Oblates of St.

Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The Philippine government has been focused to bring the educational

system into a modernized status. So, as time elapses, technology gradually

revolutionized the educational system of the country until teaching styles evolve

from traditional classroom to the usage of video presentation. And as the video

becomes a method for teaching, it has been integrated in teaching Mathematics

lessons. It is currently utilized in introducing ideas, lectures, discussions and

updates (Scholz, 2011) and it provides a better, more immersive and meaningful

learning experience to students (Hansen and Backes, 2018).

In the framework for Philippines Mathematics Teacher Education

Principle 2, it has been stated that “Mathematics must be real to students

therefore, Mathematics teachers should be mindful of students contexts when

teaching Mathematics.” Subsequently, teachers ought to incredibly meet

expectation such as creating a learning environment, empowering and tolerating

the utilization of various technologies, mathematical presentations to enhance

intellectual discourse and assessing, selecting and utilizing suited videos as aid

to effective mathematics teaching and learning.

1
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

However, there are still gaps in adapting this matter. Is video

presentation effective or ineffective in teaching Mathematics? Is video

presentation reliable to be a teaching material to the students? How do the

teachers know that the credentials of the video is considerable to be used in the

lesson in Mathematics? Moreover, how do the teachers identify the most

effective/ineffective characteristics of a video to be used?

Video presentation is now an influential tool that changed the way of

teaching and learning. One study by Mendoza [Link] (2015) reveals that the

level of effectiveness of video presentation to students learning is highly

effective. Other researchers show that students are more motivated and attend

class more regularly and found every lessons more understandable (Butler and

Mautz, 1996). Additionally, using video increase students engagement and

ignite discussions (Bruce, 2012).

From a global perspective, one study by Barman (2013) states that Khan

Academy videos were effective for teaching simpler Math concepts to students,

but were not as effective for teaching more difficult Math concepts. Moreover,

the results show that although students believed that the Khan Academy videos

have certain flaws, they also believed that the videos provided a valuable

learning experience for them.

Another study about the topic by Wilson (2005) asserts that the roles of

2
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

teachers and students can be different. Teachers do not have to teach everything

as before in a traditional classroom situation, because videos can lead students

to practice and help them think the process gradually. On the other hand,

students can be self-directed learners without depending on teacher’s guidance

to learn new ideas or acquire information.

In contrary, one study of Wood and Petocz (1992) states that video is

unsuited to being the sole mode of instruction as it is not interactive. It does not

allow students to take coherent notes on a topic, and it is not great at

demonstrating details and examples.

This study that focuses on the usage of video presentation in teaching

Mathematics, notify students and teachers of its advantages and disadvantages

as well as the characteristics of video presentation that contribute to it. Thus,

determining the perception of the students about video presentation is

fundamental in offering beneficial recommendations for upgrading student’s

learning in Mathematics. Mathematics is losing the hearts and minds of

secondary students, video presentation can help win over these lost hearts and

open minds to the beauty of mathematics (Wood, 1992).

3
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Theoretical Framework

The Cognitive Theory of Multimedia Learning (CTML), Multiple

Intelligences Theory and the Cognitive Constructivist Theory of Multimedia

(CCTM) provide a useful framework to explain the cognitive processing during

learning from educational video.

The Cognitive Theory of Multimedia learning, states that words and

pictures (illustrations, animation, or video) are more conducive to learning,

rather than just text or pictures alone and that using multimedia (video

presentation) assists the way that the human brain learns (Mayer, 2009). This

theory proposes three main assumptions when it comes to learning with

multimedia. First, the two separate channels (auditory and visual) for processing

information. The auditory channel processes sound that we hear while the visual

channel processes things that we see. By combining these two process, learners'

learning will be more in-depth and remain longer in their memory. Second, each

channel has a restricted capacity and lastly, learning is an active process of

filtering, selecting, organizing, and combining information based on prior

knowledge (Mayer, 1947).

The second theory, Gardner's Multiple Intelligences Theory. According

to Gardner (1993), intelligence should not be measured as a singular entry, but

by multiple entries relating intelligence possessed by all humans. Multiple

4
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

intelligences theory allows teachers to create interactive learning materials to

maximize student's learning. Creating interactive digital learning materials

centering on the multiple intelligences of learners provide learners with equal

opportunities to learn based on their learning styles and a combination of their

intelligence entries in the areas of linguistic, logical-mathematics, spatial,

bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist

intelligences. It additionally proposes that the way in which topic is passed on

will impact that person's capacity to learn and that teachers need to consider all

of these when designing instructional materials or choosing video clips.

Cognitive Constructivist Theory of Multimedia (CCTM) developed by

Bull (2009) is a theory that integrates concepts from the cognitive theory of

multimedia learning and the multiple intelligences theory to support designing

video as instructional materials that minimize the cognitive overload of the

learner's memory.

