Rationale

The integration of Video Presentation varies greatly among school systems. The

problem was that the lack of access to and use of Video Clips in education is placing

our students at a disadvantage and not meeting the educational needs of todays digital

natives. Educational learning theories have their value and can be applied to instructive

settings. In a classroom situation it would be difficult to assert that only one learning

method should be implemented. The constructivist learning theory seems to fit well with

instructional technology. Jerome Bruner, constructivist theorist, asserted that students

learn by engaging in the learning and constructing their knowledge through their

experiences. Students learning builds from prior knowledge and understanding, while

building new ideas and concepts through engaging in learning activities. Bruner

highlighted three principles of constructivism: Instruction must be concerned with the

experiences and context that make the student willing and able to learn (readiness), 2.

Instruction must be structured so that it can be easily grasped by the student (spiral

organization), and 3. Instruction should be designed to facilitate extrapolation and or fill

in the gaps . The active process of engaging in an activity adds to an individuals

learning. The interactive technological tools allow students to move at their own pace.

The students also have the ability to discover and seek more information and
knowledge as soon as they are ready. Bruner was not the only theorist to purport a

constructive learning theory.

 Chapter I

INTRODUCTION

This chapter presents the background of the study about the implementation

of video presentations and clips in motivation and performance of the students in

teaching World History. This chapter also states the problem being scrutinized by the

researcher in order to establish the significance of this study in teaching World

History.

Background of the Study

Helping students understand World History better in the classroom is one of

the primary concerns of every Social Studies teacher. Teachers need to motivate

students how to learn. According to Phil Schlecty (2009), students who understand

the lesson tend to be more engaged and show different characteristics such as they

are attracted to do work, persist in the work despite challenges and obstacles, and

take visible delight in accomplishing their work. In developing students'

understanding to learn important concepts, the teacher may use a variety of teaching

strategies that would work best for her/his students. According to Raymond

1
Wlodkowski and Margery Ginsberg (2010), research has shown no teaching strategy

that will consistently engage all learners. The key is helping students relate lesson

content to their own backgrounds which would include students' prior knowledge in

understanding new concepts. Due recognition should be given to the fact that

interest, according to Saucier (2011) directly or indirectly contributes to all learning.

Yet, it appears that many teachers apparently still need to accept this fundamental

principle. Teachers should mind the chief component of interest in the classroom. It

is a means of forming lasting effort in attaining the skills needed for life. Furthermore

teachers need to vary teaching styles and techniques so as not to cause boredom to

the students in the classroom. Seeking greater insight into how children learn from

the way teachers discuss and handle the lesson in the classroom and teach students

the life skills they need, could be one of the greatest achievements in the teaching

process.

Furthermore, researchers have begun to identify some aspects of the

teaching situation that help enhance students' motivation. Research made by Lucas

(2013), Weinert and Kluwe (2011) show that several styles could be employed by the

teachers to encourage students to become self motivated independent learners. As

2
identified, teachers must give frequent positive feedback that supports students'

beliefs that they can do well; ensure opportunities for students' success by assigning

tasks that are either too easy nor too difficult; help students find personal meaning

and value in the material; and help students feel that they are valued members of a

learning community. According to Brock (2007), Cashin (2009) and Lucas (2009), it

is necessary for teachers to work from students' strengths and interests by finding

out why students are in your class and what are their expectations. Therefore it is

important to take into consideration students' needs and interests so as to focus

instruction that is applicable to different groups of students with different levels.

Theoretical Framework

Educational learning theories have their value and can be applied to

instructive settings. In a classroom situation it would be difficult to assert that only

one learning method should be implemented. The constructivist learning theory

seems to fit well with instructional technology. Jerome Bruner, constructivist theorist,

asserted that students learn by engaging in the learning and constructing their

knowledge through their experiences. Students learning builds from prior knowledge

3
and understanding, while building new ideas and concepts through engaging in

learning activities. Bruner highlighted three principles of constructivism: Instruction

must be concerned with the experiences and context that make the student willing

and able to learn (readiness), 2. Instruction must be structured so that it can be

easily grasped by the student (spiral organization), and 3. Instruction should be

designed to facilitate extrapolation and or fill in the gaps (going beyond the

information given) (Bruner, 2010, p. 1). The active process of engaging in an activity

adds to an individuals learning.

