CLARK

EFFECTS OF SUPPLEMENTAL LECTURE VIDEO LESSONS ON THE
ACHIEVEMENT OF FIRST YEAR COLLEGE STUDENTS IN

PHYSICAL EDUCATION
CLARK
Master in Education
April 2023
PAGE \* MERGEFORMAT 47
EFFECTS OF SUPPLEMENTAL LECTURE VIDEO LESSONS ON THE
ACHIEVEMENT OF FIRST YEAR COLLEGE STUDENTS IN
PHYSICAL EDUCATION
School of Professional Studies

Universidad de Dagupan
Arellano Street, Dagupan City
Master in Education
Major in Educational Leadership
April 2023
Approval Form
In partial fulfillment of the requirements for the degree MASTER IN

EDUCATION, the completed practicum paper entitled “EFFECTS OF
SUPPLEMENTAL LECTURE VIDEO LESSONS ON THE ACHIEVEMENT OF
FIRST YEAR COLLEGE STUDENTS IN PHYSICAL EDUCATION”, prepared and
submitted by CLARK and is hereby endorsed for approval.
BARTOLOME A. CARRERA, Ed.D.

Adviser
This is to certify that the completed practicum paper mentioned above submitted
by CLLARK has been approved and accepted on June 2024 by the Oral Examination
Committee.
FELIZA ARZADON-SUA, Ed.D.

Chairman
JANN ALFRED A. QUINTO,MSIB FLORIBETH P. CUISON, DIT

Member Member
APPROVED and VERIFIED as partial fulfillment of the requirements for the degree
Master in Education on JUNE 2024 with a grade of _____________________.
CARIDAD OLI ABUAN, Ed.D.

Dean
ABSTRACT
_______name, “____________________”, Master of Education, Major in Educational

Leadership , School Of Professional Studies Studies, Universdad de Dagupan, Arellano
Street, Dagupan City, Pangasinan, Philippines.
Adviser: BARTOLOME A. CARRERA, EdD
This research entitled “________________________” which aimed to determine the

