1

Chapter 1

THE PROBLEM AND ITS RESEARCH DESIGN

INTRODUCTION

Rationale of the Study

Mathematics is the science of things that have a pattern of regulatory,

logical order, findings and exploring the regularity (Okereke, 2006). Despite its

importance and significance, mathematics is one of the most poorly taught

subjects, widely hated and understood subject in elementary and secondary

schools. Students’ poor academic performance in mathematics can be

manifestations of some factors such as society view that mathematics is difficult,

shortage of competent teachers, and lack of interactive and novelty in teaching

approaches, methods, and strategies. Therefore, simply telling is not teaching and

merely listening is not learning. So, students become passive receivers of

information in a traditional approach of teaching.

Seng (2001) stressed out that in this period of technological advancement

and rapid change in all spheres of human endeavors, stakeholders in education

are confronted more than ever with the need to make the learners to be adaptable

in this speedy metamorphosing environment. This leads the need to equip the

students with better learning abilities and thinking skills aimed at the improvement

of skills in terms of enterprise and creativity.

The use of audio-video materials to support the teaching-learning process

in the educational setting has increased significantly in the last decade or so. In

particular, mathematics education has been designed to engage teachers in video-

 2

based analysis of classroom instruction as a way to help teachers develop

pedagogical content knowledge and appropriate disposition of skills. This

instructional technology in the modern system of education is a student-centered

learning process which places the teacher as a facilitator or guide who aids the

students to become independent and critical - thinkers through real life problem-

solving exercise.

On the other hand, there is a belief as challenged by research that video

viewing is a passive activity in which viewers are only superficially reactive to what

they are watching and hamper or displace academic achievement. However,

recent studies support the theory that viewing is instead an active process, one

which can be “an ongoing and highly interconnected process of monitoring and

comprehending” and “a complex, cognitive activity that develops and matures with

the child’s development to promote learning” (Marshall, 2002).

Video-Based Learning (VBL) is a teaching model that allows the discussion

of content in different perspectives. This enables students to understand concepts

through watching educational videos. Moreover, according to some educational

surveys, the use of video aids in the development of a common base of knowledge

among students, enhances student comprehension and discussion, provides

greater accommodation of diverse learning styles, increases student motivation

and enthusiasm, and promotes teacher effectiveness (CPB, 2004).

From those educational perspectives regarding the use of video in teaching-

learning process that has positive implications to students, the need to conduct a

study on the effectiveness of Video-Based Learning in the improvement of the

 3

learning achievement in mathematics among the Grade 7 students of

Daanbantayan National High School is worthwhile and timely.

Theoretical Background

The study is anchored on the following theories: Constructivist theory,

Multiple Intelligences, Multimodal Learning Styles, and Dual-Channel Learning.

Constructivist theory. This perspective shares the notion that students are

actively engaged in the construction of knowledge. It is anchored on the Bruner's

theory on constructivism encompasses the idea of learning as an active process

wherein learning is able to form new ideas based on what their present knowledge

is as well as their past knowledge. A cognitive structure is defined as the mental

processes which offer the students the ability to organize meaningful experiences

and derive meaning from them. These cognitive structures allow them to push fast

the given information in constructing their new concepts and ideas. The learner,

often a child, will take pieces of their prior knowledge and experiences and

organize them to make sense of what they know, then base further concepts and

solve additional problems based upon a combination of what they already

processed and what they think should be processed next. (http://www.teach-

nology.com/currenttrends/constructivism/bruner/)

Mathematics professional development has embraced the use of video as

a tool that offers teachers opportunities to gain a better understanding of the

relationship between the mathematical content of a lesson, students’ mathematical

 4

work, and pedagogical decisions and practices (Castro, Clark, Jacobs, & Givvin,

2005; Hiebert & Stigler, 2004). Video offers teachers the opportunity to observe

and study the complexity of classroom life and to consider instructional challenges

from a variety of perspectives—for example, in terms of lesson content, student

thinking, and pedagogical approaches (Hiebert, Gallimore, & Stigler, 2002).

Multiple Intelligences. According to Gardner’s multiple intelligences

theory (2006), an individual possesses, in varying strengths and preferences, at

least eight discrete intelligences: linguistic, logical, mathematical, spatial,

musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic. As

explained by Marshall 2002, the relative strengths and weaknesses among and

between these intelligences dictate the ways in which individuals take in

information, perceive the world, and learn. Furthermore, Brualdi 1996

emphasized that this represents a great departure from the traditional view of

intelligence, which recognizes only verbal and computational ability.