The combination of Gardner's Multiple Intelligences Theory aligned with

Mayer's The Cognitive Theory of Multimedia Learning (CTML), within Bull's

Cognitive Constructivist Theory of Multimedia (CCTM) promotes the design of

effective interactive digital materials to engage, motivate, and achieve student

learning outcomes. These theories have been proven to have significance in

maximizing students’ learning.

5
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Conceptual Framework

Figure 1: Conceptual Paradigm of the Study

This conceptual framework illustrates the relationship between the

independent and dependent variables. The independent variables of this study

include the characteristics of video presentation. The dependent variables are

the advantages and disadvantages of video presentation, they depend upon the

characteristics of video presentation used by the teacher as instructional

materials, wherein, those have direct effect on the student’s learning.

6
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Statement of the Problem

This study aims to identify the advantages and disadvantages of video

presentation in the learning of the students in the area of Mathematics,

particularly the Grade 11 and 12 Science Technology, Engineering and

Mathematics (STEM) students of Holy Family Academy.

Specifically, this sought to answer to the following questions:

1. What are the characteristics of video presentation that upgrade and degrade

the learning of STEM students in Mathematics?

2. What are the advantages of video presentation in the learning of STEM

students in Mathematics?

3. What are the disadvantages of video presentation in the learning of STEM

students in Mathematics?

Significance of the Study

Video presentation is a modern concept of instructional material which

plays an effective role in creating a greater amount of interest and enjoyment

and maintaining that interest for longer periods of time, and it provides an

innovative and effective means for educators to address and deliver the required

curriculum content.

7
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

The results of the study will be of great benefit to the following:

STUDENTS. The results will provide the students with some knowledge on

how they will easily learn by just watching videos about

mathematics, and also for them to know how effective it is.

TEACHERS. The given data would guide the teachers on how students

learned on those videos they presented, they will also know how effective

using video presentation is in teaching students.

SCHOOL ADMINISTRATORS. This study will guide them to provide

students an effective and suited learning environment and to

enhance the student’s learning in the area of Mathematics through the use

of video presentation.

FUTURE [Link] research will provide them the information

related to their topic and have more ideas based on the results and findings

of the study. This will also guide them on how they will do their own

researches.

8
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Scope and Delimitation

This study aims to provide readers with wider knowledge about the topic.

The focus of the study is to identify and examine the advantages and

disadvantages of video presentation in the learning of Grade 11 and 12 Science

Technology, Engineering and Mathematics (STEM) students of Holy Family

Academy in Mathematics. It covers the study of how the usage of video

presentation as instructional materials can be a factor in maximizing the

learning effectiveness of the students. The respondents are comprised of 110

students coming from the Science Technology, Engineering and Mathematics

(STEM) departments.

The study delimited the sources of data. Participant students from the

Elementary, Junior High School, Grade 11 and 12 Humanities and Social

Sciences (HUMSS) and Accountancy, Business and Management (ABM)

students are excluded in the study and narrows its scope only within the vicinity

of Holy Family Academy.

9
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Definition of Terms

Video Presentation- is typically a video segregated as slides. Each slide

can come with its own set of animation and sound effects and if played

together gives an outlook of a video.

Multimedia- is the field concerned with the computer-controlled

integration of text, graphics, drawings, still and moving images (Video),

animation, audio, and any other media where every type of information can

be represented, stored, transmitted and processed digitally (Marshall, 2001).

Cognitive- means relating to the mental process involved in, knowing

learning, and understanding things.

Learning- is the act or experience of one that learns; knowledge or skill

acquired by instruction or study; modification of a behavioral tendency by

experience (such as exposure to conditioning).

Instructional materials- are the tools used in educational lessons, which

includes active learning and assessment (Janovsky, 2018)

Mathematics- is the abstract science of number, quantity, and space.

Mathematics may be studied in its own right (pure mathematics), or as it

is applied to other disciplines such as physics and engineering (applied

mathematics).

Human-Computer Interaction (HCI)- is a multidisciplinary field of study

10

10
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

focusing on the design of computer technology and the interaction between

humans (the users) and computers.

Boredom- is the state of being weary and restless through lack of interest.

Visual communication- channel refers to information received visually

such as, sight, color, dreams, and visions. It can include stories, mythology

and intuition. Reading is a function of the visual channel (Dennehy, 1989)

CHAPTER II

11

11
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

REVIEW OF RELATED LITERATURE

Part of being in the modern society, the examination of Mendoza [Link]

(2015) was led to distinguish the adequacy of video introduction to student’s

learning nowadays because of the progressions and updates the world brings to

the stand on upgrading student's intelligence. Additionally, video presentation in

education is not new.