effectiveness of multimedia instructional devices in increasing the numeracy skills of
SPED learners in Quarter 2 of Bacnotan Central School in school year 2020-2021. The
researcher used the quasi-experimental research design and conducted it to 9 (9) SPED
learners. The result of the research revealed that using modular distance learning
modality were effective in improving the numeracy skills of the students in Quarter 2.
Also, it showed that the teachers can use this teaching strategy as an alternative in
improving the numeracy skills of the learners in the mathematics subjects and also their
numeracy skills in other subjects. Hence, the proposed intervention was proven effective.
Keywords: Numeracy Skills, Mathematics, Modular Learning Modality,
SPED learners
Sample only
ACKNOWLEDGMENT
This action research project would not have been possible without the guidance and help
of several individuals who, in one way or another, contributed and extended their
valuable assistance in the preparation and completion of this project.
The Panel of Evaluators, for providing me the foundational knowledge in action research
and for their special concerned, insightful comments, valuable and constructive
suggestions;
Dr. Bartolome A Carrera, my research adviser, for his unselfish support, patience,
approachableness, guidance and most of all his encouragement for without him this
action research project would not have been finished;
My beloved Principal of ___ School, for allowing me to conduct my investigation and for
providing logistical and moral support throughout the duration of my project;
My fellow teachers of ___ School for their support and cheers in the accomplishment of
this study;
My dearest and loving family who gave me all I need for the completion of this project,
and kept in pushing me to finish the course;
To all my relatives and friends who are always there to lend a helping hand, my warm
gratitude and thanks to all of you;
Last but not the least, the Almighty God for answering my prayers, for giving me the
strength and courage. Thank you so much dear Lord.
NAME
DEDICATION
I dedicate my research work to my family and many friends
A special feeling of gratitude to my wonderful daughter _____ and to my
Loving wife and my dearest mother, who have never left my side throughout my masteral
studies.
My siblings.
Nephews,
Nieces,
Friends,
My School head,
My Learners,
Above all, to Almighty GOD,
The source of LIFE and BLESSINGS!
TABLE OF CONTENTS
Page
Title Page ……………………………………………………………………….. i
Approval Form …………………………………………………………………. iii
Abstract ………………………………………………………………………… iv
Acknowledgement …………………………………………………………….. v
Dedication ……………………………………………………………………… vi
Table of Contents ………………………………………………………………. vii
List of Tables …………………………………………………………………… viii
List of Figure ………………………………………………………………….. ix
Chapter
1 INTRODUCTION
Background of the Study ……………………………………….
Conceptual Framework …………………………………………
Statement of the Problem ……………………………………….
Hypothesis ………………………………………………………
Significance of the Study ……………………………………….
2 METHODOLOGY
Research Design …………………………………………………
Sources of Data …………………………………………….........
Instrumentation and Data Collection ……………………………
Tools for Data Analysis …………………………………………
3 RESULTS AND DISCUSSION …………………………………
4 SUMMARY , CONCLUSIONS AND RECOMMENDATIONS
Summary …………………………………………..
Conclusions ……………………………………………………..
Recommendations ………………………………………………
BIBLIOGRAPHY ……………………………………………………………………..
Appendices ……………………………………………………………………..
A. Permit to Conduct a Study…..………………………………
B. Schedule on the Conduct of the Study…..……………………………
C. Raw Data…………………………………………………38
D. Pre-test and Post-test Questions with Table of Specifications ………..
E. List of Instructional Materials Used with Brief Description……...…….42
F. Pictures of Instructional Materials Used ………………………………. 43
G. Pictures while Conducting the Study …………………………………...44
H.Curriculum Vitae
LIST OF TABLES
Table Title Page
1 Analyzing Norms……………………………………………………
2 Level of Learners’ Academic Performance in ___ before the
Implementation of Modules
3 Level of Learners’ Academic Performance in English after the
Implementation of Modules
4 SignificantDifference in The Learners’ Level of
Academic Performance in ______
LIST OF FIGURES
Figure Title Page
1 Paradigm of the Study
Chapter I
INTRODUCTION
Background of the Study
Tertiary physical education (PE) in the Philippines aims to develop students'
physical competence, knowledge of safety and movement, and the ability to perform a
variety of activities. It also aims to help students develop long-term behavioral patterns
that promote physical activity. Physical education courses promote a healthy lifestyle:
Regular physical activity is essential for maintaining good health. Physical education
courses in the tertiary level encourage students to engage in various sports and fitness
activities, which can help them develop lifelong healthy habits to (Thorpe, 2019).
However, instructors face important problems such as school administration's
underestimation of physical education course, lacking of the qualification needed to
inspect this course, parents' and students’ focus on academic achievement and therefore
their underestimation towards physical to (Thorpe, 2019).
In order to capture the interest of learners to engage in moderate to vigorous
physical activities for at least 60 minutes a day in and out of school, the teacher must
have to design interventions or innovations to do so. Thus, one of the innovations at hand
nowadays is the use of instructional videos.
Full length videos and video clips, which are classified as Instructional Videos,
can be very useful in teaching. However, it is important to consider ahead of time what
you hope your learners will learn from the videos. You will also need to plan out how
you will help the learners learn, (Infiana, 2022).
Furthermore, videos are being widely used in teaching and learning practices and
develop new ways of learning such as online and distance learning. It’s offer a popular,
easy-to-use for instructional materials because almost learners have access to a video
player at homes, and they are also common at school. According to (Thorpe, 2019), when
video appropriately matched with specific instructional goals, video materials helps more
learners to achieve higher levels and tend to engage many more learners in ways that are
more compelling than printed resources, (Mohamad, 2020).
However, the disruption caused by Covid-19 has forced the adoption of online
learning in schools. Teacher training is a major consideration that would require schools
to readjust their budget allocation in order to respond to this emerging need. Online
teaching involves a lot of preparation, and teachers now find themselves having to use
tools they are not familiar with. For sure, there will be adjustments, (Thorton, 2022).
Online education will be a priority not only as a potential source of revenue, but
also acknowledged as core to every school’s strategic plan for institutional resilience and
academic continuity. For school leaders to manage efficiently the transition to online and
blended learning environments, most schools will invest in learning design by hiring
instructional designers and educational technology consultants. Other schools lacking in
finances will find it more viable to outsource some of its educational resources,
capabilities and processes. Some schools will depend on online learning providers to run
their online programs. (Thorton, 2022)
Despite technological advancements, the difficulties and limitations posed by
technology are challenges that every teacher faces when using technology inside the
classroom. However, this should not prevent or discourage teachers from using tech.
Every teacher has to try. Otherwise, teachers will lose their relevance in this digital age.
(Thorton, 2022)
In order to help in the emerging needs to provide education, as a PE teacher,
would like to use Supplemental Lecture Video Lessons in teaching this subject. The
proposed videos in this subject will be generated and recorded by the teacher-researcher
and would be utilized in the classes for enhancing the physical Fitness Program. These
lecture videos will be used as supplements to the traditional lectures in Physical
Education.
Using audio-visual materials in the classroom is nothing new. Since filmstrips
were first studied during World War II as a training tool for soldiers educators have
recognized the power of audio-visual materials to capture the attention of learners,
increase their motivation and enhance their learning experience. Both the content and the