Moreover, Brualdi 1996 explained that Gardner’s theory suggests that the

manner in which subject matter is conveyed will influence that individual’s ability to

learn, and that teachers need to consider these intelligences into account when

planning instruction. According to the survey conducted by CPB (2007), while

traditional textbooks often take a primarily linguistic approach to learning, video’s

multiple modes can take a variety of approaches, such as aesthetic, logical or

narrational, in addition to linguistic, thus addressing the needs of a broader range

of learners: “These multiple entry points of learning into the content are especially
 5

importance in a formal educational setting, as they give emphasis to the multiple

intelligences of a diverse group of students”.

Multimodal Learning Styles. According to Pruitt (2005) and Miller (2001),

there are three widely accepted types of learning styles: aptitude-based, which

draws on Gardner’s theory of multiple intelligences; personality-based, measured

by using the Meyers-Briggs test; and sensory-based, which looks to the

modalities through which students take in information. There are three primary

modalities through which people take in information: visual, auditory and tactile

areas. Silverman (2006) relates these three modalities to how learners process

and absorb information and derive three basic learning styles: visual-spatial,

auditory-sequential and tactile-kinesthetic. Visual-spatial learners or picture smart

take in new information through visualization of the whole concept or ideas and

think in holistic, or even often in three-dimensional, images.

As conducted by CPB (1997), auditory-sequential learners, by contrast,

think in words, processed auditory, and generally learn in a sequential, step-by-

step process. Finally, tactile-kinesthetic learners take in information through

physical touch and sensation, and they gain knowledge or ideas from

demonstration or application more than from verbal or oral explanations. The

benefits of video—where much of the content is conveyed visually—for visually-

oriented learners is immediately clear in recognizing patterns of learning. However,

video-based approach also benefits auditory learners, with its inclusion of sound

and speech.
 6

Dual-Channel Learning. All learners, both with and without a strongly

dominant modality preference, benefit from classroom instruction that includes

video. Marshall (2002) cites the conclusions of Wiman and Mierhenry (1969),

extending Dale’s “Cone of Experience,” that: “people will generally remember:

10% of what they read

20% of what they hear

30% of what they see

50% of what they hear and see”

Mayer (2001) stressed out that video is a form of multimedia that conveys

information through two simultaneous sensory channels: aural and visual. It often

uses multiple presentation modes, such as verbal and pictorial representations in

the case of on-screen print and closed-captioning. This multiplicity means that

video communicates the same information to students through simultaneous

learning modalities and can provide students with “multiple entry points” (Gardner,

2006) into the content: The richness of these forms of information [images, motion,

sound, and, at times, text] benefits learners, by enabling them “…to learn through

both verbal and visual means, to view actual objects and realistic scenes, to see

sequences in motion, and to view perspectives that are difficult or impossible to

observe in real life” (Wetzel, 1994). …Most researchers agree that “…when viewed

together, each source provides additional complementary information,” thus

increasing the chances that comprehension will take place (Kozma, 1991).” (CPB,

2004, p.5) Citing Wood (1995), Aiex (1999) notes that video can be used “to

promote awareness of the interrelationship between modes (picture, movement,

 7

sound, captions)” (p. 2). Kozma (1991) found that the mix of spoken language,

text, still images and moving images in television and video results in higher

learning gains than media that rely primarily on only one of these symbol systems.

Wetzel et al.’s 1994 review of research concluded that combining sound with either

still or moving images resulted in more learning than simply adding motion to still

images (cited in CPB, 2004).

Legal Bases

Deped Order no. 42 s. 2016 “Policy Guidelines on Daily Lesson

Preparation for the K to 12 Basic Education Program”. Planning lesson is a

fundamental to ensure the delivery of teaching and learning in schools. These

guidelines aim to help teachers in organizing and managing their classes and

lessons effectively and efficiently and ensure the achievement of learning

outcomes.

One guideline of this policy is ICT Integration. ICT integration in teaching

and learning process involves the use of educational technology that will help the

promote learning and enhance the abilities and skills of both learners and teachers.

