The Problem and Its Background: Correlates of Student's Viewing Skill and Their Academic Performance in Literature

Correlates of Student’s Viewing Skill and Their Academic Performance in Literature
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Chapter I
The Problem and Its Background
Introduction
There is no other period in the world history when technology has been making its
greatest impact upon human lives than today especially upon students. Most of the
students are using gadgets and they seem to be part of their daily lives. Students use and
develop their viewing skill when seeing pictures and watching television, movies and
videos. Through these activities they can think critically subconsciously. In the last few
years, the exponential rise of video being used in the classroom became evident. Some
studies led and proved that using these viewing skills help the students to facilitate
learning. There are also a lot of teachers who use videos more than textbooks. It is the
reason why some schools strengthen the use of multimedia and videos in class, and this
viewing skill made a difference now in the academic world of students. Some of them
excel in academic performance because of these viewing materials and skills while others
fail.
It is also observable that the masterpieces of World Literature are slowly losing
their value maybe because of the rapid change caused by technology. Many students
nowadays do not appreciate, or worse, do not even care about the importance of these
masterpieces. They do not give importance in reading books because they focus now on
their gadgets, watching their favorite movies and competing in social media. The use of
videos and movie adaptations of these masterpieces helps the students to better
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understand Literature. From watching videos, student’s viewing skill is affected by many
factors. The researchers identified these factors and grouped them under visual
comprehension, vocabulary, motivation, accessibility of resources, and materials and
equipment. This study aimed to know if the respondents’ viewing skill, affected by these
factors, has a relationship to their academic performance in Literature.
Background of the study
Most of the students of today are digital natives. They are always being exposed
to media such as videos, video games, films, television programs, which means they do
much of viewing. Considine (1999) said that the average students spend an average of 6-
7 hours a day in using media with the average television viewing at 3-4 hours each day.
They became visually literate because technology, such as television and computer,
develops visual literacy.
B.D. Roe and E.P. Ross (2010) explained how visual literacy has lead to the
development of the new macro skill in English among learners. They said that for all we
know, there are only four macro skills in English language before– Listening, Speaking,
Reading, and Writing. Viewing skill is now the fifth macro skill in English language. It
involves interpreting images for which the word stands, and connecting visual images in
videos, TV programs, and websites with accompanying printed or spoken words.
Literature, as a subject is being taught only in the traditional way before, now
Literature can be taught using the Viewing techniques; five Macro skills are now being
exercised in the subject. The inclusion of viewing skill with the four Macro skills has
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lead to new learning activities and teaching materials. Visual Comprehension would be
examined using videos; vocabulary would be supplied from the viewing materials;
motivation can be earned through interesting and relevant videos; and modern
instructional materials would be used oftentimes in Literature.
Caspi (2005), in his study, emphasized that viewing does facilitate the student’s
learning. Mayer (2014) also said that the use of videos is convenient, interesting,
enjoyable, easy for memory encoding, and attracts attention. Mehrabian (1939) supported
the fact that people learn better from words and pictures than from words alone. Students
take in information 55% in visual and only 7% in text. Thus, viewing is a helpful skill
and does positively affect the student’s learning especially in Literature.
When students are viewing, they perceive that these following factors affect their
viewing skill: visual comprehension, vocabulary, motivation, accessibility of resources,
and materials and equipment. The students’ viewing skill is affected by their individual
interpretation of the videos; their vocabulary level; the accessibility and function of
resources; and the viewing materials that the teacher uses. If these factors affect the
students’ viewing skill, then the perception of the students on these factors may have a
relationship on their academic performance in Literature.
Perceived factors of the students can influence greatly their learning and can lead
to motivation in their performance in Literature class. The researchers believe that
perception can lead to belief and belief to action; and action can lead to either positive or
negative outcome.
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Several studies have proven the effectiveness of viewing in learning, and the
positive effect of modern material in instruction; yet the researchers want to know if the
students’ perceived factors that contribute to the effectiveness of viewing have a
relationship in their class performance.
The researchers became interested to study the “Correlates of Student’s Viewing
Skill and Their Academic Performance in Literature” because they want to know if the
perceived factors affecting the students’ viewing skill have impact on students to either
have high or low academic performance level in Literature.
Theoretical Framework
 Cognitive Theory of Multimedia Learning
This study is anchored on the “The Cognitive Theory of Multimedia Learning” by
Richard Mayer which focuses on the idea that learners attempt to build meaningful
connections between words and pictures and that they learn more deeply than they could
have with words or pictures alone. According to the Theory of Cognitive Multimedia
Learning, one of the principal aims of multimedia instruction is to encourage the learner
to build a coherent mental representation from the presented material. The learner’s job is
to make sense of the presented material as an active participant, ultimately constructing
knowledge.
Studies have shown that there are two main channels that are used to process
information, auditory and visual. The auditory channel processes sounds that are heard
while the visual channel processes things that are seen. By combining these two process,
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learning will be more in depth and stay in the learner’s memory longer. Their studies
have also shown that too many visuals or too much text can overload the learners so they
need to balance between the two channels and they should always relate so they do not
confuse the learner’s learning process. Shepard and Cooper (1982), and Mayer and
Gallini (1990) made the connection among visual clues, the memory process, and the
recall of new knowledge. Allam (2006) observed that the creative challenge of using
moving images and sound to communicate a topic is indeed engaging and insightful, and
enables students to acquire a range of transferable skills in addition to filmmaking itself.
These include research skills, collaborative working, problem solving, technology, and
organizational skills.
Galbraith (2004) said that in some cases, video can be as good as an instructor in
communicating facts or demonstrating procedures to assist in mastery learning where a
student can view complex clinical or mechanical procedures as many times as they need
to. Furthermore, the interactive features of modern web-based media players can be used
to promote ‘active viewing’ approaches with students.
Cognitive Theory of Multimedia Learning

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Five Processes in Cognitive Theory of Multimedia Learning
For meaningful learning to occur in a multimedia environment, the learner must
engage in five cognitive processes: (1) selecting relevant words for processing in verbal
working memory, (2) selecting relevant images for processing in visual working memory,
(3) organizing selected words into verbal model, (4) organizing selected images into a
pictorial model, and (5) integrating the verbal and pictorial representations with each
other and with prior knowledge.
Richard E. Mayer discusses twelve principles that shape the design and
organization of multimedia presentations:
1. Coherence Principle – People learn better when extraneous words, pictures and sounds
are excluded rather than included.
2. Signaling Principle – People learn better when cues that highlight the organization of
the essential material are added.
3. Redundancy Principle – People learn better from graphics and narration than from
graphics, narration and on-screen text.
4. Spatial Contiguity Principle – People learn better when corresponding words and
pictures are presented near rather than far from each other on the page or screen.
5. Temporal Contiguity Principle – People learn better when corresponding words and
pictures are presented simultaneously rather than successively.
6. Segmenting Principle – People learn better from a multimedia lesson is presented in
user-paced segments rather than as a continuous unit.

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7. Pre-training Principle – People learn better from a multimedia lesson when they know
the names and characteristics of the main concepts.
8. Modality Principle – People learn better from graphics and narrations than from
animation and on-screen text.
9. Multimedia Principle – People learn better from words and pictures than from words
alone.
10. Personalization Principle – People learn better from multimedia lessons when words
are in conversational style rather than formal style.
11. Voice Principle – People learn better when the narration in multimedia lessons is
spoken in a friendly human voice rather than a machine voice.
12. Image Principle – People do not necessarily learn better from a multimedia lesson
when the speaker’s image is added to the screen.

