BACKGROUND OF THE STUDY

The COVID-19 pandemic has created the largest disruption of education systems

in history, affecting nearly 1.6 billion learners in more than 190 countries and all

continents. Closures of schools and other learning spaces have impacted 94 percent of the

world’s student population, up to 99 percent in low and lower-middle income countries.

(United Nations ,2020) it has also already disrupted universities and academic

institutions. Within the health field, schools of nursing are bracing for unique challenges

such as transitioning from face to face method to online learning.

Online learning systems are web-based software for distributing, tracking, and

managing courses over the Internet. It involves the implementation of advancements in

technology to direct, design and deliver the learning content, and to facilitate two-way

communication between students and faculty. They contain features such as whiteboards,

chat rooms, polls, quizzes, discussion forums and surveys that allow instructors and

students to communicate online and share course content side by side. These can offer

productive and convenient ways to achieve learning goals (Mukhtar K. et al. 2020)

On the other hand Video is being used in a variety of ways to support various

pedagogical strategies successfully. By no means a comprehensive list, within just the

context of problem-based learning, video clips can be used to present a problem to

students to trigger problem-solving; to provide information around the topic; or to present

solutions to the problem at the end of the process (Rasi and Poikela, 2016). Videos can

include content that might be academic in nature or material that is supplementary to

academic content, such as a news or film clips.

 The nursing curriculum is continuously changing. Teaching methods have failed

to keep up with the changing curriculum. Bandura stated that the style of teaching

preferred by a student is a reflection of his or her learning style. The teaching of different

skills requires various techniques and contemporary methods along with the traditional

lecture method. Video-based education can be a suitable substitution when the

demonstration methods unavailable. One of the advantages of video-based education is

that the voice of the broadcaster can be heard. Moreover the figures, movements,

illustrations used, and demonstrations presented can be seen. (Devi B. et al 2019)

In the literature, various observational studies have demonstrated that the use of

video streaming contributes to learning as a powerful instrument for education and for the

acquisition of clinical competencies, reducing the gap between theory and practice. It has

also been highlighted that knowledge is not only acquired through video observation, but

as part of the students’ learning process (Salina L. et al. 2012)

A study conducted by (Lee N. J. et al. 2016) entitled as “Mobile-Based Video

Learning Outcomes in Clinical Nursing Skill Education a Randomized Controlled Trial”

concluded that that a mobile device is a valuable form of technology that can be used

with video clips in nursing education to promote nursing students’ learning motivation

and confidence in learning a clinical nursing skill; motivation and confidence in learning

were improved, and students’ satisfaction with the class was high. This randomized

controlled trial provides evidence that mobile learning using a video clip was successful

in clinical nursing skill education. This study suggests that nursing educators should

investigate ways to enhance their learners’ motivation by engaging them in the learning

experience and reinforcing their self-learning behaviors. One way that motivation might
be enhanced is through the design and implementation of a mobile-based learning video

clip for use in nursing education.

According from .(Ljubojevec M. et al. 2014) The position of inserted video has an

important role in increasing efficiency of learning. The entertainment video at the

beginning of the lecture motivated students towards learning, so testing results were

better for that method than if a lecture without videos was used. A better effect was

achieved when educational video content was used. This research showed that the most

efficient method of use of supplementary video is integration of educational video

content in the middle of the lecture. Positive feedback from students about enhancement

of their learning motivation and results of performed testing confirmed positive effects of

the use of videos in teaching. Subjective assessment of quality of experience achieved by

the use of supplementary video in teaching confirmed that the educational video inserted

in the middle of the lecture may increase efficiency of learning. The results indicate that

female students are more interested than male students to use learning material enriched

by supplementary videos

A study entitled as “Comparison of the Effectiveness of Video-assisted Teaching

Program and Traditional Demonstration on Nursing Students Learning Skills of

Performing Obstetrical Palpation” concluded that Videos help to memorize the steps of

palpation but may not allow for the sense of touch needed to identify the fetal

parts. In a traditional demonstration, the teacher observed the fetal parts

which enabled the students to understand better.There is no substitute for clinical

demonstration;
however, video-assisted teaching can be used as a supplement to the traditionally used

bedside demonstration (Devi B. et al 2019).