With the availability and inclusion of technology such as the use of educational

videos during classroom discussion, the teachers can integrate it in the planning,

delivery and assessment of instruction.

 8

Related Literature

The Role of Technology in Education. Technology in education enables

teachers to facilitate learning in different perspectives in order to enhance the

content knowledge of a certain subject matter. As stressed out by Courville (2011),

the role of technology, in a traditional school setting, is to facilitate, through

increased efficiency and effectiveness, the education of knowledge and skills. With

this idea, efficiency and effectiveness are interdependent that they go hand-in-

hand in acquiring and aiming to achieve the desired learning competencies.

In learning Mathematics, the use of video can assist the students in the

visualization of the topic. For example, multimedia presentations, which utilize

multiple formats of media, such as images, narration, and text, can be used to

assist students in concept visualization. Other formats, such as simulations and

games can add an extra level of interactivity between the student and the content,

which turns the educational process from a passive to an active process.

Proponents of multimedia adhere to a cognitive learning philosophy and view the

primary advantage to multimedia learning as the usage of multiple learning

channels, under the assumption that any one sensory channel can only process a

limited amount of information at once (Driscoll, 2007).

How is video best used in the classroom? As emphasized by Cruse

(2006), successful and productive school use of television and video has increased

dramatically over the last decades. As technology has been used in the

educational instruction, teachers continue to become more adept at

integrating these media into their classroom discussion.

 9

Video-based learning enhances the academic achievement of Grade 7

students in solving rational numbers

Constructivist Theory D.O. 42, 2016

Dual – Channel
- Jerome Multiple Multimodal Learning
Bruner
Intelligences
Learning Styles
- Howard
Gardner

Control Group Experimental Group

(Lecture) (Video-Based)

Pre-test/Post-test
Pre-test/Post-test

Innovative Instructional Plan

Figure 1. Theoretical Framework of the Study

 10

Cruse (2006) further stressed that over a period of 20 years, the Corporation

for Public Broadcasting conducted surveys of classroom uses of television and

video that reveal increased use of and satisfaction with video in the classroom. In

the most recent survey, 92% of teachers said that using TV and video helped them

teach more effectively, and 88% said that “it enabled them to be more creative” in

the classroom (CPB, 1997).

As with the inclusion of technology, the value of video relies on how it is

implemented and used during classroom discussion. Based on the survey

conducted by CPB, 2004 and Mares, 1996, reviews and meta-analysis of the

research indicates that positive learning and affective outcomes are greatly

enhanced and extended when the video is integrated into the rest of the lesson.

Based on the cited information, video-based learning in teaching

mathematics to students may give positive learning attitude and creativity among

them.

Importance of Video in Teaching Mathematics. According to the journal

article of Graham and Berry 1992, the use of video in teaching Mathematics has

various importance in the facilitating and learning process. 1) Video can be used

to provide reality in the classroom, by showing examples of real situations where

the mathematics under consideration applies. This helps make the mathematics

appear as relevant and provides motivation for its study. 2) Video can provide

unique interpretation of situations arising in mathematics. It can use either

animations or other approaches to explain a situation, or relate solution of a real

problem back to its source and show how the two relate. 3) Video can provide data
 11

and information for further use. This may consist of numeric data or may simply be

situations that are prevented for consideration by the viewers. The use of video in

this way can provide a valuable link between the content of the video and

classroom activities.

Related Studies

A study by Cruse (2006) of using educational video in the classroom:

theory, research, and practice, the use of educational video and television in

classrooms has been used in the educational scenario among schools. As

surveyed by CPB, (1997), it indicated that educational video measured both

patterns of use and teacher attitudes and expectations for outcomes. Not only is

this technological inclusion in the classroom instruction, video is widely used,

according to the most recent study, but it is also highly valued as a means of

teaching more effectively and creatively.

Perhaps the most relevant survey finding that gives value of these

multimedia tools is the direct and significant relationship between frequency of use

and perceived student achievement and motivation. Among frequent users of

educational videos (teachers who report using TV or video for two or more hours

per week), two-thirds find that students learn more when TV or video is utilized

during classroom instruction, and close to 70% find that student motivation has

increased. More than half of frequent users of this tool also find that students utilize

new vocabulary as a result of video use.

