The Effect of Educational Videos on Self-Learning of 12 STEM OCSHS

Students in General Chemistry 2

Danelyn Camallere, Roselyn Sulvera, Metchie Ulan-Ulan, Shiela Villa Unday
Ormoc City Senior High School
Mr. Marjune M. Nepaya, M. Ed-Math

Along the technologUCLA advancement came in various alternative way of teaching

and learning process of people in the society. However other tends to label the
usage of technology as a distracting tool since it's one of the factor that affects the
focus of students during discussions.Moreover, by using this technological method
improve the academic performance of students by increasing test scores. The
purpose of the study is to support the claim that educational videos is an effective
way of learning. The researchers used Quantitative research design specifically
Experimental research. The quantitative approach that the researchers used is One-
group pretest-posttest design wherein it is a single case is observation at two time
points, one before the treatment and one after the treatment. The pre-test with the
competency of Hess’s Law in a form of printed questionnaire was given to 4 sections
of Science Technology Engineering Mathematics (STEM) at Ormoc City Senior High
School (OCSHS) with 182 numbers of students. The post-test was again
administered to 22 students who failed in the pre-test. These students watch the
educational videos and then take an immediate post-test in which the content of the
questionnaire is different but contain the same set of competencies as the pre-test.
Since the p-value is less than the alpha level: p<0.05, therefore it can be concluded
that the null hypothesis must be rejected which implies that there is a significant
difference between the average test score results before and after watching
educational videos. Hence, the researchers proved that educational video has a
good effect on self-learning of students.

Educational Video, Self-Learning, General Chemistry 2

I. INTRODUCTION

Background of the Study

Along with the technological advancement the way of teaching and learning of

people in the society also improved. Throughout the years the type of video-based

material improved more and most commonly used in higher education. The most

crucial problem of students in learning is the lack of focus during discussions that

leads to low test scores during exams. There are lots of factors affecting the

concentration of students but the most common reason is the addiction to gadgets.

Students often used their cellular phones, tablets and laptops even the teachers are

around. They often browse to social media, play games, texting and also watch

some movies during discussions. The researchers observed that in their class

students are more interested in their phones or gadgets even though teachers are

discussing in front. With this, the proponents seek to identify the effect of educational

videos towards the students self-learning. Instead of using gadgets for self-pleasures

why not use it to enhance learning. Educational videos are films or movie whose

primarily goal is to educate while self-learning is define as the modern way of

learning without others people's assistance. The proponents will test if educational

video has a significant effect on self-learning.

According to Caranto, David, and Mendoza, (2015) video lectures is efficient

in developing information literacy among students, boost their cooperation, creativity

and most especially motivates and create distinct context for learning experience this

proved that the level of effectiveness of video-based presentation towards students'

learning is highly effective. The purpose of the study is to identify the effect of

educational videos to self-learning. Moreover, American Public Broadcasting

System’s (PBS) annual teacher survey on media and technology, the percentages of
teachers finding value in multimedia and video content has increased each year

since 2007. Result for 2010 shows that 68 percent believe that video content

stimulates discussions. 66 percent believe video increases student motivation. 61

percent believe video is preferred by students. 42 percent believe video directly

increases student achievement (Greenberg, 2012). Generally, it implies that video

usage increases and enhances students’ learning.

Many studies have been gathered and attempted to substantiate the effect of

educational videos in self-learning. “Learning would be exceedingly laborious, not to

mention hazardous, if people had to rely solely on the effects of their own actions to

inform them what to do. Fortunately, most human behavior is learned observationally

through modeling: from observing others one forms an idea of how new behaviors

are performed, and on later occasions this coded information serves as a guide for

action." Social learning theory explains human behavior in terms of continuous

reciprocal interaction between cognitive, behavioral, and environmental influences.

