Reynaliza B.

Peldonia, MED NatSci A

The Effectiveness of Video Presentation Techniques on Analytical Skills in Science

Among Grade 7 Students of Ramon Torres National High School

INTRODUCTION

Rationale

Everyone needs education for it is vital for one to have a better life. In education the

teaching and learning process is an important element. Teacher must develop different

strategies to cater the diverse learners. There is no single strategy that fits to all types of

learners, that traditional lecture may inspire one but may frustrate the other (San Jose, 2015).

many students gets easily bored and their attention span is too narrow in terms of listening to

teacher lectures. According to Orlando(2010), teacher’s value is not measured by what is in

their head, but rather their ability to gather and put together the best learning resources that

they may share to their students to get the best result. The teacher needs to improve the

student’ cognitive and psychomotor domains effectively in order to optimized students’

science process skill and analytical thinking ability (Irwanto, et.al,, 2017). Analytical thinking

is not just memorizing the facts, but also the effort of the students to increase the

understanding to the complexities and creative to reach the learning objectives better. The

analytical thinking ability is the high level cognitive thinking such as remembering,

understanding, and applying(Irwanto, 2017).

Integration of video clips in teaching materials has recently attracted more attention in

academic research (Ljubojevic, et. al.,n.d.). Johnson et al. (2014) provide an overview of

current short-term and long-term trends regarding how technology is affecting Higher

Education and consider the integration of online, hybrid and collaborative learning to be a fast

trend, driving changes in Higher Education over the next one to two. The increasing

prevalence of technology is driving the viability and availability of online teaching and the open

academic resources, and video is playing a role in facilitating these developments (Bates,
2015; van den Brink et al., 2014). According to Ljubojevic, et. al (n.d.) the most efficient

method of use of supplementary video is integration with educational video content in the

middle of a lecture. This position of video insertion provides the best results. According to

Garcia, et al ( 2011) the use of videos has a positive effect upon students’ perception

regarding the enhancement of their learning motivation. Hsin and Cigas (2013) used short

videos to enhance student satisfaction and motivation for an online introductory course in

computer science/mathematics. Creativity and cooperation is being boost by video materials

( Mendoza, et.al., 2015).In ten years time, video will become part of education that will

gradually replace textbooks, and will become an increasing important skill in itself,

participating in a shift in the role of educators (Kaltura, 2015).

Research Question

The purpose of the study is to determine the effectiveness of video presentation

techniques on the analytical skills in Science among Grade 7 students of Ramon Torres

National High School.

This study specifically sought answer to the following questions:

1. What is the analytical skills of Grade 7 students among four groupings of students:

The First Group (Video+Lecture), the Second Group (Lecture Only), Third Group (Video Only)

and Fourth Group (Module Only). ?

2. Among the four groups: The First Group (Video+Lecture), the Second Group

(Lecture Only), Third Group (Video Only) and Fourth Group (Module Only) did the analytical

skills of students increased the most?

3. Is there a significant difference on the difference between the pre-test and post

analytical skills test results among the four groups: The First Group (Video+Lecture), the

Second Group (Lecture Only), Third Group (Video Only) and Fourth Group (Module Only).
 4. Is there a significant difference between pretest and post test results among the

four groupings of students: The First Group (Video+Lecture), the Second Group (Lecture

Only), Third Group (Video Only) and Fourth Group (Module Only)?

Research Hypotheses

1. There is no significant difference between the pretest and post analytical skills test results

among the four groups: The First Group (Video+Lecture), the Second Group (Lecture Only),

Third Group (Video Only) and Fourth Group (Module Only).

2. There is no significant difference between pretest and post test results among the four

groupings of students: The First Group (Video+Lecture), the Second Group (Lecture Only),

Third Group (Video Only) and Fourth Group (Module Only)?

Significance of the Study

This study will impart knowledge among educators on how to enhance the analytical

skills in Science among students. This will open an opportunity for teachers and students to

use video presentations together with lectures to create stronger memory.

Scope and Limitation

This study will be conducted to 40 Grade 7 students of Ramon Torres National High

School with different IQ level and will be divided into four groups, and each group will only

have 10 respondents. The study will use the videos that are already available in the internet

that suited to the topic and the teacher will use only what is locally available in the classroom.

The study will only test the analytical skills of the students.
Definition of Terms

Video- a method used for recording a movie, television show, live event, etc. (Merriam-

Webster, 1828).

In this study “video” presentation, will be use as the basis if it could really enhance

the analytical skills of the students.

Analytical Skills- skilled in or using especially in thinking or reasoning.(Merriam-Webster,

1828).

In this study “analytical” skill will be tested from the students through pre-test and post

test and to know if the video is effective in enhancing this skill.

IQ ( Intelligence Quotient)- a number that represents the intelligence of a person based on

his/her score on a special test.(Merriam-Webster, 1828).

In this study IQ will be tested among students and the basis of groupings, for

homogeneity among groups to be subjected to a study.

Pretest- a test to evaluate the preparedness of students for further studies.

In this study the “Pretest” is the test to be conducted before the lesson and to test the

analytical skills of the students prior to the intervention and this will served as the basis if the

analytical skills of students were improved by the intervention.

Post test - a test given to students after completion of an instructional program or segment

and often used in conjunction with a pretest to measure their achievement and the

effectiveness of the program.(Merriam-Webster, 1828).

In this study the “Post test” will be conducted after the lesson and to test the

effectiveness of intervention given. (Merriam-Webster, 1828).