 12

A study by Wood and Petocz (1999) on video in mathematics learning at

the secondary-tertiary interface, the findings summarized that they point out that

video is particularly good at bringing reality into the classroom and at showing the

visual details of a process using graphics. In some instances, video is far better

than reality, as it can telescope time and place into a manageable segment

avoiding the necessity for long field trips. Video is also significant at providing a

setting for development of higher-order skills, and works particularly well in a “case

study" format. Video enables to communicate with students on an affective plane

to change their feelings about a subject and present role models.

On the other hand, video is not only the sole mode of instruction as it is not

interactive, but also it does not allow students to take coherent, sequential notes

on a subject matter, and it is not good at presenting every detail of typical textbook

examples. All this implies that video is best used in small doses as part of a system

(including texts, study guides, computers, telephones, email, tutorials, multimedia,

etc) that provides significant and vital effects to diverse learners. In such a way, it

promotes the deep and meaningful learning that is characteristic of the most

successful learners.

Ramsden (1992) discusses the background to various learning styles and

principles that promote successful learning. Video then does not have a didactic

role, and it does not replace the teacher, lecturer or textbook at exposition,

examples and details. Rather, it is utilized to change attitudes, motivate, show role

models and vary the pace of learning. It is best used to introduce and motivate a

topic, to start a discussion, to present a situation for analysis, to introduce a

 13

simulation or to summarize a topic. It can also be used in the development of

multimedia, an interactive combination that can use the strengths of each of its

components and avoid their weaknesses. Small segments of video can play an

important role in a multimedia package.

 14

THE PROBLEM

Statement of the Problem

This research assesses the effectiveness of the Video-Based Learning in

Teaching Rational Numbers to the Grade 7 students of Daanbantayan National

High School in the academic year 2018-2019 as bases for a proposed innovative

instructional plan.

Specifically, it seeks to answer the following questions:

1. What is the distribution of the pretest scores of the students in the controlled

and experimental groups?

1.1 Lecture method (controlled group)

1.2 Video-Based (experimental group)

2. What is the distribution of the posttest scores of the students in the above

mentioned controlled and experimental groups?

3. Is there a significant difference in the posttest scores of the students in both

groups?

4. Based on the findings of the study, what innovative instructional plan can be

proposed?

Null Hypotheses

H0: There is no significant difference between the post-test scores of the

controlled and experimental groups.

H1: There is a significant difference between the post-test scores of the

controlled and experimental groups.

 15

Significance of the Study

The study aims to assess the effectiveness of Video-based Learning in

Teaching Rational Numbers among the selected groups Grade 7 students of

Daanbantayan National High School. The results of the study are beneficial to the

following:

Department of Education. The study will give information on the positive

implications of using educational videos in the classroom. Thus, this will allow the

agency to mandate its regional offices to fully maximize the use of instructional

technology in the teaching-learning process.

School Administrators. This study will give them the information on the

importance of instructional video in enhancing student’s learning and promoting

teachers’ effectiveness. Furthermore, it is one way that administrators will intensify

the utilization of videos during classroom instruction and assist the teachers

through seminars so that they can clearly actualize its benefits.

Mathematics Teachers. The study will benefit the mathematics teachers

on the steps to utilize videos as aid in the development of a common base of

knowledge among students to the least learned skills in Mathematics. Moreover,

this enables them to cater the diverse learning styles of students.

Students. The study will enhance students’ comprehension and give them

the information about the positive implications of using instructional video during

class discussion. This paper will cater those students who are visual and auditory

learners.
 16

Researchers. The study will give them the information on the positive

implications of using instructional videos. The researchers are Mathematics

teachers so this paper will further help them in catering the different learning styles

of students.

Future Researchers. The results of the study will be a great help to them

who are interested to know more about the effectiveness of videos in the teaching-

learning process.

RESEARCH METHODOLOGY

This part discusses the research design, flow of the study, environment,

respondents, data gathering procedure, and statistical treatment of data

Research Design

This research employs experimental research design. Faltado, et.al., (2016)

explains that experimental research design uses scientific method to establish the

cause-effect relationship among a group of variables that make up a study. In

particular, the study uses Pre-test/Post-test Control Group design. In this design,

it requires two groups of equivalent standing in terms of a criterion measure. So,

the researchers determine the two groups based on their academic achievement

in Mathematics during their first quarter.