Hence this study aims to measure the students projection towards online learning

environment with video clippings and to compare the effectiveness of video clips with

lecture and demonstration method of teaching.

THEORETICAL BACKGROUND

Bandura (1997) developed a social learning cognitive theory that has been widely

and accepted (Graham &Weiner, 1996). Bandura wrote that individuals possess self-

beliefs that can enable them to exercise control over their thoughts, feelings and actions.

Self- efficacy, or belief in one’s ability to perform adequately, has proven to be a more

consistent predictor of behavioral outcomes than other motivation outcomes than other

motivational constructs (Graham & Weiner, 1996).

Bandura emphasized the importance of modeling behaviors, attitudes, and

emotional reactions. He believed that it was the human capability to symbolize that

allowed learners to: Extract meaning from the environment, construct guides for action,

solves problem cognitively, support well thought-out courses of action, gain new

knowledge by reflective thought and use self-reflection to make sense of their

experiences. The implications of Bandura’s social cognitive theory are that nurse

educators take care to role model positive behavior, attitudes, and emotional reactions

when teaching learners. Nurse educators must also provide a learning environment that

allows learners to extract meaning from it and develop high self-efficacy beliefs.
 According to Watson and Skinner (1971) behavioral learning theory is popular

concept that focuses on how students learn. Behaviorism focuses on the idea that all

behaviors are learned through interaction with environment. This learning theory is

learned from the environment, and says that innate or inherited factors that have very

little influence on behavior. We can apply this theory in clinical application (i.e.,

behavior modification) as well as teaching (i.e., classroom management) and instructional

development (e.g., programmed instruction)

Behaviorism is key for educators because it impacts how students react and

behave in the classroom, and suggests that teachers can directly influence how their

students behave. It also helps teachers understand that a student’s home environment and

lifestyle can be impacting their behaviour, helping them see it objectively and work to

assist with improvement.

Bloom created a learning taxonomy in 1956 that was revised by Aderson and

Krathwohl in 2001. According to this theory, all learning can be classified into one of the

categories or domains.

 The cognitive domain is known as the “thinking” domain. Learning in this

category involves acquiring information. Learning strategies used to

stimulate learning in this domain include lecture, computer assisted

instruction, and one-on one instruction.

 The effective domain is also called the “feeling” domain. Learning in this

domain enhances the internalization or commitment to feelings expressed

as attitudes, emotions, values, and/or beliefs. Learning strategies that are

 believed to enhance learning in this domain include role-playing, case

studies, simulation, games, and group discussion.

 The psychomotor domain is known as the “skills” domain. Learning in

this category involves acquiring motor abilities and capabilities to perform

nursing procedures. Learning strategies most often used to enhance

learning in this domain include return demonstration, and practice.

The theory helps the learners to improve their critical thinking skills and nursing

educators may be more confident giving information than focusing on feeling or skill-

building.
STATEMENT OF THE PROBLEM

1.What are the benefits of On-line learning environment with video clippings to nursing

students in the following dimensions?

a. Lectures

b. Skill laboratory

2. Are there significant differences of the benefits of online learning environment with

video clippings in the lectures and skills laboratory to nursing students when the

following are considered;

a. Year (I,II,III)

b. Sex

c. Age

3. What are the challenges encounter by the nursing students on their online learning

environment with video clippings in the following dimensions?

a. Lectures

b. Skills Laboratory

HYPOTHESIS

1. The benefits of on- line learning environment with video clipping to the nursing

students in the following dimensions is very beneficial

a. Lectures

b. Skills laboratory

Is there a significant difference between the benefits of on- line learning environment

with video clipping to the nursing students along the following dimensions
 a. Lectures

b. Skills laboratory

2. There is no significant differences of the benefits of on-line learning environment with

video clippings in lecture and skills laboratory to nursing students when the following are

considered?

a. Year (I,II,III)

b. Sex

c. Age

PARADIGM OF THE STUDY

INDEPENDENT DEPENDENT EXPECTED

VARIABLES VARIABLES OUTCOME

BENEFITED
BENEFITS OR NURSING
ADVANTAGES EXTENT OF
BENEFITS/ STUDENTS OR
I.LECTURE ADVANTAGES VERY
II.SKILLS ADVANTAGEOU
LABORATORY S

