TUBARAN NATIONAL HIGH SCHOOL

MANDULOG,ILIGAN CITY

TROUBLE SHOOTING WITH

Local-NVI (LOCALIZED NARRATED VIDEO INSTRUCTION): NEWTON’S FIRST LAW OF MOTION

ACTION RESEARCH

ADMAIN B. MOCAMAD
TEACHER II

FEBRUARY 2021
 ABSTRACT

Due to the public emergency brought about by the COVID-19, the Department of

Education has to be innovative and resourceful to continue the education in the country. One

of the learning modalities adopted by the department is the use of the distance modular

learning.

Tubaran National High School is one of the public secondary schools in Iligan City which

used the printed distance modular learning modalities. The researcher offered an intervention

via “Localized-Narrated Video Instruction” (Local-NVI) to students who did not fulfil the

requisite learning competencies in science.

The results shown that the average mean of the pre-test, 10.2 increased to 12.9 in post-

test. This means that the performance of the students improved by 2.7 points. While the

standard deviation shown that the scores in the pre-test were more closer (2.48) compared to

to the post-test (2.68).

Based on the P value, 1.245E -05 which is less than the critical, 1.99, therefore null

hypothesis is rejected. This means that there is a significant difference between the pre-test

and the post-test.

 ACKNOWLEDGMENT

The researcher would like to express his utmost thanks and gratitude to the following,

which in one way or another have made the completion of this research possible.

To the school principal of Tubaran National High, Dr. Norolain T. Romapa, for her

onerous efforts through encouragements, contributory and constructive supervisions towards

making this project work a success.

To the Division of Iligan City, for the technical assistance of the experts: Dr. Omar Q.

Hussein, SEPS (HRTD), Dr. Blair D. Castillon, EPS, Dr. Levi M. Coronel, EPS and to Dr. Susan

Unde, MT.

To the parents, for their consent .

To the students, for their cooperation.

To the parents and family of the researchers for their unconditional love.

Finally, to the Almighty GOD the source of knowledge and wisdom.

Mocamad, Admain B.
 CHAPTER I

Context and Rationale

Due to the public emergency brought about by the COVID-19, the Department of

Education has to be innovative and resourceful to continue the education in the country. It has

to see to it that the lessons will be delivered to the learners safely, with good quality and

relevance. In response to this, DepEd developed the Basic Education – Learning Continuity Plan,

BE–LCP, to ensure that learning opportunities are provided to the learners through different

distance learning modalities. One of the distance learning modalities adopted is the use of the

Self Learning Modules (SLMs). (DepEd Order No. 018 S. 2020)

Different regions were assigned to craft the Self Learning Modules for a

particular subject matter, grade level and grading period. These approved Self Learning

Modules are aligned with the Most Essential Learning Competencies (MELCs) and are to be

distributed to the students in each division's various schools (DepEd Order No. 018 S. 2020).

What are to be considered in order for self-learning modules to become

effective? Are self-learning modules enough? In a research study conducted by Kim, Williams

and Dattil (2002) entitled “Students' Perception of Interactive Learning Modules”, one category

that the respondents emphasized to be present or part of the learning modules for it to

become more interactive is the “technical aspects”. In this technical aspect they considered the

navigation control, which means that an activity being already done can be played over and

over again. In this regard, the students will have the chance of reviewing his/her answers by

navigating the video which he/she has found some difficulties. In fact one respondent

commented that “back button” in the video is very much appreciated.

 Another technical aspect considered by the respondents that should be part of

an interactive learning module is the “presence of sound effects”. Only hearing the teacher's

voice will make it easier for the student to feel like he or she is in the classroom.

In this time of crisis, because of this COVID-19 pandemic, most of the public

schools in the Department of Education are using the Self Learning Modules as a mean to

continue education. On the other hand, some news articles have reported the difficulties

encountered by both the parents and the students in this modular approach of teaching. There

are some students who do not have parents or guardians who can guide them in studying their

modules that may result to low level performance of the students. This is the very concern of

this study.

The researcher is a teacher in one of the secondary public schools in the

Department of Education. The researcher would like to offer an intervention via “Localized-

Narrated Video Instruction” (Local-NVI) to selected students who did not fulfil the requisite

learning competencies. Through this study the researcher hopes to know whether his students'

academic performance can be improved by meeting the required learning skills after the

integration of the Localized Narrated Video Instruction (Local-NVI).