technology have developed considerably since that time, increasing the availability and
the value of A/V materials in classrooms. Content has developed from instructional
television (ITV) of the 1950s and 1960s, which allowed replay of taped lectures, through
educational television (ETV), intended to complement classroom instruction rather than
compete with it (Corporation for Public 2 Broadcasting, 2004) to educational standards-
based videos designed specifically as supplemental classroom tools. Delivery
technologies have also advanced, from filmstrips to cable television, to the versatility of
VCRs, DVDs and laserdiscs. Finally, with the advent of digital technology, the field is
evolving to newer and ever-greater potentials of adaptability in delivery, (Cruse, 2017).
Thus, as videos deemed to have developed into a from that could be utilized in a
classroom setup or in a distance learning setup that we are in now, it is considerable that
this innovation could be utilized in the subject Physical Education.
Physical activity is important for everyone in the family. The following is
information from the American Academy of Pediatrics summarizing the FITT method
and includes general fitness tips and an activity log. The FITT Method (frequency,
intensity, time, and type) is one way to remember the general guidelines for what should
be included in a fitness plan. Remember, it’s important to keep in mind that each family
member’s fitness goals will be different based on age, sex, current fitness level, and
available resources.
Frequency, deals with type of physical activity every day, Intensity deals with
chosen activity that is at least moderate in intensity, and also try to add a few more
vigorous activities over the week. Vigorous activity is activity that makes you breathe
hard and sweat. Time (duration) is the planned total time of at least 60 minutes of activity
each day. This can be done all at once or added together over several shorter 10- to 15-
minute blocks of activity. Breaking it up into smaller blocks of time is a great way to start
a new program or fit activity into a busy schedule. Lastly, the type of activity can include
a variety of team sports, individual sports, recreational activities, family activities, active
hobbies, and walking or bicycling for fun and transportation. Several times every week
do weight-bearing activities that promote muscle strength, flexibility, and bone health.
Thus, along with the scenarios above a study titled “Improving the MAPEH
performance of Grade 8 learners through Video Lessons” is hereby proposed.
The effectiveness of using Videos was evident in the study “The Effect of
Educational Videos on Increasing Student Classroom Participation: Action Research”, by
Alimuslamani et. al. (2020) that assessed the effect of the use of educational videos on
the participation of 24 learners at the Applied MAPEH University in Bahrain. The
findings revealed that educational videos which were selected either by the researcher or
by the learners have a direct and positive effect on increasing the learners’ participation
in the classroom. It was found that the educational videos that were selected by the
learners have a greater effect in this respect than these videos selected by the researcher.
Likewise, the study “Modular and Recorded Video Lessons in Teaching Music,
Arts, Physical Education and Health (MAPEH)”, by Campugan and Salinas ( 2022),
focused on determining the effectiveness of Modular and Recorded Video Lessons in
teaching the subject Music, Arts, Physical Education and Health (MAPEH) and on
identifying area of concerns based on findings. The modular and recorded video lessons
presented to the respondents during class were designed by subject experts in Department
of Education Carcar City Division. A quasi experimental method was used and a book-
based pre-post-test was utilized as the main instrument in in determining if there was an
increase in learners’ performance after the delivery of the lessons in the second quarter.
There were 50 learners who participated in the study, a total of 25 learners were exposed
to modular lessons and another 25 learners, to recorded video lessons. Results indicate
that the performance level of the learners from the modular group and experimental
group increased significantly after the delivery of lessons however, there was no
significant difference of performances between the control and experimental group in the
post-test results. Hence, it can be concluded that the performance of both groups are
comparable. The given results have been confirmed with a subjective assessment of
learners’ regard for learning with the use of the learning modalities. The findings of the
study are recommended for consideration in the school’s effort for continual
improvement in the delivery of quality education to learners.
Furthermore, the study of Mendoza et. al. ( 2019), entitled “Effectiveness of
Video Presentation to Learners’ Learning”, as conducted to identify the effectiveness of
video presentation to learners’ learning. This was derived due to the changes and updates
the world has to offer on enhancing student’s wisdom. Instructors and even learners rely
or use educative videos to learn, compare and understand concepts. The use of video is
only beginning to meet the needs of today’s and tomorrow’s learners. Using videos in
teaching is not new. It was proposed that videos are effective when used to develop
information literacy, using a student survey to measure the effectiveness of video
lectures. Video based materials boost learners’ creativity and cooperation. Access to
video can help motivate learners and create a distinctive context for their learning
experience. Questionnaires were administered to 224 learners of Benguet State
University to measure effectiveness of video presentation to student’s learning. From the
outcomes, it was found out that there is no significant difference on learners’ perceptions
of the effectiveness of video presentation to learners’ learning when grouped according to
sex. Moreover, results revealed that a significant difference exists among learners’
perceptions of the effectiveness of video presentation when grouped according to their
academic level. Furthermore, it is revealed that the level of effectiveness of video
presentation to learners learning is highly effective.
Conceptual Framework
Visual content plays a significant role in education in our digital era. According
to statistics, 65% of the population are visual learners. It means that these people
remember and learn the information better through videos, images, infographics, special
apps, and websites. Videos provide learners with an engaging sensory experience. They
appeal to a wide audience and enable more efficient processing and memory recall. Video
lessons help you present the topic in an interesting way and allow you to see information
from different perspectives. They encourage thinking, reasoning, problem-solving, and
decision-making.
Thus, Video helps people increase knowledge retention. Learners can stop the
video and replay it as many times as they need to remember the material. Better yet, they
can refresh their knowledge to prepare for exams or tests by reviewing the videos once
again. Video lessons are free to access and don’t have any time limitations.
Likewise, the digital world requires learners to adapt, and that’s why they search
for new ways to learn new topics. Videos are visually appealing and can be accessed
from any device like a laptop, PC, smartphone, or tablet. Learners all over the world can
take video lessons if they have the internet.
Furthermore, Video lessons are crucial for learning highly visual topics. Teachers
can show everything in detail so that learners understand it and see the examples. Thus
the use of Video lessons as an intervention is presented in Input-Process-Output (IPO)
Model on Figure 1 as follows.
The box on the left signifies the input of this action research which will be the test
scores before and after the implementation of Supplemental Lecture Video Lessons in
the Physical Education.
Meanwhile, the process will be the conduct of pre-test, use of Supplemental
Lecture Video Lessons as learning tool and the conduct of Post-Test.
Lastly, the box on the right will be the output which depicts on improving the
performance in Physical Education of first year college students through Supplemental
Lecture Video Lessons.
Paradigm of the Study
INPUT PROCESS OUTPUT
*Conduct Pre-test
 Test Scores *Use of Supplemental *Improving the

