CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL

Using Video Lecture and Learning Modules in studying Basic Calculus;

Phenomenological Study

A Research Project Submitted to

Aries N. Magnaye,EdD

In Partial Fulfillment of the Requirements for

Practical Research 1

Aala, Hannah Kyrel A.

Barcarse, Joie Ann L.

Bedural, John Lloyd P.

San Miguel, Rusty Edrian P.

June 2022
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL ii

Abstract

This pandemic, learning Basic Calculus with limited interactions

is difficult. Students had a chance to experience different strategies in

learning a particular lesson in the said subject. Those learning

strategies include using learning materials such as video lectures and

learning modules. Therefore, this research aims to know the

advantages, positive and negative impacts, and their experiences.

This study involves twenty-one chosen grade 11 students of

Calamba City Science Integrated School (CCSIS) in the academic school

year of 2021-2022. They were asked to answer an online survey

questionnaire to find out the impact of the two learning strategies on

learning a certain lesson.

Through this, researchers were able to assess the different

perspectives of the students by their responses. The results showed

that the video lectures and self-learning modules have positive impacts

on the students that will benefit from their learning, even though there

is still a negative impact they had.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL iii

Acknowledgement

The researchers would like to take this opportunity to convey

their heartfelt gratitude to those who helped in doing this study.

First and foremost, we want to thank God for his direction during

our study process, which helped us to successfully complete the

research.

To Dr. Aries N. Magnaye, our Practical Research 1 subject

instructor, for providing us with the opportunity and guidance

throughout the entire research process, despite our circumstances. We

have been deeply impressed by his zeal, vision, sincerity, and

motivation.

We'd also like to thank the respondents for their cooperation and

honest responses, which helped us to finish our research.

Finally, we'd want to thank our family and friends for their love,

support, prayers, and patience as we went through this research. We'd

also like to extend our gratitude to everybody who has helped us with

the research, whether directly or indirectly.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL iv

Table of Contents

Page

TITLE PAGE........................................................................i

ABSTRACT.........................................................................ii

ACKNOWLEDGEMENT......................................................iii

LIST OF TABLES..............................................................xx

LIST OF FIGURES..........................................................xxiv

1 THE PROBLEM AND ITS BACKGROUND

Introduction.......................................................................1

Background Of the Study...................................................2

Theoretical Framework.......................................................7

Conceptual Framework......................................................7

Statement of the Problem...................................................9

Significance of the Study..................................................10

Scope And Limitations of the Study..................................11

Definition of Terms...........................................................12
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL v

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature.............................................................14

Video Lecture...........................................................14

Process of Making Video Lectures.............................15

Advantages of Video Lectures........................................16

Disadvantages of Video Lectures......................................16

Characteristics of a Good Video Lectures..........................17

Learning Modules.....................................................17

Process of Making Learning Modules..........................18

Advantages of Learning Modules..............................19

Disadvantages of Learning Modules..........................19

Characteristics of a Good Learning Modules.................20

Basic Calculus.........................................................20

Illustrating Limits of a Function.........................21

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL vi

Related Studies................................................................22

Effective Educational Videos

Principles and Guidelines for

Maximizing Student Learning

from Video Content...................................................22

The Impact of Online Video

Lecture Recordings and

Automated Feedback on

Student Performance................................................22

Instructional video in

E-learning: Assessing the impact

of interactive video on

learning effectiveness................................................23

Differences between video

lectures & learning modules......................................24

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL vii

Student's Difficulties in Learning Calculus.................26

Synthesis.........................................................................27

3 RESEARCH METHODOLOGY

Research Design...............................................................34

Locale of the Study/Sampling Procedure..........................35

Participants of the Study..................................................35

Research Instrument........................................................36

Data Gathering Procedure................................................42

Validity and Reliability of the Instrument..........................43

4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

On the experiences of using

video lectures in studying

Basic Calculus.................................................................44
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL viii

Are you using video lectures

in studying Basic Calculus?.....................................45

Have you gained any insight

after watching the video lecture?..............................46

If yes, kindly give a brief

summary about what you

have learned while watching the discussion..............49

Does using video lectures

have any impact on you as a student?......................53

In what ways or aspects has

the use of video lectures affected

you in terms of studying Basic Calculus?.................49

Do you think that using video

lectures affect you in learning Basic Calculus

positively or negatively?............................................53
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL ix

Can you explain how video

lecture affects you (positively or

negatively or both) in each of your

chosen aspect/s?.....................................................57

Positive effects to their grades and its causes...57

Being able to understand

lessons clearly and easily.........................58

Being able to learn at own pace........61

Direct and Clear Visual

Presentations...................................62

Quick and Easy access.....................63

No network interruptions.................63

Positive effects to their motivation

to do tasks and its causes................................64

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL x

Being able to understand lessons

clearly and easily......................................64

Direct and Clear Visual Presentations......66

Positive effects to their mental health

and its causes..................................................67

Improved self-esteem................................68

Less stress...............................................69

Positive effects in managing their time

and its causes..................................................69

Negative effects to their grades and its causes..70

What are the difficulties you encountered while using

video lectures in studying Basic Calculus?...............71

None................................................................72

Internet Issues.................................................72
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xi

Fast Pacing......................................................73

Lacked Clarity..................................................73

Insufficiency of examples..................................74

Inconsistency in the way of teaching................74

Bad Audio........................................................75

Unnecessary use of time...................................75

What do you think are the advantages

of using video lectures in studying

Basic Calculus? .......................................................76

Look Back........................................................78

Control.............................................................78

Easier to understand........................................79

Accessibility of video materials.........................79

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xii

Efficiency.........................................................80

What improvements or adjustments for video

discussions are conceivable for a greater

understanding of the lesson?....................................81

Clear Presentation............................................83

Enough examples.............................................83

None................................................................83

Too fast............................................................84

Quality of the video..........................................84

Overall, what are your experiences in using video

lectures in studying Basic Calculus?........................85

Convenience.....................................................86

Good experience...............................................87
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xiii

On the experiences of using

learning modules in studying

Basic Calculus.................................................................88

Are you using learning modules

in studying Basic Calculus? ....................................88

Have you gained any insight

after reading the provided learning module?.............90

If yes, kindly give a brief

summary about what you

have learned while reading the learning module.......93

Does using self-learning modules

have any impact on you as a student?......................97

In what ways or aspects has

the use of self-learning modules affected

you in terms of studying Basic Calculus?...............101

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xiv

Do you think that using self-learning modules

affect you in learning Basic Calculus positively or

negatively? ............................................................101

Can you explain how self-learning modules

affects you (positively or negatively or both)

in each of your chosen aspect/s?............................102

Positive effects to their grades and its causes..103

Visual References...........................103

Easy to access and use...................104

Learn at own pace..........................104

Helps in understanding the lesson.105

Positive effects to their motivation

to do tasks and its causes..............................105

Easy to access and use...................106

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xv

Positive effects to their mental health

and its causes................................................106

Less stress.............................................107

Negative effects to their grades and its causes........107

Difficulty in Understanding....................108

Self-interpretation..................................108

Lack of Information................................109

Negative effects to their motivation

to do tasks and its causes......................................109

No Direct Assistance..............................109

Too much text........................................110

Overwhelming........................................110

Preferences............................................111
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xvi

Negative effects to their mental health

and its causes................................................112

Both positive and negative effects to

their grades and its causes.............................113

Both positive and negative effects to their

motivation to do tasks and its causes.............115

Both positive and negative effects to

their mental health and its causes..................116

What are the difficulties you encountered while using

learning modules in studying Basic Calculus?........117

No-direct Assistance.......................................117

Crammed Information....................................117

Lack of Examples...........................................118

Difficult Examples..........................................118
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xvii