INTERVENING
VARIABLE

1.YEAR

2.SEX

3.AGE
 Figure shows the relationship between the variables of exploring how video

clippings benefit the nursing students amidst online learning. The benefit/advantages of

learning through video clippings in terms of lecture and of skills laboratory are to be

measured through assessing the nursing student's perception on how the video clippings

help and/or benefit them throughout the online learning environment with the set

expected outcome from the researchers from the participants responses to the

questionnaires being distributed. However, the participants' profile (year, gender, and

age) is also considered if there are significant difference regarding the benefits they

acquire from online learning with video clippings. The benefits or advantages and the

challenges being encountered by the nursing students regarding skills and lecture are the

independent variables wherein the participant's profile and their responses would depend

on it.
QUESTIONNAIRE

Dear Respondents,

The undersigned research from the Pines City College, College of Nursing (CON)
are currently conducting a study entitled “EXPLORING THE BENEFITS OF ON
LINE LEARNING ENVIRONMENT WITH VIDEO CLIPPINGS TO NURSING
STUDENTS” in this connection ,we are earnestly asking for your valuable time and
cooperation in answering the questionnaire. Rest assured that all data gathered are
through questionnaires will be treated with strict confidentiality.

We sincerely appreciate your cooperation and support to our research endeavor.

Truly Yours;

ARCANO,BERNADETTE
Researcher

ARSENIO, ANGELIA GRACE

Researcher

MARTES,JEREMIAH
Researcher

NGALIDES, ELMA
Researcher

PAGNAS HEAVEN
Researcher

PART I- Please fill up the needed information.

 Name:______________________ (Optional)
Age :_______________________
Year Level:_______________
Gender:________________

PART II

Directions: The succeeding items were grouped into 2 main categories namely
Lecture and Skill Laboratories. Under each category are statements which indicate
specific satisfaction in the efficacy of video clippings in lecture . Kindly mark a tick (/)
on the appropriate column which corresponds to your choices making use of the legend
below.

Legend:
4- Strongly Agree (SA) The nursing student strongly agrees to the statement regarding
the efficacy of projections in online learning.
3- Agree (A)- The nursing student Agrees to the statement regarding the efficacy of
projections in online learning.
2-Disagree (D)- The nursing student Disagrees to the statement regarding the efficacy of
projections in online learning.
1-Strongly Disagree (SD)- The nursing student strongly Disagrees to the statement
regarding the efficacy of projections in online learning.

A. LECTURE SA A D SD
(4) (3 (2) (1)
)
1. It provides memorability
2. It arouse interest in the discussion
3. It facilitates learning
4. it enlighten assignments given
5. It ensures comprehension
6. It prevents boredom
7. It prevents monotony
8. It makes the lesson enjoyable
9. It makes all senses work
10. It makes the class alert
11.It increases achievement
12. It forms an enjoyable class
13.It supports learning with real life situation
14. It increases class participation
15. It keeps the class lively
 16. It focuses attention
17.It retains more the concepts discussed.

Legend:
4- Very Effectivet (VE) – The use of visual aids (video clippings/films, picture,
PowerPoint presentations) is very effective in aiding nursing students to understand their
topics in skills laboratory.
3- Moderately Effective (ME)- The use of visual aids (video clippings/films, picture,
PowerPoint presentations) is Somewhat effective in aiding nursing students to understand
their topics in skills laboratory.
2-Slightly Effective (SE)- The use of visual aids (video clippings/films, picture,
PowerPoint presentations) is undermost effective in aiding nursing students to understand
their topics in skills laboratory.
1-Not effective (NE)- The use of visual aids (video clippings/films, picture, PowerPoint
presentations) is not effective in aiding nursing students to understand their topics in
skills laboratory.

B. SKILL LABORATORY VE M SE NE
(4) E (2) (1)
(3)
1. It makes application easy
2. It makes skills interesting
3. It retains the procedure better
4. It makes more interesting to perform
5. It can be repeatedly seen
6. Practicum becomes more retainable
7. It gives assurance of lesser mistake
8. It makes the student well prepared
9. It retains curiosity
10. It eases tension in demonstrations
11. It increases concentration

CHAPTER II

METHODOLOGY
 This chapter presents the design of the study, locale and respondents, data

gathering procedures, data instrumentation and statistical treatment of data that was

employed in this study.