before the use Lecture Video Lessons performance in
of the Video *Conduct Post-test Physical Education
Teaching *Test for the difference of first year
between the College students
 Test Scores through
after the use of pretest and post-
Supplemental
the Video test scores Lecture Video
Teaching Lessons
Feedback
Figure 1. Paradigm of the Study
Statement of the Problem
This research study aimed to determine the academic performance of first year
College students with the use of Supplemental Lecture Video Lessons as a tool for
learning at __________ School for School Year 2024 -2025 .Specifically, this research
study answered the following questions:
1. What is the level of academic performance of the first year College students
before using Supplemental lecture Video Lessons as a learning tool?
2. What is the level of academic pperformance of the first year College students
before using Supplemental lecture Video Lessons as a learning tool?
3. Is there a significant difference in the level of academic performance of the
Grade 8 learners after using Video Lessons as a learning tool?
Hypothesis
In this study, the hypothesis below was tested in their null form at the 0.05 level
of significance:
1. The use of Video Supplemental Video Lessons in teaching physical Education
is not effective for first year College students of _______________________
School for the school year 2024-2025.
Significance of the Study
The researcher believes that the findings of the study will benefit the following:
Department of Education. This study will provide the needed information in
making some revisions in the curriculum and the implementation of Video Lessons, so
that there will be more effective strategies that will be used in the teaching-learning
process
School Heads and Administrators. This study will serve as a baseline data in
planning better strategies that will help in enhancing MAPEH instruction, giving more
material support to make sure innovations/programs effective in helping learners improve
their academic pperformance.
Teachers. This study will provide teachers more time for individualized
instruction to the learners, create and adopt varied techniques in teaching MAPEH which
can be made available through instruction. Further, this will give them better insights for
enhancing the teaching-learning process.
Learners. This will provide them opportunities in experiencing varied learning
strategies to develop their full potentials as learners. Learners will hopefully be able to
master the needed skills and competencies in MAPEH
Researchers. This study will augment whatever existing literature on the effect of
Video Lessons in education, specifically in Grade 8 MAPEH. Further, the research
design and output may be useful to other educational researchers.
Chapter 2
METHODOLOGY
Research Design
This research used the quasi-experimental design primarily the non-equivalent
control group pretest-post test design to assess the results of Supplemental Lecture Video
Lessons in the level of learning competencies against physical Education of the first year
College students.
The researcher used quasi-experimental research design specifically the one
group’ pretest posttest design. In this research, a quasi-experimental design was used
because the researcher lacks control over the assignment to conditions and/or does not
manipulate the causal variable of interest. It was used to find the effectiveness of explicit-
timed drill on the speed and accuracy of learners.
According to Thyer (2022), quasi-experimental study designs are the most often
used method for evaluating the results of social work initiatives and policies.
Additionally, it has an intervention and manipulation of the independent variable, but
ignores a critical characteristic of laboratory studies: randomization. Since researchers
remain uncertain if the classes are actually comparable, quasi-experimental designs are
rated lower as sources of proof than experimental trials.
Additionally, quasi-experimental structures provide a reference group of
characteristics that are as similar as possible to those of the patient group at baseline (pre-
intervention). The reference category represents the results that may have occurred in the
absence of the program/policy (i.e., the counterfactual). Thus, the disparity in results
between the care and reference groups may be attributed to the program or strategy.
In the case of this action research, quasi-experimental design was implemented to
test whether online leaning has an effect to the Physical Education academic performance
of the first vear college students.
Sources of Data
The sources of data were the fifteen (15) first year College students of
_______________________________ School, who performed low in Physical Education
during the school year 2024-2025. The learners were chosen as subjects for this action
research because it was proven that they have the least scores during the previous
summative test conducted for the subject Physical Education during the fourth quarter.
Purposive sampling technique was considered as the technique for this action
research since the respondents were taken from just one section.
Moreover, Banerjee (2020) conferred that total population sampling a type
of purposive sampling technique that involves examining the entire population (i.e.,
the total population) that have a particular set of characteristics (e.g., specific
attributes/traits, experience, knowledge, skills, exposure to an event, etc.). Whilst total
population sampling is infrequently used, there are specific types of research where total
population sampling can be very useful. This article (a) explains what total population
sampling is and when it may be appropriate to use it, (b) sets out some examples of total
population sampling, (c) shows how to create a total population sample, and (d) discusses
the advantages and disadvantages of total population sampling
In the case of total population sampling, the units of interest tend to
have some characteristics that are not very common. It is important to note that
only some characteristics are not very common, but since it is these characteristics that
we are interested in, they influence our choice of total population sampling.
Instrumentation and Data Collection
The main data gathering instrument used in this research study was test questions.
The test question was developed by the research proponent. It is a 30 - item multiple
choice assessment taken from the 4th quarter lesson based from the MELCS. The
researcher also prepared table of specification following the principle of Blooms Revised
Taxonomy such as remembering, understanding, applying, analyzing, evaluating and
creating to ensure that learning competencies as well distributed.
This was forwarded to the adviser for comments, suggestions and for possible
improvement of the research instrument. Afterward the instrument was forwarded to the
group of experts for content validity, correction and comment. The evaluators’ are (1)
P.E. instructors , (1) Department Head and (1) P.E. Coordinator. The evaluators’
suggestions were considered to further improve the instrument. Moreover, the research
instrument was also administered to the first yer College students of
___________________ School, who were not included as respondents of the study to
ensure that items included are within their abilities and developmentally appropriate. The
pre-testing results and adviser’s served as basis for revision and/or improvement of the
instrument, which was used for the final data collection.
Moreover, the researcher the computed the evaluators’ rating for content validity.
The criteria used in the content validity of the instrument were as follows; objectivity,
specificity and attainability. The computed average rating was 4.58 which is highly valid.
The approved instrument was administered to the identified Grade 8 learners during the
pretest and post test. The results were carefully gathered, computed and analyzed using
the appropriate statistical tools such as means index of mastery and t-test for significant
difference.
The test questions aimed to measure the proficiency level in Physical Education
and the score obtained by the respondents were interpreted using the Likert scale. The
instrument was administered to fifteen (15) first year College students of
____________________ School.
The research study started implementing the Supplemental Lecture Video Lessons
on the 1st week of May and ended on last week of June S.Y.2021-2022. It is an 8 weeks
intervention of aiming to enhance the proficiency level of the respondents in Physical
Education.
Tools for Data Analysis
To obtain valid and accurate results from the data that were gathered, appropriate
statistical tools were employed by the researcher.
For problems number 1 and 2, frequency, percentage, and mean were used as
tools for data analysis. Further, frequency means a representation, either in a graphical or
tabular format that displays the number of observations within a given interval (Young,
2020). Percentage means a relative value indicating hundredth parts of any quantity. One
percent (symbolized 1%) is a hundredth part; thus, 100 percent represents the entirety and
200 percent specifies twice the given quantity (Britannica, 2021). While Turner (2020)
mean of a set of data points is defined as their sum divided by the total number of data
points. The actual name for this parameter is the “arithmetic mean,” a term that
distinguishes it unambiguously from the
For mean computation mean: It is used to represent the level of performance of
the respondents in Physical Education before and after the learning investigation which
was the use of Supplemental Lecture Video Lessons.
Formula:
X= ∑x
Whereas x= mean score
N= no of learners
∑x= sum of all scores
The following norms were used in analyzing the obtained data;
Table 1 . Norms in Analyzing the Obtained Data
Descriptive Equivalent Score

