EFFECT OF THE USE OF AUDIO-VISUAL MATERIAL (VIDEO) ON
PUPILS’ PERFORMANCE IN INTERMEDIATE MATHEMATICS OF
ESPERANZA CENTRAL ELEMENTARY SCHOOL
An Action Research Proposal Presented to the Division of Agusan del Sur
JEANO QUEROBEN IGNALIG
DAISY F. CALLANTA
JASPER CRIS A. TANJAY
Proponents
DIVISION OF AGUSAN DEL SUR
ESPERANZA DISTRICT I
ESPERANZA CENTRAL ELEMENTARY SCHOOL
Poblacion, Esperanza, Agusan del Sur
S.Y. 2022-2023
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TABLE OF CONTENTS
Page
Title Page................................................................................................ i
I. Context and Rationale......................................................................... 1-3
II. Action Research Questions ................................................................. 4
III. Proposed Innovation, Intervention, and Strategy..................................5-6
IV. Action Research Methods .................................................................. 7-10
a. Participants and/or other Sources of Data and information
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan and Timelines ...................................... 11
VI. Cost Estimates .................................................................................... 12
VII. Plans for Dissemination and Utilization ........................................... 13
VIII. References ...................................................................................... 14-17
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I.
CONTEXT AND RATIONALE
According to the WHO (2020) the COVID-19 pandemic has led to a
dramatic loss of human life worldwide and presents an unprecedented
challenge to public health, food systems and world of work.
The fear brought by coronavirus has changed the world, along with this
the education across the globe has been also changed dramatically, with the
distinctive rise of the Distance Learning such as Modular Distance Learning
(MDL), whereby printed or digital format/electronic copy of Self-Learning
Modules are given individually; Online Distance Learning (ODL), whereby
teaching is undertaken remotely and on digital platforms; and TV/Radio-Based
Instruction, whereby SLMs converted to video lessons for Television-Based
Instruction and SLMs converted to radio script for Radio-Based Instruction.
To continue the education despite these difficult times, the Department
of Education released DepEd Order Number 18, Series 2020 that establishes
the guidelines on the release, utilization, and liquidation of support funds for the
printing and delivery of Self-Learning Modules and other resources. Many of
the schools have chosen printed Self-Learning Modules especially the
elementary levels. However, according to Florida Center for Instructional
Technology, Colleges of Education, University of South Florida (2009) that the
use of printed materials has disadvantages on learning-process for the reasons
that printed materials do not provide built-in interactions, no audio/visual
elements, printed materials require reading skills because when the learners
are non-reader or the language skills are required, the printed materials will not
be effective and it may sometime cause time delay. The printed materials may
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not enough to enhance the mastery level of the learners; hence, additional
technologies must be supplemented.
Some learners need supplement materials in order to achieve their
mastery level, this is because of cognitive factors that refers to the mental
processes the learners undergo as they process an information (Bulusan, F.,
Raquepo, M., and Guitierrez, J., 2019). The teacher needs to understand how
learners develop in order to provide them with the best learning experience
(Rungduin, T., and Rungduin, D., 2019). The teacher also needs to promote
the retention of knowledge through the use of engaging strategies designed to
rehearse and practice skills for the purpose of moving knowledge into long-term
memory (Cuartel, I., 2012). Thus, the proponents believe that the use of AudioVisual Material (Video) helps to increase the mastery level of the learners on
the specific subject matter. In line with this concept is the DepEd Order 108, S.
1990 titled “Regulating the Showing of Motion Pictures/Films in School” stated
that the use of Audio-Visual Aids and other teaching devices, e.g., radio,
television, movies, to facilitate learning in schools, is highly encouraged. AudioVisual Materials are those materials that appeal to the senses of seeing and
hearing simultaneously. It helps in sustaining and maintaining student’s interest
(Abamuche, J., and Ibe, E., 2019). The use of Audio-Visual Materials has a
positive change on the learner’s performance and improving their ability
(Salazar, GU., and Larenas, CD., 2018). And according to Batool, S. and Rasul,
S. (2011) “Audio-Visual Aids are the best tools for making learning-process
effective and the best of dissemination of knowledge”.
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The proponents also believe that with the use of Audio-Visual Material
(Video) will increase the pupils’ performance in intermediate Mathematics of
Esperanza Central Elementary School.
