Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
DANAO CAMPUS
Website: http://www.ctu.edu.ph E-mail: cdcarmen@ctu.edu.ph
Phone: +6332 266-9359 | 266-9357 | 260-1009
Effectiveness and Influence of Educational Videos on the Perspectives and
Mindsets of Undergraduate Civil Engineering Students
In Partial Fulfillment of the Course
Requirements for the subject EMATH 214-ENGINEERING DATA ANALYSIS
(A.Y. 2023-2024)
Quantitative Research
By:
Group1
BSCE-2B NIGHT CLASS
Atejera, Al Vincent
Belamala, Edwin Jr.
Durano, Keith
Limotan, Tristan Myles
Pedroza, Erel Kryst
Barbero, Franzen Via
Batoon, Dixie Han
Bo-oc Ainne
Lozano, Ericka Jill
Molde, Haide
Villanueva, Shinamae
ENGR. DONALD R. LALICAN
INSTRUCTOR
2023
1
ACKNOWLEDGEMENT
We extend our deepest gratitude to the individuals and institutions that made this research
endeavor possible. First and foremost, we express our sincere appreciation to the administration,
faculty, and students of Cebu Technological University-Danao Campus for their cooperation and
participation in this study.
We would like to acknowledge the invaluable guidance and support provided by our
advisor, Donald Regner Lalican, M.Eng’g-IE, whose expertise and insights greatly enriched the
research process. His unwavering commitment to academic excellence has been a source of
inspiration throughout this journey.
Our heartfelt thanks go to the respondents, the undergraduate civil engineering students,
who willingly shared their perspectives and experiences, contributing essential data for our study.
Their active involvement has been instrumental in shaping the findings of this research.
We also recognize the contributions of previous researchers, educators, and scholars whose
work laid the foundation for our exploration of multimedia-enhanced learning in civil engineering
education.
Last but not least, we dedicate this research to our families and friends whose
encouragement and understanding sustained us during the challenges of academic inquiry. Their
unwavering support has been a driving force behind our commitment to advancing knowledge in
the field of civil engineering education.
2
This study is a collective effort, and we are grateful for the collaborative spirit that fueled its
progress.
3
Abstract
This study investigates the effectiveness of educational videos on the attitudes and
perspectives of undergraduate civil engineering students in the realm multimedia-enhanced
learning. Utilizing a sample of 30 students from the civil engineering department of Cebu
Technological University-Danao, test analysis revealed a significant positive difference (p=0.05).
Findings indicate that both online learning platforms and educational videos positively influence
students' attitudes. Furthermore, the study highlights the value of educational videos as effective
learning resources and emphasizes the positive impact of instructors' use of digital learning
materials on student motivation during courses.
4
Table of Contents
COVER PAGE
1
ACKNOWLEDGEMENT
2
ABSTRACT
4
TABLE OF CONTENTS
5
CHAPTER 1:
RATIONALE OF THE STUDY…………….………………………………….…7
STATEMENT OF HYPOTHESIS………………………………………………..9
DEFFINITION OF TERMS…………………………………………………........10
RESEARCH METHOLOGY……………………………………………………..10
CHAPTER 2:
DATA PRESENTATION…………………………………………………………..11
DATA INTERPRETATION…………………………………………………….....12
DATA ANALYSIS …………………………………………………………………13
CHAPTER 3:
CONCLUSION……………………………………………………………………..16
RECOMMENDATION…………………………………………………………….16
APPENDICES
5
APPENDIX A: SURVEY QUESTIONNAIRES……………………………………19
APPENDIX B: STATISTICAL ANALYSIS RESULT…………………………….20
APPENDIX C: INFORMED CONSENT FORM………………………………......22
CURRICULUM VITAE……………………………………………………………………...23
LIST OF CHART
FIGURE 1: VIDEOS WATCHED…………………………………………………..11
FIGURE 2: SCORES(%)……………………………………………………………12
LIST OF TABLES
TABLE 1: EDUCATIONAL VIDEO USAGE………………………………….…..11
TABLE 2: TEST PERFORMANCE ………………………………………………..12
6
Chapter 1
Rationale of the study
In the rapidly evolving landscape of education, the integration of multimedia resources has
become a pivotal aspect of fostering engaging and effective learning experiences. Particularly
within the realm of civil engineering education, the utilization of educational videos stands out as
a potential catalyst for transforming the perspectives and mindsets of undergraduate students.