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Conceptual Framework
INDEPENDENT DEPENDENT
Correlates of Student’s Students’ Academic
Viewing skill Performance in Literature
 Visual comprehension
 Average Grade
 Vocabulary during 1st to 3rd
quarter of the School
 Motivation Year 2015-2016
 Accessibility of
Resources
 Materials and
Equipment
Figure 1.1 Conceptual Paradigm
The figure above shows the conceptual framework of this study. The independent
variable are the perceived factors affecting the students’ viewing skill and the dependent
variable is the students’ academic performance specifically their average grades during
1st to 3rd quarter of the School Year 2015-2016.

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Statement of the Problem
This study determined the factors affecting the student’s viewing skill and their
relationship to the academic performance in Literature class of Grade 9 students.
Specifically, it answered the following questions:
1. What is the profile of the respondents in terms of:
1.1 Gender
1.2 Section
2. How do the respondents perceive the following factors affecting their viewing
skill in Literature:
2.1 Visual Comprehension

2.1 Vocabulary
2.2 Motivation
2.3 Accessibility of Resources
2.4 Materials and Equipment
3. What is the level of the respondents’ academic performance based on their
average grades during the first to third quarter of the School Year 2015-2016?
4. Is there a significant degree of relationship between the factors affecting the
students’ viewing skill and their academic performance in Literature?
4.1 Visual Comprehension

4.2 Vocabulary
4.3 Motivation
4.4 Accessibility of Resources
4.5 Materials and Equipment
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Hypothesis
There is no significant degree of relationship between the factors affecting the
student’s viewing skill and the academic performance in Literature class of the Grade 9
students in San Jose Community High School S.Y. 2015-2016.
Scope and Limitation
This study was delimited to the factors perceived by the Grade 9 students of San
Jose Community High School S.Y. 2015-2016 that affect their viewing skill specifically
the literary comprehension, vocabulary, motivation, accessibility of resources, materials
and equipment and their relationship to the students’ academic performance specifically
their average grades in Literature class during 1st to 3rd quarter of the S.Y. 2015-2016.
Significance of the Study
The result of the study will give benefit/advantage to the following:
To the students. The study will help them in improving and strengthening their
viewing comprehension skills by knowing how good they are in comprehending viewing
materials. It will motivate them to make use of their viewing skills in Literature class.
To the teachers. The study will help them to facilitate in teaching Literature. They
will be guided with some teaching strategies for their students to learn more effectively
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through the use of viewing materials/activities and by helping students to excel in their
academic performance.
To the School Administrators. This study will encourage the instruction designers
to create or provide materials that will help teachers in teaching Literature with viewing
as the fifth macro skill and contribute to the development of students' viewing skills.
To the future researchers. This study will be a useful material for their future
studies, and it will impart findings about the perceived factors that affect the students’
viewing skill and their relationship to their academic performance in Literature. This
study can be used as a reference for their future researches.
Definition of Terms
Academic Performance
It refers to the average grade of the students specifically in Literature class.
Accessibility of Resources
It refers to the availability, affordability and easy accessibility of the viewing
materials and equipment used in Literature class.
Visual Comprehension
It is the ability to understand literary masterpieces.

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Literature
This is a term used to refer to all creative works , fiction, and non-fiction,
including novels, short stories, poems, dramas, and essays specifically from Philippine
Literature, World Literature, Afro-Asian Literature, and Anglo-American Literature.
Materials and Equipment
It refers to the viewing materials used in Literature class such as pictures, videos,
projector, television, CDs, and laptop.
Motivation
It is the interest and enthusiasm in studying Literature with Viewing Skill.
Viewing
Viewing is the activity of watching videos, pictures, films/ movies, animations,
graphic presentations, television programs or viewing multimedia presentations.
Viewing Skill
Viewing skill is the ability to understand visual images and connect them to
accompanying spoken or written words.
Vocabulary
It refers to the language user's knowledge of words in Literature.

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Chapter II
Review of Related Literature and Studies
This chapter presents the review on related literature and studies both foreign and
local gathered from various sources such as books, internets and materials that support
the topic about the correlates of student’s viewing skill and their academic performance
in Literature.
Foreign Literature
Mayer (2001) defines video as a form of multimedia that conveys information
through two simultaneous sensory channels: aural and visual.
Bromley (2002) said that vocabulary is a principal contributor to comprehension,
fluency, and achievement.
A video can present visual information that is difficult to convey in other ways.
One of the appeals of video is that it provides a sense of ‘being there’. It permits travel
through time as well. Events of the past or great works of literature can be brought to life
when characters, costumes and customs of the times and events are portrayed on the
screen. Videos can be used to demonstrate specific manual skills or physical processes,
either at normal speed, in slow motion, or speeded up to reveal relationships, principles,
or practices. Videos can provide visual access to situations or experiments that would
otherwise be too dangerous or expensive for students to experience personally. They can
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be used to simplify complex ideas, using media-specific techniques such as animation,
and computer graphics.
Chris Anderson of TED (Technology, Entertainment, Design and ideas worth
spreading) emphasized that video is a powerful tool in today’s classroom. It provides
strong context through which to teach English. Anderson highlighted that videos make
meaning come alive and bring the outside world into the classroom and give teaching a
“reality”. He also added that students nowadays are very much visual learners. He
concluded that video is changing both the way students learn and the way they interact
with one another.
Hansen (2012) explained that contextual vocabulary instruction involves teaching
students to use the context, or words appearing directly before and after, of a sentence to
determine a word’s meaning. Students can use the contextual vocabulary method during
independent reading as well as during teacher-led vocabulary lessons.
Reading and viewing are the processes of constructing meaning from a range of
representations including print, film, television, technological and other texts. These are
active processes involving the constant interaction between the minds of readers/viewers
and the text.
Gardner (2006) pointed out that motivation is the most used concept for
explaining failure or success of a learner. It has been regarded as one of the main factors
that influence the speed and amount of success of foreign language learners. Students
with higher levels of motivation will do better than students with lower level. If one is
motivated; he/she has reasons (motives) for engaging in relevant activities.