In addition, it encompasses attention, memory and motivation, social learning theory

spans both cognitive and behavioral frameworks (Bandura, 1997). Bandura's theory

improves upon the strictly behavioral interpretation of modeling provided by (Miller &

Dollard, 1941). As (Bandura, 1993) argued, the highest level of observational

learning is achieved by first organizing and rehearsing the modeled behavior

symbolically and then enacting it clearly. Molding modeled behavior into words,

labels or images results to better retention than by simply observing. Individuals are

more likely to adopt a modeled behavior if it resulted in outcomes they value. Hence,

this paper aimed to study the effect of educational videos on self-learning of the

students.
Statement of the Problem

This study aims to know if there is significant effect of Educational Videos on

Self-Learning of students.

Research Questions

General Research Question

What is the significant effect of educational videos on self-learning of students in

Ormoc City Senior High School?

Specific Research Questions

1. What is the average test score result of students before watching educational

video?

2. What is the average test score result of students after watching educational

video?

3. Is there a significant difference between the average test score results before and

after watching educational video?

4. Is the educational video effective for self-learning?

Research Hypothesis

The following hypothesis was formulated to guide the study:

 Ho: The educational Videos has no significant effect on self-learning of

students

 Ha: The educational Videos has a significant effect on self-learning of

students
Significance of the Study

This research study is significant to the following entities:

 STUDENTS- Being the recipient of the study, this will serve as a realization

that there is another medium that can be used as an efficient way of learning.

This will serve as their guide to enhance their performance in school in the

different aspect of learning.

 OUT OF SCHOOL YOUTH- This study will lead them in understanding the

alternative way of learning. Through the use of this new method of

educational videos will serve as their starting point to satisfy their curiosity and

at the same time enhance their knowledge.

 TEACHERS- The findings of the study will be a big help in analyzing the

factors to consider in order for the students to be efficient in the classroom.

This will guide them to consider video-based teaching for more lively and

creative way of learning for students.

 PARENTS- The study will lead them to realize the positive effect of using

videos in learning. With these they will be able to know one of the factors

affecting the performance of their students.

Scope and Limitations of the Study

This study primarily seeks to identify the effect of educational videos towards

the self-learning of students and aims to answer the various questions being raise. It

was conducted within the premises of Ormoc City Senior High School (OCSHS). It

should be noted that the proponents only include four sections in Science

Technology Engineering Mathematics (STEM) under Mrs. Allah Delle Ruiles-Toledo,

namely Aristotle, Kepler and Maxwell, Galilei, since if the researchers will choose
any of the section in grade 12 STEM then the competency that they will be taking will

not be the same and the teaching strategies is not also the same. The researchers

focused only on the students under Mrs. Allah Delle Ruiles-Toledo. Focused group

discussion will be done in order to analyze critically the data. The students who fail

in chemistry in the competency of Hess's Law are the one who will receive the

intervention of Educational Videos. The proponents will test if the exposure to

Educational Videos will lead to the improvement of the test scores of the students.

Research Framework

INPUT PROCESS OUTPUT

The researchers Test The researchers

tested if educational Questionnaire
video has a identified the effect
significant effect on (Pre-Test) of educational
self-learning of videos on self-
(Post-Test) learning of
STEM students in
students.
OCSHS.

Figure 1. Conceptual Framework

Review of Related Literature

The purpose of the section is to present various pertinent literatures showing

the contributions that will serve as a reference to the present study of the effect of

educational videos on self-learning of students. The proponents of this study aim to

test if using the method of Educational Videos will greatly contribute to improve the

self-learning of students.

According to Choi and Johnson (2010) context-based videos in online

courses have potential to enhance learners' retention and motivation. The objective

of their study was to investigate the potential of a construction approach to context-

based video instruction for enhancing learning. They examined whether video-based

instruction that was develop using constructivist theory can affect student learning

(comprehension and retention) and motivation (attention, relevance, confidence and

satisfaction) by comparing the learners' perceptions of both video-based instruction

and traditional text-based in an online context-based lesson. The results showed that

there was a significant difference in learners' motivation in terms of attention

between video-based instruction and traditional text-based instruction.

