnaire - This is a researcher made survey based on several articles

and items from the Internet and other sources. The items will be modified to suit

the target respondents. The instrument is made up of three parts. Parts I &II will

focus on the description of students’ experience/perceptions in learning the

Tinikling dance steps through modular instruction and after the self- modelling

video intervention. Part III covers the students’ assessment on the extent of self-

modelling video intervention in helping them accomplish their task performance.

B. Test – This is a 15 item teacher made test in Tinikling based on the DepEd

MAPEH Quarters 1 -3 Module 2. This will represent students’ knowledge about

Tinikling.

C. Rubrics for Dance (For Dance Teacher) – this will be used to measure Grade VII

students’ task performance. The rubrics will use the four-point Likert scale

ranging from needs improvement to outstanding for its qualitative description.

The rubrics will be used as a pre and post assessment instrument to measure

students’ actual task performance before and after the self-modelling video

intervention. The survey questionnaire and the scoring rubrics will be subjected to
 37

content validation by the experts in the field and her thesis adviser. They will be

consulted to review the research instruments, to provide feedback on its validity,

and to verify clarity of expressions and appropriateness.

To ensure the validity of the assessment results of the students’ actual task

performance before and after the self-modelling video intervention., the researcher will

invite other (2) PE teachers. These PE teachers will be assigned to assess the performance

of the basic dance steps while other will focus on the bamboo rhythm. The research will

assess the students’ over-all task performance based on the criteria in the rubrics.

Data Collection Procedure

The researcher will follow research protocols inclusive of the following:

submission of three titles for approval, securing needed permission to conduct study from

the school head of Narra National High School.

Prior to the actual data collection, the questionnaire will be subjected to validation

by experts. Data collection will then start after a series of online meeting with the target

respondents to explain the purpose/objectives of the study. Schedules will be arranged for

the conduct of the online survey. In the assessment of the task performance, the

following activities will be followed.

1. Teacher schedules an online forum for the respondents for her to explain the

assigned task stated in the module. Here teacher will set the direction of the

assigned task, entertain questions and clarification on what the students ought to

do. Here, groupings will be done. Schedules of task performances will be

arranged.
 38

2. Teacher requires students to video record and submit online students’

performance of the assigned task based on what and how they understand the

modular instruction.

3. Teacher assesses the task performance and feedbacks the results to the students.

4. Teacher informs students that her video modelling of the Tinikling dance steps

will be sent to the groups. The students are required to study the video, practice

and eventually perform the whole dance based on the self-modelling video

intervention.

5. The students are required to video record the task performance after the self-

modelling video intervention.

6. Another set of self-reflection/assessment, ask them if they think the self-

modelling video have helped them learn better.

7. Teacher assesses the task performance and feedbacks the results to the students.

Treatment of Data

Descriptive statistics such as frequencies, ranks, and weighted mean will be used to

describe the respondents’ experience/perceptions in learning the Tinikling dance through

modular instruction and after the self- modelling video intervention, description of the

respondents’ knowledge about Tinikling and the extent to which the self-modelling video

intervention help the students in the accomplishment of their task performance. ANOVA

will be used to affirm the significant difference in the students’ experience/perceptions in

learning of Tinikling dance when done through modular instruction and after self-

modelling video intervention. All inferential calculations will be tested at 0.05 level of

significance with the aid of Statistical Package for Social Sciences.