High Level Academic
21-30
Performance
Average Level Academic 11-20
Performance
Low Level Academic 1-10
Performance
For problem number 3, T-test method was utilized to discover the improvement in
the Academic Performance in MAPEH of the learners. The information assembled were
arranged, assessed and broken-down utilizing rates to distinguish the learning academic
performances of the understudies and decided the critical improvement between the pre-
test and the post-test results in MAPEH6. Meanwhile, a t-test is a type of inferential
statistic used to determine if there is a significant difference between the means of two
groups, which may be related in certain features. It is mostly used when the data sets, like
the data set recorded as the outcome from flipping a coin 100 times, would follow a
normal distribution and may have unknown variances. A t-test is used as a hypothesis
testing tool, which allows testing of an assumption applicable to a population (Hayes,
2020).
Hayes (2020) further divulged that a t-test looks at the t-statistic, the t-distribution
values, and the degrees of freedom to determine the statistical significance. To conduct a
test with three or more means, one must use an analysis of variance.
This was used to find if there is significant difference between the pretest and
posttest scores of the respondents.
T-TEST COMPUTATION
Chapter 3
RESULTS AND DISCUSSIONS
Level of Academic Performance of first year College students before the

Implementation of Supplemental Lecture Video Lessons
Table 2 presents the level of academic performance of first year College students
before the implementation of Supplemental Lecture Video Lessons for the school year
2024-2025.
Table 2. Level of Academic Performance before the Implementation of Supplemental