In addition, this teacher-made Audio-Visual Material (Video) is an advanced
type of power point presentation, whereby the pupils can see the face of the
teacher while discussing the lesson. It can be played by the learners any time
of the day. It can be played on PC/laptops, netbooks/tablets, smart tv and even
in mobile phones or smartphones with no internet connection needed and no
TV network/s is/are required to play. This study will motivate other subject
teachers of Esperanza Central Elementary School to use Audio-Visual Material
(Video) as one of the best intervention tools to increase the mastery level of the
slow learners and/or to improve the Least Learned Competencies.
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II.
ACTION RESEARCH QUESTIONS
The goal of this study is to determine the effect of the use of
Audio-Visual Material (Video) on pupils’ performance in intermediate
Mathematics.
Specifically, it aims to answer the following:
1. What is the level of pupils’ performance based on the pre-test and
post-test results using the two strategies in learning Mathematics:
1.a. Printed Self-learning modules
1.b. Audio-Visual Material (Video)
2. Is there a significant difference in the pre-test and post-test results
between:
2.a. Printed Self-learning modules
2.b. Audio-Visual Material (Video)
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III.
PROPOSED INNOVATION, INTERVENTION, AND STRATEGY
This study will be conducted on April, 2021 and will end on August, 2021
under the School Year 2020-2021. The target respondents on this study are the
intermediate pupils (grades 4 to 6) of Esperanza Central Elementary School
with the total enrolment of 350. This study will be conducted to determine the
effect of the use of Audio-Visual Material (Video) especially the mastery level
of the pupils’ performance in intermediate Mathematics of Esperanza Central
Elementary School, specifically the Least Learned Competencies where pupils
found difficult. Thus, the proponents decide to develop contextualized or selfmade Audio-Visual Material (Video) on which the proponents believe that with
the use of this material, the retention of the learners on the subject matter will
increase and the learning-process will become more attainable. Theproponents
themselves will personally make the Audio-Visual Material (Video)that will be
used throughout the study. The said material will be validated by the School
Quality Assurance Team before the application.
The following research instruments will be used during the conduct of the
study:
1. Audio-Visual Material (Video)
In this study the proponents will use the Audio-Visual Material (Video). It is
an advanced type of power point presentation, whereby it will show the face of
the teacher on the screen during the delivery of the lesson. The making and
including the editing process of this video will only take 2 – 3 hours, estimated.
This material doesn’t need TV network/s to play and also internet connection is
not required. It can be played by the learners any time of the day. It can be
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played on PC/laptops, netbooks/tablets, smart tv and even in mobile phones or
smartphones. This is for the learners to learn and retain the concept better and
longer duration; hence, the teachers need this Audio-Visual Material (Video) to
help deliver the lesson effectively especially during this time of pandemic.
Unlike traditional printed materials, this Audio-Visual Material (Video) will
remove abstract concepts through visual and it will provide learning experience
that improves learner’s critical thinking.
This teacher-made Audio-Visual Material (Video) will bring the classroom to
the home of every learner.
2. Pre-test/Post-test
The teacher-made test questionnaires will have a total item of 30 which
designed to measure the mastery level of the pupils. This will be a multiplechoice type of test. The test items will be carefully analyzed. This will be
categorized into three, namely; easy (75%) which consists of 22 items,
moderate (15%) which consists 5 items and the difficult (10%) which
consists of 3 items. Moreover, the test questionnaires will be validated by
the School Quality Assurance Team. The pre-test will be done into two
group of respondents (the experimental group and the control group) before
the test will be given. Both groups will answer the pre-test as well as the
post-test where test questions are the same. The pre-test will be answered
within 1.5 hour and the post-test as well.
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IV.
ACTION RESEARCH METHODS
a. Participants and/or other Sources of Data and information
This study will be composed of respondents from intermediate
pupils (grades 4 to 6) who are currently enrolled in Esperanza Central
Elementary School with a total enrolment of 350. A random selection will
be employed during the conduct of the study. Since, in every learner, the
mathematical ability and understanding differ from one another; hence,
the respondents will be grouped according to their grade level, each
grade level consists of three sections. The randomly selected 113 pupils
will be using Audio-Visual Material (Video) and the other 237 pupils will
be using SLMs. The Grade 4 section Prudence with 30 pupils will be
exposed to the Audio-Visual Material (Video) while the other two
sections (Diligence and Humility) will use the SLMs. Grade 5 section
Modesty with 40 pupils will use Audio-Visual Material (Video) and the
remaining two sections (Fortune and Wisdom) will be given SLMs. Grade
6 Purity with 43 pupils will be exposed to Audio-Visual Material (Video),
while section Patience and Fortitude will use the SLMs.
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Table 1. Shows the number of target respondents from grades 4 to 6 of
Esperanza Central Elementary School.