There are two groups. The first group is designated as the control group

while the second group is the experimental group. Both groups are given the same

pretest. The control group is not given a treatment factor; thus, a lecture method
 17

is used. On the other hand, the second group is given the treatment factor which

is the use of videos in aiding the classroom discussion about rational numbers.

Both groups are given the same posttest after each period.

Flow of the Study

Figure 1 shows the flow of the study. This study encompasses the following

inputs to be studied: the distribution of pretest and posttest scores of both groups

and the significant difference of posttest scores between two groups. In order to

measure the following variables, the researchers will make a detailed lesson plan

and pretest and posttest activity sheets for both groups. Then, the data will be

retrieved, collated, tabulated, presented, analyzed, treated, and interpreted. The

findings of the study will be the bases for proposed innovative instructional plan.

Environment

This study is conducted at Daanbantayan National High School located at

Malinao St., Poblacion, Daanbantayan, Cebu which is along the highway and is

accessible for all curriculum stakeholders. This is in the Northwest part of Cebu

province. There are approximately more than 3,000 students in this institution and

93 teachers. The researchers choose this school because of the alarming low

achievement in solving rational numbers as the least learned skills among Grade

7 students. The location map can be seen in figure 2.

 18

INNOVATIVE INSTRUCTIONAL PLAN

OUTPUT

1. Transmittal letter 6. Presentation

2. Conduct of the pretest and posttest 7. Analyzes
3. Retrieval of activity sheets 8. Treatment of Data
4. Collate 9. Interpretation
5. Tabulate

PROCESS

Significant difference
of posttest scores of
both groups

Distribution of posttest
Distribution of pretest
scores of both groups
scores of both groups
INPUT

EFFECTIVENESS OF VIDEO-BASED
LEARNING IN TEACHING RATIONAL
NUMBERS

Figure 1. Flow of the Study

 19

Respondents

In this research, the researcher will use the Slovins’ formula to determine

the sample population of the respondents from the two groups. The sample

respondents will be randomly selected as presented in the table below. They are

the Grade 7 students of Daanbantayan National High School for the academic year

2018-2019. These are the selected group of students who have found out to have

difficulty in solving rational numbers.

Table 1

Distribution of Respondents

Total Sample Percentage

Respondents Population Population (%)
(N) (n)

(Controlled

group) 48 43 50

(Experimental

group) 48 43 50

TOTAL 96 86 100
 20

Figure 2. Location map of the Research Environment

 21

Instrument

The main instrument for the study is the pretest and posttest activity sheets

in solving rational numbers that are adapted from DepEd Grade 7 Mathematics

textbook. In particular, the respondents will answer addition of similar and

dissimilar proper fractions. The Part 1 of the questionnaire is pretest activity and

the Part 2 is the posttest. The researchers will use the DepEd Grade 7

Mathematics Textbooks to ensure the reliability and validity of the questionnaire.

Data Gathering Procedure

Slovin’s formula engaging the five percent margin of error will be used for

the researcher to determine the number of students to be included in this study.

The researcher will ask permission from the school principal for the approval of

the conduct of the study. If approved, the researcher will then conduct the

experiment. Then, the pretest and posttest scores of the two groups will be

collected from the respondents. After, the data will be tabulated, analyzed, and

interpreted.

Statistical Treatment of the data

The statistical treatments will follow immediately after all the data will be

gathered. The statistical tools that the researcher will employ are the weighted

mean and z-test.

 22

Mean. This will be used in determining the perceived influential factors

affecting the eating habits of the respondents based on the rating scale. The

formula in getting the mean is as follows:

𝚺𝒙
𝑿=
𝑵

where,
X = mean

Σ = summation

x = scores

N = number of respondents

Z-test. This will be used in determining the significant relationship between

posttest scores of the two groups. The formula is as follows:

where,

and = the means of the two samples

Δ = the hypothesized difference between

the population means (0 if testing for equal means)
σ 1 and σ 2 = the standard deviations of the two
populations
n 1and n 2 = the sizes of the two samples
 23

DEFINITION OF TERMS

To further understand the study, the following terms are operationally

defined:

Controlled group. This group is not exposed to videos during class

discussion.

Dissimilar fraction. This fraction does not have the same denominator

(3/4 + ½).

Effectiveness. This refers to the degree of positive result of the video-

based learning.

Experimental group. This group is given a treatment of being exposed to

videos.