Video presentation may pertain to be one or more problems in the

mathematics that the pupils individually or in groups need to solve. Assistance

needs to be provided to pupils in securing the necessary information for the

identified problem areas, and practices and drill that pupils need to order to

work. Drills and practices activities may truly stimulate learner achievement

when using videos even it doesn’t written in the history of mathematics. A video

that instill much interest in pupils learning pertains to information on the history

of measurement such as how the foot, yard, and inch was initially determined.

the former researchers have observed much pupil’s excitement in this kind of

learning opportunities involving videos such as in geometry in the mathematics

curriculum. Here, learners are assisted in determining areas, as well as

perimeters of squares, rectangle, circle, and trapezoid. Recently one of the

authors observed a film that presented outstanding content stressing finding

12

12
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

areas and perimeters of selected figures. There are educators who will say that

the film are outdated in the mathematics curriculum. That would depend more

upon the content presented rather than if it is a film that is used as a teaching

material.

One study of Montazemi (2006) states that multimedia is progressively

used to improve human-computer interaction in different formats (content,

designs, sound, activity, and video). The dare is to apply the most useful

presentation format that would come up with performance advancement. The

said paper addresses the additional value of video presentation in an innovation

interceded learning condition for an essential Administration Data Framework

course at MBA level. Montazemi proposes two speculations that consider

students’ dominance learning and fulfillment with respect to the helpfulness of

video introduction, directed by students’ self-enthusiasm to learn the topic (i.e.,

inherent inspiration). Their examination, based on observational research,

demonstrates that the subjects discover a learning environment bear with video

introductions is more valuable. Their inborn motivation to take in the topic had a

remarkably positive outcome on their availability with the video presentation.

The video certainly ought to be on the understanding levels of students,

not disappointing nor being in bored levels makes the pupils. The pace of the

presentation should harmonize with the sequential comprehension of content of

13

13
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

learners. What students do not understand, they should receive clarification of

these ideas, concepts, and generalization from the teacher. Observing the

students before, during, and after the video is important. Time on task needs to

be emphasized by the teacher. Learners should be guided to become responsible

individuals and assume self-direction roles in mathematics achievement. Most

videos tend to secure pupils’ interest. The teacher also needs to be certain that

there is pupil-perceived purpose in observing the contents in the video. Thus, the

mathematics teacher may give a few reasons as to why the contents in the video

are important to understand.

Video usage in classrooms in this day is accepted to positively affect the

student’s prosperity and their behavior towards task work. This study focuses

and examines the students’ attitudes towards video usage in class and whether

the utilization of video enhanced their academic achievement. From their found

results it demonstrated that students had a positive attitude towards technology

use. (Eyyam & Yaratan, 2014)

From the results, it was discovered that there is no huge discrepancy on

students' view of the video presentation to students' learning when gathered by

sex. Additionally, it comes about uncovered that a huge contrast exists among

students' view of the adequacy of video introduction when gathered by their

academic level. The researchers found a result that in this research there are

14

14
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

some fields that are not recognized as a part of the study.

On technicalities:

This research presents the effects of the use of supplementary videos with

different context of content (entertainment and educational) as well as the

effects of their position within the teaching material. Based on the analysis of

Ljubojevic [Link], (2014), the experimental results showed that the most efficient

method of use of supplementary video is integration with educational video

content in the middle of a lecture. Entertainment video was not as efficient as

educational, but it can be used to engage and motivate students for learning. The

given results have been confirmed with a subjective assessment of students’

quality of experience with different methods of embedding video clips.

A work performed by Mautz (1996) examines the effect of a video

introduction on review in a controlled setting. The outcomes show that

multimedia prompts more uplifting states of mind towards the moderator and

introduction style related with interactive media. Students in the multimedia

group enjoyed the presentation more, found it more apprehensible and believed

that it taught them ideas better than the students in the traditional group. Other

researches show that students are more motivated and attend class more

regularly.

A developing assemblage of research has recognized students taking

15

15
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

distinctive ways and utilizing diverse media while acquiring data that enables

them to perform at comparable levels. The new technology teaching methods is

the ability to show three-dimensional (3-D) graphics. When an investigation of

students’ choice of media from within a hypermedia program was investigated,

comes about presumed that 56% of the understudies picked visual media, 30%

picked content, while 14% picked sound-related media. (Ayersman 1996,

GebreYohannes, Bhatti, and Hasan 2015)

Video or multimedia presentation gives a persuasive and complicated

device that can change the way we instruct, and the way students learn. Thus,

there is an enhanced capacity to scan for conceptual or complex material with

expanded student’s awareness and intrigue. (Matheson and Achterberg, 1999)

As regards to the study of Harris, Mishra, and Koehler (2007), effective

teaching with technology requires teachers to develop an understanding of, a

fluency with, and a cognitive flexibility not only in each of the three domains of

knowledge (i.e., content, pedagogy, and technology), but also in the associations

of the three domains, so that teachers can provide context-specific, content-

based teaching strategies and representations for their students.

On student’s advantage:

The level of viability of video presentation to student’s learning is

profoundly effective to learn, think about and comprehend ideas. It was

16

16
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

suggested that recordings are powerful when used to create data proficiency,

utilizing an understudy review to gauge the viability of video addresses

(Mendoza [Link], 2015), and lecture organization (Ljubojevic [Link], 2014).

