CHAPTER 1

THE PROBLEM AND ITS SCOPE

1.1 Rationale

Based from the results of the Diagnostic exams last June 16, 2016 and June 8,

2017, and Summative exams last March 23, 2017 and March 13, 2018, the least

learned competency is the topic which was discussed in Science 9 Fourth Quarter

Module 1. School Year 2016-2017 diagnostic and summative exams were conducted

by Phoebe Joy M. Pacut-Lopez (T1) while Ms. Rheaneza A. Loon, CE, (T2) for SY

2017-2018. Results are stipulated on the Accomplishment Reports in Science for SY

2016-2017 and 2017-2018.

Science 9 Fourth Quarter Module one’s least learned competency is learning

code S9FE-IVa-34 – the learners should be able to describe the horizontal and

vertical motions of a projectile.

The Science teachers of Cogon National High School conducted a Learning

Action Cell (LAC) session last March 30, 2018 and these least learned competencies

of Science 9 were raised by the above-mentioned science teachers as both SY 2016-

2017 and 2017-2018 yielded the same results. Both teachers conducted a survey

among science 9 learners, achieving more responses in the intervention of multimedia

learning, which concluded to the development and tryout of the teacher-made vlogs

on Classical Mechanics.
1.2 Research Questions

This action research aims to answer the following questions:

1. What is the process of the development of teacher-made vlogs?

2. What is the evaluation of the following:

a) content experts; b) education experts; and c) ICT experts

3. What are the students’ and teachers’ perceptions towards the teacher-made

vlogs?

1.3 Conceptual Framework

• K to 12 Curriculum Guide for Science 9 learning competencies on projectile motion

INPUT

• Planning of instruction in terms of clear objective statement, content presentation, learner

application, learner reflection, targetting the objectives, learner interaction, integration into the
learning environment, and appropriateness of supplementary materials

PROCESS • Organizing content in terms of accuracy, usefulness, fairness and cohesiveness

• Incorporating technical production on the video in terms of general video design characteristics,
video and audio quality, and audio--visual relationship

• Evaluating the videos by content, education, and ICT experts.

• Readily available CD (for offline purposes)

• Posted vlogs at physicswithphoeb.com of the teacher-made vlogs

OUTPUT

Figure 1. The Conceptual Paradigm of the Study

Figure 1 shows the conceptual framework of this study following the Input-

Process-Output (IPO) model. The researcher focuses on the learning competencies of

Projectile Motion in the K to 12 curriculum guide for Science 9. Each learning

competency was discussed on a teacher-made vlog. Instruction was planned and

organized for an effective vlog. The researcher pre-made sequences of video clips to

be edited with the interactive tools necessary for aesthetic and entertaining value.

These teacher-made vlogs were verified and evaluated for its content,

instructional plan, and technical production. The vlog’s content was evaluated using

Teacher-made Vlogs Evaluation Tool for Content Experts on Appendix A by content

experts who are currently teaching on the tertiary education on physics. The vlog’s

instructional plan and technical production was evaluated using Teacher-made Vlogs

Evaluation Tool for Education Experts and ICT experts on Appendices B and C,

respectively. In the case of negative evaluation from the content, education, and ICT

experts, necessary revision were made in terms for its content, instruction plan, and/or

technical production. Another evaluation were made thereafter the revisions are made.

A pre-test and a post-test were conducted last January 2, 2019 and March 22,

2019, respectively, to evaluate the achievement level of the Science 9 learners.

These teacher-made vlogs were stored in readily available compact discs

(CDs) for offline purposes. Also, these vlogs were posted on the would—be launched

researcher’s website physicswithphoeb.com for future reference.

1.4 Significance

The main purpose of this study is to create teacher-made vlogs on projectile

motion lesson based on K to 12 curriculum guide for Science 9. Each competency on

projectile motion will be discussed on each video.

Results of this study will encourage science teachers to use vlogs in their lesson

plans, if found effective. The researcher hopes for more teachers to engage with new
media forms and for some get over with technophobia which can become a struggle

towards effective planning and delivery of the lesson.

This study is beneficial to Generation Z learners who are perceived to be more

technologically inclined and whose best interests are on digital-assisted education.

Learning the physics concepts through mobile learning ensures flexible and portable

learning.

This study will also encourage administrators especially in the Department of

Education – Division of El Salvador City to recommend to their teachers the

importance of using vlogs to encourage conversational type or informal learning on

which learners can access anytime, anywhere.

1.5 Scope and Delimitation

These teacher-made vlogs were filmed within the vicinity of Misamis

Oriental. The setting and supplementary materials will be contextualized, aiming for a

more relevant and relatable experience for the students.

The three (3) teacher-made vlogs as given on the K to 12 curriculum guide for

Science 9 seek to answer the following objective - the learners should be able to

describe the horizontal and vertical motions of a projectile (S9FE-IVa-34).

This study focuses on the development of the teacher-made vlogs on projectile

motion aligned to the K to 12 curriculum guides for Science 9.