Overwhelming................................................119

None..............................................................121

What do you think are the advantages

of using learning modules in studying

Basic Calculus? .....................................................121

Compacted information/In depth explanation122

Another Source of Information/Reference.......122

Practical/Flexible...........................................123

Continue Studying without Health Risks........123

Learns at own pace... ....................................123

None..............................................................124

What improvements or adjustments for learning

modules are conceivable for a

greater understanding of the lesson?......................124

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xviii

More examples...............................................126

Better Layout.................................................126

Better Explanation.........................................126

None..............................................................127

Overall, what are your experiences in using learning

modules in studying Basic Calculus?.....................127

Negative Side..................................................129

Positive Side...................................................129

Both Positive and Negative Side......................130

5 SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS

Summary of Findings.....................................................132
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xix

Conclusions...................................................................137

Recommendations..........................................................140

6 BIBLIOGRAPHY

Bibliography...................................................................142

7 APPENDICES........................................................152

Appendix A.....................................................................153

Appendix B.....................................................................154

8 RESEARCHER’S PROFILE

Researcher’s Profile........................................................158
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xx

List of Tables

Table 1.1. Responses in the questions, “Are you

using video lectures in studying Basic Calculus?”.............45

Table 1.2. Responses in questions, “Have you

gained any insight after watching the video lecture?”

and “If yes, kindly give a brief summary about what

you have learned while watching the discussion.” ............46

Table 1.3. Responses in questions, “Does using video

lectures have any impact on you as a student?”,

“In what ways or aspects has the use of video lectures

affected you in terms of studying Basic Calculus?”

and “Do you think that using video lectures affects

you in learning Basic Calculus positively or negatively?”...53

Table 1.4. Responses in the question, “Can you

explain how video lecture affects you (positively or

negatively or both) in each of your chosen aspect/s?”.......57

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xxi

Table 1.5. Responses of respondents in the question

“What are the difficulties you encountered while

using video lectures in studying Basic Calculus?” ............71

Table 1.6. Responses of respondents in the question

“What do you think are the advantages of using video

lectures in studying Basic Calculus?” ..............................76

Table 1.7. Responses in the question, “What

improvements or adjustments for video discussions

are conceivable for a greater understanding

of the lesson?” .................................................................81

Table 2.1. Responses in the questions,

“Are you using learning modules in studying

Basic Calculus?” .............................................................88

Table 2.2. Responses in questions, “Have you

gained any insight after reading the provided learning

module?” and “If yes, kindly give a brief

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xxii

summary about what you have learned while

reading the learning module.” ..........................................90

Table 2.3. Responses in questions,

“Does using self-learning modules have any

impact on you as a student?”, “In what ways or

aspects has the use of self-learning modules

affected you in terms of studying Basic Calculus?”

and “Do you think that using learning modules

affects you in learning Basic Calculus positively or

negatively?” .....................................................................97

Table 2.4. Responses in the question, “Can you

explain how self-learning module affects you

(positively or negatively or both) in each of your

chosen aspect/s?” .........................................................102

Table 2.5. Responses of respondents in the

question “What are the difficulties you

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xxiii

encountered while using learning modules

in studying Basic Calculus?” .........................................117

Table 2.6. Responses of respondents in

the question “What do you think are the

advantages of using learning modules

in studying Basic Calculus?” .........................................121

Table 2.7. Responses in the question, “What

improvements or adjustments for self-learning

modules are conceivable for a greater

understanding of the lesson?” .......................................124

Table 2.8. Responses in question, “Overall,

what are your experiences in using

self-learning modules in studying Basic Calculus? “.......127

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL xxiv

List of Figures

Figure 1. Conceptual Framework........................................7

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 1

Chapter 1

THE PROBLEM AND

ITS BACKGROUND

Introduction

Education in the time of pandemic is difficult. The

implementation of distance learning in the country is not very efficient.

According to a survey conducted by Statista Research Department

(2021), only 14% of Filipinos suggest that it is 80-100% effective. Social

Weather Stations (SWS) (2021) also stated that 89% of families with

enrolled school-age members experience more difficulties in online

classes than face to face learning.

It even gets more problematic when subjects like Basic Calculus

is being taught. With limited and indirect communication between

teachers and students, they find it difficult to comprehend lessons.

According to Lee and Rha (2009), clear and effective instruction is

important in studying “Illustrating Limits of a Function” in Basic

Calculus.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 2

Moreover, not only students and teachers find this situation

hard. Parents are having a tough time assisting their children in

answering activities. It was recorded that 60% of families with enrolled

school-age members allocate more of their time to guide their child in

studying and 57% of students are aided by their parents in studying

(SWS,2021).

Furthermore, not being able to understand lessons may lead to

neglection of school responsibilities. In conducting this research, these

problems were more understood and given solutions.

Determining the experiences of students in using video lectures

and learning modules in studying Basic Calculus helped in further

understanding why such difficulties are encountered. This can assist

teachers in providing a more efficient way for their students to learn

this subject despite having no direct interactions between them. With

this, students can comprehend difficult lessons easily.

Background of the Study

When the pandemic hit the Philippines, due to a new coronavirus

infection which is well known as COVID-19 (World Health Organization,

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 3

2022), the government issued many restrictions to reduce the spread

of the virus as well as the increasing number of infections (U.S.

Embassy Manila, 2022). One of the limitations is the temporary closure

of all educational institutions. Face-to-face classes were suspended

(Santos, 2021). However, to continue education in the country, the

Department of Education (DepEd) conducted distance learning

(Childhope Learning PH, 2021). This refers to the learning delivery

modality where students and teachers conduct classes from different

places. There are three types of distance learning: Modular Distance

Learning (MDL), Online Distance Learning (ODL), at TV/Radio-Based

Instruction (Quinones, 2020).

According to Llego of TEACHERPH (2021), Modular Distance

Learning (MDL) uses printed or digital self-learning modules (SLMs)

and other learning resources such as learner’s materials, textbooks,

activity sheets, Weekly Home Learning Plan (WHLP) and other materials

for classes.

As for Online Distance Learning (ODL), live synchronous

discussions are conducted using web conference applications like

Google Meet and Zoom. This method allows students and teachers to
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 4

have interactive discussions in real time. In addition, virtual

classrooms including Google Classroom, Edmodo and Schoology are

used by teachers to upload learning materials and assign written

activities, performance tasks, and tests for their students.

Moreover, self-learning modules (SLMs) are being converted into

video lectures and radio scripts for TV/Radio-Based Instruction.

On the other hand, in Calamba City Science Integrated School

(CCSIS), many of its students chose Online Distance Learning as their

learning modality. In conducting this, many experienced shortcomings

and difficulties

This can be backed up by Statista Research Department’s (2021)

survey about determining the effectiveness of online distance learning

in the Philippines. Based on it, 30% of Filipinos suggest that it is 20 to

50 % effective, 29% suggest it is less than 20 percent effective, 28%

suggest it is 50 to 80% effective, and 14% suggest that the conduct of

online classes is 80 to 100% effective. In addition, 89% of families with

enrolled school-age members experience more difficulties in online

classes than face to face learning (Social Weather Stations, 2021).

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 5

In this time, students and teachers have limited interactions.

There are periods where students are required to learn by themselves

(Philippines Education,2020) which is not easy, especially when the

subject being studied at the time is hard to understand without

assistance from teachers.

In fact, not only students are having complications from

conducting this mode of learning. Parents find it hard when offering

assistance to answer their children’s activities. It was recorded that

60% of families with enrolled school-age members allocate more of their

time to guide their child in studying and 57% of students are aided by

their parents in studying (SWS,2021).

In the matter of teachers, guiding their students is hard because,

as stated earlier, communication between the two parties is indirect. If

students have questions regarding a specific activity or lessons,

teachers are not expected to answer it immediately due to their

workload or various reasons.

According to the World Scholarship Fund (2021), learning by one

self and not understanding each lesson may lead to losing interest in

studying. Because of this, low scores are expected in tests and

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 6

activities. It is also possible when students lose the will to finish their

responsibilities which will result in having missing tasks and backlogs.