Besides, video-based materials support understudies' imagination and

participation. The researcher conclude that the effectiveness of the student’s

learning will be based on its video materials.

One of the books of Ediger (2003) mentions “Teaching Mathematics” the

efficiency of using video tapes in rapid learning of students. He states that

videos provide astounding learning opportunities and bring movement and

development into learning opportunities in mathematics.

According to Danesi (2016), video presentation has the sensation of

entertaining and enlightening the students learning. In considering to what he

said that “Video Presentation put the finishing touches on the teaching of a math

concept.”

Ljubojevic [Link] (2014) studies’ state that merging educational video clips

in teaching may supplement the students’ background information and increase

their motivation in learning. Through that, important vital points of a lecture will

be kept in mind which means it triggers the capability of the student to easily

remember the lessons.

The researchers have agreed that multimedia presentation significantly

17

17
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

boosts students’ interest, involvement, enjoyment and liking for mathematics. In

additional, the influence of multimedia on different types of learning styles

should also be referred at to determine how individuals with diverse learning

styles benefit from multimedia instruction. (Ogochukwu, 2010)

In their study, a few specialists declare that the utilization of innovation

in the classroom can improve student’s learning. Twenty-years of research

proves that the usage of video presentation improved learning produces no less

than 30% additionally learning in 40% less time at 30% lower cost. At that

point, when an interactive educational video clips are utilized for mixed media

strategies for guideline, maintenance is brought to 80% up as opposed to 40%

for simple discussion techniques or 20% with the traditional lecture approach

utilizing visual guides. (White and Kuhn, 1997)

In these contexts, successful integration of instructional technology is

deemed to involve the employment of technology as a medium for helping

students identifying the following features as proper technology uses in

mathematics instruction: introducing and illustrating technology in the context

of meaningful content-based activities; addressing the worthwhile nature of

mathematics with appropriate pedagogy; taking advantage of technological

capabilities to restructuring the curriculum to reflect technology based

educational reform goals and to enhance competence in teaching and learning;

18

18
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

interconnecting mathematical concepts as well as connecting mathematics to

real life situations; and incorporating various representations of mathematical

concepts. (Ball and Forzani (2009), Harris, Mishra, and Koehler, 2007).

Chapter III

RESEARCH METHODOLOGY

19

19
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Methodology

The purpose of this study is to examine the perceptions of selected

Science, Technology, Engineering, and Mathematics senior high school

students enrolled at Holy Family Academy, Banaba, Padre Garcia, Batangas for

the school year 2018-2019 about the advantages and disadvantages of video

presentation in learning.

Research Design

The experimental method of research is used in this study and in addition

to a qualitative approach. It is an investigational study for factual and suitable

interpretation of data. It suggests an emphasis on the characteristics of elements

and on procedures and implications that are not tentatively analyzed or

estimated [if estimated at all] as far as amount, totality, control, or relapse. It

looks for answers to questions that pressure how social experience is made and

given importance. (Denzin, N. K., and Lincoln, Y. S., pg. 10). Since the present

study is concerned with the perceptions and lived experiences of the Science,

Technology, Engineering, and Mathematics senior high school students in using

video presentation in learning Mathematics, the experimental method of

research is the most appropriate method to use.

Qualitative research refers to techniques and methodologies that focus

about the "why" instead of the "what" of social occurrences and depends on the

20

20
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

immediate encounters of people as significance making operators in their

regular daily existences (Eisner, E. W. 1998).

Hence, this kind of research emphasizes looking at variables in their own

natural settings having an effective quality of a curious and open-minded

information, and aware of wider context. The researchers must observed

empathetic and patience inclined with the collaborative and ethical qualities.

(Igor Z, 2017)

Research Population

A total of 110 respondents participated in this study who were selected

via purposeful sampling. These are Science, Technology, Engineering, and

Mathematics senior high school students who are part of grade 11 and 12.

Research Instrument

The qualitative research questionnaire, a kind of written interview, is

consisting of a series of questions for gathering data from respondents.

Qualitative questionnaires are effective research instruments for providing a

quite cheap, hasty and resourceful way of obtaining large amounts of data from

a large sample of people (McLeod, S. A. 2018).

As McLeod, S. A. (2018) emphasized that “questionnaires can be an

effective means of measuring the behavior, attitudes, preferences, opinions and,

21

21
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

intentions of relatively large numbers of subjects more cheaply and quickly than

other methods.”

In this questionnaire, the researchers were able to state the advantages

and disadvantages of the video presentation, and how are the characteristics of a

video upgrade and degrade the learning of Mathematics.

Data Gathering Procedure

The questionnaire of this study was directed to the Science, Technology,

Engineering, and Mathematics students of Holy Family Academy, Banaba,

Padre Garcia, Batangas. This questionnaire was focused in an experimental

study given to the respondents in their available time of class to ensure that the

research population was met. Permission for the respondents was obtained from

the school principal and the subject teachers preceding to the data collection.