Lecture Video Lessons
Academic performance
Frequency Percentage
Levels
High Level Academic 0 0.00
Performance
Average Level Academic
0 0.00
Performance
Low Level Academic 15 100.00
Performance
Total 15 100.0
MEAN 6.67
The table above indicates the level of Academic performance of the first year
College students before the implementation of Supplemental Lecture Video Lessons in
their lessons.
Based on the table, the 15 or 100.00% of the first year College students who are
subject in this study obtained low level performance before the implementation of
Supplemental Lecture Video Lessons. These learners scored either 1-10 based on the
given 30-item assessment. The mean for the pretest scores of the Grade 8learners
administered to determine the academic performance level is 6.67.
.The table shows that the first year College students have poor level of academic
performance, denoting that they do not completely comprehend the subject matter
learning competencies prior to the introduction of the Supplemental Lecture Video
Lessons.
The learners with low level of academic performance may be attributed to the
lack of interest of the learners on the traditional means of teaching Physical Education as
mostly the learners have poor visualization skills; they might not be able to figure out the
situation in their head as they read. Learners are troubled in remembering what they have
read that causes them to forget what they read. These factors affect the academic
performance level of learners.
Thus these results coincide accordingly to Boylan (2020), that the concept of
performance is used to inquire into both the moment-to-moment involvement in social
practice and that the conventional instructional approaches have become inadequate when
it comes to meeting rapidly-developing technology and environmental changes (Aycicek,
2018). Despite the new design in teaching Physical Education, there are learners thinking
that this subject is a boring subject which make their performances low.
Table presents the level of Academic performance of the first year College
students after the implementation of the Supplemental Lecture Video Lessons of
____________________.
Table 3. Academic performance Level of the first year College students after the
Implementation of Supplemental Lecture Video Lessons
Academic performance
Frequency Percentage
Levels
High Level Academic 7 46.67
Performance
Average Level Academic
8 53.33
Performance
Low Level Academic 0 0.00
Performance
Total 15 100.0
MEAN 21.33
The table above shows the level of Academic performance of the first year
College students after the implementation of Supplemental Lecture Video Lessons.
Based on the table, after the implementation of Supplemental Lecture Video
Lessons, 7 or 46.67% of the first year College students achieved high level academic
performance while 8 or 53.33% reached average level of performance.
The results of the study supported the findings of the study “The Effect of
Educational Videos on Increasing Student Classroom Participation: Action Research”, by
Alimuslamani et. al. (2020) that assessed the effect of the use of educational videos on
the participation of 24 learners at the Applied MAPEH University in Bahrain. The
findings revealed that educational videos which were selected either by the researcher or
by the learners have a direct and positive effect on increasing the learners’ participation
in the classroom. It was found that the educational videos that were selected by the
learners have a greater effect in this respect than these videos selected by the researcher.
Likewise, the study “Modular and Recorded Video Lessons in Teaching Music,
Arts, Physical Education and Health (MAPEH)”, by Campugan and Salinas ( 2022),
focused on determining the effectiveness of Modular and Recorded Video Lessons in
teaching the subject Music, Arts, Physical Education and Health (MAPEH) and on
identifying area of concerns based on findings. The modular and recorded video lessons
presented to the respondents during class were designed by subject experts in Department
of Education Carcar City Division. A quasi experimental method was used and a book-
based pre-post-test was utilized as the main instrument in in determining if there was an
increase in learners’ performance after the delivery of the lessons in the second quarter.
There were 50 learners who participated in the study, a total of 25 learners were exposed
to modular lessons and another 25 learners, to recorded video lessons. Results indicate
that the performance level of the learners from the modular group and experimental
group increased significantly after the delivery of lessons however, there was no
significant difference of performances between the control and experimental group in the
post-test results. Hence, it can be concluded that the performance of both groups are
comparable. The given results have been confirmed with a subjective assessment of
learners’ regard for learning with the use of the learning modalities. The findings of the
study are recommended for consideration in the school’s effort for continual
improvement in the delivery of quality education to learners.
Significant Ddifferences in the level of Academic performance of the first year
College students Grade 8 Learners after the Implementation of Supplemental
Lecture Video Lessons.
Table 4 presents the significant difference in the level of Academic performance
after using Supplemental Lecture Video Lessons.
Table 4 .Significant Difference in The Learners’ Level of Academic Performance
Table 4
t-Test: Two-Sample Assuming Unequal Variances
PRETEST POSTEST
21.33333
Mean 6.666667
3.809524 42.66667
Variance
15 15
Observations
Hypothesized Mean 0
Difference
16
Df
-8.33224
t Stat
1.63E-07
P(T<=t) one-tail
1.745884
t Critical one-tail
3.26E-07
P(T<=t) two-tail
2.119905
t Critical two-tail
A t-test was used to determine the difference between the pretest and post-test
findings, using t-test for two samples with differing variances was used at 0.05 level of
alpha. The following are the outcomes
The results of the t-test are shown in Table 3. As a result, P (T<=t) one-tail = 1.6E-
07; and P (T<=t) two-tail = 3.3E-07 are both less than alpha (<0.05). The difference
between the means is significant when the p values are smaller than the significance
level. Thus, the significant difference depict that using Supplemental Lecture Video
Lessons was effective.
Thus, Video helps people increase knowledge retention. Learners can stop the
video and replay it as many times as they need to remember the material. Better yet, they
can refresh their knowledge to prepare for exams or tests by reviewing the videos once
again. Video lessons are free to access and don’t have any time limitations.
Thus, Visual content plays a significant role in education in our digital era.
According to statistics, 65% of the population are visual learners. It means that these
people remember and learn the information better through videos, images, infographics,
special apps, and websites. Videos provide learners with an engaging sensory experience.
They appeal to a wide audience and enable more efficient processing and memory recall.
Video lessons help you present the topic in an interesting way and allow you to see
information from different perspectives. They encourage thinking, reasoning, problem-
solving, and decision-making.
Thus, there results coincide to the study by Torres (2018), which reveals that the
use of video technology is highly effective in the attainment of the objectives of the
lessons in Social Studies for Grade 8. The results of the data analysis regarding the
features of video technology show the kinds of videos to utilize in instruction. The use of
educational video challenges learners for self-discovery of the lesson was highly evident
in the teaching and learning process. The data pertaining to the academic performance of
the learners shows that the respondents highly perform in class and they acquire new
knowledge through the video technology approach.
Furthermore, the study of Mendoza et. al. (2019), entitled “Effectiveness of Video
Presentation to Learners’ Learning”, as conducted to identify the effectiveness of video
presentation to learners’ learning. This was derived due to the changes and updates the
world has to offer on enhancing student’s wisdom. Instructors and even learners rely or
use educative videos to learn, compare and understand concepts. The use of video is only
beginning to meet the needs of today’s and tomorrow’s learners. Using videos in teaching
is not new. It was proposed that videos are effective when used to develop information
literacy, using a student survey to measure the effectiveness of video lectures. Video
based materials boost learners’ creativity and cooperation. Access to video can help
motivate learners and create a distinctive context for their learning experience.
Questionnaires were administered to 224 learners of Benguet State University to measure
effectiveness of video presentation to student’s learning. From the outcomes, it was found
out that there is no significant difference on learners’ perceptions of the effectiveness of
video presentation to learners’ learning when grouped according to sex. Moreover, results
revealed that a significant difference exists among learners’ perceptions of the
effectiveness of video presentation when grouped according to their academic level.
Furthermore, it is revealed that the level of effectiveness of video presentation to learners
learning is highly effective.
Chapter 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This research study aimed to determine the level of Physical Education
performance of first year College students with the use of Supplemental Lecture Video
Lessons as a tool for learning at _________________________ School for School Year
2024-2025. Specifically, this research study answered the following questions: What is
the level of Physical Education academic performance of the first year College students
before using Supplemental Lecture Video Lessons as a learning tool? What is the level of
Physical Education academic performance of the first year College students after using
Supplemental Lecture Video Lessons as a learning tool? Is there a significant
improvement in the level of physical Education academic performance of the first year
College students after using Supplemental Lecture Video Lessons.
Fifteen (15) first year College students from ____________________ School
were used as the respondents of this study. This action research utilized the quasi-
experimental research design since its main purpose was to determine the effectiveness of
Supplemental Lecture Video Lessons in increasing the level of PE performance. Fifteen
(15) learners were taught using Supplemental Lecture Video Lessons. The results of the
pre-test and the post-test were compared to determine whether the use of Supplemental
Lecture Video Lessons will help improve the performance of the first year College
students in PE. The results of post-test of the first year College students showed that
using Supplemental Lecture Video Lessons was effective in terms of improving the PE
performance of the first year College students in Quarter 4. Based on the results of their
pretest and posttest, this intervention was effective and can be used as an alternative
intervention in teaching.
The following are the salient findings of the study; the first year College students
were classified under low level academic performance and all of them failed before the
use of Supplemental Lecture Video Lessons. The first year College students were
classified under average to high level academic performance after the use of
Supplemental Lecture Video Lessons. There is a significant difference on the PE
performance before and after the use of Supplemental Lecture Video Lessons.
Conclusions
Based on the findings of this study, the following conclusions are derived:
In the pretest, the over-all level of Academic Performance in PE of the first year
College students of ___________________________ School falls under low level
academic performances prior the implementation of Supplemental Lecture Video
Lessons. In the posttest, the over-all level of academic performance in PE of the first
year College students of _______________________________ School falls under
average to high level academic performances after the implementation of Supplemental
Lecture Video Lessons.There is a significant difference between the pretest and posttest
scores of the first year College students. As a result, P (T<=t) one-tail = 1.6E-07; and P
(T<=t) two-tail = 3.3E-07 are both less than alpha (<0.05). The difference between the
means is significant when the p values are smaller than the significance level. Thus, the
significant difference depict that using Supplemental Lecture Video Lessons was
effective.
Recommendations
On the basis of the information gathered from the results of this study, the
following recommendations are hereby suggested for considerations.
1. Since the use of Supplemental Lecture Video Lessons of Learning was found
effective in teaching Physical Education (PE), it should be used in teaching other year
levels of PE.
2. Learning via videos is considered as an effective tool for many students , as the
topic was well reviewed by many researchers. Learning is important for students to build their
foundation of knowledge that they can utilize in their future careers.
3. Seminars and workshops should be conducted to teachers teaching PE and
teachers of other area on the implementation of Supplemental Lecture Video Lessons to
enhance their strategies in teaching their respective subjects.
4. Other future researches with wider scope is recommended as an extension of
this study.
BIBLIOGRAPHY
BOOKS
Banerjee A, Chaudhury S. (2020) Statistics without tears: Populations and samples. Ind
Psychiatry J. 2010;19(1):60-5. New Zealand Population Review.
Infiana, L.(2022). Digital video and teaching. Contemporary Issues in Technology and
Teacher Education, Teaching and Teacher Education. Prentice-Hall,
NY: New York.
Pace, B. G., & Jones, L. C. (2019). Teaching with web-based videos. The MAPEH
Teacher, January, 47–50.
JOURNAL
Alimuslamani, H., Nassar, I., Mahdi O. (2020). The Effect of Educational Videos on
Increasing Student Classroom Participation: Action Research. International
Journal of Higher Education Vol. 9, No. 3; 2020. doi:10.5430/ijhe.v9n3p323.
Aycicek, B. (2018). The Effect of Flipped Classroom Model on Learners’ Classroom

