Department of Education

Region X
Division of Bukidnon
District of Quezon II
Salawagan National High School

Cherry Mae L. Limbaco, Ph.D. CESO V

The Schools Division Superintendent
Division of Bukidnon

Ma’am:

I have the honor to submit my approved action research proposal and report of the
action research project completed entitled “INNOVATING INTERNET-BASED SCIENCE
INSTRUCTION USING VIDEO LESSONS FOR THE GRADE 7 STUDENTS OF
SALAWAGAN NATIONAL HIGHSCHOOL”.

Attached herewith are the copies of the full blown action research project completed.
Hoping for your positive response and approval.
Thank you very much and Godspeed.

Very truly yours,

ARCHIMEDES M. CASAMA
Researcher

Noted: Noted :

_______________ ___________________
Principal – I District Supervisor

Approved:

CHERRY MAE L. LIMBACO, Ph.D CESO V

Schools Division Superintendent
INNOVATING INTERNET-BASED SCIENCE INSTRUCTION USING VIDEO

LESSONS FOR THE GRADE 7 STUDENTS OF SALAWAGAN NATIONAL

HIGHSCHOOL

An Action Research

by:

______________
I. Context and Rationale

Multimedia and ICTs are truly powerful and prevalent nowadays in terms of its

effects and influence on people’s lives in any sector including education. Education is

presently made into an avenue where the use of multimedia and other educational

technologies and innovations is integrated. The integration and implementation of

educational technology has been continously making mainstream education more

creative, relevant, advanced and innovative for the learners. That is why it is not a

surprise that several teachers and learners nowadays are becoming more ICT-

dependent and digitally-oriented by embracing the use of multimedia in facilitating the

teaching-learning process.

Science is one of the integral fields of knowledge enhanced by multimedia

utilization and integration. Science contains an immense volume, range and amount

of lessons, concepts and knowledge that can be presented to the students using

multimedia like for instance using Internet. Internet contains multiple search engines

or websites that can be sources of video lessons about wide variety of Science lessons

and topics worthy to be taught and provided to the students. Utilization of video lessons

is truly one way of innovating Science instruction as it tends to do away with the

traditional lecture type of Science teaching and incorporates the use of technology in

facilitating scientific knowledge and concepts. Through the use of video lessons, it is

easier for both the teachers and learners to visualize the scientific concepts being

presented. Video lessons help to make Science lessons more comprehensible,

realistic, practical and relevant for the learners as they can actually and clearly

visualize the elements and contents of the subject matter at hand. It is also more

visually-appealling for the learners when the video lessons are sourced or derived from

Internet like You-Tube which is very popular among the youth.

That is why in view of these, this study will explore on how the use of Internet-

based video lessons can help to make Science instruction more innovative for the

grade 10 students of Kitaotao National High School, the selected locale of this study.

It will also delve on the performance level of the students in Science lessons before

and after the implementation of video lessons. The study will also include analysis on

the response and attitudes of the students towards the Internet-based Science

instruction using video lessons.

The following are the researcher’s gathered related literature and studies:

Pappas (2015) in his work “ 8 Important Reasons Video Lessons Should be

Part of Your eLearning Course” explained that video lessons are really intended to

integrate videos that can be used to introduce a topic, motivate the learners or simply

extend information conveyed by the course. It can be used to create an eLearning

community. Using video lessons as a social learning platform offers learners the

opportunity to build a strong eLearning community.

Duncan (2015) in her article “Educational Videos’ Role in Education” cited that

educational videos have enlisted a following of students eager to get some out of class

tutoring. Educational videos have thousands of educational videos on various

educational subjects like Biology, Calculus and English. Many students are taking

advantage of educational videos’ offered free tutorials when classroom instructions for

whatever reasons leaves something to be desired.

Armstrong (2016) in his work “The Importance of You Tube in Education” cited

that on line education is becoming virally spreading across every corner. Solution

providers on You Tube have taken responsibility of helping the generation of students
moved forward in education. You Tube announced that they had an 80% increase in

hits on their educational videos.