The questionnaire was explained in which the purpose of this study has been

introduced. Also, the general directions for the questionnaire have been

discussed together with the following nature of the questionnaire.

As the explanation is being said, the setup of the videos was already

taken. During the watching of the videos, the respondents were able to answer

the questionnaire. The data collection of the study was assumed to consume

thirty minutes of a session of a class. Upon completion of the answered

questionnaire, the data was given to the assigned researcher to analyze the data

22

22
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

attained.

Data Analysis

The research was immersed in the people’s personal perspectives and

lived experiences of the respondents. Steps involved tallying of data into units,

categorizing data into concepts, and organizing the data.

23

23
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter aims to discuss the advantages and disadvantages of video

presentation in the learning of Science, Technology, Engineering, and

Mathematics (STEM) students in Mathematics as well as to present its

characteristics that upgrade and degrade their learning. These items give a better

understanding about how video presentation affects the learning of the students

in Mathematics.

The researcher presented the information through tables and graphs. The

experimental and qualitative approach was used.

24

24
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Graph 1
70

60
9
50

40 19

30

20 42
32
10 17 7
15 14
6
0
Speaker's voice Wih subtitle Presence of the Detailed Drawing and Text
speaker information illustrations

1. Characteristics of Video Presentation

Graph 1 shows the characteristics of video presentation that upgrade the

student’s learning in Mathematics. The graph unveils that the most number of

responses fall in speaker’s voice divided by its common characteristics such as

clear with 32 responses, loud with 19 responses and friendly with 9 responses,

with a total of 60 responses from the respondents. While the characteristic that

got the least amount of responses falls in text that got a total of 13 responses,

divided into two portion, color with 6 responses and style with 7 responses.

25

25
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Graph 2
100

90
21
80

70

60 22

50

40
25
30
10
20 5
11
25
10 16 17 16
11 7
0
Speaker's voice Text Way of teaching No subtitles Intricate Blurred

Graph 2 shows the characteristics of video presentation that degrade the

student’s learning in Mathematics. The results shows that the speaker’s voice

got the most number of responses with 4 sections such as unclear with 25

responses, fast with 25 responses, monotonous with 22 responses and low with

21 responses, with a total of 93 responses, which is half of the responses

gathered from the respondents. While the characteristic that got the least amount

of responses is blurred with a total of 7 responses.

2. The Advantages of Video Presentation

26

26
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Graph 3
45

40 41 41
35 37
33
30

25

20

15
15
10
6
5

0
Unlimited Widespread Interestingand Detailed Learning at an Enhances
Exposure Learning of Engaging Information individual pace Listening Skills
Lesson

Graph 3 shows the advantages of video presentation to student’s learning

in Mathematics. As can be seen from the graph, the results show that the leading

advantage of the usage of video presentation were widespread learning of

lessons and unlimited exposure that both gained 41 of the responses from the

respondents. Followed by interesting and engaging that got 37 responses,

detailed information which received 33 responses, and learning at an individual

pace that gained 15 responses. Moreover, enhanced listening skills got the

lowest number of responses with only 6 responses.

3. The Disadvantages of Video Presentation

27

27
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Graph 4
60

50
50
46
40

30
29

20 23
18
10
6

0
Boredom Limited Learning No Scope for Speaker's Voice Technical May Result to
Clearing Doubts Problems Vision Problems

Graph 4 shows the disadvantages of video presentation to student’s

learning in Mathematics. The results demonstrate that the leading disadvantage

of video presentation was boredom with 50 responses. Followed by limited

learning which received 46 responses. The least mentioned responses, 6 stated

that the disadvantages of video presentation may result to vision problems.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents review of the statement of the problem, summary

28

28
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

of the findings, conclusions and recommendations based on the data gathered,

analyzed and interpreted.

Findings

The important findings of the study are presented in this section based on

the statement of the problem.

1. Characteristics of video presentation

Upgrade. Almost half of the responses stated that the characteristics of

video presentation that upgrade the student’s learning in Mathematics was the

quality of the speaker’s voice (eg. clear, loud, friendly). The remaining

responses fall under the presence of the speaker inside a video, the detailed

information being elaborated, the showing of drawings and illustrations, and the

style and color of a text.

Degrade. An exceeding half of the responses declares that the

characteristics of video presentation that degrade the student’s learning was also

the quality of the speaker’s voice (eg. unclear, fast, monotonous, low). The

remaining responses fall under the assortment of text (unpleasant writing, small

written of words, misspelled words ), the way of teaching of the lesson by

lecturer/s inside and the video itself, having no subtitles, being intricate of the

29

29
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

lesson, and blurring of the video.

2. Advantages of video presentation

Unlimited Exposure. The majority of the respondents declared that this is

one of the main advantages of video presentation in learning in Mathematics.