Engagement in Teaching English. International Journal of Instruction, 11(2), 385–
398.
Campugan A., Salinas P., (2022). Modular and Recorded Video Lessons in Teaching
Music, Arts, Physical Education and Health (MAPEH). International Journal of
Social MAPEH and Humanities Research ISSN 2348-3164 (online) Vol. 10,
Issue 1, pp: (199-210), Month: January - March 2022.
Mendoza, G, Caranto L., David, J. (2019). Effectiveness of Video Presentation to

Learners’ Learning. International Journal of Nursing MAPEH. p-ISSN: 2167-
7441 e-ISSN: 2167-745X
Mohamad, Abdhul Kibul. (2020). Audio Video Learning, American Journal of

Education. No. 1;2010. ISSN 2329-7913 E-ISSN 29-745748.
Thorpe, P. (2019). Using social networking technology to en-hance learning in higher

education: A case study using Facebook. In System MAPEHs . 44th Hawaii
International Conference , 1-10
Thorton, Jesse P.(2022). Learning through Instructional Videos, American Journal of
Education. No. 5;2015. ISSN 2012-7913 E-ISSN 256-45678.
Torres (2018), Utilization of Video Technology in Teaching Social Studies among Grade
8 Learners in Fermin La Rosa National High School, Ascendens Asia Journal of
Multidisciplinary Research.
INTERNET SOURCES
Cruse, Rebecca. (2017). An Introduction to T-test, Scribbr.https://www.scribbr.com.
Lopez, A. (2016, June 11). 21st Century Education: What learners and teachers are in for
this coming school year. Retrieved from cnn.ph:
https://www.cnn.ph/news/2060/6/11/educ-school-classes.html
Thyer, B. (2022), Quasi-Experimental Research Designs.