The study of the Effective use of video in Higher Education (Woolfit, 2015)

there are some apparent benefits and conveniences of learning from videos. The

objective of the study is to clearly know the effective use of video in higher

education, with that the researcher examined several aspects which includes the

current impact of technology on society and higher education, changes in society

and the impact of traditional roles, including course design, teaching methods and

the role of the lecturer. This results to various types of videos that had the specific

aspect, functions and uses in educational context. As the speed of the technological

development gets rapid the more the higher education wants to catch up. Pushing

the technological advancement to its limit the more the creative and innovative

learning approaches that enables the students and lecturers to have efficient

knowledge.
 One of the related studies is the Effectiveness of Video Presentation towards

Students' Learning (Caranto, David & Mendoza, 2015). The objective of the study is

to identify the effectiveness of video presentation towards students' learning. The

researchers conduct a survey administered to 224 students of Benguet State

University to measure the effectiveness of video-based presentation. They

concluded that using video lectures is efficient in developing information literacy

among students, boost their cooperation and creativity and most especially

motivates and create distinct context for learning experience. From the outcome, the

result showed that there is no significant difference between the perceptions of

students towards the effectiveness of video-based presentation towards students'

learning when grouped accordingly to their academic level. Furthermore, it is proven

that the level of effectiveness of video-based presentation towards students' learning

is highly effective.

Pratama (2018) concluded that YouTube is used as a companion medium or

a learning supplement. This research about validating YouTube Factors affecting

Learning Performance seeks to validate the role of YouTube as a medium in learning

in improving students learning performance. The samples involve 100 respondents

from JA Sat audio mastering level. The results showed that students learning

performance increases because of the significant usage of YouTube. As a

conclusion the researchers stated that YouTube played a significant role in students

learning and music production, it is innovative and efficient learning medium.

Lots of studies have been conducted in relation of knowing the effective way

of learning specifically in modern technology. However, one of the studies that had

been proven state that the most effective way of learning is through video

presentation. It is efficient in developing information literacy among students, boost

their cooperation and creativity and most especially motivates and create distinct

context for learning experience (Caranto, David & Mendoza, 2015). Considering the

modern technology YouTube is used as a companion medium or a learning

supplement (Pratama, 2018). Therefore, this study will study the effect of educational

video presentation from YouTube on Self learning of students.

Definition of Terms

Educational Videos - are films or movies who’s primarily purpose is to educate and

enhance knowledge

Self-Learning - Is define as the modern way of learning without other people's

assistance.
II. METHODOLOGY

Research Design

This study used Quantitative Research Design, since the study tested if the

educational videos has a significant effect on the self-learning of students. The

specific quantitative approach that the researchers used is One-group pretest-

posttest design it is a single case is observed at two time points, one before the

treatment and one after the treatment. Changes in the outcome of interest are

presumed to be the result of the intervention or treatment. No control or comparison

is employed.

The Sample

This study was conducted within the premises of Ormoc City Senior High

School. The respondents of this study were chosen accordingly base on the purpose

of the study. The group that received the intervention is the students who fail in a

competency of Hess's Law in General Chemistry 2

The method of sampling that the researchers used is purposive sampling. In

this type of sampling, subjects are chosen to be part of the sample with a specific

purpose in mind.

The Intervention

The treatment used in this study is Educational Video which contains the

competency of Hess’s Law. It is used in order to test its significant effect towards

self-learning of students.
Research Instruments

A. Educational Video - the intervention of the study, containing the

competency of Hess's Law in General Chemistry 2.

B. Test Questionnaires composes of 4 items that embodies the concept of

the effect of video-based on self-learning of students.

Data-gathering Procedure

Students under Mrs.