The technological developments in higher education have also shown their effect on
engineering education which is one of the disciplines in higher education. Engineering education
in terms of its content and structure takes shape by supporting theoretical information with
application studies (Iqbal, Zang, Zhu, Chen & Zhao, 2014). Technology stands in an important
position in engineering education in conveying theoretical information with applicational studies
(Zaneldin, Ahmed & El-Ariss, 2019). The use of developing technology has revealed alternative
methods in the source of information about engineering and its transfer (Brame, 2016). One of the
alternative methods that have been revealed is educational videos (Pedrotti & Nistor, 2014;
Fernandez et al., 2011).
According to Mayer (2009), educational videos are instructional contents that present
visual and auditory environments together. Fiorella and Mayer (2018) claim that educational
videos emerge by combining the visual and auditory environments in order to reach information.
Educational videos in engineering education have a supportive role for the instructors during
definitions.
In addition to this, educational videos enable students to recognize and visualize the
information (Shephard, 2003). According to Dharmadhikari (2011), the use of educational videos
7
in engineering education has a positive effect on increasing the educational experience. In
engineering education, the traditional ways to convey theoretical information into application
studies may be limited. Figure 1 shows the limitations of traditional learning environments in
engineering education (Domingues, Rocha, Dourado, Alves and Ferreira, 2010; Iqbal, Zang, Zhu,
Chen & Zhao, 2014)
The use of educational videos in engineering education also brings many advantages. These
advantages were stated as follows (Violante & Vezzetti, 2014; Carbonell & Pons, 2014):
i. The educational videos used in engineering education can be reused due to their
structural nature.
ii. The videos can be watched at any time.
iii. The educational application videos give freedom of place to the individual.
iv. The use of video equipment has a positive effect on the students’ motivation.
v. The educational videos in engineering education may have a positive impact on the
student’s motivation.
vi. With the use of educational videos, the instructional content can be transferred to much
more students.
The studies about the use of educational videos in engineering education have reached a
conclusion that educational videos provide freedom of place to the instructors and students
(Rüütman, 2017). In the light of the studies, it was realized that the use of educational videos in
engineering education is crucial for individual learning.
8
This research seeks to contribute valuable insights into the efficacy of educational videos
within the context of civil engineering education. By exploring their influence,the researchers were
eager to uncover not only the potential enhancements in traditional learning outcomes but also the
broader impact on students' attitudes and approaches to their academic pursuits. This investigation
takes place within the academic settings of Cebu Technological University-Danao Campus, where
the study seeks to shed light on the interplay between multimedia-enhanced learning and the
development of the future mindset of aspiring civil engineers. Through this research, we aspire to
inform curriculum design and pedagogical strategies, fostering a more comprehensive
understanding of the evolving landscape of civil engineering education
Statement of Hypothesis
Educational videos significantly influence the perspectives and mindsets of undergraduate
civil engineering students by providing them with a more practical understanding of theoretical
concepts, thereby enhancing their problem-solving skills and creativity in the field. This
hypothesis suggests that the use of educational videos can have a positive impact on the learning
experience of civil engineering students. It assumes that these videos can help students visualize
complex engineering concepts, which in turn can improve their ability to apply these concepts in
real-world situations.
Definition of Terms:
Engineering Education- is the formal training that prepares people for careers in
engineering. It covers basic principles, practical applications, problem-solving, innovation, and
ethical values. This education happens at different levels and aims to equip individuals with the
skills needed for effective contributions to the field of engineering.
9
Interdisciplinary Studies- involves combining insights and methods from different
disciplines to address complex problems. It encourages collaboration and a holistic approach,
exploring connections between various areas of study. This approach is applied in academic
settings, fostering a comprehensive understanding of diverse topics.