So, to find solutions for the problems stated above, researchers

decided to conduct a phenomenological study in using video lectures

and learning modules in studying Basic Calculus.

The experiences of students in utilizing Video Lecture and

Modules (the most used materials in teaching given by teachers during

classes) to study “Illustrating Limits of a Function in Basic Calculus”

are studied. This lesson was chosen to be part of the study because

comprehending this lesson without a teacher’s guidance is

difficult. According to Lee and Rha (2009), clear and effective

instruction is important in studying “Illustrating Limits of a Function”

in Basic Calculus.

With this study, teachers will be given a much more effective way

to teach their students despite the lack of communication between the

two parties. Improvements in the performance of students in classes is

also expected to be better after this study. Difficulties that were said

earlier will also be prevented.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 7

Theoretical Framework

The study is founded on the theoretical support of the effects of

video lectures strategies by Costley, et al. (2020). According to Lee and

Rha (2009), as cited in the mentioned study by Costley, et al. (2020),

stated that students’ ability to learn “Illustrating Limits of a Function”

in Basic Calculus during asynchronous classes with clear and effective

instruction is particularly important in distance learning environments

because attrition and waning interest and motivation among students

are commonly reported due to feelings of isolation in online learning

environments. With these said, this theory shows the relevance and

importance of video lectures and learning materials.

Conceptual Framework

Figure 1. Conceptual Framework

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 8

Figure 1 presents the conceptual framework of the study. It

consists of two independent variables and one dependent variable. The

framework above shows the significant effect of the two independent

variables, which are watching video lectures and reading learning

modules, on the dependent variable, which is the ability of a student to

learn “Illustrating Limits of a Function” in Basic Calculus during

asynchronous classes.

In this figure, watching video lectures pertains to the setup

wherein a student would watch video materials that may (those that

are uploaded in Google Classroom) or may not be provided (videos that

can be searched elsewhere, e.g., in YouTube). Meanwhile, the other

independent variable—reading learning modules—refers to a setup

wherein a student would only read the learning materials uploaded by

the teacher in Google Classroom.

Another variable is the ability of a student to learn “Illustrating

Limits of a Function” in Basic Calculus. This concerns the capability of

a student to learn a particular topic in the mentioned subject during

asynchronous classes using either a video lecture or a learning

material.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 9

Statement of the Problem

During online distance learning, students frequently struggle to

study since video lectures and learning modules are their only

dependable sources of information. It's also been difficult for teachers

to guide their students due to the limited and indirect communication

between them.

In this study, the researchers determined the experiences of

students in using video lectures and learning modules to study Basic

Calculus.

This research attempts to respond properly to the problem with

the following inquiries, specifically:

1) How does using video lectures and self-learning modules (SLMs)

in studying Basic Calculus affect students?

2) What are the difficulties experienced in using video lectures and

self-learning modules to learn Basic Calculus?

3) What are the advantages experienced in using video lectures and

self-learning modules to learn Basic Calculus?

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 10

4) What are the improvements that can be done with video lectures

and self-learning modules (SLMs) to better understand Basic

Calculus?

5) What are the overall experiences of students in using video

lectures and self-learning modules to learn Basic Calculus?

Significance of the Study

In many studies, it is found out that learning modules and video

lectures have been identified as useful in the field of education. The

researcher has chosen this topic for they believe in the great capacity

of this development. Thus, the endeavor of conducting this study would

prove useful to the following:

Students. Conducting this research will provide students a more

effective way to understand a hard topic. This will surely help students

who have difficulty comprehending the lessons which results in the

avoidance of low grades and piles of homework.

Teachers. Teachers will benefit from this study as they will have

an effective way of teaching their class even if communication between

them and their students will be limited during asynchronous classes.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 11

Parents. When students can comprehend difficult lessons,

parents wouldn’t worry with helping and allocating their time to help

them in answering their activities. They will be able to focus on their

other duties instead.

Future Researchers. This may open research possibilities to

evaluate, expand, modify or customize the study developed by the

researchers as a continuation of the study.

Scope and Limitations of the Study

This research was conducted to compare whether the video

lecture or the learning modules helps the students of Grade 11 in

Calamba City Science Integrated School to understand the topic

"Illustrating Limits of a Function".

This study is limited and narrowly based on students who would

use the video lecture or the learning modules. The data from the

respondents will be gathered using a survey-questionnaire created on

Google Forms. All of the details and findings derived from this study

came from these specific students.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 12

Definition of Terms

To guide the readers in the discussion and for the purpose of

clarity, the conceptual and operational definition of terms employed in

this study are hereby presented:

Asynchronous Class. This is the general term used to describe

forms of education, instruction, and learning that do not occur in the

same place or at the same time. It is also the process of letting students

complete their work on their own time

Basic Calculus. This is defined as the mathematical study of

change

Backlogs. This is an accumulation of something, especially

uncompleted work or matters that need to be dealt with.

Google Forms. This is a web-based app intended to gather data

via forms

Modules. This is an instructional unit that focuses on a

particular topic
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 13

Pandemic. This is an epidemic of an infectious disease that has

spread across a large region, for instance multiple continents or

worldwide, affecting a substantial number of individuals.

Video Lecture. This is a video which presents educational

material for a topic which is to be learned.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 14

Chapter 2

REVIEW OF RELATED

LITERATURE AND STUDIES

This chapter presents the books and articles published which the

researchers have browsed and has deemed related to their research.

Relevant studies on Improving Numeracy in Illustrating Limits of a

Function in Basic Calculus thru Video Lecture and Learning Modules

Strategies conducted by other researchers are also shown in this

chapter.

Related Literature

Video Lectures

A video lecture is a video that delivers educational material about

a specific topic for students to learn. There are various video lecture

formats accessible. It could be a video of an instructor speaking to the

camera, images and writing about the topic, or a combination of these

(The Economist, 2011). Khan Academy's mathematics courses, which

are done through written notes with the help of Yahoo's doodle pad and
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 15

voice overs by Salman Khan, are a well-known example of these

lectures (Khan Academy, 2016). These have gained popularity after

being uploaded to the video-sharing website YouTube (Pink, 2010).

Process of Making Video Lectures

In creating video lectures, the following steps are done:

The first stage is to chunk instruction, which entails fitting all of

a lesson's objectives and points into a short yet compact video (Farah

and Barnett,2019). This is because at the 6-minute mark, learner

engagement with videos begins to decline, and after 9 minutes, it drops

substantially (Brame,2015). It has also been said that a series of short

videos is preferable to a single long one.

The second step is to create video-ready slides. This can be

accomplished using a PowerPoint presentation. It's also worth

remembering that the finest instructional videos are laser-focused,

employ visual cues to emphasize crucial points, and utilize minimal on-

screen text (Ibrahim et al, 2012).

The third step is to record the audio and video for the video

lecture. In order to conduct this section, you'll need a good microphone

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 16

and camera. The video lecture's quality will suffer if these are not

provided (Tabora, 2019).

The fourth step is to edit the video lecture. This phase involves

inserting and integrating the audio and video recordings with the video-

ready slides (UNSW eLearning,2020). In order to edit videos, a variety

of apps or software can be used. Lightworks, VideoPad, and Filmora are

among the best and most user-friendly (Damen,2021).

Lastly is exporting and uploading the video lecture in respective

classrooms or websites. This step delivers the final output to students

so that they can watch and learn from it (Lam,2020).

Advantages of Using Video Lectures

According to ispring (2021), using video lectures in class has its

own set of benefits. It is simple to access at any time, students can

learn whenever they want and at their own pace, it can be used in a

variety of ways, giving it to learners is simple, effective, and there are

more options for self-studying and self-studying.