Discussed the Allah Delle Ruiles-
Composed a concerns about Toledo were given a
permission the experiment pre-test
letter, given to that include her questionnaire to
Mrs. Allah Delle students in answer about the
Ruiles-Toledo General competency of
Chemistry 2 Hess's Law in
General Chemistry 2

Showing of
Students who failed
Educational Videos,
in the pre-test
immediate Post-Test
received the
to those students who
intervention.
failed in the pre-test.
Data Analysis Procedure

The researchers calculated first the average pre-test and post-test of each

section and then used One-Sample T-Test since the study is dealing with the pre-

test and post-test scores for a group of students in the competency of Hess's Law. A

sample t-test is used to test whether a population mean is significantly different from

some hypothesized value.

III. RESULTS AND DISCUSSIONS

This chapter presents and discusses the analysis and interpretation of data.

The tables below are shown for interpreting the gathered data.

The data obtained from the pre-test and post-test were gathered,

summarized, presented, analyzed and interpreted using one paired t-test. The

succeeding discussion focused on the profile of the sample.

Table 1. Average pre-test and post-test scores of each section.

Average Pre-test and Post-test

Pre-test Post-test

13.8
13
10.7 11
9 9.5
8.5 8.25

Maxwell Aristotle Galilei Kepler

Table 1 represents the average pre-test and post-test scores of each section.

The table above show that the average score of the respondents increased after

watching educational videos.

Table 2. Consolidated pre-test and post-test scores of the sample

Student Pre-test Post-test X-Y (X-Y)2

Scores Scores
1 9 15 -6 36

2 9 14 -5 25

3 9 12 -3 9

4 9 13 -4 16

5 9 14 -5 25

6 9 15 -6 36

7 9 15 -6 36

8 9 12 -3 9

9 9 12 -3 9

10 6 12 -6 36

11 9 15 -6 36

12 9 12 -3 9

13 9 12 -3 9

14 9 12 -3 9

15 10 9 1 1

16 10 11 -1 1

17 9 11 -2 4

18 10 9 1 1
 19 9 12 -3 9

20 6 10 -4 16

21 9 12 -3 9

22 9 10 -1 1

∑= -74 ∑= 342

Table 2 represents the consolidated pre-test (not watching educational video)

and post-test (watching educational video). As it was shown in the table their score

increased.

The researcher used the formula of one-sample t-test for getting the t-value

and get the corresponding p-value. The t-value that the researchers get is -7.49 and

the corresponding p-value at an alpha level of 0.05 is 2.080. The calculated t-value is

greater than the p-value. The p-value is less than the alpha level: p<0.05. We can

reject the null hypothesis that there is no difference between means. A large t-score

tells you that the groups are different, or there is a significant difference between the

average test score results before and after watching Educational video.

CONCLUSIONS AND RECOMMENDATIONS

Summary and Conclusion

 The main purpose of this study is to know the effect of educational video on

self-learning of students, in order to do that the researchers conducted pre-test(not

watching educational video) and post-test(watching educational video) to examine if

their scores will improve after watching educational videos.

Based on the results of the study, the following conclusions were drawn:

 Low average test score results before watching educational video.

 High average test score results after watching educational video.

 There is a significant difference between the test score results before and

after watching educational video.

 Watching educational videos is effective on self-learning.

Recommendations

Based on the data in this study and the conclusions drawn, various

recommendations and suggestion have been summarized.

 TO THE STUDENTS- find another alternative in order to learn on your own

way, if you can’t understand what the teacher said then feel free to watch

educational videos. In this way it can help you visualize and understand

better and in a step by step process.

 TO THE OUT OF SCHOOL YOUTH, find another alternative learning by

watching educational videos. If you are curious about something then feel

free to search it. Watching educational videos can also improve your

knowledge.

 TO THE TEACHERS, use educational videos for the students’ visualization in

order for them to understand better. This will also catch the attention of the
 students, students who are not paying attention when the teacher is

discussing.

