EFFECTIVENESS OF VIDEO CLIP INTEGRATION AS AN INTERVENTION

MATERIAL IN INCREASING THE PERFORMANCE LEVEL OF GRADE

FIVE PUPILS IN SCIENCE AT GUIBANG ELEMENTARY SCHOOL

I. INTRODUCTION

Multimedia is a great innovation in the pedagogy of teaching. It serves as

medium of instruction to augment the learning process of the pupils that satisfy

the affective and cognitive domain of the learners. The advances in the media

had cause the educational system to advance also to cope up with the changes.

Moreover, the use of multimedia has a major contribution to the present

generation of learners who tend to cope with the advances in the information

technology. Likewise, this generation of learners belongs to the third wave

civilization in which those we can stored, retrieve and transmit information in a

fastest way has the power to increase their cognitive domain (Toffler,2005).

Thomas Edison, the famous inventor, predicts that “our educational system

will be modernized by the motion pictures which replaces the use of textbooks”

as cited by Mayer (2007). This proclamation is happening at present which

encourages everyone to be updated with the new technologies useful in teaching.

Such technologies are video clips, films, audio tapes, music videos and graphics

also known as multimedia technologies that could help increase the academic

performance of the learners.

Video clips are forms of multimedia that delivers facts and concepts in a

various approaches of presentation. The presentation would be verbal, pictorial,

movement, sound and headings through simultaneous sensory channel of aural

and visual of human brain (Mayer, 2001). Video Clips strengthen the

dramatization of events and concepts, visual demonstration or evidence of

situation that is emotionally appealing (Champoux, 2001). Its entertainment

aspect increases interest in the topics, which boost pupil’s motivation to acquire

knowledge (Silvia, 2008). It gives illustration, demonstrations, specimens and the

environment of real life activities brought to the learners in a neat and exciting

package (Wetzel 1994; Isaiaka 2007).

According to Oblinger (2005), today’s children who are below six years old

spend at least two hours watching screen media (TV, Videos, Computers,

Cartoon Movies) in daily frequency. This is twice the amount of hour being spent

in reading. About 25% of these children are already active in using computer. The

children use Youtube to learn nursery rhymes, instant messaging to

communicate people and social network to express inner most thought (Chandra,

2011). This new generation of learners has hypertext mindset because of instant

gratification nature of internet having immediate answers to a phenomenon

(Berge, 2008). The situation cited would suggest that using video clips are

beneficial to the learners.Viewing television, video clips and movies have multiple

modes which effectively match with the learners’ various intelligence preference

(Gardner 1999). Therefore, video clips could be adopted in the classroom as

facet of instruction together with the other instructional materials you prepare for

the given lesson (Griffin, 1998).

Conversely, the adaptation of this new pedagogical trend is very few in the

present schools. Teachers in the fields refuse to adopt this intervention because

they are more comfortable with the existing teaching style they have. They are
teachers who have sense of pride, always retain the legacy of their teaching

process as the footprints of their past. They don’t believe that pupils can learn

while watching video clips or listening to music. They prefer to teach slowly, step-

by-step, one at the time, individualization and are serious in imparting the

knowledge (Prensky, 2001). These conflicting ideas would give the notion that

multimedia such as video clips can facilitate learning. Accordingly, the multimedia

engages multiple modes of intelligence of the leaners. It increases learning

performance of the pupils. On the contrary, refusal to use this intervention would

hamper the optimum learning development of the pupils.

“Rich countries are science-rich and poor countries are science-poor.” This

statement was made by Dr. Frank Yui, the companion of Senator Emmanuel

Pelaez, the “Father” of Science Act of 1958 (Barredo, 2014).This is a challenge to

all educators to improve the teaching-learning process especially in science. It is

said that science is the backbone of the development of a country and a country

with a majority of science illiterates is a poor country.