Students- a person who attends a school, college, or university. (Merriam-Webster, 1828).

In this study the students are Grade 7- Daisy of RTNHS and they were the

respondents of the study, they will be the one to be tested on the effectiveness of the given

intervention.

METHODOLOGY

Participants

This study will be conducted at Ramon Torres National High School, Bago City Negros

Occidental. Forty (40) Grade 7- Daisy students will be selected for this study who were

enrolled for School Year 2018-2019. This students will be divided into four groups: First Group

will be conducted with using video presentation and lecture, second group will be conducted

with lecture only, third group will have a video presentation only, while the fourth group will

receive a module only.

Procedure

IQ Testing

The intelligence quotient (IQ) level of the participants will be tested to determine their

IQ as a basis for their groupings so that there will be homogeneity among four groups.

Making of Test

The test to be prepared will test the analytical skills of Grade 7 students having thirty

(30) items.

Preparation of Video
 The video about the chosen topic to be used will be prepared by the researcher .

Preparation of Module

The module to be prepared will be based on the chosen topic.

Treatments

Four groups having ten (10) students each will be the subject of the study.

First Group: The teacher will conduct a ten (10) minute video about the chosen topic (Natural

Resources), then the teacher will do the lecture for ten (10) minutes and then the test will be

distributed.

Second Group: The teacher will do the lecture all throughout the lesson for 20 minutes and

then the test will be distributed.

Third Group: The teacher will conduct a video presentation all throughout the lesson for 20

minutes and then the test will be distributed.

Fourth Group: the students will be given the module for the whole topic and let them read and

study for twenty (20) minutes and then the test will be distributed.

Data Gathering

The research will be conducted for fifty (50) minute meeting in Science class for four

days every second period in the morning at 2:00 o’clock. The First Group (Video+Lecture) will

be on the first day, the Second Group (Lecture Only) will be on the second day, Third Group

(Video Only) will be on the third day and on the fourth day will be the Fourth Group (Module

Only). Fifteen (15) items of analytical test before and after the session will be conducted for

15 minutes that serves as pretest and post test respectively.

Statistical Analysis

One Way Analysis of Variance (ANOVA) will be used in determining the significant

difference on the difference on the Analytical Skills among different groups. T-test will be used

to determine the significant difference between the results of Pretest and Post-Test of every

groups.

Flow Chart of Proposed Intervention

Information Dissemination about the Conduct of Research

(Principal, Department Head, and Adviser)

Lesson Plan, Video, Module, IQ Test and Analytical Test

Preparation

IQ Test Administration

Grouping of Students

Pre-test

Data Gathering/ Intervention

Analysis of Data
Action Research Work Plan and Timeline

Step Task Person’s Involve Target Date Budget

Requirement

Information The important Principal, February 4, 2019 Php 10.00

Dissemination persons will be Department

informed about Head, and

the conduct of Adviser of

study Grade 7

Students

Lesson Plan The lesson plan Department February 5, 2019 Php 8.00

Preparation will be made Head,

according to the
Master Teacher,
intervention and
and Research
will subject for
Adviser
checking by the

Master Teacher

Video The Video will LRMDS February 6-8, Php 90.00

Preparation be selected Coordinator, 2019

carefully among Department

the reliable Head, Master

source or if Teacher, and

available in the Research

LRMDS of Dep Adviser

Ed
Module Prepare the Master Teacher, February 7-8, Php 50.00

Preparation contents of the Department 2019

module based Head and

on the selected Research

topic and let it Adviser

be check by the

Master teacher

Pre-Test/Post The test will Master Teacher February 8, 9 and Php 100.00

Test solely be an and Department 10

Preparation analytical test Head, and

and would 15 Research

(Analytical Skills
items only. It Adviser
Test)
should be

checked by the

master teacher

or the

department

head

IQ Test The IQ Test will Master Teacher, February 12, Php 100.00

Preparation be based on the Department 2019

IQ Test that is Head and

available in the Research

internet. Adviser

IQ Test The IQ Test will 40 Grade 7- February 13, Php 400.00

Administration be administered Daisy Students 2019

to forty Grade 7-
 Daisy Students

and checking of

papers

afterwards.

Grouping of The students 40 Grade 7- February 15, Php 400.00

Students will be group Daisy Students 2019

according to the

IQ test results to

achieve

homogeneity

among the four

groups.

Pretest/ These will be 40 Grade 7- February Php 1000.00

Intervention/ conducted at Daisy Students 25,26,27 and 28,

Post Test the same day. 2019

Cost Estimate

Step Budget Requirement

Information Dissemination Php 50.00

Lesson Plan Preparation Php 100.00

Video Preparation Php 90.00

Module Preparation Php 50.00

Pre-Test/Post Test Preparation Php 100.00

(Analytical Skills Test)

IQ Test Preparation Php 100.00

IQ Test Administration Php 400.00

Grouping of Students Php 400.00

Pretest/ Intervention/ Post Test Php 2000.00

Total Cost Php 3290.00

Plans for Dissemination or Utilization after the Research

The researcher planned to disseminate or utilized the research intervention after

it has proven to be effective to be used to improve the analytical skills of the students in

Science.
Ethical Considerations

The researcher will personally conduct the intervention. The researcher will inform the

adviser of the students to be used as subject of the study as well as the principal of the school.

The department head of the Science Department will be informed so the remaining students

who will not received any intervention and these students will be distributed to other grade 7

teachers to avoid them from loitering around the campus.

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