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Dave Gray, founder of visual thinking company states that “we are a visually
illiterate society. Three R’s are no longer enough. Our world is changing fast—faster than
we can keep up with our historical modes of thinking and communicating.” Visual
literacy—the ability to both read and write visual information; the ability to learn
visually; to think and solve problems in the visual domain—will, as the information
revolution evolves, become a requirement for success in business and in life.
The National Council of Teachers of English (NCTE/IRA, 1996) clearly
acknowledges the importance of teaching students to be visually literate. They said that
being literate … means being active, critical, and creative users not only of print and
spoken language but also of the visual language of film and television, commercial and
political advertising, photography, and more. Teaching students how to interpret and
create visual texts is another essential component of the English language arts
curriculum.
Media Literacy in the K to 12 classrooms of Grades 9–12 understands how
images and sound convey messages in visual media (e.g., special effects, camera angles,
symbols, color, line, texture, shape, headlines, photographs, reaction shots, sequencing of
images, sound effects, music, dialogue, narrative, and lighting).
Baddock (1996) said that films can be used for discussions, writing assignments,
giving access to language input, and for powerfully moving picture books.
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Huston & Wright (1983) mentioned in their book that compared with the words
and pictures in books, students have more interest in the changing pictures and sounds of
films, and they can concentrate on the story more easily.
Pezdek & Stevens (1984) said that in most of the research, the integration of
visual and auditory input has led to more recall than visual-only or audio-only
presentations.
There are four functions of graphics. They are Attentional, pictures or graphics
that attract attention to the material or direct attention within the material; Affective,
pictures that enhance enjoyment or affect emotions and attitudes; Cognitive, pictures that
increase comprehension, to improve recollection and retention, and to provide
information; Compensatory, the compensatory use of pictures involves helping poor
readers by adding pictorial clues to decode text. The following functions of graphics
should be considered when video is used in class. The teacher should always consider the
learning difficulties of the students by modifying instruction with the following functions
of graphics.
Biswajeet (2012) stated that animation can lead to positive learning effects if it is
a critical attribute of the concept(s) being presented and can increase learning of a
complex procedural task; while motion or action used primarily to enhance the realism of
the presentation does not appear to have a significant effect on learning.
White, Easton, & Anderson, 2000 clearly pointed out that the more realistic and
concrete the presentation through the use of animations, the more engaged and interested
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the learners are to the materials used and to the lesson. Video viewing can enhance
understanding of concepts that are intricate to verbally explain.
Dosher & Lu (2013) observed that humans are visual creatures…. Of the five
major senses –taste, smell, touch, hearing, and sight –sight is perhaps the most highly
developed in humans and the most important. More than 50% of the cerebral cortex of
the human brain is involved with processing of visual inputs.
Therefore, in instruction, it will be more effective if visual aspect of learning is
always included and if text would not be text alone, but is presented with pictures. As
what Edgar Dale’s (1900) Cone of Experience theorized – people learn best when they
use perceptual learning styles.
Kress (2000) believed that ever-widening circles of professionals and lay persons
are increasingly accepting the notion that visual literacy is part and parcel of every aspect
of human life today.
Visual literacy (both viewing and representing) refers to the ability to
comprehend, evaluate, and compose visual messages. Visually literate persons are able
to read visual messages, compose visual language statements, and translate from visual to
verbal and vice versa. Students learn attitudes, behaviors, and questions to ask which
enable them to think abstractly and analytically. The writer John Debes in 1968 was the
first one who used the term “visual literacy”.
Visual literacy involves developing the set of skills needed to be able to interpret
the content of visual images, examine social impact, of those images and to discuss
purpose, audience and ownership. It includes the ability to visualize internally,

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communicate visually, and read and interpret visual images. Ausburn (1978) said that a
visually literate person is able to discriminate and make sense of visual objects, and
images; create visuals; comprehend and appreciate the visuals created by others; and
visualize objects in their mind’s eye.
Eilam (2012) stated that we are now in a modern era where technology became a
part of life. In education, it is undeniable that the use of these modern technologies is also
widespread in schools. Many students today are visually literate and computer literate.
Modernity had brought a lot of changes and development of new kind of literacy among
students.
The Harvard Education Letter (1990) shared that a growing body of research
suggests that if children are taught to become critical viewers, they develop the ability to
analyze the construction of isolated images; they are given the ability to think critically
about the composition of the picture, enhancing their ability to read words and
worlds…The video screen is helping children develop a new kind of literacy — visual
literacy that they will need to thrive in a technological world.
Considine (1999) suggested that it is essential that educators also recognize that
television is a unique medium and that to understand it fully they must be conversant
with its codes, conventions, and characteristics.
In the study of David Considine in 1999, Critical Viewing Research had found out
that average students spend an average of 6-7 hours a day in using media with the
average television viewing at 3-4 hours each day. This made some research body suggest
to teach children to become critical viewers, give them the ability to analyze the
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construction of isolated images, give them the ability to think critically about the
composition of the picture, and enhance their ability to read words and worlds.
Cruse (2013) said that television and video viewing is a passive activity in which
viewers are reactive to what they are watching and this viewing may hamper or can
encourage academic achievement among them.
Mayer (2001) emphasized that viewing may appear to be passive and can involve
the high cognitive activity necessary for active learning: “well-designed multimedia
instructional messages can promote active cognitive processing in students, even when
learners seem to be behaviorally inactive.
In fact, all students, both with and without a strongly dominant modality
preference, benefit from instruction that includes video. Marshall (2002) noted Dale’s
“Cone of Experience,” which suggests that “people will generally remember 10% of what
they read, 20% of what they hear, 30% of what they see, and 50% of what they hear and
see.
One of the greatest strengths of television and video is the ability to communicate
with viewers on an emotional as well as on a cognitive level. Because of this ability to
reach viewers’ emotions, video can have a strong positive effect on both motivation and
affective learning.
White, Easton, & Anderson (2000) said that video viewing can enhance
understanding of concepts that are intricate to verbally explain.
Ciccone (1995) believed that video is useful for visualizing processes, could
clarify complex ideas and make them easier to remember.

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Ddeubel (2011) enumerated the characteristics of extensive watching: Students
watch as much as possible; students select what they want to watch and have the freedom
to stop watching when the video fails to interest them; while the purposes of watching are
related to pleasure, information and general understanding; watching is both shared and
individual; and the teacher is a role model and watcher. The extensive watching
classroom is a place of equality and a decreased power dynamic between teacher and
learner. Therefore, as a teacher, the viewing materials that will be presented to the
students must interest them and they should be with accordance to the comprehension
level of the students. Viewing materials that will be chosen should promote learning like
what other theorists pointed out. Viewing in class does not only help and improve the
Viewing skill, but it also develops the Listening and Speaking skills of the students since
video uses target language (L2) with its subtitle and uses sounds which also helps in
pronunciation.
Meghan Mathis (2012) on Using Movies to Increase Student’s Learning, quoted
that, “movies can be used as a strategy to increase student’s learning to use movies/ films
to enhance comprehension; to encourage unmotivated; and to develop extended thinking
strategies. “Film versions of novels are incredibly useful in teaching literature units.” By
using films in a different way than we might have used them in the past, we can change
their status from “fun reward with little meaning” to “incredibly beneficial tool with
many uses.”
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Rood (1996) stated that “we are now in the age of the visual image. We are
dependent upon television for global information and we are inundated by visual
messages in books, magazines, and newspapers.”
Foreign Studies
According to Khalid (2012), YouTube can help students in literature class,
especially in understanding the novel events and the ability to raise the literature
achievement. Students enjoy watching video/clips/pictures/films on YouTube, because
they give them more enjoyment in exploring the world. They give students the chance to
understand events of stories and criticize the stories. Watching YouTube showed a
significant effect on the understanding and remembering of the novel events. In short, the
study indicated that YouTube is effective in promoting better learning of literature.
Chen (2012) in her study found out that reading, viewing the film, and discussing
a children’s fantasy novel significantly increased the scores on the reading
comprehension subtests of an elementary GEPT (General English Proficiency Test) over
the control group with exposure to the ELT (English Language Testing) Textbook. The
finding is in agreement with Smallwood’s (1998) conclusion, which reported that high-
quality children’s literature “characterized by an economy of words, stunning
illustrations, captivating and quickly moving plots” can help adults as well as children in
developing language and literacy skills and content knowledge.