Research Design

To conduct the study on Students Projections towards Online Learning

Environment with Video Clippings, the descriptive research design of a quantitative

research will be use. The method was chosen to find out more about the learning status of

the students during skills laboratory and lectures through the use of video clipping by

collecting, analyzing and interpreting data based on the student answers that appeared on

the questionnaires. Therefore, observation, collection and survey tools are often used to

gather data. This research design was used in this study as it is observational and can

employ a number of variables where in this study can be explained as describing,

explaining and validating research findings.

Locale and Respondents

The study will be conducted at Pines City Colleges specifically the College of

Nursing. Total enumeration will be employed as shown in the table below:

Year Level Population

First Years 100 Write down the real number
Second Years 100
Third Years 100
Total 300
Data Gathering Tool

In controlling useful research, one important element is by gathering reliable

information and its basis is through a questionnaire. Specifically, structured questionnaire

is being used to gather data, for it is useful in obtaining large amount of information from

a large sample of people. In gathering data, purposive sampling will be used to select the

participants. In the structured questionnaires, Likert scale is used to measure students’

projections towards online learning environment with video clippings. This design will be

used to systematically, factually and accurately describe the data being gathered from the

nursing students’ response to the questions that are being disseminated.

For validity, the questionnaire will be given to the research adviser for assessment

for its relevance and its sufficiency in collecting data for the study. A reliability test will

be done to determine the reliability coefficient of the questions and the researchers will

conduct a pilot test if the questionnaires need modification. Cronbach’s alpha will be

used to measure the internal consistency—how closely related the set of items are as a

group, to determine if the questionnaires are reliable or not.

Data Gathering Procedure

Before gathering the data, the researchers secured a letter addressed to the Dean of Pines
City Colleges for the approval to conduct a study entitled students’ projections towards
online learning environment with video clippings signed by respective authorities and
researchers.

In the distribution of the questionnaires, short explanation regarding the topic will
be attached and the purpose and participation of each respondent will be carefully
explained. The questionnaire will be distributed to the nursing students that are randomly
selected by the researchers through online in Pines City Colleges Nursing Department
with the permission of the authorities by presenting them a letter of consent. The students
were then asked to fill in the necessary data’s needed by checking the desired answers
about the nursing students’ projections towards online learning environment with video
clippings.

After gathering the data the results will be tallied and would be analysed with the
use of F- test ANOVA and weighted mean, the results will then be interpreted and
narrowed to come out of a conclusion.

Statistical Treatment of the Data

The data that were gathered from the Nursing students were subjected to

statistical treatment. To answer the research problem number 1 to find the weighted

mean of the lectures and skills laboratory, the researchers used a statistical, using the

x w=
∑ wx
formula wherein ∑ wis the sum of all the weights of each number
∑w
multiplied by x which is the sample, and divided by the sum of all the weights. This

statistical method will allow the researchers to investigate the statistical relationship

between the data and identify possible errors in the study which are the systematic and

random error. This Systematic error (also called systematic bias) is a

repeatable error associated with faulty equipment or a flawed experiment design (Glen,

2016). In contrary, random error is the change caused by unknown; it is unavoidable and
is not biased, in here p-values and CI’s are used to quantify random error

(oregonstate.education)

On the other hand, to obtain the answer for the number 2 statement of the

S12

problem, the researchers used the F-test ANOVA with a formula of F = . This test is
S22

designed to test if two population variances are equal by comparing them from one

another. According (“F-test Test”, n.d.) if the two variances are equal it is = 1, and

subjected to accept the null hypothesis. On the contrary, as stated by (“Unequal

Variances” 2018) when the variances across groups are not equal, the usual assumptions

for analysis of variance are not satisfied. Therefore, the ANOVA F test is not valid.

To determine the answer for question number 3, the researchers used ratio and

proportion with a formula of to compare the quantities of response of each nursing

student which regards to the different challenges they encountered in their lecture and

skills laboratory subjects. In connection to this, they ranked the problems gathered from

the most specified/indicated to the least.