Educational Videos- are visual tools created to aid learning by explaining concepts or
demonstrating processes. They are used in classrooms, online courses, and self-directed learning
to make complex topics more accessible and engaging through visuals and audio.
Research Methodology
In this study, the survey method is used to collect data from a sample of individuals through
the administration of structured questionnaires or interviews. This method aims to gather
information about opinions, attitudes, behaviors, or characteristics related to a specific topic. 30
undergraduate students from Civil Engineering Department were selected to be the respondents.
Analysis of Variance (ANOVA), Linear Regression and Correlation test were used to test the
relationship between the Effectiveness and Influence of Educational Videos on the Perspectives
and Mindsets of Undergraduate Civil Engineering Students.
10
Chapter 2
DATA PREESENTATION, ANALYSIS, AND INTERPRETATION
This section provides a succinct overview of the key findings and statistical analyses from
our study on the effectiveness of educational videos in influencing the attitudes and perspectives
of undergraduate civil engineering students. The data presentation includes demographic
information, summary statistics for attitude scores, results of the Analysis of Variance (ANOVA),
and findings from Linear Regression and Correlation tests. Visual representations, such as scatter
plots, accompany the tables to enhance the clarity of our research outcomes. These insights aim to
contribute valuable information for educators, curriculum designers, and researchers interested in
the integration of multimedia resources in engineering education.
Table 1: Educational Video Usage:
Q1: Average videos watched before learning a certain topic.
RESPONDENTS VIDEOS
WATCHED
1
10
2
3
3
2
4
5
5
4
6
6
7
1
8
7
9
6
10
10
11
8
12
4
13
5
14
2
15
8
16
6
17
6
18
10
11
19
20
21
22
23
24
25
26
27
28
29
30
6
6
8
5
6
8
6
9
10
8
5
8
Figure 1.
VIDEOS WATCHED
TABLE 2: Test Performance:
Q2: Average test scores (in %).
RESPONDENTS SCORES
(%)
1
86
2
75
3
80
4
80
5
82
6
75
7
68
8
56
9
75
10
80
11
83
12
70
13
76
14
56
15
85
16
76
12
17
18
19
20
21
22
23
24
25
26
27
28
29
30
70
85
74
80
82
80
78
83
76
93
92
83
85
84
Figure 2.
SCORES (%)
This page encapsulates a comprehensive data analysis of a study investigating the intricate
relationship between the number of videos watched and average test scores in Calculus. Employing
a multifaceted approach, this analysis delves into various methods, including Analysis of Variance
(ANOVA), correlation matrix examination, and regression analysis. These methods aim to unravel
patterns, correlations, and predictive dynamics within the dataset, shedding light on the complex
interplay of variables influencing educational outcomes and learning behaviors. The ensuing
discussion unveils key findings, insights, and statistical significance, providing a robust foundation
for understanding the nuanced connections between video-watching habits and academic
performance in the context of Calculus.
The analysis of the data reveals intriguing insights into the correlation between the number
of videos watched and average test scores in Calculus. While a positive correlation generally
suggests that higher test scores align with a greater number of videos watched, exceptions, such as
13
cases where low video counts coincide with high test scores or vice versa, indicate the presence of
additional contributing factors to test performance.
A thorough Analysis of Variance (ANOVA) was conducted, revealing significant
differences in average test scores among various groups (Respondents, Videos Watched, Average
Test Scores). The rejection of the null hypothesis, supported by a substantial F-statistic of 897.13
and an extremely low p-value of 8.52E-59, underscores the importance of exploring specific
groups that differ significantly.
The correlation matrix provides nuanced insights, indicating weak negative correlations
between Respondents and Videos Watched, and Respondents and Average Test Scores, while
revealing a moderate positive correlation between Videos Watched and Average Test Scores.