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The research results of Golam (2012) revealed that the following factors affect
greatly the student’s English achievement: Lack of skilled English teachers; lack of
practice; lack of conducive environment; large class sizes; lack of teaching manuals; and
lack of using particular grammar books.
Isaza, Mauricio, and Zuluaga (2013) enumerated the advantages of using
authentic materials such as videos:
1. “Authentic materials provide exposure to real language and relate more closely to
students’ needs. Students are exposed to real world intercultural discourse.
2. “Authentic materials provide authentic cultural information and help “facilitate cultural
adaptation, language comprehension, and language use” (Duquette, et al, 1987).”
3. “Authentic materials such as videos provide close contact with language, build up
paralinguistic features, introduce life-like scenarios into the classroom, and can be used
for all levels (Karpova, 1999).
Ismaili (2013) concluded that motivational factors associated with movie-based
teaching helped to increase the efficiency of the teaching and learning process. The
general impression of the teachers is that movies have a positive effect on students’
language learning process. Almost all teachers received positive feedback from students
when they involved movies along with the reading activities and as a result, students
participated in the classroom debates and vocabulary activities. Using movies in the
classroom was new and very pleasant experience for the students. Students claimed that
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using movie is a good way to improve English vocabulary and gives them more chances
to practice English.
In a qualitative study done by Williams and Lutes (2008), the results clearly
showed that student interest in the video lessons was significantly higher when compared
to the standard lessons, utilizing only the standard course book. This study does not show
if student’s attitude and motivation might be affected by different teaching styles, or more
video lessons per term. Overall, students were more motivated to study in classes where
video was used.
Woottipong (2014) concluded that the use of video materials to develop listening
comprehension of students seemed effective. Analysis of the students’ responses from the
questionnaire revealed that they were more interested in learning English if the teacher
used English videos as teaching materials. They explained that it was easier for them to
remember and understand vocabulary in the video used by the researcher during the pre-
listening stage. Overall, students agreed that videos were beneficial in learning English,
and that English subtitles in video movies were an excellent aid to learning English.
Local Literature
There are five factors of communicative competence through video. First is
Physical factor –video tape can present a rich and varied display of visual style. Second
is Social factor –video developer has to have a social knowledge of the social system in
which the viewers operate. Third is Cultural factor –the compatibility of video can be
increased if its content complements the existing beliefs and traditions of the audience.
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And lastly, Psychological factor –to be taken into account is the state of mental readiness
or receptiveness of the video’s intended audience.
Bautista (1997) summarized that these factors of communicative competence
through video should be considered when video is used as teaching material in order to
promote communication competence through the use of video and communicative
competence and instructional effectiveness.
Wolfe (2001) said that the more senses that are involved in learning, the more and
the better learning; what is seen and heard are learned more than what are just seen or just
heard. One research finding confirmed this: “Humans are intensely visual animals. The
eyes contain nearly 70 percent of the body’s receptors and send millions of signals along
the optic nerves to the visual processing centers of the brain… We take in more
information visually than through any other of the senses”.
This promotes the use of a teaching methodology that makes use of more visual
aids than mere audio aids. Corpuz & Salandanan (2013) agreed that a combination of
audio and visual aids, however, is far more effective. Most effective, of course, is the use
of a combination of three or more senses, thus the term “multi-sensory aids.”
Multimedia combines two separate words: multiple and media. Media refers to
the means of conveying information. Multiple means more than one. Multimedia
generally means the integration of multiple media, including text, graphics, images,
animation, video, and/or sound.

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Video refers to a set of frames containing images and/ or graphics that are
sequentially arranged to create an illusion of motion. If the set of frames contains images,
it is called a moving picture.
Moving pictures are a sequence of frames which represent bitmap images. These
images may be recorded from real, tangible objects using a video camera or generated
with the help of a computer.
Television, with its capabilities of video, audio, and motion, is a strong, modern
mass medium of transferring information to mass audience in current age. Some people
consider it as a time-consuming medium with lots of fantasies and with no educational
capabilities; some consider it as “dumb box” and some consider it as beneficial with
stating “magic box”. Besides these two contradicting ideas, there are ideas which
consider it as useful and helpful medium for education and that it can be used for
supporting education, gathering attention, attracting direction, filling the blanks, reaching
the masses, presenting the facts for both students and adults in terms of decreasing the
problems of education.
Guerrero (1983) mentioned in his book that film was introduced with great claims
for its potential to influence the entire ethos of the classroom. After motion pictures were
introduced in France in 1895, the following decades witnessed great efforts by
governments, established business, and growing entertainment industry to promote the
acceptance of film in education.
Maslog (2007) said that after the new technologies gain some attention,
academics produce studies describing the effectiveness of the new tools. As the
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technologies fail to gain widespread acceptance in schools, new surveys document
disappointingly infrequent use of the technologies by the educators. Technology from
academics was described as an effective instructional tool though it suffers to be accepted
in schools for the past years.
Local Studies
Aggabao and Guiab (2014) found out that concept mapping of a poem, short
story, novel, film viewing and critiquing, group discussion about the selected text,
reflective essays, role –playing are described as very interesting and very effective. From
the learning activities, film viewing and critiquing place second as interesting and
effective learning activities.
According to Calingacion (2002), creative presentation of literature, as opposed to
just reading it silently, could increase comprehension. In order for the students to
understand the meaning and interpretation of different literary pieces, there is a need for
the teacher to guide them through analysis and discussion. The findings in this study in
the area of aesthetic appreciation also support the notion that mode of presentation affects
aesthetic appreciation of literature. On the contrary, silent reading of literature does not
have the same impact compared to viewing creative presentation. It is not enough for
students to just read literature in order to appreciate it; they need to experience it through
some form of creative presentation. It must, however, be emphasized that the use of this
viewing materials should not take the students away from the books, nor diminish their
desire to read literature, or for that matter to take the place of reading completely. The
P a g e | 27
multimedia presentation should serve as an attractive device to make students read other
literary gems.
Calipes (2004) expressed that television could be of great advantage as an
educational aid because it caught the attention of the viewer and can be used for
classroom instruction. The lesson presented in television retained in the mind of the
viewers. Through the use of television, classroom instruction is greatly aided. They
presented the events in a very natural way, which made the viewer feels that he is
involved in the scene.
Capitle (2000) emphasized the effectiveness of using audio-video in instruction:
Audio-visual materials enable students to learn more in less time. Tests showed
that students are more attentive while watching a sound film (81.7%) as compared to only
54.5% of attentiveness while listening to lectures. The students also remember longer
when they both hear and see. Tests showed that facts learned with the assistance of
sounds and sights under the supervision of good teacher or instructor have been attained
up to 55% longer (Cay, 1979).
Cunanan (1991) concluded in her study: The major motivation of the students in
TV viewing was to have fun, to relax and be entertained; the students understand Filipino
better than English and any other foreign languages; the interest and concern of the
students in social issues grew with their ages; and the choice of the students regarding the
types of TV shows programs was not affected by their religious beliefs, the occupational
types of their parents, the educational attainments of their fathers and the level of socio-
P a g e | 28
economic status of their families; the types of the TV shows/programs the students
viewed influenced their attitudes toward TV viewing.
Galeria (2004) determined the impact of video teaching strategies in the
enhancement of communicative competence. Her study found that the students who were
exposed to the video with the use of dialogues achieved a remarkably significant increase
in the performance while the students under the traditional approach achieved fairly. The
experimental students who achieved consistently average in the three skills (oral, written,
vocabulary) proved the success of the audiovisual facility and the dynamically innovated
dialogic strategy in enhancing the students learning. Therefore it is imperative to
continuously do innovations in the teaching strategies with the use of the modern
communication media such as video.
Isidro (2013) discussed viewing as a process that supports oracy and literacy. It
broadens the ways in which students can understand and communicate their idea. It is an
ongoing lifetime activity that extends knowledge and experiences and provides
enjoyment and pleasure. Viewing is one of the most important macro skills because it is
a way of portraying information in the database, thus giving more emphasis to the
importance of mental faculty that allows a perceiver to give details about a target that is
inaccessible to normal senses due to time and distance. Of all the skills in
communication, viewing can help the global audiences watch their favorite shows either
in movies or in televisions, as well as other forms of viewing devices.
Sadiwa (2009) determined the effects of television viewing habits to the academic
performance of public secondary students in the six schools in the cluster of Buenavista
P a g e | 29
for the School Year 2008- 2009. The results concluded that there is significant difference
on the academic performance of the students who watch and do not watch television
programs. Based on the results, the study recommended teachers and parents that they
should: Remind students to be selective of television programs they watch on weekdays
and weekends; give the most needed pieces of advice to their students/children on the
advantages and disadvantages of watching television programs on selective basis; and
encourage their respective students/children to have well-balanced schedule of studying
and watching television programs.
Vallejo-Santiago (1991) concluded that Video Technology in the Philippines
compared to print, radio, television and films, is relatively new development in the
country’s media structure. The data lead the author to conclude that video enjoys
popularity among educators. Video’s use in education is widespread as well. Educators
point to the helpfulness of video by explaining abstract ideas and concepts into usual and
that it has made the learning environment more interesting, hence, students benefit more.
Video is an innovative way to start a lesson and that it widens the student’s viewpoint.
The study revealed that many schools, though most of them privately run, own VCRs as
tool used in the classroom.