The interactive technological tools allow students to move at their own

pace. The students also have the ability to discover and seek more information and

knowledge as soon as they are ready. Bruner was not the only theorist to purport a

constructive learning theory. Dewey, Piaget, and Vygotsky have all added to the

guiding principles of constructivism. Deweys theory was developed prior to

technological instruction, yet he saw that education and the curriculum would

constantly need to be revamped to meet the needs and interests of the students and

society. He wanted students to be engaged in the learning using scientific method to

intelligently solve problems rather than transmitting bodies of information (Gutek,

4
2005, p. 348). He advocated for collaborative and hands on learning using inquiry

methods; and the need for process-based learning activities (Gutek, 2005, p. 348).

Dewey was calling for a constructivist learning method of instruction. Constructivism

engaged students in the learning process hoping to make the attainment of

knowledge more meaningful.

Conceptual Framework

Slykhuis et al. (2005) researched the visual aspects of a presentation slide

that increase understanding and retention for the learner. Fifteen pre-service

teachers in an introductory science education course participated in the study. The

research questions for the study were: Is there a difference in how students attend to

photographs either with or without audio narration? Do students rarely attend to the

photograph regardless of the level of its classification (Slykhuis et al., 2005, p. 512)?

The researchers chose to use Pozzer and Roths (2003, as cited in Slykhuis et al.,

2005) four classifications of photographs: decorative, illustrative, explanatory and

complementary. Decorative photographs provided aesthetics only, illustrative

photographs did not add new or Slykhuis et al. (2005) researched the visual aspects

of a presentation slide that increase understanding and retention for the learner.

5
Fifteen pre-service teachers in an introductory science education course participated

in the study. The research questions for the study were: Is there a difference in how

students attend to photographs either with or without audio narration? Do students

rarely attend to the photograph regardless of the level of its classification (Slykhuis et

al., 2005, p. 512)? The researchers chose to use Pozzer and Roths (2003, as cited

in Slykhuis et al., 2005) four classifications of photographs: decorative, illustrative,

explanatory and complementary. Decorative photographs provided aesthetics only,

illustrative photographs did not add new or additional information, and explanatory

photographs provided a caption explaining the photograph. Complementary

photographs were the most beneficial for the student. These photographs offered

new or additional information that was not present in the text. Slykhuis et al. (2005)

used eye-tracking technology to evaluate the percentage of the time each subject

spent looking at the photograph in relation to the amount of time spent viewing the

entire slide. The results indicated that the subjects spent significantly more time

viewing the complementary photographs. The results also showed the subjects

initial and subsequent focus was on the complementary slide whereas on a

decorative slide the focus was for a shorter time span and not until other aspects of

6
the slide have been viewed. The participants looked at all the slides; however the

complementary slides received more focus and attention. When the PowerPoint

presentation was accompanied with an audio narration the subjects spent more time

viewing those slides than slides without audio enhancement. When audio narration

was used there was little distinction between the four types of photographs and

subject attention to the slide. While it seemed that the results of Slykhuis et al.s

(2005) research were what would be expected, educators often do not construct

PowerPoint presentations in the most effective manner for the learner. The results of

the research study provided valuable information for the educators who use

PowerPoint. Leonard et al. (2007) found that females prefer slides with color and

graphics even when they do not relate to the topic or subject matter. However, armed

with this information educators can still appeal to their female learners by using color

and graphics that are complementary in nature. The research study was performed

on only 15 participants that were pre-service science education teachers.

Research Paradigm

7
 INPUT PROCESS OUTPUT

A.Profile of Students
-Grade level Pre-test Students Perfomance
in World History
-Section And Post-test

B. Difficulties of Unstructured
Students Interview

Statement of the Problem

1. What is the performance as shown in the scores of students who received

whiteboard and lecture instruction and those who watched Video Clips before

the intervention?
2. Is there a significant difference between the two groups before the

intervention?
3. What is the performance as shown in the scores of the students who

received whiteboard and lecture instruction (control group) and students who

watched Video Clips on World History (experimental group) after the

inrvention?
4. Is there a significant difference between the two groups after the intervention?
5. What is the mean gain in the performance of the students in the control group

and in the experimental group?