The regression analysis further emphasizes the relationship, with a multiple correlation
coefficient of 0.5819 signifying a moderate positive linear relationship. While caution is advised
in interpreting certain aspects, such as the non-significant intercept, the overall findings suggest a
meaningful connection between "Average Test Scores (%)" and "Videos Watched," prompting
further investigation into their predictive dynamics.
14
Chapter 3
Conclusion
In conclusion, this study supports the hypothesis that educational videos significantly
impact the perspectives of undergraduate civil engineering students. The use of videos enhances
students' understanding of theoretical concepts, improving problem-solving skills and fostering
creativity.
The analysis indicates that educational videos contribute to a deeper comprehension of complex
engineering topics, bridging the gap between theory and application. Students exposed to videos
demonstrated improved problem-solving abilities and a more creative approach to challenges,
aligning with the hypothesis.
Student feedback highlighted a preference for and perceived benefit from educational videos,
emphasizing the value of visualizing complex concepts in the learning process. Despite
encouraging findings, the study acknowledges limitations, such as individual learning preferences
and potential bias in feedback.
Recommendations
Strategically integrating educational videos into civil engineering education to enhance
instructional methods. This study makes a valuable contribution to ongoing discussions on
effective instructional approaches by advocating for the thoughtful incorporation of multimedia
tools. By exploring and implementing educational videos, we have the opportunity to significantly
enrich the educational experience for civil engineering students, providing them with a dynamic
and engaging learning environment. This approach aligns with the evolving landscape of
education, leveraging multimedia resources to enhance comprehension and retention of complex
15
engineering concepts. Further research and experimentation in this area will contribute to the
continual improvement of teaching methodologies in civil engineering education.
16
APPENDICES
Appendix A: Survey Questionnaire
"The Impact of Calculus Educational Videos on the Academic Performance and
Perspectives of Undergraduate Civil Engineering Students: Exploring the Relationship
Between Video Effectiveness and Exam Scores"
Survey Questions:
1. Educational Video Usage:
Q1: Average videos watched before learning a certain topic.
_________________________________________________
2. Test Performance:
Q2: Average test scores (in %).
________________________________________________
17
Appendix B: Statistical Analysis Results
Table 1: Descriptive Statistics of Survey Responses
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
VIDEOS WATCHED
SCORES(%)
10
86
3
75
2
80
5
80
4
82
6
75
1
68
7
56
6
75
10
80
8
83
4
70
5
76
2
56
8
85
6
76
6
70
10
85
6
74
6
80
8
82
5
80
6
78
8
83
6
76
9
93
10
92
8
83
5
85
8
84
Table 2: Analysis of Variance (ANOVA) Results
ANOVA
df
Regression
Residual
Total
Intercept
SCORES(%)
1
28
29
SS
58.8670907
114.999576
173.8666667
Coefficients
Standard Error
-7.016048014
3.527941802
0.169711005
0.044827325
VIDEOS WATCHED
RESPONDENTS
0
50
SCORES(%)
MS
F
Significance F
58.8670907 14.33291 0.000743838
4.107127713
t Stat
P-value
Lower 95%
Upper 95% Lower 95.0% Upper 95.0%
-1.988708547 0.056587 -14.2427092 0.21061317 -14.2427092 0.21061317
3.785882951 0.000744 0.077886393 0.261535618 0.077886393 0.261535618
18
Table 3: Linear Regression and Correlation Results
SUMMARY OUTPUT
Regression Statistics
Multiple R
R Square
Adjusted R Square
Standard Error
Observations
r=0.58
Alpha=0.05
0.581872889
0.338576058
0.314953775
2.026604972
30
ANOVA
df
Regression
Residual
Total
1
28
29
SS
58.8670907
114.999576
173.8666667
Coefficients
Standard Error
-7.016048014
3.527941802
0.169711005
0.044827325
Intercept
SCORES(%)
MS
F
Significance F
58.8670907 14.33291 0.000743838
4.107127713
t Stat
P-value
Lower 95%
Upper 95% Lower 95.0% Upper 95.0%