P a g e | 30
Synthesis
The reviewed studies explored and found out the significance of videos in
students’ academic performance. They explained the effects of videos to the students,
either they will excel more in school or they will be not interested in studying anymore.
These studies have similarities and differences with the current study. Both studies
supplied fruitful, helpful, and productive ideas about the use of viewing materials in
teaching-learning process.
In terms of local studies, the studies of Calingacion (2002) and Galeria (2004)
which tested the effect of videos in teaching Literature and enhancing communicative
skills, were the most related.
The study of Williams and Lutes (2008) was the most related foreign study. It was
all about the use of video in the English as Second Language (ESL) classroom, wherein
the students’ interest in the video lessons was significantly higher when compared to the
standard lessons utilizing only the standard course book.
Even if the reviewed studies shared some insights, ideas findings, and views with
the current study, they were different in a way of selecting the different variables,
respondents, research locale, and methodology.
Aside from having the concepts of viewing materials, viewing skills, and
academic performance, the current study included the factors affecting the students’
viewing skills such as visual comprehension, vocabulary, motivation, accessibility of
resources, and materials and equipment. Therefore, this study can be considered first in
the research locale.

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Chapter III
Research Methodology
This chapter discusses the method and procedures used in this study. This
includes a description of the research design, population and sample, sampling
procedures used, description of the respondents, instrumentation, data gathering
procedures, research locale, and statistical tools for data analysis.
Research Method
This study employed the descriptive method of research. The data were collected,
summarized, analyzed, and interpreted for the purpose of identifying the factors affecting
the viewing skills and their relationship to the academic performance in Literature of the
Grade 9 students in San Jose Community High School S. Y. 2015 – 2016.
Description of the Respondents
The respondents of the study were the 340 Grade 9 students in San Jose
Community High School during the school year 2015-2016. These respondents were
described using gender and section as demographic variable.

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Population and Sample
Table1. Population and Samples of the Study
Sections Male Female Total

Population Sample Population Sample Population Sample
1. Narra 19 13 43 30 62 43
2. Acacia 27 19 33 23 60 42
3. Apitong 29 20 33 23 62 43
4. Banaba 35 24 25 18 60 42
5. Guijo 29 20 32 22 61 42
6. Kamagong 32 22 30 21 62 43
7. Mahogany 32 22 29 20 61 42
8. Mangrove 27 19 35 24 62 43
Total 230 159 260 181 490 340
Table 1 shows the population of the respondents by section. The number of
samples per section is computed by using the 69% proportional allocation. It shows that
there were 159 males and 181 females for the total of 340 respondents.
Slovin Formula
n= N/ 1 + Ne
n= 490/ 1+ 490 (0.3)
n= 490/ 1+ 490 (.0009)
n= 490/ 1+ 0.441
n=490/ 1.441
n=340.041
n=340
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Sampling Technique
The researchers used the simple random and stratified technique. The simple
random technique is a probability sampling technique which gives opportunity to each
individual to be chosen randomly with equal chance. The stratified technique is also a
probability sampling technique to wherein the researchers divided the entire population
into different subgroups or strata, then randomly selected the final subjects proportionally
from the different strata.
Instrumentation
The researchers used the questionnaires constructed using the Likert method to
determine the relationship between the factors affecting the respondent’s viewing skill
and their academic performance in Literature. This survey questionnaire was based on
four point Likert scale.
The researchers used the evaluation instrument made by Mohammad Hussein
Hamdan (2015), an Assistant Professor from College of Languages and Translation,
Saud Islamic University, Riyadh, Kingdom of Saudi Arabia in his study “The Perceptions
of Saudi EFL English-Major Students of the Impact of Video Materials on the
Improvement the Listening Skill”. Each item received the score based on points where
strongly agree = 4, agree = 3, disagree = 2, and strongly disagree = 1. The weighted value
was multiplied to frequency for each statement, added for each subscale and then divided
by the total respondents.

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“The Perceptions of Saudi EFL English-Major Students of the Impact of Video Materials
on the Improvement the Listening Skill” by Mohammad Hussein Hamdan (2015)
Value of Descriptive
Mean Scores Equivalence Interpretation
Viewing helps and improves the student’s understanding

4 Strongly Agree
of the Literature to a large extent.
3 Agree Viewing helps and improves the student’s understanding
of the Literature to some extent.
2 Disagree Viewing helps and improves the student’s understanding
of the Literature to a small extent.
1 Strongly Viewing does not help and improve the student’s
Disagree understanding of the Literature.
Data Gathering Procedures
To gather data for this study, the researchers:
1. Asked permission to conduct the study. The researchers submitted a letter
addressed to the Principal of San Jose Community High School, Mr. Luis
Viñegas, to allow them to conduct the study.
2. Selected the material and tested the questionnaire for validation. The
researchers selected one material for determining the relationship between factors
affecting the viewing skill and students’ academic performance in Literature.