6. Is there a significant difference in the mean gain of the performance of

students of the control and experimental group?

8
Significance of the Study

This study will be significant to the following people:

Learners. The result of the study will help the students improve their skills

and understanding regarding the World History.

Teachers. Knowing the effects of the utilization of Video Clips, teachers could

work effectively to help the students understand better the World History.

School. The results could influence curriculum guides, and the inclusion of

instructional technology. Positive results from the study will lead school districts. If

the study finds there was not a statistically significant relationship between

employment of Video Clips and student achievement, educators still need to identify

ways to tie instruction to the constant changing technologies available to todays

learners. It is the responsibility of educators to prepare students for the world outside

of school including technological use.

Parents and Community. Results will motivate them to support the project

with regards to the improvement of their skills and understanding.

Hypotheses

9
1. There is no significant difference in the scores of the students who received

whiteboard and lecture instruction and the students who watched Video Presentation

instruction in teaching World History.

2. There is a significant difference in the scores of the students who received

whiteboard and lecture instruction and the students who watched Video Presentation

in teaching World History .

Chapter II

REVIEW OF RELATED LITERATURE

Motivating students is importantwithout it, teachers have no point of entry.

But it is engagementthat is critical, because the level of engagement over time is the

vehicle through which classroom instruction influences student outcomes. For

example, engagement with reading is directly related to reading achievement

(Guthrie, 2001; Guthrie & Wigfield, 2000). Engagementwith sports, hobbies, work,

or readingresults in opportunities to practice. Practice provides the opportunity to

build skills and gain confidence.

10
 However, practicing without feedback and coaching often leads to poor habits.

Coachingor, in this case, explicit teachinghelps refine practice, generates

feedback, creates structured exercises targeted to specific needs, and provides

encouragement and direction through a partnership with the learner. Note that more

modeling, structure, and encouragement are often needed to engage students who

are motivated to begin but who have weaker skills and therefore may not have the

ability or stamina to complete tasks on their own.

Sustained engagement, therefore, often depends on good instruction. Good

instruction develops and refines important literacy habits and skills such as the

abilities to read strategically, to communicate clearly in writing or during a

presentation, and to think critically about content. Gaining these improved skills

leads to increased confidence and competence. Greater confidence motivates

students to engage with and successfully complete increasingly complex content-

area reading and writing tasks, and this positive experience leads to improved

student learning and achievement.

11
 Presnky (2008), Tapscott (2009) and Sprenger (2010) claimed that using

video clips have changed the way todays students learn. The integration of Video

Presentation varies greatly among school systems. The problem was that the lack of

access to and use of Video Clips in education is placing our students at a

disadvantage and not meeting the educational needs of todays digital natives.

The teachers, being the focal figure in education, must be competent and

knowledgeable in order to impart the knowledge they could give to their students.

Good teaching is a very personal manner. Effective teaching is concerned with the

student as a person and with his general development. The teacher must recognize

individual differences among his/her students and adjust instructions that best suit to

the learners. It is always a fact that as educators, we play varied and vital roles in the

classroom. Teachers are considered the light in the classroom. We are entrusted

with so many responsibilities that range from the very simple to most complex and

very challenging jobs. Everyday we encounter them as part of the work or mission

that we are in. It is very necessary that we need to understand the need to be

motivated in doing our work well, so as to have motivated learners in the classroom.

When students are motivated, then learning will easily take place. However,

12
motivating students to learn requires a very challenging role on the part of the

teacher. It requires a variety of teaching styles or techniques just to capture students'

interests. Above all, the teacher must himself come into possession of adequate

knowledge of the objectives and standards of the curriculum, skills in teaching,

interests, appreciation and ideals. He needs to exert effort to lead children or

students into a life that is large, full, stimulating and satisfying. Some students seem

naturally enthusiastic about learning, but many need or expect their instructors or

teachers to inspire, challenge or stimulate them. "Effective learning in the classroom

depends on the teacher's ability to maintain the interest that brought students to the

course in the first place (Erickson, 2012). Not all students are motivated by the same

values, needs, desires and wants. Some students are motivated by the approval of

others or by overcoming challenges.