Disadvantages of Using Video Lectures

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 17

Using videos as a teaching tool might be difficult and inaccessible

to others. Video lectures, according to Kulageri (2017), take time to load

and require a decent internet connection; a good video is difficult to

develop or discover; and not everyone can use it, particularly those with

vision and hearing impairments.

Characteristics of a Good Video Lecture

To make a video lecture effective, keep it short and focused on

learning goals; audio and visual elements should be used in tandem to

convey appropriate parts of an explanation; important ideas should be

highlighted with signals; a conversational and enthusiastic tone will

increase student engagement; and guide questions, interactive

elements, or associated assignments should be included (Brame, 2016).

Learning Modules

Learning modules are organized collections of content presented

together mainly for students to learn. It supports a course goal, a

course objective, a subject, a concept, or a theme. For example, a

Learning Module can present the concept of magnets’ fields before

describing how speakers and microphones work (USC Blackboard,

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 18

2019). Additionally, it also allows instructors to exchange plans with

coworkers, whether they are individual coworkers, members of a school

division, or members of a professional organization that extends beyond

the school (Scholars, 2021).

Process of Making Learning Modules

Learning modules can be done by these following steps:

First, authors should start by writing 2-4 learning outcomes or

objectives relevant to the lesson (CUNY Academics, 2019). Also, avoid

using “understand” since they are not very concrete. Instead, use other

words like “classify, describe, discuss, explain, identify, locate,

recognize, report, select, translate, and paraphrase”.

Then, authors must create the assessments. Although it may

seem counterintuitive to create assessments before the activities, it is

important to consider how you will determine whether students have

learned the knowledge and skills you want them to master (Cooper,

2020).

The third step is all about creating the learning materials and

activities. Yshtr (2019) stated that one should consider combining

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 19

resources that you curate with ones that you develop. Even if the

materials aren't as polished, students like seeing what their teachers

have done.

Lastly is writing instructions for students. This includes steps,

tips, and deadlines. Yshtr (2019) also mentioned about adding

comments regarding on how the content of this module connects with

what students have learned before and what they will learn later.

Advantages of Using Learning Modules

The use of self-learning modules encourages independent study.

According to Dangle (2020), one of the benefits of using modules for

instruction is the acquisition of better self-study or learning skills

among students. Students actively participate in understanding the

topics provided in the module. They get a sense of responsibility as they

complete the activities in the module, he added.

Disadvantages of Using Learning Modules

Using learning modules also has some disadvantages for

students. As Kupperberg (2021) mentioned, the disadvantages includes

a didactic aspect, which is mostly due to the lack of opportunity to

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 20

engage, talk, discuss, and explain the lessons and the information they

contain to one another. It also generates a sense of seclusion that might

come across as arrogant or aristocratic.

Characteristics of a Good Learning Module

According to Toohey (2019), it is important to have a clear,

achievable goals or outcome for your module. A successful module

contains defined learning outcomes or objectives that are aligned with

teaching activity and assessment (what has been called constructive

alignment). In other words, what learning activities do you want your

students to participate in in relation to the learning outcomes?, he

added.

Basic Calculus

Basic Calculus, according to Byju's (2021), is the branch of

mathematics that deals with continuous change. It's also known as

infinitesimal calculus or "infinitesimal calculus." The study of

continuous change of functions is what classical calculus is all about.

The majority of these values are time functions, such as velocity, which

equals change in distance with respect to time (De Baggis, 1996)

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 21

The two major notions of calculus, according to Cuemath (n.d.),

are derivatives and integrals. The rate of change of a function is

measured by its derivative, whereas the area under the curve of the

function is measured by its integral.

Illustrating Limits of a Function

The limit of a function at a point an in its domain (if one exists)

is the value that the function approaches as its argument approaches

a, according to Ably et al (2005). This is a key idea in calculus and

analysis. It's used to determine derivatives and definite integrals, as

well as to investigate the local behavior of functions near places of

interest. If it is possible to put a function arbitrarily close to L by

choosing values closer and closer to a, the function is said to have a

limit L at a. The value of the limit is unaffected by the actual value at

a. (Boelkins et al, 2020).

Moreover, based on CK-12 (2022), its notation is:

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 22

which is read as “the limit of f of x, as x approaches a, is equal to b”.

Related Studies

Effective Educational Videos: Principles and Guidelines for

Maximizing Student Learning from Video Content

According to Cynthia Brame (2016), a video lecture will be more

effective if these three components are considered: how to control the

video's cognitive load, how to enhance student engagement with the

video, and how to promote active learning from the video. This will

ensure that using videos for educational reasons is effective.

The Impact of Online Video Lecture Recordings and Automated

Feedback on Student Performance

In a 2010 study done by Wieling and Hofman, 474 students (161

men and 313 women) volunteered to take part in their experiment.

These individuals were randomly assigned to one of two groups: those

who had access to the online lectures with multiple choice questions

and relevant feedback, and those who merely had access to the online

lectures. The researchers discovered that their grade point average,

their study discipline, their grade goal for the course, the expected
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 23

difficulty level of the course, the number of online lectures they viewed,

the number of lectures they attended in person, and the interaction

between the lectures they viewed online and attended in person all

predicted the students' course grade. Students who just attended a few

lectures benefited more from online lectures than students who

attended a large number of courses. The regression study did not

indicate a significant influence of automated feedback on student

performance, contrary to the researcher's expectations. Offering

recordings of face-to-face lectures is a simple and practical expansion

of a standard course, as it allows students who are frequently missing

from regular face-to-face lectures to enhance their course grade by

viewing the lectures online.

Instructional video in E-learning: Assessing the impact of

interactive video on learning effectiveness

Zhang and colleagues investigated the effects of interactive videos

on learning effectiveness in four distinct settings in 2006. Three e-

learning environments were created: one with interactive video, one

with non-interactive video, and one without video. There was also a

fourth option, which was the usual classroom setting. The findings of
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 24

their study revealed that the value of video in terms of learning efficacy

was dependent on the availability of interactivity. Students in an E-

learning environment with interactive video performed much better in

terms of learning and learner satisfaction than students in other

settings. Students who used an e-learning environment with non-

interactive video, on the other hand, did not improve. The findings

suggest that interactive instructional video should be integrated into e-

learning systems.

Differences between video lectures & learning modules

Watching video lectures and learning modules are the two ways

of learning in this time of health crisis. According to Rahmawati et al.

(2019), there are still students who have difficulty in learning, due to

limited learning resources. One effort that can be done is the use of

modules in learning. Modules are printed teaching materials designed

to be studied independently by learning respondents. The use of

learning modules is crucial in every student’s way of learning and even

to the teacher’s teaching.

Self-learning modules include all the materials prepared to

stimulate independent study/learning. The learners in distance

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 25

education have less contact with either the institution or the tutor and

depend heavily on these specially prepared teaching materials and

instructional materials are print and non-print items that are designed

to impart information to students in the educational process, stated by

Jayaram & Dorababu (2021). The use of learning modules is crucial in

every student’s way of learning and even to the teacher’s teaching.

In the current era, technology is already a big part of people’s

daily lives. The use of video has become commonplace in education

today. Educators are engaging students with video communication

technology more frequently than ever before, given COVID-19 (Belt &

Lowenthal, 2021).

Learning is changing due to the more advanced use of modern

tools such as media. As mentioned by Heribanova et al. 2011, the

quality of media within video lectures represents the appearance of the

presentation and design of the video lecture, or essentially how the

learner sees it. It is important to ensure that the quality of visual media

is complementary to student engagement and ultimately learning.

Congruence within video lectures represents a connection between

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 26

multiple pieces of information presented through various media

sources (Brante & Holmqvist, 2017).