 TO THE PARENTS, encouraging your child to watch educational videos and

guiding them through it, will help your child gain more knowledge even if

they’re at home.

REFERENCES
LBandura. (1977). Effects Social Learning Theory in Human Behaviour. Social
Learning.

Cagoyong, J. J. (2007). Extent of Time Utilization on Television and Academic

Performance of students in Albuera Central School. Ormoc City: EVSU.

Caranto, David, & Mendoza. (2015). The Effectiveness of Video Presentation to

Students' Learning. International Journal of Nursing Science.

Choi, H. J., & Johnson, S. (2005). The American Journal Of Distance Education. The
effect of context-based videos instruction on learning and motivation in online
courses, 215-228.

Cruz, E. (2012). Using Educational Video in the Classroom:Theory Research and

Parctices.

Greenberg. (2012). The effect of Video on Students Achievement. Video Usage.

Miller, & Dollard. (1941). Behavioral Interpretation of Modeliing. Behaviour.

Pratama. (2018). Youtube Factors Affecting Learning Performance. Affecting

Learning Performance.

Using Audio and Video for Educational Purposes. (2014, February 28). Retrieved
from https://www.deakin.edu.au/learning-futures.

Wolffit, Z. (2015). The effective use of Video in Higher Education in Holland

University of Applied Science. Holland University.

Watching Educational Video (Hess's Law Competency)

Post-Test
Post-test
 Student Post-Test

1 15

2 14

3 12

4 13

5 14

6 15

7 15

8 12

9 12

10 12

11 15

12 12

13 12

14 12

15 9

16 11

17 11

18 9

19 12

20 10

21 12

22 10

APPENDICES
Pre-Test

Pre-test
 Student Score

1 9

2 9

3 9

4 9

5 9

6 9

7 9

8 9

9 9

10 6

11 9

12 9

13 9

14 9

15 10

16 10

17 9

18 10

19 9

20 6

21 9

22 9

Equation for Calculating One Sample T-test

 (𝛴𝐷)/𝑁
𝑡=
(𝛴𝐷)2
2−( )
√𝛴𝐷 𝑁

(𝑁−1)(𝑁)

Revision of Full Paper/ Finalizing Data

PERSONAL DATA SHEET
Name : Danelyn Camallere
Gender : Female
Address : Brgy. Milagro, Ormoc City, Leyte
Tel No. /Cell No. : 561-8066
Date of Birth : October 10, 2000
Place of Birth : Brgy.Puertobello, Ormoc City
Height : 153 cm
Weight : 52 kg
Religion : Roman Catholic
Citizenship : Filipino
Marital Status : Single
Father’s Name : Danilo L. Camallere
Occupation : Deceased
Mother’s Name : Marilyn Penserga
Occupation : None
Language/ Dialect Spoken: English, Filipino and Bisaya
Person to be contact in case of emergency: Exedel L. Samson
His/Her address : Brgy. Milagro, Ormoc City, Leyte
Tel. No. : 09065444041

EDUCATIONAL BACKGROUND

Elementary: San Isidro Elementary School

Junior High School: Dolores National High School
Senior High School: Ormoc City Senior High School

I hereby certify that all data entered above are true and correct.

DANELYN CAMALLERE
Printed Name & Signature
PERSONAL DATA SHEET
Name : Roselyn M. Sulvera
Gender : Female
Address : Brgy. Airport Ormoc City, Leyte
Tel No. /Cell No. : 09129888604
Date of Birth : August 01, 1999
Place of Birth : Brgy. Airport Ormoc City, Leyte
Height : 152 cm
Weight : 40 kg
Religion : Roman Catholic
Citizenship : Filipino
Marital Status : Single
Father’s Name : Leopoldo F. Lawas
Occupation : Farmer
Mother’s Name : Anita M. Sulvera
Occupation : None
Language/ Dialect Spoken: English, Filipino and Bisaya
Person to be contact in case of emergency: Margenito S. Labandero
His/Her address : Brgy. Airport Ormoc City, Leyte
Tel. No. : 09289608650

EDUCATIONAL BACKGROUND

Elementary: Libertad Elementary School

Junior High School: New Ormoc City National High School
Senior High School: Ormoc City Senior High School

I hereby certify that all data entered above are true and correct.