P a g e | 35
3. Administered the questionnaire. The researchers presented and administered
the survey questionnaires to the participants.
4. Rated the answered test questionnaires. The researcher rated the answers of the
participants according to the scale of interpretation.
5. Analyzed the results. The researchers analyzed the gathered results using
statistical treatment. Then, interpreted the data gathered which is the basis for
conclusions and recommendations.
6. Tabulated and drawn out the conclusions of the study. The results validated
and tabulated the results and eventually draw conclusions.
Research Locale
San Jose Community High School is located in Barangay Nicolasa, Virata
GMA, Cavite. It is located within the open space together with the San Jose Elementary
School and public market. San Jose Community High School once known as San Jose
Barangay High School, Carmona Relocation Center High School (Annex), and General
Mariano Alvarez Cavite Technical High School (Annex) was founded in 1969.
Statistical Treatment of Data
The data were summarized, tabulated and analyzed using the following statistical tools.
I. Slovin Formula – used to determine the total number of respondents of the study.
𝑁
n = 1+𝑁𝑒 2
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where:
n = total number of respondents or samples e = error tolerance (3%)
N = total number of population
II. Proportional Allocation = used to divide the total number of the respondents to the
different sections of Grade 9.

𝑛
Sample Proportion (%) = 𝑁
where:
n = total number of respondents or samples
N = total number of population
III. Simple Frequency Counts - facilitated the tallying and counting of the frequencies of
each item in the questionnaire.
IV. Weighted Mean –used to come up with the mean scores of the respondents on each
item of the five sub-scales of the questionnaire.
∑(𝑤𝑣) 𝑓
Weighted Mean = 𝑛
where:
∑ = summation
wv = weighted value
f = frequency
n = total number of respondents
V. Likert Scale - used to interpret the computed weighted mean. Intervals were
computed using the highest and lowest mean scores of the data.
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Weighted Mean Verbal Interpretation
3.25 –4 Strongly Agree
2.50 – 3.24 Agree
1.75 – 2. 49 Disagree
1 – 1.74 Strongly Disagree
VI. Guttman’s Lambda – used to determine the degree of relationship between each of
the factors affecting the respondent’s viewing skill and their academic performance in
Literature class.
𝐹𝑅−𝐶𝑇
𝜆𝑐 =
𝑁−𝐶𝑇
where:
FR = the biggest cell frequency in each row
CT = the biggest column total
N = total frequency
P a g e | 38
Correlation Interpretation Guide:

Perfect positive correlation
+1.00
Very high positive correlation
+0.75
High positive correlation
+0.50
Moderately small positive correlation
+0.25
Very small positive correlation
0.00
No correlation
Very small negative correlation
-0.25
Moderately small negative correlation
-0.50
High negative correlation

-0.75
Very high negative correlation
-1.00 Perfect negative correlation
V. T-test – used to test the hypothesis by determining if there is a significant relationship
between each of the factors affecting the viewing skill of the respondents and their
academic performance in Literature.
𝑟 √𝑛 − 2
𝑡=
√1 − 𝑟 2
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Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter contains the presentation, analysis, and interpretation of the result
of the research. Data were presented in tables and were analyzed with corresponding
interpretation and discussion that gave answer to the statement of the problem.
Table 1.1 Frequency and Percentage Distribution of Respondents' Profile by
Gender
Gender Frequency Percentage
Male 159 47%
Female 181 53%
Total 340 100%
Figure 2.1 Percentage Distribution of Respondents' Profile by Gender
47%
53% Male
Female
Figure 2.1 presents the demographic profile of the respondents in terms of gender.
It indicates that out of 340 respondents, 53% are female and 47% are male.
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Table 1.2 Frequency and Percentage Distribution of Respondents' Profile by
Section
Sections Frequency Percentage

1. Narra 43 13%
2. Acacia 42 12%
3. Apitong 43 13%
4. Banaba 42 12%
5. Guijo 42 12%
6. Kamagong 43 13%
7. Mahogany 42 12%
8. Mangrove 43 13%
Total 340 100%
Figure 3.1 Percentage Distribution of Respondents' Profile by Section
13% 13% 13% 13%

12% 12% 12% 12%
Figure 3.1 shows the profile of the respondents in terms of section. It implies
that the number of students per section is almost the same, ranging from 42 – 43
students.
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Table 2 Perceived Factors Affecting the Students’ Viewing Skill
Factors Affecting Students’ Viewing General Interpretation
Skill Weighted
Mean
A. Visual Comprehension 2.88 Agree
B. Vocabulary 2.88 Agree
C. Motivation 2.86 Agree
D. Accessibility of Resources 2.85 Agree
E. Materials and Equipment 2.86 Agree
Table 2 shows the perceived factors affecting the students’ viewing skill. With the
general weighted mean from 2. 85 to 2.88, the respondents agreed that the perceived
factors such as visual comprehension, vocabulary, motivation, accessibility of
resources, and materials and equipment affect their viewing skill in Literature.
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Table 2.1 Mean Distribution of the Respondents’ Perceived Visual Comprehension
Visual Comprehension Mean Interpretation Rank
1. Viewing introduces me 2.87 Agree 3

to how language is used in
the real world.
2. It is easy to learn 2.87 Agree 3

Literature through viewing
as I can imagine the
scenarios in the story.
3. Viewing helps me 2.84 Agree 4

remember more
information than listening
alone.
4. Through viewing, I can 2.89 Agree 2

easily recall the sequence
of events in the story.
5. Viewing helps me to 2.92 Agree 1

know the characters,
events, and theme of the
story.
General Weighted Mean 2.88 Agree
Table 2.1 shows that in visual comprehension, item number 5 got the highest rank
with a weighted mean 2.92 while item number 3 ranked last with weighted mean of 2.84.
It indicates that the respondents agreed that visual comprehension helps them in
remembering information from the story.

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Table 2.2 Mean Distribution of the Respondents’ Perceived Vocabulary Skill
Vocabulary Mean Interpretation Rank
1. Viewing increases my 2.89 Agree 2

knowledge of vocabulary which I
need in real life situations.
2. Keywords I have learned prior 2.87 Agree 3

to viewing motivated me to learn
literary terms.
3. English subtitles in the viewing 2.85 Agree 4

materials are helpful in learning
Literature.
4. Viewing increases my 2.92 Agree 1

familiarity with the use of
grammar rules in their original
context
5. Viewing materials help me 2.85 Agree 4

improve my language proficiency
more than non-authentic materials.
Table 2.2 shows that in vocabulary, item number 4 got the highest rank with a
weighted mean of 2.92 while item numbers 3 and 5 ranked last with weighted mean of
2.85. It indicates that the respondents agreed that viewing helps their vocabulary skill
through the use of English subtitles and clear pronunciation of in videos.

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Table 2.3 Mean Distribution of Respondents' Perceived Motivation
Motivation Mean Interpretation Rank
1. I am interested in studying 2.87 Agree 2

Literature if the teacher uses
viewing in Literature.
2. I see the classics more alive 2.84 Agree 3

when viewing materials are used.
3. Viewing material is more 2.82 Agree 4

comprehendible.
4. Viewing films make me 2.96 Agree 1

appreciate more the stories in
Literature.
5. Viewing motivates me to do 2.82 Agree 4

more watching outside the
classroom.
Table 2.3 shows that in motivation, item number 4 got the highest rank with a
weighted mean of 2.96 while item numbers 3 and 5 ranked last with weighted mean of
2.82. It indicates the respondents agreed that Literature with viewing is comprehendible
and motivating.
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Table 2.4 Mean Distribution of Respondents' Perceived Accessibility of
Resources
Accessibility of Resources Mean Interpretation Rank
1. I can download the lectures that 2.86 Agree 2

use viewing materials easily.
2. I view the lectures at my 2.80 Agree 4

convenience.
3. It easy for me to follow lectures 2.82 Agree 3

using viewing materials in Literature
class.
4. Viewing gets me more focused 2.89 Agree 1

in Literature when there is easy
access for viewing materials.
5. I can answer questions easily 2.89 Agree 1

when viewing materials are used.
Table 2.4 shows that in accessibility of research, item numbers 4 and 5 got the
highest rank with a weighted mean 2.89 while item number 2 ranked last with weighted
mean of 2.80 which means that the respondents agreed that accessible viewing materials
help them focus on the topic and answer questions in Literature.