Harrold (2012) in his research “The Impact of You Tube Videos on Students’

Learning” revealed through its findings that students understand and can remember

complex concepts much better when they are exposed to a visual explanation videos

like You Tube. The results of the study showed that majority of the respondents

consider the main advantages of You Tube in the fact that it is a free web-based

services that contain short contents and specific concepts taught in school.

Irvings (2015) in his study “Exploratory Study of the Instructional Impacts of

Video Lessons in the Teaching-Learning Process” revealed through its findings that

using educational videos encouraged students to look for similar videos and get a habit

of using video lessons as educational resource. The findings showed that the only

challenge in video utilization is the evaluation of instructional contents of videos.

Brent (2015) in his study “ A Review of the Impacts of Social Media in

Education” showed through its findings that majority of the students claimed that

insctructors and professors use You Tube to show students different kinds of videos

on different subjects. The results of the study showed that majority of the teachers

selected as respondents of this study claimed that the use of You Tube is highly

beneficial in facilitating instructions in various areas of knowledge.

II. Action Research Questions

This study will be centered on innovating Science instruction through the use

of Internet-based video lessons for the grade ten students of Salawagan National High

School.
Specifically, it will seek to answer the following questions:

1. What is the mastery level of the students in Science topics during the first

quarter prior to the implementation of Internet-based video lessons?

2. What scientific lessons and concepts are facilitated by the teacher using

Internet-based video lessons?

3. What is the mastery level of the students in Science topics during the first

quarter after the implementation of Internet-based video lessons?

4. What are the students’ response and attitude towards the use of Internet-

based video lessons?

III. Proposed Innovation, Intervention and Strategy

The proposed innovation and at the same time intervention in this study will be

the utilization of Internet-based video lessons in teaching Science for the grade ten

students of Salawagan National High School. As an innovation, the use of these video

lessons aims to make the Science instruction more innovative, visually-appealing and

attention-catching for the students. Likewise as an intervention, the use of these video

lessons will serve to address the specific difficulties encountered by the students in

learning instructional concepts under the first and second quarter of the school year.

As an intervention, these video lessons can also be utilized as tools during the conduct

of remedial classes in Science for students diagnosed with learning difficulties and

problems in this area.

Therefore, the proposed strategy of this study is the multimedia approach in

teaching Science. This is primarily because educational video lessons belong to the

list of multimedia and ICT-based teaching-learning tools in Science. Utilization of video

lessons during Science classes for the grade ten students is a clear indication of the

trend in integrating instructional technologies in Science instruction, just like what is

aimed to be achieved in this study.

IV. Action Research Method

This study will make of Descriptive-Survey method of research. Different

issues, concepts, challenges, problems and phenomena are described, discussed and

analyzed using descriptive. In this study, Descriptive-Survey helps to facilitate

profound discussions about the use of Internet-based video lessons and how it can

make Science instruction more innovative for the students.

Specifically, the Descriptive-Survey method will be applied in the discussion of

the following salient concepts: 1. the mastery levels of students in Science topics prior

to the implementation of Internet-based video lessons; 2. the specific Science lessons

and topics facilitated by the teacher using video lessons; 3. 1. the mastery levels of

students in Science topics after the implementation of Internet-based video lessons

and 4. the students’ response and attitude towards the use of Internet-based video

lessons.
a. Participants and Other Sources of Data and Information

The key respondents of this study are the selected 30 grade seven students of

Salawagan National Highschool. They are only randomly selected as participants of

this research who will be subjected to data collection processes like pre-test, post-test

in Science and interviews.

b. Data Gathering Procedures

For the purpose of data collection, there are three processes that the

researcher needs to undertake. These are pre-test, post-test in Science and conduct

of [Link]-test will be administered to determine the mastery level of students

in Science topics before the implementation of Internet-based video lessons. On the

other hand, post-test will be undertaken to determine the level of improvements in the

mastery level of students in Science concepts after being exposed to the use of video

lessons sourced from Internet. Meanwhile, interviews will evolve on determing

students’ response and attitudes towards the use of these video lessons.

c. Data Analysis Plan

In order to validate, analyze and interpret the data accurately, the researcher

will make use of Descriptive Statistics for data treatment. This includes the use of

frequency count, percentage and weighted mean average.

