Loradel DC. Mapilisan Teacher I T.L.

E
Canumay West National High School Lingunan Annex
Division of Valenzuela City
Our students branded by huge high-tech change as we called them now as Twenty-first
century learners. Their computers, cellphones, laptops, tablets and digital cameras
consider as attached and part of their daily lives but quiet demand the right to paybacks
from technology in their educational developments. They already accept changes about
their existence with technology. As the effect, technologies unsurprisingly come in the
teaching atmosphere. Critical thinking and inquiry-based learning are needed to
implement for their society nowadays. As educators, we need to equip our students with
the strategies and skills that they need to think critically to cope with tech problems and
obstacles. Inquiry-based learning finds its antecedents in constructivist learning theory.
Inquiry can be conducted through experiential learning because inquiry values the same
concepts, which include engaging with the content in questioning, as well as
investigating and collaborating to make meaning. Technology helps teaching strategies
and strengthened with inquiry-based learning, learner makes learning experience in
teaching atmosphere can be achieved.
According to Yurumezoglu, K., & Oguz, A. (2013). as a new growth of TV technology,
Video technology, found an important place in the teaching milieu because of the
potentials it deals with the audio-visual motivation it provides. The difficulty faced by
the teachers like the inconvenient broadcasting time and their topic made the use of
television in classrooms troublesome however video showing have presented advantages
in this aspect.
The researcher would like to determine the efficacy of the use of Inquiry-based video
presentation teaching strategy and Demonstration Methods in teaching Photo Editing on
the academic performance of the Grade 7 students at Canumay West National High
School Lingunan Annex, Valenzuela City.
Specifically, this study aimed to answer the following questions:
1. What is the level of academic performances of the respondents in terms of:
1.1. Fourth Quarter grades;
1.2. Pretest; and
1.3 Posttest?
2. Is there a significant difference between the academic performances of the two
groups of respondents in terms of:
2.1 Fourth Quarter grades;
2.2 Pretest; and
2.3 Posttest?
3. Is there a significant difference between the Pretest and Posttest of the respondents
who are exposed to:
3.1. Demonstration Method of Teaching; and
3.2 Inquiry-based video presentation teaching strategy?
Hypotheses
1. There is no significant difference between the academic
performances of the respondents exposed to Inquiry-based
video presentation teaching strategy with those exposed
to demonstration methods of teaching Photo Editing.

2. There is no significant difference between the pretest and

posttest of the respondents exposed to demonstration
method of teaching with those exposed to Inquiry-based
video presentation teaching strategy.
 According to Thompson (2006) constructivist
learning, inquiry based activities include the use
of manipulatives or hands-on materials (p.
53). Thompson establish support for the
awareness that there is efficacy for inquiry
based presentations for refining the
accomplishment of the students as well as the
fulfillment of the teachers when development
cases that are suitable are made available.
 Dewey (1938) said that if the two principles of continuity
and interaction as criteria of the value of experience are so
intimately connected that it is not easy to tell just what special
educational problem to take up first (p. 51), it is likely better to
comprehend learning and education in a social framework where
the two assemblies exist side by side. Dewey associated the
establishment which underlies inquiry based learning to a society
that is democratic in nature. Also, he continued on to as if given
readers can ponder a preferred desire for democracy (i.e., inquiry
based learning and the associated techniques) over a dictatorial
method (i.e., teacher directed learning). Dewey did accept that
inquiry based learning has a much lower relation to coursework of
study and arrangement of learning goals than teacher directed
learning. As such, this is a continuing reason for concern for
administrators in the educational sector who are aiming to obtain
sufficient progress from one year to the next.
 Based on the study of Kazempour (2009) that
inquiry based instructor development
opportunities would be a significant contributor as
a factor during the process of implementing inquiry
based education in the classrooms of today. His
study looked at the changing of the perceptions of
a high school teachers necessity and abilities
toward the implementation of inquiry based
education that came from the professional
development presented through a series of summer
workshops.
 Further, as Hattie (2009) demonstrates
through extensive meta-analysis of the impact
on student achievement brought about by
various instructional and environmental factors,
a variety of instructional strategies including
but not limited to inquiry-based instruction may
be necessary to maximize student
achievement.
 According to Sever, Oguz-Unver, and Yurumezoglu
(2013). The use of videos inside the classroom or laboratory
also provides students with a resource for professional
development. They observed that that the use of a video in
the classroom served not only to increase students' academic
achievement but also constituted a model for professional
development. In studies where videos have been used as
model teaching materials (Foskey, 1982; D'Ateno,
Mangiapanello, & Taylor, 2003; Stoelb, 2004; MacDonald et
al., 2005; Graetz et al., 2006; Maione & Mirenda, 2006), it
has been shown that this tool has increased psychomotor
skills and academic achievements in individuals with
different mental and physical characteristics. (e.g., Grses
et al., 2005; Grgen, 2005; en, 2009).
 Research Design
The study employed an experimental method to
identify the significant difference between the
academic performances of the respondents
Inquiry-based video presentation teaching
strategy with those who were exposed to
demonstration method in teaching Photo
Editing.
 Respondents
The 109 grade 7 students of Canumay West National
High School were selected as respondents of the
study.
Sampling Plan
The researcher chose his respondents applying the
cluster sampling technique. In this technique the
researcher had chosen two sections; section A
(experimental group) composed of 54 students and
section B (control group) composed of 57 students.
 Instrument Used
The instrument consists of thirty - item multiple choice
tests which covered the topic Photoshop tools.
Moreover, the test was submitted to experts for
improvement and validation.
Data Collection Process
The researcher will conduct the pretest, then will do
the Inquiry-based video presentation teaching strategy
to the experimental group while the control group will
present the lesson as demonstration method then
conduct the posttest. The results will be check, collate,
tabulate, analyze and interpret.
Statistical Tests
The study will get the Weighted Mean to describe the scores of the respondents; Sample
Standard Deviation will employ to describe the spread of the scores of the respondents
and z test, to determine the significant difference on the performances of the two
groups of respondents. To categorize the performance of the students in the pretest and
posttest will reveal by their mean score, the following descriptive scale will be follow:
Achievement Level (Qualitative Description)
Range of Score Achievement Level
26-30 Mastered (M)
21-25 Closely Approximating Mastery (CAM)
16-20 Moving Towards Mastery (MTM)
11-15 Average Mastery (AM)
6-10 Low Mastery (LM)
1-5 Very Low Mastery (VLM)
0 Absolutely No Mastery (ANM)