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Table 2.5 Mean Distribution of Respondents' Perceived Materials and Equipment
Materials Mean Interpretation Rank

and Equipment
1. I can follow the 2.88 Agree 2

viewing materials easily.
2. The lectures were 2.91 Agree 1

well-organized using
viewing materials.
3. I prefer to use viewing 2.82 Agree 4

materials rather than to use
textbook materials.
4. Viewing helps me to 2.84 Agree 3

answer questions less
stressful than listening
only.
5. I always look forward 2.84 Agree 3

to a viewing material more
than an audio material in
Literature classes.
Table 2.5 shows that in materials and equipment, item number 2 got the highest
rank with a weighted mean 2.91, while item number 3 ranked last with weighted mean of
2.82 which means that the respondents agreed that lectures are well-organized using
viewing materials in Literature class.

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Table 3 Students’ Academic Performance Based on Their Average Grade
during First to Third Quarter of the School Year 2015-2016
Respondents’ Level of Academic Performance in Literature
Level of Proficiency Frequency Percentage
Advanced (90% and above) 38 11%
Proficient (85% - 89%) 80 24%
Approaching Proficiency (80% - 84%) 98 29%
Developing (75% - 79%) 88 26%
Beginning (74% and below) 36 10%
Total 340 100%
Table 3 shows the level of students' academic performance in Literature. With the
percentage of 29%, majority of the respondents are approaching proficiency in Literature
subject. However, 10% of them are still beginners in Literature.

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Table 4.1 Degree of Relationship of Respondents' Level of Proficiency and Their
Response to Visual Comprehension
Visual Comprehension
Level Strongly Agree Disagree Strongly Total Lambda
of Agree Disagree Coefficient
Proficiency
Beginning 37 43 73 27 180
Developing 188 168 63 21 440
Approaching
0.06
Proficiency 157 177 94 62 490
Proficient 124 141 92 43 400
Advanced 61 33 47 49 190
Total
567 562 369 202 1700
Table 4.1 shows the degree of relationship of respondents' level of proficiency
and their response to visual comprehension. Since the obtained lambda coefficient is
0.06, there is a very small positive correlation between the respondents' level of
proficiency and their perceived visual comprehension.

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Table 4.2 Degree of Relationship of Respondents' Level of Proficiency
and Their Response to Vocabulary
Vocabulary
Proficiency
Beginning 24 49 63 44 180
Developing 162 180 57 41 440
Approaching
0.03
Proficiency 167 179 102 42 490
Proficient 139 140 74 47 400
Advanced 59 42 63 26 190
Total
551 590 359 200 1700
and their response to vocabulary. Since the obtained lambda coefficient is 0.03, this
indicates that there is a very small positive correlation between the respondents' level of
proficiency and their perceived vocabulary skills.

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Table 4.3 Degree of Relationship of Respondents' Level of Proficiency
and Their Response to Motivation
Motivation
Proficiency
Beginning 46 37 65 32 180
Developing 158 157 89 36 440
Approaching
0.03
Proficiency 165 183 86 56 490
Proficient 133 144 80 43 400
Advanced 50 49 56 35 190
Total
552 570 376 202 1700
and their response to motivation. Since the obtained lambda coefficient is 0.03, this
indicates that there is a very small positive correlation between the respondents' level of
proficiency and their perceived motivation.

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Table 4.4 Degree of Relationship of Respondents' Level of Proficiency and
Their Response to Accessibility of Resources
Accessibility of Resources
Proficiency
Beginning 40 43 71 26 180
Developing 155 162 80 43 440
Approaching
0.03
Proficiency 174 181 79 56 490
Proficient 112 148 88 52 400
Advanced 52 57 52 29 190
Total
533 591 370 206 1700
and their response to accessibility of resources. Since the obtained lambda coefficient is
0.03, this indicates that there is a very small positive correlation between the respondents'
level of proficiency and their perceived accessibility of resources.

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Table 4.5 Degree of Relationship of Respondents' Level of Proficiency and
Their Response to Materials and Equipment
Materials and Equipment

Agree Disagree Coefficient
of
Proficiency
Beginning 23 40 82 35 180
Developing 154 172 83 31 440
Approaching 163 180 100 47 490

0.05
Proficiency
Proficient 143 141 76 40 400
Advanced 44 53 65 28 190
Total 527 586 406 181 1700
and their response to materials and equipment. Since the obtained lambda coefficient is
0.05, this indicates that there is a very small positive correlation between the respondents'
level of proficiency and their perceived materials and equipment.

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Table 4 Degree of Relationship of Correlates of Students Viewing Skill and
Their Academic Performance in Literature
Correlates T- Degree Comp P level Interpretation Hypothesis

Lambda
of Student’s Coeffici of uted
Viewing Skill ent Value
R Freedom Value
4.1Visual 0.06 1.104

Comprehension Not significant There is no
4.2 Vocabulary 0.03 0.552 Not significant significant

relationship
4.3 Motivation 0.03 0.552 Not significant
between
4.4 0.03 0.552
factors
Accessibility of Not significant
338 1.96 0.05 affecting the
Resources Students’
4.5 Materials 0.05 0.92 Not significant Viewing skill
and Equipment and their
academic
performance
in
Literature.
Table 4 shows that there is no significant relationship between the factors
affecting the students’ viewing skill and their academic performance in Literature class
wherein the absolute value of computed t-value is less than 1.96; hence the null
hypothesis is accepted.
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Chapter V
Summary of Findings, Conclusions, and Recommendations
This chapter presents summary of the findings of the study, the conclusions that
were drawn from obtained results, as well as the recommendation forwarded in the light
of conclusion that was arrived at.
Findings
The following were the significant findings of the study:
1.1 Frequency and distribution was used to determine the demographic profile of the
respondents. Findings showed that in terms of gender, 53% of the respondents
were female, and 47% were male.
1.2 The number of students per section ranged from 42 – 43 students.
2. With the general weighted mean from 2. 85 to 2.88, the respondents agreed that
factors such as visual comprehension, vocabulary, motivation, accessibility of resources,
and materials and equipment affected their viewing skill in Literature.
2.1 With the highest weighted mean of 2.92 in visual comprehension, respondents
agreed that visual comprehension helps them in remembering information from the story.
2.2 With the highest weighted mean of 2.92 in vocabulary, the respondents agreed
that viewing helps their vocabulary through the use of English subtitle and clear
pronunciation of it in videos.
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2.3With the highest weighted mean of 2.96, the respondents agreed that Literature
with viewing is comprehendible and motivating.
2.4 With the highest weighted mean of 2.89, the respondents agreed that accessible
viewing materials help them focus on the topic and answer the questions in Literature.
2.5 With the highest weighted mean of 2.91, the respondents agreed that lectures are
well-organized using viewing materials in Literature class.
3. Majority of the student-respondents’ academic performance in Literature is in the
“Approaching Proficiency” with the percentage of 29%. However, 10% of them are still
considered “Beginners” in the subject.
4.1 Since the obtained lambda coefficient is 0.06, this indicates that there is a very
small positive correlation between the respondents’ level of proficiency and their
perceived visual comprehension.
perceived vocabulary skill.
perceived motivation.
perceived accessibility of resources.