 CHAPTER II

ACTION RESEARCH QUESTIONS

The goal of this research is to determine how the Localized Narrated Video Instructions

(Local-NVI) will influence the academic performance of the students in Science. Specifically, this

study sought to answer the following questions:

1. What is the performance of the students in Science in the pre-test and post-test?

2. Is there a significant difference between the performance of the students in the pre-test

and the post-test?

 CHAPTER III

Innovation, Intervention and Strategy

The innovation, intervention and strategy that the researcher developed in this research

was the Local-NVI (Localized-Narrated Video Instruction.) This a video made by the researcher

himself that explained and discussed the content of the module in local dialect. This is in

response to the clamour of some parents who do not have the capacity to guide and help their

children because of their low education. Though there are some news reports about this, the

researcher himself encountered similar problem.

In a research study conducted by Kim, Williams and Dattil (2002) entitled “Students’

Perception of Interactive Learning Modules”, one category that the respondents emphasized to

be present or part of the learning modules for it to become more interactive is the “technical

aspects”. In this technical aspect they considered the navigation control, which means that an

activity being already done can be played over and over again. In this regard, the students will

have the chance of reviewing his/her answers by navigating the video which he/she has found

some difficulties. In fact one respondent commented that “back button” in the video is very

much appreciated.
 CHAPTER IV
Action Research Methods

This research is quantitative experimental. It utilized one group of respondents.

The same group of respondents were given the pre-test and post-test. The pre-test was

administered after going over the module by the respondents, while the post-test was

given after going over the module with the “Local-NVI (Localized Narrated Video

Instruction) which served as the treatment.

A. Participants and /or other Sources of Data and Information

The respondents were the Grade 8-Capricorn students of Tubaran

National High School, one of the Iligan City Division public secondary schools.

B. Data Gathering Methods

The module will be distributed to the respondents. They studied the module

and performed the activities then answer the pre-test. Then their scores were

recorded. Afterwards, the teacher distributed again the module to the same

respondents but with the Localized-Narrated Video Instruction (Local-NVI). The

respondents studied the module again and performed the activities with the

Localized-Narrated Video Instruction (Local-NVI) then answered the post-test. Their

scores were recorded.

The result of the entire test served as basis in determining the effects of

the Local-NVI to students’ academic performance.

 CHAPTER V

DISCCUSSION OF RESULTS and DISCUSSIONS

The level of performance of the respondents in the pre-test and post-test are

shown in the table 1. The same group of respondents was given the pre-test and

post-test. The mean averages for pre-test and post-test are 10.2 and 12.9

respectively, while the standard deviations are 2.5 and 2.7 respectively.

The post-test scores indicated that after the treatment, the respondents

gained approximately two (2) points increase. While the standard deviation values

show that the post-test scores are more consistent compared to the pre-test scores

since it decreases by an approximation of 0.2.

Table 1. Mean average and standard deviation of the pre-test and the post-test.

Respondents Pre-Test Post-Test

Mean SD Mean SD

40 10.2 2.482761077 12.9 2.687101193

 To address the null hypothesis whether there is a significant difference

between the pre-test scores and the post-test scores, T-test is conducted. Table 2,

shows the T-Test calculation via Excel 2010. This is a T-test dependent variable, two

tailed measured at 95% confidence level or 0.05 alpha.

t-Test: Two-Sample Assuming Unequal Variances

Pre-Test Post-Test
Mean 10.2 12.9
Variance 6.1641026 7.2205128
Observations 40 40
Hypothesized Mean Difference 0
df 78
t Stat -4.6675697
P(T<=t) one-tail 6.226E-06
t Critical one-tail 1.6646246
P(T<=t) two-tail 1.245E-05
t Critical two-tail 1.9908471

The P value two tail is equal to 1.245E -05 which is less than the critical value
two tail of 1.99, therefore null hypothesis is rejected. This means that there is a
significant difference between the pre-test and the post-test.
 CHAPTER VI
ACTION PLAN

Since the research shows positive results, the researcher suggested making Localized

Narrated Video Instruction (Local-NVI) to the other topics as well. The third quarter is about to

start, it is better to prepare these videos ahead of time so that they can be readily available to

the students. As soon as the module is available for the third quarter, the researcher planned

to create the videos.

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