The Philippines’ development challenges can be overcome by committing to

science and technology education to help breed innovative ideas, technology

transfer and scientific breakthrough for progress. Sadly, every year, the results of

the National Achievement Test (NAT) in science show that there are

competencies that fall below the mastery level. Presently, the National

Achievement Test results in the country are not improving, as cited by the

Secretary of Education (Lapus, 2010). However, the Secretary of Education

refers to the data on the NAT results from year 2013 to 2016, which was below

75% proficiency level of Philippines Learning Competence. The percentage

scores of Elementary NAT results were 54.50% in 2013; 59.94% in 2014; 64.81

in 2015; 66.33% in 2016 and in 2017 the rate 69.21% on the national level

(Benito, 2017). Moreover, these low achievement level of Elementary NAT results

can be counted to the percentage scores of science subject. In the year 20013

the rate was 46.77%, 2014-51.58%, 2015-57.90%, 2016-59.63%. The year 2017-

65.03% which made science ranked lowest among the five subjects taken by the

pupils (NETRC, 2017).

The cited situation could be accounted to some events in the schools

setting. It was observed that the pupils in science Grade V at Guibang

Elementary School had different academic scores and less amount of attention

given to the lessons when methods of teaching is not appropriate. It was further

observed that when the teacher discuss science topics with the textbook as the

only source of information with reinforcement of pictures, this would generates

low attention, less retention of ideas in giving explanation in the oral recitation

and less scores obtained in the quizzes. Moreover, it was also observed that it is

difficult to explain the exact visualization on the processes, cycles, changes that

happen, and much more in projecting heavenly bodies to its displaced

movement. It is in this matter that the teacher-researcher sought teaching-

intervention to this situation.

The rationalization of the science subject displays the need to explore other

teaching approaches that would enhance and facilitate understanding and

acquisition of science concepts. It is also necessary to put into consideration that

all aspects of the school are centered to the pupils.It is then perceive that the

teaching method employed by the teachers in the field may not appropriate on
the teaching style preference on this digital native learners. Thus, these situations

provoke the researcher to investigate the impact video clips integration in

teaching science lessons in Grade V and to validate the related studies reviewed

or reject their ideas hence, it might not applicable to the locality where this study

to be conducted.

II. RESEARCH QUESTIONS

The study investigated the effects of the video clips integration to the

academic achievement in Science of Grade V pupils. Specifically, the study sought

to answers the following problems;

1. What is the academic achievement in Science of:

1.1 Grade V pupils taught in conventional method of teaching with the

integration of video clips and;

1.2 Grade V pupils taught in conventional method of teaching without

the integration of video clips.

2. Is there significant difference in the academic achievement in Science

between those Grade V pupils who were taught using conventional method of

teaching with the integration of video clips and those who are taught using

conventional method of teaching without integration of video clips?

III. RESEARCH METHODOLOGY

A. Research Locale

The study was conducted in Guibang Elementary School, Guibang, Gamu,

Isabela for the school year 2019-2020. The study uses Grade V pupils only. They

are part of the officially enrolled pupils in the school. Fifteen(15) pupils were taught
with integration of video clips in teaching elementary science lessons; while, the

other group of fifteen(15) pupils were taught in conventional method of teaching

without integration of video clips in teaching elementary science lessons.

Fish bowl technique was applied in assigning classes for the experimental group and

the control group. Table 1 shows the data.

Table 1. Sample pupils in the study.

TYPE of GROUP No. of PUILS

Experimental 15
Control 15
Total 30

B. Data Gathering Methods

Science Video Clips Lessons

The video clip lessons were the researcher’s lesson plan based from the Philippine

Elementary Learning Competence of the Department of Education of the 3rd grading.

There were some modifications to suit for elementary level. The topics were based

from the needs assessment done by the researcher. The researcher derived the

following in choosing the video clips (Ontoy, 2012):

 Lessons must be very interesting and informative. Strategy applied is

very creative and well-crafted.

