INTEGRATION OF VIDEO LESSONS TO GRADE 7 SCIENCE LEARNERS
AMIDST COVID-19 PANDEMIC
An Action Research Proposal
Presented to the
Schools Division Research Committee
GAY MARIE S. DOPLON
PATRICK-JHON B. DOPLON
KRESHA M. LLUISMA
March 2022
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I. CONTEXT AND RATIONALE
Poor performance in science subjects is increasing from time to time among
secondary schools’ students. How much more that we are in Covid 19 pandemic
situation. There is a great question as to the kind of learning that they will have
compared with the face-to-face classroom learning situation.
In the new normal, there is a need to apply videos for learners. Video lessons
can be more effective as teaching delivery modes during this pandemic. Students
should never stop studying on what is new known as the “new normal”. All teachers
want their students to become better. Education is like food to be fed to the people.
Education must design the future of tomorrow so the students may learn to work
with others. The educational design we want to have in the future remains a question
amidst the pandemic situation. While logistically sound, taking too many online
courses or having poor online instruction can be harmful to a student’s future. One of
the most glaring issues with online education is the lack of interpersonal
communication. A big disadvantage to middle and high school students is the lack of
one-on-one support. (Hussain, F. 2017)
This may cause a student to be inattentive, irritated, bored and passive. A
student’s failure in this ability may hamper him/her to achieve academically in other
subject’s contents and may even lead to negative attitude towards schooling. It could
be noted that this undeniable reality urges schools to consider this as a very significant
factor to the success or failure in every educational endeavor. (Umali. D. 2014)
Video lessons can bridge geographic regions between learning requirements
and delivery. On the other hand, e-learning is self-paced, independent geographic
location and time. Then distance learning is online self-paced learning with instructor
facilitation, independent of geographic location and time. (Akyol, Z, & Garrison, 2011)
Modular learning has been encouraged or pushed for distribution to learners in
the present pandemic situation. There is comparison as to which is better, modules or
video lesson. There is a need for the new normal to introduce video lessons. Although
videos are not so interactive, sure learners will be more interested and feel it as more
interesting and enjoyable to engage in. That is why the purpose of this action research
is focused on this video lesson application in the new normal.
This study focuses on the descriptive-experimental method of research about
integration of video-lessons to grade-7 science learners amidst Covid 19 pandemic.
This is for selected learners on their perceptions and reactions to this video
lesson teaching.
II. Action Research Questions
The main objective of the study is to specifically sought to answer the following
question:
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1. Is there a significant difference between the control group using printed modules
with that of the experimental group using video lessons in relation to their academic
achievement?
III. Proposed Innovation, Intervention, and Strategy
The proposed innovation of this action research is the use of video lessons in
teaching science
Video Student Watched Submission of
Lessons Dissemination Videos and Weekly
Creation of Videos with Answering of Outputs to
and Printed Modules the Teacher-
Validation Modules Researcher
The Flow of the Research
Video lessons are good options compared to face to face and modular
application during this hard time. The video lessons composed with pre-test and post-
test. There are activities and other reinforcement beneficial for the learners.
This action research tool can still be utilized even if learners don’t have internet
connections. They can still avail of the video lessons as long as they have flash drive,
laptop or smart television. Learners can copy the video lessons to be played to laptops
or televisions at home.
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IV. Action Research Methods
This action research will use the descriptive- experimental method of research.
Descriptive-experimental research involves description, recording, analysis and
interpretation of conditions that currently exist. Contextual material of Alan Chapman
(1995-2014) established a participant reactions method and such was applied by the
researcher to the virtual teaching learning evaluation as shown in a diagram shown
below:
Pretests Learning Posttests Comparison
a. Participants and/or other Sources of Data and Information
The researcher limits the study to the selected Grade-7 learners under the
classified respondents. The respondents of this study will be taken from Grade-7
learners of ILIGAN CITY EAST HIGH SCHOOL-SANTIAGO ANNEX. There will be a
total of 60 learners. Two sections from regular classes are to be involved. One section
of 30 students will act as the control group of the study. While another section of 30
students also will serve as the experimental group.
b. Data Gathering Methods
The researcher will prepare the following before conducting the survey of this
action research proposal. First, he will ask permission and approval from the school
head and EPS Science of the Division to gather the data for this action research. After
retrieval of the action research proposal, the Division School Superintendents approval
will follow. A Pre-test and Post-test will be administered after the learners have viewed
every video lessons prepared.
c. Data Analysis
The t-test will be used to determine if there is a significant difference in the level
of performance of the learners before and after the integration of video lessons to
grade-7 science learners amidst Covid 19 pandemic.
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V. Action Research Work Plan and Timelines
OBJECTIVES ACTIVITIES/STRATEGIES PERSONS TIME FRAME
INVOLVED
To prepare the Prepare video lessons for Researchers April 2021
video lessons to the selected learner
be accomplished respondents
by teacher-
researcher for the
respondents
To prepare the Preparation of the action Researchers May 2021
action research research proposal and
proposal implementation of the
dissemination action research
intervention
To implement the Implementation of the Researchers June 2021
action research action research signatories
intervention intervention
To collect, Interpretation of data July 2021
process and collected
interpret the data
collected
To submit the Submission of the result of Researchers August 2021
completed action the action research for School Head
research for approval
approval
VI. Cost Estimates
This is the estimated amount to be spent for the completion of the study
Supplies and Materials P 1,000
Encoding and Reproduction of Materials 500
Completed Copies (Hard Bound) 1,000
Research dissemination expenses 300
TOTAL P 2,800
VII. Plans for Dissemination and Utilization
The results and findings will be communicated to teachers through school
learning action cell (SLAC) sessions for information and possible application and
integration;
The findings of the study will be presented to school governing council.
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VIII. References
Albrecht, B. (2006). Enriching student experience through blended learning (Research
Bulletin, 2006, no.12) Washington, DC: Educause Center for Applied Research.
Badia, G., & Colosimo, A.L. (2013). Best practices for engaging users in a web
conferencing environment. ASEE Annual Conference and Exposition. Atlanta,
Georgia
Akyol, Z. & Garrison, D.R (2011). Understanding cognitive presence in an online and
blended community of inquiry: Assessing outcomes and processes for deep
approaches to learning. British Journal of Educational Technology, 42 (2).233-250.
Goodwin, J. (2017). Students’ perceptions of teaching and social presence: A
comparative analysis of face-to-face and online learning environments. International
Journal of Web-based Learning and Teaching Technologies, 10 (1), 27-44.
Hussain, F. Teaching in primary schools in China and India contexts of learning.
Umali, D. (2014). Designing Labguides as instructional tools for critical thinking and
effective online learning. Journal of Library & Information Services in Distance
Learning 8 (3-4).107-117.