For them, it gives them an opportunity to review the current and following

lesson in Mathematics and are able to rewind, to pause and to stop the video

anytime and anywhere.

Widespread Learning of Lesson. Also one of the main advantage of

video presentation. In view of the fact that it gives them a wide scope of the

lesson in Mathematics which helps them to understand the lesson better.

Interesting and engaging. A moderate number of responses considered

this as an advantage as it draws their attention and had fun while learning.

Detailed Information. Some of the respondents considered this as an

advantage of video presentation as video provides examples, graphs,

explanation and full background of the lesson.

Learning at an individual pace. Almost half of the highest number of

responses expressed that learning by themselves with the help of video

presentation is an advantage in the learning in Mathematics. Moreover, learning

30

30
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

at an individual pace helps them to concentrate in studying.

Enhances Listening Skills. A small number of respondents declares this

as an advantage of video presentation since that video presentation intensifies

listening ability of a student and helps to practice listening skills.

3. Disadvantages of video presentation

Boredom. It is the highest number of responses and considered as the

most disadvantage of video presentation. In which, the students do sleeping or

talking to their classmates due to poor characteristics of video presentation or

the content of the video itself shows.

Limited Learning. Students found out that video presentation was

insufficient in learning in Mathematics. Because of this, a large number of

respondents stated that this is a one of disadvantages.

No Scope for Clearing Doubts. A large number of respondents stated

that this is a disadvantage since they cannot ask for confusions and doubts in

the video presentation.

Speaker’s Voice. Almost half of the highest number of responses

expressed this as a disadvantage of video presentation in the learning in

Mathematics. In view of the fact that students cannot understand the speaker in

31

31
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

the video.

Technical Problems. A small number of respondents declares this as a

disadvantage of video presentation in learning in Mathematics due to the

existence of problems while playing the video.

May Result to Vision Problems. Few students found out that video

presentation may cause vision problems such as irritation and poor eyesight

that is why they considered it as one of disadvantages of video presentation..

Conclusions

From the summarized findings, the following conclusions were drawn:

1. According to the data gathered, it was found out that speaker’s voice is the main

characteristics of video presentation that more likely to be a great factor in

upgrading and degrading the student’s learning in Mathematics.

1. According to the students’ perceptions, it stated that video presentation is

convenient for them when they missed lesson and are trying to review because it

contains a wide information that gives sufficient learning in Mathematics and

accessible in different time and place.

2. According to the students’ perceptions, using video presentation as a teaching

material gives a view of lack of interest, and the boredom level of a student will

32

32
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

increase.

Recommendations

From the formulated conclusions, the following recommendations

are drawn:

1. The teachers may create a personal video presentation or use referable

sites or links to download video clips for the lessons to be discussed.

Teachers should preview all video thoroughly before playing it in front of

the class.

2. Embed videos in a context of active learning by using guide questions

and activities and highlight the important concept and ideas.

3. Providing subtitles will also be a great help in understanding the video as

well as the lesson.

4. Teachers should observe the class while playing the video. Never show

more than 6 minutes of video without teacher interaction or student

collaboration taking place to maintain the attentiveness of the students.

33

33
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

REFERENCES
A. INTERNET/ ELECTRONIC SOURCES
Ayersman, D. (1996). Effects of Learning Styles, Programming, and Gender on
Computer Anxiety. Retrieved from ResearchGate:
[Link]
_Styles_Programming_and_Gender_on_Computer_Anxiety
Ball, D. L., and Forzani, F. M. (2009). The work of teaching and the challenge
for teacher education. Journal of Teacher Education, 60(5), 497–511
Bull, P. (2009). Cognitive constructivist theory of multimedia design: A
theoretical analysis of instructional design for multimedia learning. In
G. Siemens, & C. Fulford (Eds.), Proceedings of world conference on
educational multimedia, hypermedia and telecommunications 2009 (pp.

34

34
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

735-740). Chesapeake, VA: AACE. [Link]

Danesi, M. (2016). Learning and Teaching Mathematics in The Global Village:
Math Education in ... Springer.
Denzin, N. K. and Lincoln, Y. S. “Introduction: The Discipline and Practice of
Qualitative Research.” In The Sage Handbook of Qualitative Research.
Norman. K. Denzin and Yvonna S. Lincoln, eds. 3rd edition. (Thousand
Oaks, CA: Sage, 2005), p. 10
Ediger, M. (2003). Mathematics: Content and pedagogy. College Student
Journal, 43(3), 714- 717. [Link]
student-journal
Eisner, E. W. (1998). The Enlightened Eye: Qualitative Inquiry and the
Enhancement of Education. Upper Saddle River, NJ: Merrill/Prentice
Hall
Eyyam, R. A. (2014). Impact of Use of Technology in Mathematics Lessons on
Student Achievement and Attitudes. Retrieved from ResearchGate:
[Link]
Technology_in_Mathematics_Lessons_on_Student_Achievement_and_At
titudes
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York:
Basic Books.
Gebreyohannes, H. M. (2016). Impact of Multimedia in Teaching Mathematics.
Retrieved from ResearchGate:[Link]
/310627038 _Impact_of_ Multimedia_in_Teaching_Mathematics
Ljubojevic, M. V. V. (July 2014). Using Supplementary Video in Multimedia
Instruction as a Teaching Tool to Increase Efficiency of Learning and
Quality of [Link] International Review of Research in Open
and Distributed Learning.
Marshall, D. (2001). What is Multimedia? Retrieved from Users:
[Link]
Mayer, R. E. (1947). Multimedia learning. Psychology of learning and
motivation, 41, 85-139.
Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge

35

35
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

University Press
Mendoza, G. L. L., Caranto, L. C. and David, J. J. T. (2015) Effectiveness of
Video Presentation to Students’ Learning, International Journal of Nursing
Science, Vol. 5 No. 2, 2015, pp. 81-86. doi: 10.5923/[Link].20150502.07
Mishra, P., and Koehler, M. J. (2006). Technological pedagogical content
knowledge: A framework for teacher knowledge. Teachers College
Record, 108(6), 1017–1054. doi:10.1111/j.1467-9620.2006.00684.
McLeod, S. (2018). Questionnaire. Retrieved from SimplyPsychology:
[Link]
Montazemi, A. R. (2006). The Effect of Video Presentation in a CBT
Environment. Educational Technology & Society, 9 (4), 123-138
Ogochukwu, N. V. (2010). Enhancing students interest in mathematics via.
Nigeria: Academic Journals.
Reid, J. M. (1987). The Learning Style Preferences of ESL Students. Retrieved
from Wiley OnlineLibrary:[Link]
/3586356
White, D. Y. (2003). Promoting productive mathematical classroom discourse
with diverse students.  The Journal of Mathematical Behavior, 22(1), 37-
53.\[Link]
Z, I. (2017, April 27). 6 characteristics of a good qualitative researcher, and 13
ways to ask effective questions in interviews. Retrieved from Meduim:
[Link]
researcher-and-13-ways-to-ask-effective-interview-2a096e0a45a

36

36
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

APPENDICES
Appendix A
Letter of Request

37

37
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Appendix B

August 29, 2018

Dear Respondents:

38

38
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Greetings!

The researchers from Grade 12 – St. Thomas Aquinas are currently conducting a study about the
advantages and disadvantages of the video presentation in the learnings of STEM students in
Mathematics. The said study is one of our requirements in our subject Practical Research 1.

In this regard, we humbly seek your most valuable time and effort in answering this survey
questionnaire. Rest assure that the information to be gathered will be treated with utmost confidentiality.

We are hoping for your most favorable and kindest consideration to this request. Thank you very
much!

Respectfully yours,

THE RESEARCHERS
____________________________________________________________________________

Name: (optional) ________________________________

Grade & Section: ________________________________

General Directions:
 Answers all the following questions.
 Write legibly.

1. Describe the following video you have watched a while ago.

VIDEO CHARACTERISTICS
1
2
3
2. Give at least 3 advantage and disadvantage of video presentation in the
learning in Mathematics.

ADVANTAGES
a._____________________________________________________
b._____________________________________________________
c._____________________________________________________

39

39
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

DISADVANTAGES
a._____________________________________________________
b._____________________________________________________
c._____________________________________________________

Appendix C

Pictures

40

40
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

CURRICULUM VITAE

Name: Jenny P. Andal

Address: Bukal, Padre Garcia, Batangas

Birthday: April 6, 2001

Email address: andaljenny@[Link]

EDUCATIONAL BACKGROUND

41

41
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Senior High School

Holy Family Academy
S.Y. 2018-2019

Junior High School With High honor

Bukal National High School
S.Y. 2016-2017

Elementary Valedictorian
Bukal Elementary School
S.Y. 2012-2013

RECOGNITIONS

Patience Advocate Awardee

School Year 2016-2017

CURRICULUM VITAE

Name: Roy Andrae P. Araño

Address: Banaba, Padre Garcia, Batangas

Birthday: June 1, 2000

Email address: ryanbual25@[Link]

EDUCATIONAL BACKGROUND

42

42
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Senior High School

Holy Family Academy
S.Y. 2018-2019

Junior High School Pansol National High School

S.Y. 2016-2017

Elementary Padre Garcia Central School

S.Y. 2012-2013

Skills

Computer Literate
Can speak bilingual languages

CURRICULUM VITAE

Name: Bhea Bianca Amor C. Bayhon

Address: Pansol, Padre Garcia, Batangas

Birthday: July 8, 2000

Email address:

joycegonzalesa@[Link]