According to Sequeira (2012), self-learning modules are designed

where the learner is free to choose what to learn, how to learn, when to

learn, and where to learn. This flexibility is an important characteristic

in the open learning process. Even most of the print materials that

come into the market are meant for self-learning. The learner is at an

advantage to using this form of non-formal mode of education using

self-paced learning materials. On the side of watching video lectures, it

can be a great tool to assist students in gaining that deeper

understanding of content. It’s important to be mindful of how often and

how much we use video—it’s important to have a clear purpose for

using that film, documentary, or news clip (Alber, 2019).

Student's Difficulties in Learning Calculus

According to Tarmizi (2010), certain students require special

therapy, such as additional tutorial sessions, in order to rectify their

misconceptions regarding Calculus. Students must also keep track of

their steps in problem solving or deriving solutions. Fostering students'

ability to plan for problem solutions should receive a lot of emphasis.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 27

Costley, et al. (2020) conducted a study that found that clear and

effective instruction is critical for students' ability to acquire

"Illustrating Limits of a Function" in Basic Calculus.

Tarmizi (2010) also added that certain students require special

therapy, such as additional tutorial sessions, in order to rectify their

misconceptions regarding Calculus. Students must also keep track of

their steps in problem solving or deriving solutions. Fostering students'

ability to plan for problem solutions should receive a lot of emphasis.

Costley, et al. (2020) conducted a study that found that clear and

effective instruction is critical for students' ability to acquire

"Illustrating Limits of a Function" in Basic Calculus.

Synthesis of Related Literature and Studies

As the country remains in the grip of the COVID-19 pandemic,

the Department of Education (DepEd) begins the School Year 2021-

2022 by continuing the numerous learning modalities that were

implemented during the first surge of COVID 19, such as modular

distance learning and online distance learning, to ensure that learning

continues without jeopardizing the health and safety of students and

teachers. However, students face a significant challenge when teachers

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 28

conduct classes asynchronously rather than synchronously because

they are required to learn on their own, which is difficult, especially

when the subject being studied at the time is difficult to understand

without the assistance of teachers, such as Basic Calculus in senior

high school. Shortcomings and difficulties with distance learning,

particularly asynchronous learning, are obvious because there is no

direct communication between students and teachers; with this in

mind, the researchers devised a plan to compare the efficacy of video

lectures and learning modules in assisting students to easily

understand difficult topics. Several previous studies on this topic have

been conducted by various researchers, and any of the conclusions

they've reached are likely to be identical.

According to The Economist (2011), a video lecture is a video that

contains educational material about a specific topic that students can

learn from. Video lectures are accessible in a variety of formats. It could

be a video of an instructor speaking to the camera, images and text on

the subject, or a combination of these. The mathematics classes of

Khan Academy are a well-known example of these lectures, which are

done through written notes with the use of Yahoo's doodle pad and
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 29

voice overs by Salman Khan, and they have gained popularity after

being posted to the video-sharing website YouTube (Pink, 2010).

Video lectures are beneficial to students since, according to

ispring (2021), using video lectures in class provides a number of

advantages. It is easy to access at any time, students may learn

whenever they want and at their own pace, it can be utilized in a

number of ways, providing it to learners is simple and effective, and

there are more alternatives for self-studying and self-studying.

However, according to Kulageri (2017), using films as a teaching

medium may be challenging and inaccessible to others because video

lectures take time to load and require a good internet connection; a

good video is difficult to create or find; and not everyone can use it,

especially those with vision and hearing issues.

Learning modules, on the other hand, are also a major aid in self-

study because they are organized groupings of knowledge that are

provided together primarily for students to learn. It aids in the

achievement of a course aim, objective, subject, concept, or theme.

According to USC Blackboard (2019), a Learning Module can teach the

concept of magnets' fields before describing how speakers and

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 30

microphones work. It also allows instructors to share plans with

coworkers, whether they are individual coworkers, school division

members, or members of a professional association that extends

beyond the school (Scholars, 2021).

In fact, according to Dangle (2020), one of the advantages of

adopting modules for instruction is that students develop superior self-

study and learning skills. Students actively participate in

comprehending the themes presented in the module, and when they

complete the activities in the module, they gain a sense of

responsibility, he noted. However, according to Kupperberg (2021),

using learning modules has significant drawbacks for pupils. It has a

didactic component, which is mostly due to a lack of opportunities for

students to interact with one another, talk about, discuss, and explain

the courses and the material they contain. It also creates a feeling of

remoteness that could be perceived as arrogant or aristocratic.

Video lectures and Learning Modules are both seen as useful in

self-studying difficult subjects, such as Basic Calculus, which is

regarded as one of the most difficult subjects in senior high school

because it is the branch of mathematics that deals with continuous

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 31

change. Infinitesimal calculus is another name for "infinitesimal

calculus." Basic Calculus is concerned with the study of continuous

changes in functions. The vast majority of these values are time

functions, such as velocity, which equals distance change with respect

to time. (De Baggis, 1996)

One of the topics in Basic Calculus is Illustrating Limits of a

Function. It's used to compute derivatives and definite integrals, as well

as to look into the local behavior of functions at points of interest. If a

function may be arbitrarily close to L by selecting values closer and

closer to a, the function is said to have a limit L at a. The actual value

at a has no effect on the value of the limit. (Boelkins and colleagues,

2020). This topic is considered as one of the hardest topics in Basic

Calculus especially if it is self taught that is why the researchers believe

that Video Lectures and Learning Modules may help the students in

understanding the said topic.

According to Rahmawati et al. (2019), the two approaches to

learning in this time of health crises are watching video lectures and

learning modules. They are both good learning tools, but they are

created in different ways and have different qualities, and students'

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 32

preferences for modules and videos vary depending on those

characteristics and how they are created.

In creating a video lecture there are five steps, according to Farett

et al., (2019). The first one is to chunk instructions. Second is to create

video-ready slides. The third is to record the audio and the video for the

lecture. Fourth is to edit the video lecture. Lastly is exporting and

uploading the video lecture in respective classrooms or websites. As

Brame (2016) said, the characteristics to make video lectures effective

are, to keep it short and focused on learning goals and important ideas

should be highlighted with signals. On the other hand there are 4 steps

to make a learning module according to CUNY Academic (2019), the

first is the authors should start by writing 2-4 learning outcomes or

objectives relevant to the lesson. Second is the authors must create the

assessments. Then the next step is all about creating the learning

materials and activities. Lastly is writing instructions for students. The

characteristics of a learning module must have a clear, achievable goal

or outcome for your module, and a successful module contains defined

learning outcomes or objectives that are aligned with teaching activity

and assessment, according to Toohey (2019).

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 33

Based on the studies and literature cited above, video lectures

and learning modules are both effective in self-study and it shows that

there is a need to compare video lectures and learning modules because

they are prepared in different ways and have distinct characteristics.

Their differences, as demonstrated by numerous studies, are a huge

help in determining which method is more effective for students when

performing self-study. According to the studies and literature cited,

comparing video lectures and learning modules is critical for professors

to understand the needs of students in order to help them understand

the topics even when there is no face-to-face interaction and even when

conducting asynchronous classes.

The researchers are also required to come up with these ideas

based on the relevant literature and studies, as this will help them

support their future results. It is also a possible response to one of the

goals of the research study, which is to compare the efficiency of video

lectures and learning modules in terms of self-studying limits in Basic

Calculus.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 34

Chapter 3

RESEARCH METHODOLOGY

The researcher includes in this chapter the research design

and the procedure adopted in data gathering. Further integrated are

the respondents of the study, the instrument utilized in the

investigation, Data gathering Procedure and the validity and reliability

of the instrument.

Research Design

A phenomenological approach was utilized in this study. This

approach was chosen by the researchers as they were focused on taking

a look at the lived experiences of grade 11 students of Calamba City

Science Integrated School (CCSIS) in Illustrating Limits of a Function

in Basic Calculus thru Video Lecture and Learning Modules Strategies.