Teachers must recognize the diversity and complexity in the classroom, be it

the ethnicity, gender, culture, language abilities and interests. Getting students to

work and learn in class is largely influenced in all these areas. Classroom diversity

exists not only among students and their peers but may be also exacerbated by

language and cultural differences between teachers and students.

13
 Chapter III

RESEARCH METHODS AND PROCEDURES

This study was designed to improve the teaching and learning process in the

field of World History. A sample of 79 students, Grade 8 Einstein with 29 students is

the experimental group and Grade 8 Sunflower is the Control Group. The teacher will

use Movie Clips in the experimental Group whereas the control group will be treated

by the usual whiteboard and lecture instruction. The increment of scores or mean of

the Pre-test and Post-test will be the basis for determining the improvement of the

students performance in World History by the utilization of movie clips.

The researcher asked permission from the school head of Taltal National High

School where the action research was conducted. The respondents were two groups

of students for the two sections of a Grade 8 class: Grade 8 Einstein which

composed of 29 students and Grade 8 Sunflower which composed of 50 stdents.

The students form Grade 8 Einstein was assigned as the experimental group while

the other students from the Grade 8 Sunflower served as the controlled group.

14
 The experimentation began with the administration of pretest to both groups

the researcher will record the he scores from the pretest of students who received

whiteboard and lecture instruction and those who watched Video Clips before the

intervention.

After couple of weeks, a video clip about Ancient Greece was presented in

the experimental group while the controlled group received a whiteboard and lecture

instruction. A post-test parallel with the pre-test was the given to both groups after

two months of experimentation. Throughout the study, a quantitative methods of data

collection were done.

Population and Locale

The subjects of the study are the two sections from Grade 8 Students of Taltal

National High School for S.Y. 2016-2017.Both classes were heterogenous. The

respondents were two groups of students for the two sections of a Grade 8 class:

Grade 8 Einstein which composed of 29 students and Grade 8 Sunflower which

composed of 50 stdents. The students form Grade 8 Einstein was assigned as the

15
experimental group while the other students from the Grade 8 Sunflower served as

the controlled group.

Data Gathering Procedures

This action research is experimental in nature which uses pre-test and post-

test result. The researcher asked permission from the school head of Taltal National

High School where the action research was conducted. The respondents were two

groups of students for the two sections of a Grade 8 class: Grade 8 Einstein which

composed of 29 students and Grade 8 Sunflower which composed of 50 stdents.

The students form Grade 8 Einstein was assigned as the experimental group while

the other students from the Grade 8 Sunflower served as the controlled group.

The experimentation began with the administration of pretest to both groups

the researcher will record the he scores from the pretest of students who received

whiteboard and lecture instruction and those who watched Video Clips before the

intervention.

After couple of weeks, a video clip about Ancient Greece was presented in

the experimental group while the controlled group received a whiteboard and lecture

16
instruction. A post-test parallel with the pre-test was the given to both groups after

two months of experimentation. Throughout the study, a quantitative methods of data

collection were done.

Treatment of Data

1.Mean is used to measure the increased/decrease of pre-test and post-test

performance of Students in World History.

2.T-test is used to determine the significant difference between Variables.

Instrumentation

The researcher used a parallel test for both groups for the administration of

the pre-test before the intervention and the post-test after the intervention. The said

30-item test is multiple choice.

Action Plan

This study uses Gantt Chart in which a series of horizontal lines shows the amount

of work done or production completed in certain periods of time in the conduct of the

study

Gantt Chart.

