Name: Rocel R. Tagalog Bsed – English 4B
Proposed Title: EFFECT OF THE USE OF AUDIO-VISUAL MATERIAL
(VIDEO) ON STUDENTS’ PERFORMANCE IN ENGLISH OF DATU LIPUS
MACAPANDONG NATIONAL HIGH SCHOOL
I. Context and Rationale
In the post-COVID-19 era, Datu Lipus Macapandong National High
School navigates a changed educational terrain, adapting to lessons learned
from pandemic disruptions. While traditional classrooms have resumed, the
educational landscape recognizes the need for dynamic teaching approaches.
This context prompts an exploration into the integration of Audio-Visual Material
(Video) as a catalyst to enhance students’ performance in English.
Despite the return to face-to-face instruction, the echoes of the
pandemic-induced transformations persist in the education sector. The rise of
Distance Learning, including Modular Distance Learning (MDL), Online
Distance Learning (ODL), and TV/Radio-Based Instruction, has reshaped
educational dynamics. To address these challenges, the Department of
Education issued DepEd Order Number 18, Series 2020, providing guidelines
for the release, utilization, and liquidation of support funds for printed SelfLearning Modules (SLMs) and other resources.
While printed SLMs have been a prevalent choice, their limitations have
been acknowledged. The Florida Center for Instructional Technology (2009)
emphasizes the drawbacks of printed materials, citing their lack of built-in
interactions, absence of audio/visual elements, and the requirement for reading
skills. Recognizing these challenges, this action research proposal posits that
the use of Audio-Visual Material (Video) can bridge these gaps and contribute
to the mastery level of students in English.
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Cognitive factors, as elucidated by Bulusan et al. (2019), play a pivotal
role in learning processes. Understanding how students develop is imperative
for providing an optimal learning experience. Teachers must employ strategies
that promote knowledge retention and move information into long-term memory
(Rungduin & Rungduin, 2019; Cuartel, 2012). The proponents contend that
Audio-Visual Material (Video) can serve as a supplementary tool to engage
students and enhance mastery levels, aligning with the principles outlined in
DepEd Order 108, S. 1990.
Audio-Visual Materials, known for appealing to the senses of seeing and
hearing simultaneously, have demonstrated positive impacts on learner
performance (Abamuche & Ibe, 2019; Salazar & Larenas, 2018). As noted by
Batool and Rasul (2011), Audio-Visual Aids are deemed the best tools for
effective learning processes and knowledge dissemination. This rationale forms
the foundation for the belief that the integration of Audio-Visual Material (Video)
will contribute to increased performance levels in English at Datu Lipus
Macapandong National High School.
This proposed intervention extends beyond the immediate goals, aiming
to inspire other subject teachers to consider Audio-Visual Material (Video) as a
valuable intervention tool. The advanced nature of the teacher-made AudioVisual Material (Video), allowing accessibility across various devices with no
internet connection requirements, positions it as a versatile and sustainable
approach to address the needs of diverse learners. As the educational
landscape evolves, this research initiative seeks to champion innovative
methods that can elevate the learning experience and performance outcomes
for students in English at Datu Lipus Macapandong National High School.
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I.
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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II.
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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III.
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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IV.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
V.
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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VI.
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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