In this case, researchers determined the experiences and perspectives

of the chosen students in dealing with a specific Basic Calculus topic

thru video lectures and learning modules. Through this, researchers

were to recognize the differences and similarities in respondents’

experiences.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 35

Following the topic, video lectures and learning modules were the

tools for assessing the effectiveness of a particular topic during

asynchronous classes. Moreover, researchers gained a better

understanding of the condition. This requires a variety of questions

related to the topic to collect significant data to achieve the objectives.

Locale of the Study/ Sampling Procedure

Because of the pandemic, the researchers conducted this study

independently, each in their respective area, and collaborated via web

conference and messaging programs.

Stratified Random Sampling, on the other hand, was employed

to select respondents for the study. This method allowed the

researchers to choose respondents from the division of a population.

(Hayes, 2021).

This was chosen as the sample strategy because the researchers

have control over the subgroups, this ensures that the whole

population are represented in the sampling (Murphy, 2021).

Respondents of the Study

The respondents of the study were grade 11 students from

Calamba City Science Integrated School (CCSIS) as Basic Calculus,

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 36

together with the lesson “Illustrating Limits of a Function”, is being

taught in this class.

Using stratified random sampling, 10 students from section 1

and 11 students from section 2 were chosen to participate in the study.

All over, there are 21 grade 11 students who served as the respondents

for this research.

Total number of Number of respondents per section

respondents Section 1 Section 2

21 10 11

Table 1. Number of respondents

Research Instrument

The researchers used video lectures and modules as the main

instrument in gathering information for this study. To determine the

effectiveness of the two learning modalities in improving the

performance of G11 students in Basic Calculus regarding the lesson

“Illustrating Limits of a Function”, the researchers used open-ended

survey questionnaires thru online forms. This was divided into two

groups which are the profile and the survey. With this, the views of the

respondents in using video lectures and modules were be taken into

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 37

account. Also, the survey's questions were be both opinion and

behavioral in nature. These were all about the perspective of Grade11

students in using video lectures and modules in studying.

For further information, the researchers attached the breakdown

of the questionnaire, which was shared with the respondents, below.

I. Introduction

The needed data are for study in response to the topic

"Illustrating Limits of a Function" in Basic Calculus. Please be

aware that the information gathered will be used solely for

research purposes.

Name:

Section:

II. Please watch and read the provided learning materials before

going to the next part of the survey.

Video Lecture: https://youtu.be/riXcZT2ICjA

Self-learning Module: https://www.khanacademy.org/math/ap-

calculus-ab/ab-limits-new/ab-1-2/a/limits-intro-
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 38

III. Video Lectures

1. Are you using video lectures in studying Basic Calculus?

- Yes

- No

2. Have you gained any insight after watching the video lecture?

- Yes

- No

3. If yes, kindly give a brief summary about what you have

learned while watching the discussion.

4. Does using video lectures have any impact on you as a

student?

- Yes

- No

5. In what ways or aspects has the use of video lectures affected

you in terms of studying Basic Calculus?

- Grades

- Motivation to do tasks

- Mental Health
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 39

- Others (Specify):

6. Do you think that using video lectures affects you in learning

Basic Calculus positively or negatively?

7. Can you explain how video lecture affects you (positively or

negatively or both) in each of your chosen aspect/s?

8. What are the difficulties you encountered while using video

lectures in studying Basic Calculus?

9. What do you think are the advantages of using video lectures

in studying Basic Calculus?

10. What improvements or adjustments for video discussions are

conceivable for a greater understanding of the lesson?

11. Overall, what are your experiences in using video lectures in

studying Basic Calculus?

IV. Learning Modules

1. Are you using learning modules in studying Basic Calculus?

- Yes
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 40

- No

2. Have you gained any insight after reading the learning

modules?

- Yes

- No

3. If yes, kindly give a brief summary about what you have

learned while reading the learning module.

4. Does using learning modules have any impact on you as a

student?

- Yes

- No

5. In what ways or aspects has the use of learning modules

affected you in terms of studying Basic Calculus?

- Grades

- Motivation to do tasks

- Mental Health

- Others (Specify):
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 41

6. Do you think that using learning modules affects you in

learning Basic Calculus positively or negatively?

7. Can you explain how learning modules affects you (positively

or negatively or both) in each of your chosen aspect/s?

8. What are the difficulties you encountered while using learning

modules in studying Basic Calculus?

9. What do you think are the advantages of using learning

modules in studying Basic Calculus?

10. What improvements or adjustments for learning modules are

conceivable for a greater understanding of the lesson?

11. Overall, what are your experiences in using learning modules

in studying Basic Calculus?

V. Ending

Thank you for responding! We really appreciate your time!

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 42

Data Gathering Procedure

The researchers' first step in data collection is to create a survey

using Google Forms. The researchers employed open-ended surveys

and questionnaires to examine user input on their experience with

Video Lectures or Learning Modules. This survey was distributed to

respondents after they have completed either Video Lectures or

Learning Modules in order to collect data based on their responses.

The researchers selected individuals using a stratified random

sample approach in order to acquire raw and unbiased data. To

identify, the researchers asked students whose preferred style of

instruction is either video lectures or learning modules and who are

looking for assistance in comprehending the limits of a function in

Basic Calculus. After determining the study's respondents, the

researchers provided them with Video Lectures and Learning Modules

from Khan Academy to use, as well as survey forms to fill out

afterwards.

Finally, the researchers tabulated the survey responses and

organize the data in order to reach a study conclusion.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 43

Validity and Reliability of the Instrument

Researchers devised seven survey questions based on the

problem description. J.J.'s example survey questions on the

comparison of Video Lecture and Learning Modules are used by the

researchers. Arias, as a model for developing the questions. Validation

from the PR1 Adviser is not required because the questions originated

from a trustworthy source, J.J. Arias. In addition, researchers applied

content analysis to ensure accurate data interpretation. Researchers

ensure that the information submitted by respondents were kept

confidential and used solely for research purposes.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 44

Chapter 4

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

This chapter presents the interpretation and analysis of data

gathered in order to discuss the answers to the research problems of

the study. The discussion follows the sequence of how the statements

of the problem are laid out in the first chapter.

The first objective of the study is to present the lived experiences

of students in using video lectures and self-learning modules in

studying Basic Calculus.

Responses from the respondents of the conducted survey

through Google Forms are shown in following tables. Moreover,

underlying implications and principles are discussed after which.

1. On the experiences of using video lectures in studying Basic

Calculus
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 45

In this part, the answers from the questions regarding the

utilization of video lectures in studying Basic Calculus are discussed.

The experiences of respondents in using the said learning strategy are

presented.

Table 1.1. Responses in the questions, “Are you using video

lectures in studying Basic Calculus?”

Respondents Responses

1 Yes

2 Yes

3 Yes

4 Yes

5 Yes

6 Yes

7 Yes

8 Yes

9 Yes

10 Yes

11 Yes

12 No

13 Yes
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 46

14 Yes

15 Yes

16 Yes

17 Yes

18 Yes

19 Yes

20 No

21 Yes

Table 1.1 shows the responses about the question, “Are you

using video lectures in studying Basic Calculus?”. It can be seen that

the most of the respondents, except number 12 and 20, have answered

yes which implies that most of these individuals have already been

using video lectures to learn about the subject.

Table 1.2. Responses in questions, “Have you gained any insight

after watching the video lecture?” and “If yes, kindly give a brief

summary about what you have learned while watching the

discussion.”

Respondents Responses
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 47

Have you gained

any insight after If yes, kindly give a brief summary about what you have learned

watching the while watching the discussion.

video lecture?

1 Yes I learned about the Topic of Limits in Differential Calculus

I learned that Limits is essentially a fundamental of Calculus and

2 Yes
it is described as the behavior a function near a point

I learned so much that just highlighting the most crucial

3 Yes
components would take an essay.

4 Yes I learned about the introduction to limits.

I've learned about the introduction of limit of a function, and how

5 Yes
to illustrate using graph.

The video discussed about limits, how they work, as well as the
6 Yes
basic steps on understanding a limit

7 No N/A

I have learned about limits, derivatives, how you can graph

8 Yes
functions, and when to consider a function as undefined.

9 Yes I learned about limits

Limits are independent of the function's actual value at the limit.