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perceived materials and equipment.
4. Since the perceived factors’ obtained lambda ranged from 0.03 – 0.06, it indicates
that there is a very small positive correlation between respondents’ level of proficiency
and the perceived factors affecting their viewing skill. With the computed t-value less
than 1.96, there is no significant relationship between the perceived factors affecting the
students’ viewing skill and their academic performance in Literature.
Conclusions
Based from the findings of the study, the following conclusions were drawn:
1. There were almost the same number of respondents per section and the female
outnumbered the male respondents.
2. It can be deduced from these findings that majority of the respondents agreed that
visual comprehension and vocabulary affect their viewing skills. This means that it is
easier for them to remember and understand vocabulary through the use of video or
viewing materials.
As to their perception to motivation, all of the respondents agreed that videos
really promote motivation in Literature class. This means that the students are more
interested when their teacher uses viewing materials in teaching different literary
masterpieces.
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Most of the students agreed that Accessibility of Resources and Materials and
Equipment affects their viewing skill which means that the materials and equipment used
and its accessibility is another factor that greatly affects their viewing skills in Literature
class.
2.1 The researchers conclude that students can easily know and recognize
the characters, events, and theme of the story if visual comprehension is practiced in
studying a particular literary masterpiece.
2.2 Enhanced vocabulary skill helps the students in familiarizing and
interpreting easily the language used in viewing materials.
2.3 The students, like any human beings, are visual animals and visually
literate, that is why they feel motivated when film is used in their class. They appreciate
more the literary masterpieces presented visually rather than textual alone. They are more
motivated in reading stories with viewing than reading stories alone.
2.4 If there is an easy accessibility of resources, the students are able to
watch the story, focus on the lesson and answer the questions about the topic in
Literature.
2.5 For the students, viewing materials and equipment used in teaching
Literature are very helpful in organization of the lesson. It also facilitates the students'
comprehension of the story.
3. From the findings, it can be concluded that most of the students are in the level of
approaching proficiency. This means that students performed averagely in Literature
class during the first to third quarter of the school year 2015-2016.
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4. The study concluded that there is no significant relationship between the factors
affecting the students’ viewing skill and their academic performance. The factors
enumerated affect the students’ viewing skill but bears no significant relationship in their
academic performance in Literature. This means that the students’ high motivation and
positive perception on these factors affecting their viewing skill do not necessarily
increase their level of proficiency.
Recommendations
In the light of the foregoing findings and conclusions, the following recommendations
are proposed to be considered:
School Administration
a. The school administration should set up a viewing resource center and provide
viewing materials and equipment such as television, LCD projector, CD’s,
DVDs, speakers, and pictures in this resource center. There should be a person-
in- charge in using these viewing materials and equipment.
b. Viewing materials should be made accessible and available not only inside the
resource center, but also to each classroom in all levels.
Students
a. Students should improve their viewing skills by watching more educational
videos related to Literature in order to raise their academic performance level
from approaching proficient to advance in Literature.

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b. They should not only perceive positively the factors that affect their viewing skill,
but also they should exercise these factors to enhance their viewing skill.
Teachers
a. Teachers should guide the students with the appropriate viewing materials suited
to the student’s mastery level. English subtitles and clear pronunciation of
language should be used in videos to improve their vocabulary and other macro
skills and help them understand the different literary masterpieces.
b. The teacher should make viewing materials effective to all kinds of learners by
seeking improvements and evaluating the use of viewing materials in instruction.
Teachers should give in-depth attention to the perceived factors so that students
would enhance their viewing skill and improve their academic performance in
Literature.
Future Researchers
We recommend to the future researchers to conduct further study on the other
perceived factors affecting the students’ viewing skill in other learning areas and their
relationship to their academic performance.

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References
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The Problem and Its Background: Correlates of Student's Viewing Skill and Their Academic Performance in Literature

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Correlates of Student’s Viewing Skill and Their Academic Performance in Literature

The Problem and Its Background

comprehension, vocabulary, motivation, accessibility of resources, and materials and

factors, has a relationship to their academic performance in Literature.

Background of the study

develops visual literacy.

videos, TV programs, and websites with accompanying printed or spoken words.

instructional materials would be used oftentimes in Literature.

and does positively affect the student’s learning especially in Literature.

viewing skill: visual comprehension, vocabulary, motivation, accessibility of resources,

relationship on their academic performance in Literature.

to motivation in their performance in Literature class. The researchers believe that

students’ perceived factors that contribute to the effectiveness of viewing have a

relationship in their class performance.

The researchers became interested to study the “Correlates of Student’s Viewing

have high or low academic performance level in Literature.

 Cognitive Theory of Multimedia Learning

This study is anchored on the “The Cognitive Theory of Multimedia Learning” by

to make sense of the presented material as an active participant, ultimately constructing

enables students to acquire a range of transferable skills in addition to filmmaking itself.

communicating facts or demonstrating procedures to assist in mastery learning where a

to promote ‘active viewing’ approaches with students.

Cognitive Theory of Multimedia Learning

Five Processes in Cognitive Theory of Multimedia Learning

For meaningful learning to occur in a multimedia environment, the learner must

other and with prior knowledge.

organization of multimedia presentations:

are excluded rather than included.

the essential material are added.

graphics, narration and on-screen text.

pictures are presented simultaneously rather than successively.

6. Segmenting Principle – People learn better from a multimedia lesson is presented in

user-paced segments rather than as a continuous unit.

the names and characteristics of the main concepts.

animation and on-screen text.

are in conversational style rather than formal style.

spoken in a friendly human voice rather than a machine voice.

when the speaker’s image is added to the screen.

Correlates of Student’s Students’ Academic

Viewing skill Performance in Literature

 Vocabulary during 1st to 3rd

quarter of the School

 Motivation Year 2015-2016

Figure 1.1 Conceptual Paradigm

1st to 3rd quarter of the School Year 2015-2016.

Statement of the Problem

relationship to the academic performance in Literature class of Grade 9 students.

Specifically, it answered the following questions:

1. What is the profile of the respondents in terms of:

2.1 Visual Comprehension

4. Is there a significant degree of relationship between the factors affecting the

students’ viewing skill and their academic performance in Literature?

4.1 Visual Comprehension

There is no significant degree of relationship between the factors affecting the

students in San Jose Community High School S.Y. 2015-2016.

Scope and Limitation

the literary comprehension, vocabulary, motivation, accessibility of resources, materials

Significance of the Study

The result of the study will give benefit/advantage to the following:

study can be used as a reference for their future researches.

It refers to the average grade of the students specifically in Literature class.

It refers to the availability, affordability and easy accessibility of the viewing

materials and equipment used in Literature class.