Grade Level
Grade 4
Grade 5
Grade 6
Section
Diligence
Humility
Prudence
Modesty
Fortune
Wisdom
Purity
Patience
Fortitude
Boys
17
17
15
21
20
20
31
25
10
Girls
19
16
15
19
21
23
12
19
33
TOTAL
Total
36
33
30
40
41
43
43
44
43
350
Table 2. Shows the distribution of Population.
Grade Level
Section
Boys Girls Total Method will be used
Diligence
17
19
36
Will use the SLM
Humility
17
16
33
Will use the SLM
Prudence
15
15
30
Will use AVM(Video)
Modesty
21
19
40
Will use AVM(Video)
20
21
41
Will use the SLM
Wisdom
20
23
43
Will use the SLM
Purity
31
12
43
Will use AVM(Video)
Patience
25
19
44
Will use the SLM
10
33
43
Will use the SLM
Grade 4
Grade 5
Fortune
Grade 6
Fortitude
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b. Data Gathering Methods
After the approval of the action research proposal, the proponents will start
the study in cooperation with the intermediate Mathematics teachers, the
parents and with the coordination of the school principal and the barangay
officials of Poblacion, Esperanza, Agusan del Sur.
The proponents together with other intermediate Mathematics teachers of
Esperanza Central Elementary School will identify the Least Learned
Competencies of intermediate Mathematics.
The pre-test and post-test will be done into two group of respondents (the
experimental group and the control group) where test questions are the same.
During the conduct of the study, only the experimental group will use the
Audio-Visual Material (Video) while the control group will continue to use the
printed SLMs. Both groups have the same lesson, Moreover, the scores in pretest as well as the post-test will be both tailed and will be interpreted through
statistical analysis to determine the level of academic performance of
intermediate pupils and to determine if there is a significant difference before
and after the treatment.
c. Data Analysis Plan
This study will use the quantitative research design on determining the effect
of the use of Audio-Visual Material (Video) on pupils’ performance in
intermediate Mathematics of Esperanza Central Elementary School. The Mean
and Standard Frequency Counts will be used in determining the MPs of pretest and post-test. The T-test analysis will be used also to determine the level
of academic performance of intermediate pupils in Mathematics subject and to
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determine the significant difference between the pre-test and post-test results
from the respondents.
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V. ACTION RESEARCH WORK PLAN AND TIMELINE
The proponents will do the following tasks with corresponding date.
Activities
March, April,
2022
2022
Make an Action Research
Proposal following the DepEd
Order 16, S. 2017 format and
submit
to
the
Division
Research
Committee for
Critiquing.
Wait the final evaluation of the
Action Research Proposal
from the Division Research
Committee.
Revising the Action Research
Proposal based on the
recommendation from the
Division Research Committee
Preparing
the
Research
Instruments that will be used
on the study.
Validation of the Research
Instrument through School QA
Team
Conducting the study and
Collecting of the data.
Analyzing and computing
data/results
Initial drafting, checking of
completed paper.
Finalizing the paper and
submission to the Division
Research Committee.
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May,
2022
June,
2022
July,
2022
August,
2022
VI.
COST ESTIMATES
Item
Quantity
Cost
Bond paper
2 rims
480.00
USB
88 pcs
22,000.00
Total
22,480.00
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VII.
PLANS FOR DISSEMINATION AND UTILIZATION
This study will serve as a pilot for other future researches of Esperanza
Central Elementary School and/or in the entire District, the Esperanza District
I. The results of this study will be displayed in Esperanza Central Elementary
School’s premises through tarpaulin. The proponents will present the results of
this study during the School meeting and during District Meeting especially
during the time of the NSET School level, SLAC, and NSET District Level for
recommendation purposes. The proponents will produce and reproduce leaflets
materials that contain the title of the study, methodology, significance of the
study, results, conclusions and recommendations and will be distributed to the
teachers of Esperanza Central Elementary School, to the School Principal, to
the District Supervisor, to BOD officers, to GPTA officers, to SGC officers and
to the Barangay Officials.
The Audio-Visual Material (Video) will be reproduced and will be distributed
through all teachers handling intermediate Mathematics classes of Esperanza
Central Elementary School.
Moreover, the proponents will reproduce 6 copies of the final output of the
study and will submit to the School Principal’ Office, to District office, to Division
office.
The proponents will attend research fora together with other researchers to
discuss other concepts and methodologies that will enhance the study for future
use, to gain new ideas, to formulate other possible solutions on the current
issues and problems face by the school and/or district to support the quality
education during this time of pandemic and even after these difficult times.
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VIII.
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