ROSELYN M. SULVERA
Printed Name & Signature
PERSONAL DATA SHEET
Name : Metchie C. Ulan-Ulan
Gender : Female
Address : Brgy. Cogon, Ormoc City, Leyte
Tel No. /Cell No. : 0953627229
Date of Birth : January 19, 2001
Place of Birth : Ormoc City
Height : 160 cm
Weight : 45 kg
Religion : Roman Catholic
Citizenship : Filipino
Marital Status : Single
Father’s Name : Renato G. Ulan-Ulan
Occupation : Electrician
Mother’s Name : Cedina C. Ulan-Ulan
Occupation : Housewife
Language/ Dialect Spoken: English, Filipino, Cebuano
Person to be contact in case of emergency: Cedina C. Ulan-Ulan
His/Her address : Brgy. Cogon, Ormoc City, Leyte
Tel. No. : 09105495924

EDUCATIONAL BACKGROUND

Elementary: Cogon Central School

Junior High School: New Ormoc City National High School
Senior High School: Ormoc City Senior High School

I hereby certify that all data entered above are true and correct.

METCHIE C. ULAN-ULAN
Printed Name & Signature
PERSONAL DATA SHEET
Name : Shiela Villa M. Unday
Gender : Female
Address : Brgy. Libertad Ormoc City
Tel No. /Cell No. : 09480815826
Date of Birth : December 15, 2000
Place of Birth : Ormoc City
Height : 158 cm
Weight : 50 kg
Religion : Roman Catholic
Citizenship : Filipino
Marital Status : Single
Father’s Name : Virgilio T. Unday
Occupation : Pasar Employee
Mother’s Name : Lucita M. Unday
Occupation : Housewife
Language/ Dialect Spoken: Filipino, English and Bisaya
Person to be contact in case of emergency: Virgilio T. Unday
His/Her address : Brgy. Libertad, Ormoc City
Tel. No. : 09488483904

EDUCATIONAL BACKGROUND

Elementary: Sto. Niño College of Ormoc

Junior High School: New Ormoc City National High School
Senior High School: Ormoc City Senior High School

I hereby certify that all data entered above are true and correct.

SHIELA VILLA M. UNDAY

Printed Name & Signature
ACKNOWLEDGEMENT

First of all, the researchers would like to extend their deepest gratitude to the

Father of Almighty for this gift of knowledge and wisdom, for being there to answer

all their prayers and petitions and for being the root of success to this study.

The researchers would like to express their most heartfelt appreciation to the

following people who helped and give their time to contribute to the realization of this

study.

To Mr. Marjune M. Nepaya for unconditional patience and giving suggestions

and necessary corrections right from the start until the end of this study. For the

support and guidance, he has given to the researchers.

To Mrs. Allah Delle R. Toledo for the suggestions that she gave to make this

study to be more effective and allowing her students in General Chemistry 2 to be

part of the study.

To the Panel for their contributions in improving the content through their

important suggestions and making the tasks seem not too hard in order for the

researchers to achieve a successful research.

To the Respondents for entrusting the necessary information needed for the

study and for cooperating at all times.

To the Parents and Guardians of the researchers for the unconditional and

undying love and support. For inspiring the researchers to fulfill the study regardless

of the circumstances they have been through in their study. For giving the authority

to let their son and daughter to partake in this venture and for giving their full support

in terms of financial needs. And lastly, to all those who have contributed to this study
and making this a success, the researchers would like to extend their deepest and

heartfelt gratitude.