10 Yes
They describe how the function behaves as it approaches the limit.

The video lecture discusses the limits of a function wherein

according to what I have understand, it represents the value that

11 Yes the function approaches and not exactly at that point. It was also

shown how graphs can help to visually understand this topic even

more.
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 48

I was able to learn the concept of limits in calculus. I was able to

12 Yes gain some knowledge about graphing limits and how to find the

limits of certain functions.

Limits are important in calculus and mathematical analysis and

13 Yes
used to define integrals, derivatives, and continuity.

Limit is the idea that all of calculus is based upon. It describes the

14 Yes value that a function approaches as it comes closer and closer to

a specific number.

It tells the value that a function approaches as its inputs get

closer and closer to some number. The symbol lim indicates that
15 Yes
it is taking a limit, and the expression to the right of lim is the

expression that requires taking a limit.

I've learned more about limits, and functions, as well as how these
16 Yes
functions are graphed.

I've learned in the discussion about the limits that the value that
17 Yes
the function approaches gets closer and closer to some number.

I learned about limits and identifying if the given function has a

18 Yes
limit or is undefined.

19 Yes It is all about limits

From the introduction, if we have f(1) equal to x-1/x-1, we are

going to have 0 which means they are undefined. It means every

20 Yes time you got an answer 0, it will automatically be undefined. It

also tackles how to graph the limits where lines, parabolas, etc

can be seen.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 49

The limit of a function as it approaches a certain value of x is not

the same as the value of the function at a certain value of x. That

is because limits describe how a function behaves when it gets

21 Yes near a point and do not define the value of a function at a point.

In making a graph of a limit, we use an open circle to denote that

there is a gap in a function. The gap is placed at a value of x, where

the limit is meant.

In this table, the answers of respondents regarding questions,

“Have you gained any insight after watching the video lecture?” and “If

yes, kindly give a brief summary about what you have learned while

watching the discussion.”, are presented. In the first inquiry, all

respondents but number 7 answered yes. This suggests that the given

video lecture was understood by most of the respondents. Additionally,

they provided a summary of the discussion for the second query which

supports the finding stated earlier. Every answer except 7’s lean to the

concept of limits.

Table 1.3. Responses in questions, “Does using video lectures have

any impact on you as a student?”, “In what ways or aspects has

the use of video lectures affected you in terms of studying Basic

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 50

Calculus?” and “Do you think that using video lectures affects you

in learning Basic Calculus positively or negatively?”

Responses

In what ways or aspects has the use of video Do you think

Does using lectures affected you in terms of studying Basic that using video

video lectures Calculus? lectures affects

Respondents
have any you in learning
Time
impact on you Motivation Mental Basic Calculus
Grades Management
as a student? to do tasks Health positively or
(Others)
negatively?

1 Yes / / / Positively

2 Yes / Positively

3 Yes / Positively

4 Yes / Positively

5 Yes / / Positively

6 Yes / Positively

7 Yes / Both

8 Yes / / Positively

9 Yes / Positively

10 Yes / Positively

11 Yes / / Positively

12 Yes / Positively
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 51

13 Yes / Positively

14 Yes / / / Positively

15 Yes / / Positively

16 Yes / / / Positively

17 Yes / / Positively

18 Yes / Positively

19 Yes / / / Positively

20 Yes / / Positively

21 Yes / / / Positively

Table 1.3 shows the responses of research respondents in

questions, “Does using video lectures have any impact on you as a

student?” and “In what ways or aspects has the use of video lectures

affected you in terms of studying Basic Calculus?”. It can be clearly

noticed that all respondents have answered yes in the first question.

This means that using video lectures have impacted every one of them

as a student. To be specific, a follow up question was also answered to

determine the aspects in studying Basic Calculus that were affected by

using video lectures. The responses are as follows:

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 52

1. Grades of respondents 1, 5, 6, 7, 8, 11, 14, 15, 16, 17, 19, 20,

and 21

2. Motivation of respondents 1, 2, 4, 5, 8, 9, 10, 12, 13, 14, 15,

16, 17, 18, 19, and 20 to do tasks

3. Mental health of respondents 1, 3, 11, 14, 16, 19, and 21

4. Time Management of respondent 21

From this, it can be expressed that the motivation of respondents to

do tasks in Basic Calculus is widely affected by the use of video

lectures. In contrary, it does not have much of an impact on their time

management. There is also a great impact on their grades, but not

greater than their motivation to do task. As for their mental health,

there is a good number of respondents that have it affected by the

said learning strategy.

On the other hand, the answers regarding the question, “Do you

think that using video lectures affects you in learning Basic Calculus

positively or negatively?” is also presented, in which all respondents,

answered positively, except number 7 who said both.

To further understand how the said learning strategy affected

their chosen aspects positively or both, the previous question is

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 53

followed through with another one which will be illustrated in the next

table.

It will show the responses on how the usage of video lecture in

studying Basic Calculus affects their chosen aspects in the previous

questions. This specifies what made the said learning strategy impacted

them positively or both as a student.

Table 1.4. Responses in the question, “Can you explain how video

lecture affects you (positively or negatively or both) in each of your

chosen aspect/s?”

Respondents Responses

Video Lectures provide me a chance to interpret what the speaker is

1 explaining in several times repeatedly with no limit so I can understand the

topic clearly.

Video Lectures show you visually how the process work on solving the

2 problems given and for me that's my preferred way of learning instead of

textbooks.

Mental health - I'm not sure, but personally studying with video lecture has a

3 positive impact on me, particularly in terms of my mental health. It enhanced

my self-esteem, encouraging me to keep trying.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 54

Motivation to do tasks - positively - it makes me want to answer my tasks

4
together with the video

I was able to learn more successfully by using video lectures. It affects me

5 positively. I have the impression that I am learning in a face-to-face setting

through video lectures.

Grades - positive - Through the use of video lectures, the lessons become

significantly easier to understand, as opposed to live online lectures or

6
modules which are prone to disconnection (for online classes) and/or

confusion and difficulty of understanding (for modules)

Grades - Video lecture helped me in terms of being able to solve the problem

which is positive since in this subject we need to analyze the given and answer

in terms of how the teacher taught it. In the negative side I usually don’t
7
remember most of the video since I was more focused on finishing the activity

and not understand the lesson more. Which was hard since one lesson

connects to the other. So I come back to that lesson and do it all again.

Grades, Motivation to do tasks - positive - It has affected my grades positively

as it helps me learn more and understand different calculus problems better

8 and as I gain knowledge through video lectures, I also become motivated to

do my tasks because I already understood how I can solve the given problems

in our assignments.

9 Motivation to do tasks - Positive - It motivated me

Motivation to do task - positive - it helped me answer difficult questions

10
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 55

Grades - positive, because it gives me further explanation about the topic and

help me on understanding parts I'm confused at.

11
Mental health - positive as it allows me to breathe, if I feel like that the topic

is already consuming my energy, I can just pause it and continue again when

I am ready."

I think that it affects me positively when it comes to having motivation to

understand the topic because usually, I find it difficult to understand how to

12
solve math problems if I'm only reading about it and there's no one to explain

it to me.

It positively affected me to motivate myself in tasks due to its clear explanation

13
that can help me in my tasks so I can answer it easier

Positive. When I watch videos related to the lecture, it was easier for me to

14 understand the lesson. Sometimes, it is better to watch lecture videos than

reading the lesson alone.