Fraction. It is under rational numbers. It is a numerical representation such

as ¼, ½, ¾, and the like.

Innovative. It refers to being creative in classroom instruction. The use of

videos is an example of an innovative strategy.

Instructional plan. This refers to a design that involves appropriate

planning of teaching approaches, methods, and strategies in imparting learning to

the students.

Lecture method. This method of teaching is considered a traditional way

of imparting knowledge. In this sense, the teacher only discusses the topic without

further use of supplementary instructional aids or materials.

 24

Post-test. This is the test given to students after being exposed to the two

methods of teaching: lecture and video-based.

Pre-test. This is the test given before the discussion. This is considered a

diagnostic assessment to test the knowledge and skills of students.

Proper Fraction. It is a fraction in which the numerator is less or of lower

number than the denominator (1/2).

Rational Numbers. This refers to numbers that can be expressed as an

integer. This is the focus topic of the study.

Similar Fraction. It is a fraction in which the denominators of both values

have the same degree. An example is 2/5 + 3/5.

Video. This refers to a recording of a motion picture or animated images.

This is an instructional aid that caters the visual and auditory learners.

Video-based learning. It is an approach in teaching in which the teacher

uses instructional video in delivering the lessons. This is an enhancement

and supplemental aid in deepening the content of the topic.

 25

REFERENCES
 26

REFERENCES

Journals

Aiex, N.K. (1999). Mass media use in the classroom. ERIC Digest D147.
Bloomington,IN: ERIC Clearinghouse on Reading and Communication Skills.
Brualdi, A.C. (1996). Multiple intelligences: Gardner’s theory. ERIC Digest.
Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills.
Castro, A., Clark, K., Jacobs, J., & Givvin, K. (2005). Response to theory & practice
question: Using video to support teacher learning. Association of
Mathematics Teacher Educational Researcher, 23 (7), 13-20
Corporation for Public Broadcasting. (1997). Study of school uses of television
and video.1996-1997 School year summary report. (ERIC Document
Reproduction Service No. ED 413 879)

Corporation for Public Broadcasting. (2004). Television goes to school: The

impact of video on student learning in formal education. Available:
http://www.cpb.org/stations/reports/tvgoestoschool/

Cruse, E. (2006). Using educational video in the classroom: Theory, research and
practice. Library Video Company.

Driscoll, M.P. (2007). Trends and Issues in Instructional Design and Technology
Reiser, R.A. & Dempsey, J.V. (Eds.). Upper Saddle River, NJ: Pearson.

Gardner, H. (2006). Multiple Intelligences, New Horizons. New York: Basic

Books.

Graham, T., & Berry, J. (1992). Using Video in the Teaching of Mathematics.
Mathematics in School, 21(3), 19-21. Retrieved from
http://www.jstor.org/stable/30214878

Hiebert, J., Gallimore, P., & Stigler, J. W. (2002). A knowledge base for the
teaching profession: What would it look like and how can we get one?
Educational Researcher, 60(1), 70-85.

Kozma, R.B. (1991) Learning with media. Review of Educational Research,

61(2), pp.
179-212.
 27

Marshall, J.M. (2002). Learning with technology: Evidence that technology can,
and
does, support learning. White paper prepared for Cable in the Classroom.

Mayer, R.E. (2001). Multimedia learning. Cambridge: Cambridge University

Press.

Pruitt, C. (2005). The next decade of educational media. Digital Divide Network.
May 5,
2005. Available: http://www.digitaldivide.net/articles/view.php?ArticleID=372

Ramsden, P., (1992), Learning to Teach in Higher Education, Routledge, London.

Silverman, F. (2006). Learning styles. District Administration. September 2006,

pp. 70-
71.

Electronic source

(http://www.teach-nology.com/currenttrends/constructivism/bruner/)
 28

APPENDICES
 29

Appendix A

TRANSMITTAL LETTER

March 18, 2019

Dr. Rhea Mar A. Angtud, CESO VI

Schools Division Superintendent
Division of Cebu Province
IPHO Bldg., Sudlon, Lahug, Cebu City, Cebu

Ma’am:

We are the Post-Graduate Students of Cebu Technological University –

Main campus taking up Master of Arts in Education major in Teaching
Mathematics. We are currently completing our research paper entitled,
“Effectiveness of Video-based Learning in Teaching Rational Numbers”. In this
connection, we would like to respectfully ask your approval to allow us to conduct
our experimental study to the selected Grade 7 students of Daanbantayan National
High School, Daanbantayan District 1, Poblacion, Daanbantayan, Cebu

Rest assured, the data gathered will be treated with utmost confidentiality. Your
approval is highly appreciated.