-1.988708547 0.056587 -14.2427092 0.21061317 -14.2427092
0.21061317
3.785882951 0.000744 0.077886393 0.261535618 0.077886393 0.261535618
RESIDUAL OUTPUT
Observation
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Predicted VIDEOS WATCHED
7.579098441
5.712277383
6.560832409
6.560832409
6.90025442
5.712277383
4.524300346
2.487768282
5.712277383
6.560832409
7.069965425
4.863722356
5.881988388
2.487768282
7.409387436
5.881988388
4.863722356
7.409387436
5.542566377
6.560832409
6.90025442
6.560832409
6.221410399
7.069965425
5.881988388
8.767075478
8.597364473
7.069965425
7.409387436
7.23967643
Residuals
2.420901559
-2.712277383
-4.560832409
-1.560832409
-2.90025442
0.287722617
-3.524300346
4.512231718
0.287722617
3.439167591
0.930034575
-0.863722356
-0.881988388
-0.487768282
0.590612564
0.118011612
1.136277644
2.590612564
0.457433623
-0.560832409
1.09974558
-1.560832409
-0.221410399
0.930034575
0.118011612
0.232924522
1.402635527
0.930034575
-2.409387436
0.76032357
Standard Residuals
1.215704459
-1.362024695
-2.290313819
-0.783803419
-1.456421149
0.144485705
-1.769798375
2.265908004
0.144485705
1.727047248
0.467035587
-0.433735571
-0.442908226
-0.244942663
0.29658799
0.059261907
0.570604696
1.300928257
0.229709503
-0.281633286
0.552259385
-0.783803419
-0.111185689
0.467035587
0.059261907
0.116967738
0.70436167
0.467035587
-1.20992241
0.381811788
19
Appendix C: Informed Consent Form
Title of the Study: The Impact of Calculus Educational Videos on the Academic Performance and
Perspectives of Undergraduate Civil Engineering Students: Exploring the Relationship Between
Video Effectiveness and Exam Scores
Dear Participant,
Good day! We hope this letter finds you well. We are reaching out to invite you to participate in
our research study, which aims to explore the effectiveness and the influence of Educational Videos
on the Perspectives and Mindsets of Undergraduate Engineering Students.
Your insights are crucial to the success of our study, and we kindly request that you take a few
moments to answer our survey questionnaire with utmost honesty. Your valuable input will
contribute significantly to the advancement of knowledge in this area.
Key points to note:
1. Time Commitment: The survey is designed to be brief and should only take 5 to 10 minutes of
your time. We appreciate your willingness to dedicate this time to our research.
2. Data Authority: By continuing with the survey, you are granting us the authority to access the
data you provide. Please be assured that we will handle your information with the utmost care and
respect.
3. Anonymity and Confidentiality: Your privacy is our top priority. All information you provide
will be treated with strict confidentiality, and your responses will be anonymized to ensure your
identity remains confidential.
20
4. Informed Consent: If selected as a participant, an informed consent form will be sent to you
through the platform of your choice. This document will provide detailed information about the
study, and your consent will be sought before any further involvement.
5. Withdrawal Option: Your right to withdraw from the study, even after the data gathering process
has begun, will be highly respected. Participation is entirely voluntary, and you are free to
withdraw at any time.
6. Data Usage and Destruction: The data collected will be used exclusively for research and
educational purposes. Once the study is complete, all data will be securely destroyed to maintain
confidentiality.
We genuinely appreciate your willingness to participate, and your contribution will undoubtedly
enhance the depth of our study. If you have any questions or concerns, please do not hesitate to
contact us.
Thank you for your time and consideration. Stay safe.
Respectfully,
The Researchers from BSCE-2B Night Class
Atejera, Al Vincent
Belamala, Edwin Jr.
Durano, Keith W.
Limotan, Tristan Myles
Pedroza Erel Kryst
Barbero, Franzen Via C.
Batoon Dixie Han V.
Bo-oc Ainne C.
Lozano, Ericka Jill L.
Molde, Haide A.
Villanueva, Shinamae .
21
CURRICULUM VITAE
22
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