Numerical Statistical Description Interpretation Symbol

Value Limits
The nursing student strongly
4 3.26-400 Strongly agrees to the statement regarding SA
Agree the efficacy of projections in
online learning.
The nursing student somewhat
3 2.51-3.25 Agree agree to the statement regarding A
the efficacy of projections in
online learning.
The nursing student disagrees to
2 1.76-2.50 Disagree the statement regarding the DS
efficacy of projections in online
 learning.
The nursing student strongly
1 1- 1.75 Strongly disagrees to the statement given SD
Disagree regarding the efficacy of
projections in online learning.

Numerical Statistical Description Interpretation Symbol

Value Limits
The use of visual aids (video
4 3.26-400 Very clippings/films, picture, VE
Effective PowerPoint presentations) is very
effective in aiding nursing students
to understand their topics in skills
laboratory.
The use of visual aids (video
3 2.51-3.25 Moderately clippings/films, picture, ME
Effective PowerPoint presentations) is
somewhat effective in aiding
nursing students to understand
their topics in skills laboratory.
The use of visual aids (video
2 1.76-2.50 Slightly clippings/films, picture,
Effective PowerPoint presentations) has the SE
undermost effective in aiding
nursing students to understand
their topics in skills laboratory.
The use of visual aids (video
1 1- 1.75 Not clippings/films, picture,
Effective at PowerPoint presentations) is not NE
all effective in aid nursing students to
understand their topics in skills
laboratory.

References

Devi B. et al (2019). “Comparison of the Effectiveness of Video-assisted Teaching

Program and Traditional Demonstration on Nursing Students Learning Skills of

 Performing Obstetrical Palpation” retrieved date from

https://www.researchgate.net/publication/331121619_Comparison_of_the_Effecti

veness_of_Video-

assisted_Teaching_Program_and_Traditional_Demonstration_on_Nursing_Stude

nts_Learning_Skills_of_Performing_Obstetrical_Palpation

Graham, S. & Weiner, B. (1996). Theories and principles of motivation. In D.C.

Berlinger & R.C. Calfee (Eds.). (n.d.). Retrieved November 11, 2020, from

https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.

aspx?ReferenceID=1209774

Kurt, S. (2020, January 06). Social Learning Theory: Albert Bandura. Retrieved

November 11, 2020, from https://educationaltechnology.net/social-learning-theory-

albert-bandura/

Lee N. J. et al. (2016).“Mobile-Based Video Learning Outcomes in Clinical Nursing Skill

Education a Randomized Controlled Trial” retrieved from

https://journals.lww.com/cinjournal/fulltext/2016/01000/Mobile_Based_Video_L

earning_Outcomes_in_Clinical.4.aspx

Ljubejevic M. et al. (2014). “Using Supplementary Video in Multimedia Instruction as a

Teaching Tool to Increase Efficiency of Learning and Quality of Experience”

retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1825/2903

Mukhtar K. et al. (2020). “Advantages, Limitations and Recommendations for online

learning during COVID-19 pandemic era” retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/

ProEdit. (2020, August 26). Bloom's Taxonomy (and Anderson & Krathwohl's).

Retrieved November 11, 2020, from https://proedit.com/understanding-blooms-

and-anderson-and-krathwohls-taxonomy/

Rasi, P. and Poikela, S. (2016). ‘A review of video triggers and video production in

higher education and continuing education pbl settings’, Interdisciplinary Journal

of Problem-Based Learning

Salina L. et al. (2012). “Effectiveness of an educational video as an instrument to refresh

and reinforce the learning of a nursing technique: a randomized controlled trial”

retrieved from https://link.springer.com/article/10.1007/s40037-012-0013-4

Skinner B.F. (2018, November 30). Operant Conditioning (B.F. Skinner). Retrieved

November 11, 2020, from https://www.instructionaldesign.org/theories/operant-

conditioning/

United Nations (2020).“ Policy Brief: Education during COVID-19 and beyond”

retrieved from

https://www.un.org/development/desa/dspd/wpcontent/uploads/sites/22/2020/08/s

g_policy_brief_covid-19_and_education_august_2020.pdf
WGU (2020, May 29). Retrieved November 11, 2020 from

https://www.wgu.edu/blog/what-behavioral-learning-

theory2005.html#:~:text=Behaviorism%20focuses%20on%20the%20idea,very

%20little%20influence%20on%20behavior.