17
 June July Augu Sept Octo Nove Dece Janu Febr
st emb ber mber mber ary uary
er
Administration
of Pre-test
Production of
Materials
Implementatio
n of the
intervention
Progress
Report

Administration
of Post-Test

18
References

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citizenship: A teacher education curriculum. Social Studies Research and Practice,

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Educational Communications and Technology (AECT). (2001). Retrieved from:

http://www.aect.org/standards/knowledgebase.html Association for Educational

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doi:10.1016/S0360-1315(03)00027-7 Bennett, S., Maton, K., & Kervin, L. (2008).

The digital natives debate: A critical review of the evidence. British Journal of

Educational Technology, 39(5), 775- 786. doi: 10.1111/j.1467-8535.2007.00793

Biladeau, S. (2009). Technology and diversity: Perception of Idahos digital natives.

Teacher Librarian, 36(3), 20-21. Retrieved from Ebscohost database. BrainPop.

(2011). BrainPop Educators. Retrieved from http://www.brainpop.com/

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educators/home/ Burke, L. A. & James, K. E. (2008). PowerPoint based lectures in

business education: An empirical investigation of student perceived novelty and

effectiveness. 96 Business Communication Quarterly, 71(3), 277-296. Retrieved from

Ebscohost database. Cilesiz, S. (2009). Educational computer use in leisure

contexts: A phenomenological study of adolescents experiences at Internet Cafes.

American Educational Research Journal, 46, 232-274. doi:

10.3102/0002831208323938. Clark, J. (2008). PowerPoint and pedagogy:

Maintaining students interest in university lectures. College Teaching, 56(1), 39-44.

Retrieved from Ebscohost database. Cleary, C. (2009). 21st century learning

environment installation process. [PowerPoint slides]. Retrieved from www.fcboe.org

Cramer, K. M., Collins, K., Snider, D., & Fawcetts, G. (2007). The virtual lecture hall:

utilization, effectiveness and student perceptions. British Journal of Educational

Technology, 38, 106-115. doi: 10.1111 Crowe, A. (2004). Teaching by example:

Integrating technology into Social Studies education courses. ISTE (International

Society for Technology in Education), 20, 159-165. doi: 10.1007/s11528-008-0112-6;

DAngelo, J. M. & Wooley, S. A. (2007). Technology in the classroom: Friend or foe.

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Education, 127(4), 462-471. Retrieved from Ebscohost database. Davis, M. (2008).

Classroom connections:

A. Instruments Used

World History

Name: _________________________________

Date:________________

Grade and Section: _____________________Score: ______________

Multiple Choice.

21
_______1. Ano ang dalawang umusbong na klasikal na kabihasnan sa Europe?

a. Italy at France b. Greece at Germany

c. Rome at Greece d. Spain at Portugal

_______2. Saan Umusbong ang kabihasnang Minoan?

a. Isla ng Sicily b. Isla ng Crete

c. Roma d. Isla ng Corsica

_______3. Isaang maalamat na hari ng Kabihasnang Minoan.

a. Haring Darius b. Haring Xerxes

c. Haring Philip d. Haring Minos

_______4. Bakit pinili ni Paris si Aphrodite sa pgdedesisyon ng pinakakabigha-bighani?

a. Dahil ibibigay ni Aphrodite ang lahat ng armas laban sa mga Persiyano.

b. Dahil ibibigay ni Aphrodite ang buong kalupaan ng Asya.

c. Dahil ibibigay nito si Helen.

d. Wala sa nabanggit.

_______5. Ang mga Mycenaean ay sinakop ng anong pangkat?.

a. Dorian b. Minoan

c. Athenian d. Spartan

_______6.Ang pangkat na nakapagpatayo ng pinakaunang arena sa buong daigdig.

a.Minoan b.Mycenaean

c. Athenian d.Persian

_______7. Bakit nais sakpin ng Persia ang Greece?

a. Upang makuha ni Xerxes ang Asawa ni Leonidas

b.Upang ipalaganap ang mga turo ni Zoroaster

c.Upang mapalawak ang Imperyo nito

d. Upang maagaw si Hellen

_______8.Sino ang tumutayong lider ng hukbo ng mga Griyego sa Digmaan sa Marathon?

a. Darius I b.Phidippides

22
 c.Miltiades d. Xerxes

_______9.Sila ang mahigpit na katunggali ng mga Griyego noong 546 BCE.

a.Ehipto b.Persiyano

c.Hyksos d. Northmen

_______10. Sino ang tumutayong lider ng hukbo ng mga Persiyano sa Digmaan sa

Marathon?