For the first problem on the mastery level of students in Science topics prior to

the implementation of Internet-based video lessons, the data will be treated using

frequency count and percentage technique. For the second problem on the scientific

lessons and topics facilitated by the teacher using Internet-based video lessons, the

researcher will make use of frequency count and weighted mean for data treatment.

The data on the third problem about the mastery level of students in Science topics

after the implementation of Internet-based video lessons will be treated using the

frequency count and percentage. Finally, the data on the students’ response and

attitude towards the use of Internet-based video lessons will be statistically treated

using frequency count and weighted mean.

V. ACTION RESEARCH WORK PLAN AND TIMELINE

PERSONS SUCCESS
ACTIVITIES TIME FRAME
INVOLVED INDICATOR
Pre-implementation
Phase:

1. Preparation of the Prepared,

Research submitted
Proposal research
2. Submission of the School principal, proposal for
. August 2019
Research proponent, PPRD approval
Proposal for Revised
approval proposal
3. Revision (if any) Implemented the
4. Implementation of research
the Research proposal
Proposal
Implementation
Phase: Determined or
1. Determining the identified the
School Head,
final list of the respondents
August 2018 proponent,
respondents
respondents
2. Orientation to the Oriented the
respondents respondents
3. Formulation of Administered
data gathering pretest &
tools posttest
4. Implementation of
the research study Implemented the
5. Administration of research study
pre-tes and post-
test
6. Collection, Collected,
tabulation, tabulated,
analysis, and analyzed, &
interpretation of interpreted the
data data
7. Formulation of
conclusion and Formulated
recommendation conclusion &
recommendation
Post-
Implementation
Phase:
1. Submission of the September 2018 School Head, Accomplishment
Accomplishment proponent Report of the
Report Research
2. Revision (if any)
3. Submission and
Acceptance of the
Final Report

VI. COST ESTIMATES

TOTAL
ITEM QUANTITY AMOUNT
AMOUNT
1. Preparation and formulation of action P5,000.00 P5,000.00
research proposal

2. Production and Distribution of pre-test and P 2,000 P 2,000

post—test
[Link] and Formulation of the
completion report of the action research P5,000.00 P5,000.00
project

[Link] P2,000 P2,000

[Link] P1,000.00 P1,000.00

TOTAL P 15,000 P 15,000

VII. PLANS FOR DISSEMINATION AND UTILIZATION

PERSONS SUCCESS
ACTIVITIES TIME FRAME
INVOLVED INDICATOR

1. Present the action June 2018 Proponent Approved

research proposal Proposal

[Link]/implement June 2018

the actual action Proponent Approved Action
research study Research Study

3. Formulate June 2018 Proponent

Findings, Positive
conclusions and Outcomes of the
recommendations of Entire Study
the student through
the completion report

VIII. REFERENCES

Christopher Pappas.(2015).8 Important Reasons Video Lessons Should be Part of

Your eLearning Course. Retrieved from [Link]/[Link]

Rose Duncan.(2015).Educational Videos’ Role in Education. Retrieved from

[Link]/[Link]

Steve Armstrong.(2016).The Importance of You Tube in Education. Retrieved from

[Link]/[Link]
Hamid Harrold.(2012).The Impact of You Tube Videos on Students’ Learning.
Retrieved from [Link]
[Link]

Lawrence Irvings.(2015).Exploratory Study of the Instructional Impacts of Video

Lessons in the Teaching-Learning Process. Retrieved from
[Link]/[Link]

Joseph Brent.(2015).A Review of the Impacts of Social Media in Education. Retrieved

from [Link]/[Link]