Respectfully yours,

The Researches

Approved by:

RHEA MAR A. ANGTUD, Ed., D, CESO VI

Schools Division Superintendent
 30

Appendix B

TRANSMITTAL LETTER

March 20, 2019

Mr. Arvin O. Sollano

School Principal
Daanbantayan National High School
Daanbantayan, Cebu

Sir:

We are the Post-Graduate Students of Cebu Technological University –

Main campus taking up Master of Arts in Education major in Teaching
Mathematics. We are currently completing our research paper entitled,
“Effectiveness of Video-based Learning in Teaching Rational Numbers”. In this
connection, we would like to respectfully ask your permission to allow us to conduct
our experimental study to the selected Grade 7 students in your prestigious
institution.

Rest assured, the data gathered will be treated with utmost confidentiality. Your
approval is highly appreciated.

Respectfully yours,

The Researches

Approved by:

ARVIN O. SOLLANO
School Principal 1
 31

Appendix C

TRANSMITTAL LETTER

March 21, 2019

Dear Parents,

We are the Post-Graduate Students of Cebu Technological University –

Main campus taking up Master of Arts in Education major in Teaching
Mathematics. We are currently completing our research paper entitled,
“Effectiveness of Video-based Learning in Teaching Rational Numbers”. In this
connection, we would like to respectfully ask your permission to allow us to conduct
our experimental study to your children who are Grade 7 students of
Daanbantayan National High School.

Rest assured, the data gathered will be treated with utmost confidentiality. Your
approval is highly appreciated.

Respectfully yours,

The Researches
 32

Appendix D

TRANSMITTAL LETTER

March 22, 2019

Dear Student,

We are the Post-Graduate Students of Cebu Technological University –

Main campus taking up Master of Arts in Education major in Teaching
Mathematics. We are currently completing our research paper entitled,
“Effectiveness of Video-based Learning in Teaching Rational Numbers”. In this
connection, we would like to respectfully ask your permission to allow us to conduct
our experimental study you as our research respondent.

Rest assured, the data gathered will be treated with utmost confidentiality. Your
approval is highly appreciated.

Respectfully yours,

The Researches
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Appendix E

PRE-TEST/POST-TEST

NAME: DATE:
YR. & SEC.: RATING:

PRE-TEST EXAMINATION

A. Write the letter of the correct answer on the space provided before each number.

_____1. The sum of 3/5 and 1/5 is _______.

a. 4/10 b. 2/5 c. 4/5 d. 3/25
_____2. What is the sum if 1/8 and 5/8 is to be combined?
a. 5/64 b. ¾ c. 6/8 d. 4/8
_____3. The sum of 2/9 + 3/9 + 1/9 is _____.
a. 6/9 b. 2/3 c. 2/9 d. 3/9
_____4. If we add 6/5 , 3/5 and 4/5 the sum is _______.
a. 13/5 b. 5/13 c. 13/25 d. 2 3/5
_____5. The sum of 3/7 + 2/7 is ______.
a. 5/7 b. 5/14 c. 6/49 d. 7/5
_____6. Manipulate 2/5 + 7/10 to find their sum. What is the sum?
a. 11/10 b. 9/10 c. 1 1/10 d. 9/5
2
_____7. What will you do to get the sum of /5 + ¼, from the method you used, what is
the sum?
a. 3/9 b. 3/5 c. ¾ d. 13/20
1
_____8. The sum of /6 + ½ is ________
a. 2/3 b. 4/6 c. 2/6 d. 2/8

B. SOLVE THE FOLLOWING PROBLEMS.SHOW YOUR SOLUTION. (2 POINTS EACH)

1. Angel bought ¾ meters of silk, ½ meters of satin. How many meters of cloth
did she buy?

2. Mr. Stephen Curry has 2/5 liters of gasoline in his car. He wants to travel far
so he added ½ liters more. How many liters of gasoline is in the tank?
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Appendix F

DETAILED LESSON PLAN

(Controlled group)
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Appendix G

DETAILED LESSON PLAN

(Experimental Group)
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