a. Darius I b.Phidippides

c.Miltiades d. Xerxes

_______11. Sino ang tumutayong lider ng hukbo ng mga Persiyano sa Digmaan sa

Thermopylae?

a. Darius I b.Leonidas

c.Miltiades d. Xerxes

_______12. Sino ang tumutayong lider ng hukbo ng mga Griyego sa Digmaan sa

Thermopylae?

a. Darius I b.Leonidas

c.Miltiades d. Xerxes

_______13.Anong pangkat ang nagawagi sa labanan sa Marathon?

a. Persian b.Carthagean

c.Roman d. Greeks

_______14. Ano ang katawagan sa laban ng Athens at Sparta?

a. Pelopponesian War b. Trojan War

c. Olympian War d. Thermopylae War

_______15. Ang katawagan sa mga lungsod-estado na bumubuo sa Greece

a.Polis b. Crete

c.Parthenon d. Satrapy

_______16. Ang lungsod- estado na naging kanlungan ng Demokrasya sa Daigidig.

a. Athens b.Sparta

c. Thebes d. Corinth

23
_______17. Sa edad na pito, ang mga Spartan ay ipapasok sa _________________ upang

magsanay ng taktikang militar.

a. Senado b. Bulwagan

c. Acropolis d. Barracks

_______18. Paano nabuo at nagnula ang salitang Athens? Nabuo ito. .

a. Sa isang imperyo b. Sa isang Diyosa

c. Sa isang Kaharian d. Sa isang Pinuno

_______19. Siya ang tanyag na pinuno sa Ginituang Panahon ng Greece.

a. Solon b. Pericles

c. Julius Caesar d. Aristotle

_______20. Ang pangunahing Diyos ng mga Greek na nanirahan sa Mt. Olympus

a. Poseidon b. Aphrodite

c. Zeus d.Hermes

_______21. Ang lungsod-estado na nagging tirahan ng mga pinakamahuhusay na

Mandirigman ng Greece

a. Sparta b. Athens

c. Thebes d. Corinth

_______22.Bakit ipinatayo ang Parthenon?

a. Upang maging handog para kay Athena

b. Upang manirahan ang mga pinuno

c. Upang gawing teatro ng mga Griyego

d. Upang gawing barracks ng mga Sparta

_______23. Siya ang itinuturing na Ama ng Kasaysayan

a. Hippocrates b. Aeschylus

c. Socrates d.Herodutos

_______24. Sino ang Ama ng Medisina?

a. Hippocrates b. Aeschylus

c. Socrates d.Herodutos

_______25. Ang pilosopiyang Kilalanin ang Sarili ay mula kay:

24
 a. Socrates b. Plato

c. Aristotle d. Demosthenes

26-27. Pagsuri sa Larawan.

A B

_______26. Ano ang tinutukoy ng Larawan A.

a. Doric b. Corinthian

c.Ionic c. Parthenon

_______27. Ano ang tinutkoy ng Larawan B..

a. Doric b. Acropolis

c.Ionic c. Parthenon

_______28. Bakit itinuturing the the Great si Alexander?

a. Dahil sa kanyang mga nalimbag ng aklat patungkol sa Digmaan

b. Dahil sa kanyang mga Pilosopiya sa pulitika

c. Dahil sa kanyang galling at husay sa pakikidigma

d. Dahil sa kanyang pananakop sa mga bansa tulad ng India, China at

Mongolia

_______29. Bakit mabilis nasakop ng Imperyong Macedonia ang Greece? Dahil

a. Sa pagkakawatak-watak ng lungsod estado ng Greece

b. dahil sa mga epekto ng DigmaangPelopponesian

c. Dahil sa pagkabagsak ng Greece

d. Lahat ng nabanggit

_______30. Ano ang pangalan ng kabayo ni Alexander the Great

a. Bucephalus b. Bucephates

c. Bucephenes d. Bucapahala

25