 It must be a potential material for very innovative science teachers.

 The material will have a significant impact on the academic

performance of grade V pupils in Science and Health.

 Graphics should be suited to the learning activity. Borders should be

clear and should not overlap with the texts.

Assessment Test

The assessment test was based from the periodical test of the 3rd grading

period lessons made by the researcher. The test papers were culled and modified to

fit on the assessment tool for the study. It was a 30-item multiple test covering the

lesson.

Video Clips Selection

The researcher will adopt video clips from any available sources downloaded

from the internet or from authorized educational video stores. The selected video

clips will be examined and validated by the school principal for accuracy and

veracity. Printed questions were made and inserted to the video as modification from

the original source to fit in the idea of emphasizing and giving more focus on the

important concepts.

C. Data Analysis

The scoring procedure used for the non-equivalence post-test was described

as follows: for a total of 30 items test, the perfect score was 30. A score of 1 was

given for every correct answer. A score of zero was given for every wrong answer.

The range was arbitrarily set by the researcher; Table 2 shows the scores with

corresponding qualitative description.

Table 2. Scoring Guide for the Assessment Test of Pupils

Range of Score Assessment Level Remarks

25-30 Outstanding Very highly proficient in the

knowledge and skills in Science V
19-24 Very Satisfactory Highly proficient in the
knowledge and skills in Science V
13-18 Satisfactory Moderately proficient in the
 knowledge and skills in Science V
7-12 Unsatisfactory Slightly proficient in the
knowledge and skills in Science V
1-6 Poor Not proficient in the
knowledge and skills in Science V

IV. RESEARCH ACTION WORK PLAN

The researcher comes up to a good action plan presenting the objectives or

the goal of the study in which it provides the importance and essence of video

integration especially in science subject. Secondly, the outcome will be the basis if

the goal was achieved. Thirdly, the duration states the time of application and the

budget is the finance need. Overall, the action work plan will be the basis of the

researcher in the utilization and application of the study.

Table 3. Action Work Plan of the Study

Objectives Outcome Duration Budget

To increase the The pupils will be Scheduled class for No budget
pupils’ capability in competent and be the Science subject required
learning science, more (at least 20-40
especially knowledgeable in minutes video
processes that may learning. presentation)
be not easily
understood and
through video it
can aid complex
lessons.
To create fun and Through video Scheduled class for No budget
interaction in the presentation in the Science subject required
classroom. science the pupils (at least 20-40
will now enjoy their minutes video
lesson by actually presentation)
watching what are
they lessons about.
To increase pupils Pupils will now be Scheduled class for No budget
engagement engaged and the Science subject required
familiar with lesson (at least 20-40
and there will be a minutes video
good participation presentation)
in the classroom.
To increase The pupils will Scheduled class for No budget
proficiency in digital understand the the Science subject required
world and importance of (at least 20-40
communication technology and minutes video
digital presentation)
communication in
education so as
with the teacher.
Achievement for The pupils will get During periodic No budget
the pupils higher scores in exams required
their assessment
exams.

V. COST EXPENSES

The cost of the study is indefinable or undetermined because the resources

such as the Television, cords, and laptops are provided by the researcher or the

teacher itself and the clips were downloaded from the internet. The only cost will be

the papers or assessment papers that will be used in the further data collection of

the study.

Table 3. Material Cost of the Study

OBJECT QUANTITY COST PURPOSE

Bond paper 1 rim Php 250.00 For the printing of
assessment papers
in determining the
effectiveness of
video integration.

VI. PLAN FOR UTILIZATION

  The teacher will assign the students in the section either control or

experimental group through fish bowl sampling.

 After assigning the groups, the experimental group will be viewing the lessons

on the television set by the teacher and was downloaded on a credible

source.

 The control group will be taught in the conventional way of teaching.

 After the two group finished the time, they will have assessment test.

 The assessment test will determine if the study is effective or not.

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