DOI:10.1093/acprof:oso/9780195387384.001.0001. https://www.researchgate.
Appendix A
PERMIT TO CONDUCT A STUDY
____________
MRS. _
__________ School
_________District I
Madam:
Greetings!
The undersigned is undertaking a study entitled “___” in partial fulfillment of the degree
of Master in Education major in Educational Leadership at Colegio de Dagupan,
Dagupan City, Pangasinan.
In this regard, the researcher earnestly solicits your permission to conduct a study to the
Grade ____ learners in connection to her Action Research.
Your kind favorable consideration of this request will be highly appreciated.
Respectfully yours,
_
Teacher-Researcher
Approved:
_
Principal III
Appendix B
Schedule in Conducting the Action Research
Work Plan
The study was conducted during the second quarter of SY 2020-2021 (January 2021 to
March 2021).
Time Frame Persons Involved Activities/Strategies Expected Outputs
Identify the reading skill Identified

level of the learners worksheets to be
used
(Subject Teacher) Asked permission from
the school head Prepared activity
January 2021 sheets
Asked parental consent Recorded the pre-
Conducted the test

(Subject Teacher)
experiment
Data analysis
Data analysis
February 2021 Continuation of the Recorded the daily

experiment activities
(Subject Teacher)
Use of Modular
Learning Modality
Administer the post-test

(Subject Teacher)
March 2021
Data Analysis Final paper
(Subject Teacher) Completed out put
Appendix C
RAW SCORES
LEARNE PRETES POSTTES

R T T
1 5 14
2 4 11
3 6 15
4 7 24
5 8 25
6 7 26
7 7 27
8 9 28
9 10 29
10 4 15
11 5 17
12 7 16
13 8 28
14 9 29
15 4 16
Appendix D
PRETEST POSTTEST QUESTIONS WITH TABLE OF SPECIFICATIONS
WITH PREPARED BY
AND VALIDATED BY
Appendix E
LIST OF INSTRUCTIONAL MATERIALS USED AS AN INTERVENTION
Appendix F
PICTURES OF INSTRUCTIONAL MATERIALS USED
Appendix G
PICTURES WHILE CONDUCTING THE STUDY
Appendix H
CURRICULUM VITAE

CLARK

Uploaded by

Copyright:

Available Formats

CLARK

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CLARK

Uploaded by

Copyright:

Available Formats

EFFECTS OF SUPPLEMENTAL LECTURE VIDEO LESSONS ON THE

ACHIEVEMENT OF FIRST YEAR COLLEGE STUDENTS IN

School of Professional Studies

In partial fulfillment of the requirements for the degree MASTER IN

BARTOLOME A. CARRERA, Ed.D.

FELIZA ARZADON-SUA, Ed.D.

JANN ALFRED A. QUINTO,MSIB FLORIBETH P. CUISON, DIT

CARIDAD OLI ABUAN, Ed.D.

_______name, “____________________”, Master of Education, Major in Educational

Adviser: BARTOLOME A. CARRERA, EdD

This research entitled “________________________” which aimed to determine the

Keywords: Numeracy Skills, Mathematics, Modular Learning Modality,

I dedicate my research work to my family and many friends

A special feeling of gratitude to my wonderful daughter _____ and to my

Above all, to Almighty GOD,

The source of LIFE and BLESSINGS!

3 RESULTS AND DISCUSSION …………………………………

Background of the Study

Tertiary physical education (PE) in the Philippines aims to develop students'

However, instructors face important problems such as school administration's

underestimation of physical education course, lacking of the qualification needed to

their underestimation towards physical to (Thorpe, 2019).

In order to capture the interest of learners to engage in moderate to vigorous

nowadays is the use of instructional videos.

you will help the learners learn, (Infiana, 2022).

more compelling than printed resources, (Mohamad, 2020).

instructional designers and educational technology consultants. Other schools lacking in

their online programs. (Thorton, 2022)

Despite technological advancements, the difficulties and limitations posed by

In order to help in the emerging needs to provide education, as a PE teacher,

lecture videos will be used as supplements to the traditional lectures in Physical

Using audio-visual materials in the classroom is nothing new. Since filmstrips

recognized the power of audio-visual materials to capture the attention of learners,

educational television (ETV), intended to complement classroom instruction rather than

based videos designed specifically as supplemental classroom tools. Delivery

evolving to newer and ever-greater potentials of adaptability in delivery, (Cruse, 2017).

this innovation could be utilized in the subject Physical Education.

Physical activity is important for everyone in the family. The following is

performance of Grade 8 learners through Video Lessons” is hereby proposed.

Educational Videos on Increasing Student Classroom Participation: Action Research”, by

the participation of 24 learners at the Applied MAPEH University in Bahrain. The

focused on determining the effectiveness of Modular and Recorded Video Lessons in

improvement in the delivery of quality education to learners.

Furthermore, the study of Mendoza et. al. ( 2019), entitled “Effectiveness of

Video Presentation to Learners’ Learning”, as conducted to identify the effectiveness of

information literacy, using a student survey to measure the effectiveness of video

University to measure effectiveness of video presentation to student’s learning. From the

of the effectiveness of video presentation to learners’ learning when grouped according to

perceptions of the effectiveness of video presentation when grouped according to their

academic level. Furthermore, it is revealed that the level of effectiveness of video

presentation to learners learning is highly effective.

from different perspectives. They encourage thinking, reasoning, problem-solving, and

take video lessons if they have the internet.

the use of Video lessons as an intervention is presented in Input-Process-Output (IPO)

Model on Figure 1 as follows.

the Physical Education.

Meanwhile, the process will be the conduct of pre-test, use of Supplemental

Lecture Video Lessons as learning tool and the conduct of Post-Test.

performance in Physical Education of first year college students through Supplemental

Lecture Video Lessons.

_name, “______________”, Master of Education, Major in Educational

 Test Scores Use of Supplemental Improving the