43

43
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

EDUCATIONAL BACKGROUND

Senior High School Holy Family Academy

S.Y. 2018-2019

Junior High School With Honor

Pansol National High School
S.Y. 2016-2017

Elementary Salutatorian
Taysan Central School
S.Y. 2012-2013

RECOGNITIONS

Cooperative Learning Awardee

School Year 2016-2017

Leadership Award
School Year 2016-2017

CURRICULUM VITAE

Name: Sheree Joy P. Montemayor

Address: Bukal, Padre Garcia, Batangas

Birthday: October 15, 2000

Email address: shereejoym@[Link]

44

44
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

EDUCATIONAL BACKGROUND

Senior High School Holy Family Academy

S.Y. 2018-2019

Junior High School With Honor

Bukal National High School
S.Y. 2016-2017

Elementary Lo-ok Elementary School

S.Y. 2012-2013

RECOGNITIONS

Conduct Awardee
School Year 2017-2018

Perfect Attendance
School Year 2017-2018

Task Champ Awardee

School Year 2016-2017

CURRICULUM VITAE

Name: John Mark M. Visleño

Address: Payapa, Padre Garcia, Batangas

Birthday: November 29, 2000

Email address: [Link]@[Link]

45

45
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

EDUCATIONAL BACKGROUND

Senior High School Holy Family Academy

S.Y. 2018-2019

Junior High School Bukal National High School

S.Y. 2016-2017

Elementary Payapa Elementary School

S.Y. 2012-2013

Skills

Computer Literate
Can speak bilingual languages
Multi- tasking

The researchers of the study aims to know the level of air pollution in Padre

Garcia, Batangas and how this become the basis for developing an anti-air

pollution device device.

46

46
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

It is also to determine the air quality performance in the said area. The

researchers want to know how it will affect the residents in terms of health issues

and environmental impact. This study also wants to impart some advance

knowledge about air pollution and how can it be lessen through the use of a

device.

Additionally, the aimed group or the aspired respondents make this

motivation and hope to help the environment specifically every individual.

Finally, for future researchers, the study can be a basis which can help in

future and further studies.

Air Pollution- refers to the release of pollutants into the air that are detrimental

to human health and the planet as a whole.( Mackenzie, 2016)

Air quality- the composition of the air interms of how much pollution it

contains. The degree to which air is suitable or clean enough for humans,

animals, or plants to remain healthy.(Collins English Dictionary 2012)

Vehicles- refer to the jeepneys (Tiaong to Lipa, Rosario to Lipa (Vice Versa),

San Juan to Lipa (Vice Versa) that release polluted air through muffler.

Muffler- also called silencer, device through which the exhaust gases from an

Internal-combustion engineare passed to attenuate (reduce) the airborne

noise of the engine.

Vehicle Exhaust Emission- are created by air-fuel mixture burning inside

47

47
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

internal combustion engines. (AZoCleantech, 2013)

Fuel- substances such as gasoline, unleaded, diesel and etc. Which contains

carbon and hydrogen that give heat energy and combustion. (Pandey S,

2013)

Pollutant- any substance, as certain chemicals orwaste products, that renders

the air, soil,water, or other natural resource harmful or unsuitable for a

specific purpose.(Collins English Dictionary 2012)

Sulfur Dioxide- invisible and has a nasty, sharp smell. It reacts easily with

other substances to form harmful compounds, such as sulfuric acid,

sulfurous acid and sulfate particles.(Department of the Environment and

Heritage, 2005)

Nitrogen dioxide- one of a group of gases called nitrogen oxides (NO2) A gas

that is harmful to human health and the environment and of greater

concern.

Filter- material that has very tiny holes and is used to separate out solid

particles contained in a liquid or gas that is passed through it.

Calcium Carbonate- chemical compound with the formula CaCO₃. It is a

common substance found in rocks as the minerals calcite and aragonite

and is the main component of pearls and the shells of marine organisms,

snails, and eggs. Used in the formulation of medicine, in construction or

as filler in polymer materials. (Hamester [Link], 2012)

48

48
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

Carbon Filter-a method of filtration that uses activated carbon to filter out the

impurities of air. Carbon filters use a process where the pollutants adhere

to the carbon particles as the water or air passes through it.

Emission Test- determines the level of air pollutants emitted from the exhaust

of a motor vehicle. (Carchex, 2016)

Automotive Emission Analyzer- also known as gas analyzers, are devices

that measure the amount of air pollutants that a certain engine or industry

emit into the air. Three major air pollutants that the gasoline-fueled vehicle

generates are hydrocarbons (HC), carbon monoxide(CO), and Nitrous

oxide (NOX). (Fulton [Link], 2007)

Opacimeter- measure optical properties of diesel smoke, providing an indirect

way of measuring of diesel particulate emissions. (Majewski. [Link], 2013)

Diesel- an internal combustion engine in which heat produced by the

compression of air in the cylinder is used to ignite the fuel.(Oxford

University Press, 2019)

Gas- refined petroleum used as fuel for internal combustion engines.

49

49
 Oblates of St. Joseph Schools
HOLY FAMILY ACADEMY
Banaba, Padre Garcia, Batangas

50

50