Positive - For me, I prefer to self-study, therefore video lectures are ideal

because they are effective learning, quick to access at any time, allow for self-
15
testing, and provide me the flexibility to spend time with lectures

It affected the way I learn lessons about Basic Calculus positively because I'm

able to grasp those lessons and also, such visual aids help me understand
16
more the sub concepts of those topics as well as the easier formulas that our

teachers don’t tell.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 56

Grades and motivation to do tasks - It helps me to get better grades in my

17
tasks and I can understand more the topic that motivates me to do my tasks.

Motivation to do tasks - positive *It affects me positively because sometimes

it is hard for me to follow our discussion. Hence, I used video lectures to learn
18
more and understand the lesson about Basic Calculus. With this, I will have

the motivation to do my task.

19 It gives you more knowledge about your topic

Grades and Motivation to do tasks - It is positive because the video I watched

was discussed carefully but it was also somewhat fast. Someone is talking
20
behind the video and the way he talks is clear so I can say that I can

understand his teachings.

Grades - positive I am able to focus more on the lecture and have a clearer

understanding of the lessons since I am not in constant fear of having my

name called out to recite or answer during the lecture.

21 Mental Health - positive Less stress since I can learn at my own pace and not

try hard to catch on the rest of our class.

Time Management - positive I have easy access to rewatch/review the part/s

of the lecture I missed to understand.

To present the gathered data, the researchers coded the

responses to determine its themes. The following are such, with its sub

topics.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 57

Positive effects to their grades and its causes

In this theme, respondents 1, 5, 6, 7, 8, 11, 14, 15, 16, 17, 19,

20, and 21 have the same idea of video lectures affecting their grades

positively. The reasons why such effects are happening to their chosen

aspects are also included.

Being able to understand lessons clearly and easily

According to their statements, improvements are done with their

academic performance as they are able to gain various insights about

the discussions easily and clearly. They know more about the lessons

and their confusions are clarified.

In the survey, respondent 8 stated: “It has affected my grades

positively as it helps me learn more and understand different calculus

problems better and as I gain knowledge through video lectures”. This

implies that their academic performance has become better as the said

learning strategy helped them in comprehending the lessons.

More knowledge about the topic can be gathered with video

lectures. “It affected the way I learn lessons about Basic Calculus
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 58

positively because I'm able to grasp those lessons”, number 16

supported.

To strengthen these outcomes, the researchers take the concepts

of Brecht’s (2012) research about learning from online video lectures

into consideration. They tackled about how using video lectures helped

their students improve their academic performance. Based on their

study, the grade distribution between the sample with videos and the

no-videos were significantly different, wherein that of samples with

videos were better.

Furthermore, the respondents wouldn’t be able to understand

the lessons clearly and easily without the traits that make it

comprehensible. Based on the respondents, the following causes video

lectures to be understood.

Being able to learn at own pace

Respondents 1, 11, 15 have the similar feeling that they

are able to absorb the lessons well because they can learn at their

own pace.
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 60

These individuals stated that they have enough time to

completely get to the bottom of the discussion with video lectures.

“It affected the way I learn lessons about Basic Calculus

positively because I'm able to grasp those lessons and also, such

visual aids help me understand more the sub concepts of those

topics as well as the easier formulas that our teachers don’t tell.,”

number 11 said.

Number 15 also shared about how video lectures provide

them flexibility to allocate or spend their time to apprehend it

deeply.

These findings can be also supported again by Brecht’s

(2012) study as it was stated there that “Video lectures give

students control of the lecture. Students can replay segments

and stop the lecture as they study to understand the content.

They can skip topic segments they understand. In effect, they can

adjust the instructor's delivery speed and topic selection to

match their individual learning pace and interests. They can view

the lecture when and where they study most effectively.”

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 61

Direct and Clear Visual Presentations

Moreover, some also stated that the utilization of visual

presentations in video lectures has helped in explaining what’s

being taught. Respondents 2, 5, 11, 16, and 20 shared the

thought that the method of discussions with video lectures

helped them in understanding well because of the presence of

direct and clear visual presentations.

Number 5 stated: “I was able to learn more successfully by

using video lectures. It affects me positively. I have the

impression that I am learning in a face-to-face setting through

video lectures.”, suggesting that lessons are discussed with

interactions to its viewers.

Seeing demonstrations on how to solve such problems

greatly aids students in clarifying the confusing parts of the

subject. With visual aids, students are able to follow instructions

easily.

Respondent 16 said: "It affected the way I learn lessons

about Basic Calculus positively because I'm able to grasp those

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 62

lessons and also, such visual aids help me understand more the

sub concepts of those topics as well as the easier formulas that

our teachers don’t tell.”.

Again, Brecht’s (2012) research reinforces these findings,

as their study includes that video lectures with a strong

presentation are most-learning effective.

Quick and Easy access

Furthermore, remembering discussions has become easier

with the video lectures as it is easy and quick to get into anytime

according to respondent 15.

A statement from respondent 7, in which they said: “…So

I come back to that lesson and do it all again.” is also an

implication that it is easy to review and come back for lessons

with this learning mode.

Brecht’s (2012) study also stated how portable are video

lectures, where students can access it whenever they want.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 63

Additionally, according to an article from iSpring (2021), it

affirms that with video lectures, students can learn anywhere

from their mobile devices: laptops, tablets or smartphones.

No network interruptions

Meanwhile, a lone respondent, 6, shared their experience

about how video lectures are much better to digest than in live

synchronous classes. They cited: “Through the use of video

lectures, the lessons become significantly easier to understand,

as opposed to live online lectures or modules which are prone to

disconnection (for online classes) and/or confusion and difficulty

of understanding (for modules)”. This implies that disadvantages

from real time discussions and modules aren’t common with

video lectures. No disconnections and complications are

experienced by the respondent.

Positive effects to their motivation to do tasks and its causes

Almost all of the respondents, specifically numbers 1, 2, 4, 5, 8,

9, 10, 12, 13, 14, 15, 16, 17, 18, 19, and 20, shared the same
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 64

sentiments about how using video lectures in their Basic Calculus

lessons positively affects their motivation to do tasks.

In the survey, their responses lean to the idea of being highly

motivated to finish their tasks. Some clearly explained as to why they

felt that way and it can be noticed that it is almost similar to the causes

of previous theme’s effects to their grades.

Being able to understand lessons clearly and easily

The view of the respondents aligns with each other as they

suggest that knowing completely about the lessons makes it easy to

answer the tasks that are given to them. Learning more about the

discussions assists them on what to do to solve the provided problems.

Answering questions are much easier which is why they are motivated

to finish their tasks.

Based on respondent 18’s answer, “It affects me positively

because sometimes it is hard for me to follow our discussion. Hence, I

used video lectures to learn more and understand the lesson about

Basic Calculus. With this, I will have the motivation to do my task.” It

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 65

can be inferred in this statement that the gaining knowledge increases

the will to immediately finish school works.

A statement from respondent 8 supports this. They said: “It has

affected my grades positively as it helps me learn more and understand

different calculus problems better and as I gain knowledge through

video lectures, I also become motivated to do my tasks because I already

understood how I can solve the given problems in our assignments.”.

Also, ways to ease difficult questions are obtained, which enables

them to answer and complete these. Number 10 says that they become

more encouraged to do tasks when solutions to such problems are

found.

“I think that it affects me positively when it comes to having

motivation to understand the topic because usually, I find it difficult to

understand how to solve math problems if I'm only reading about it and

there's no one to explain it to me.”, respondent 12 answered as well.

These findings can be supported by Kahrman’s (2016) research

about Efficacy of Math Video Tutorials on Student Perception and

Achievement as it tackled about the significant increase of self-efficacy

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 66

among students in answering math questions after using the video

tutorials. This means that the students in the study was more capable

and encouraged to determine the solutions of the problems given to

them.

Furthermore, the reasons for understanding lessons clearly in

this theme is similar as the previous ones. However, there are thoughts

that was stated by the respondents in this theme that wasn’t presented

in the other. The causes are as follows:

Direct and Clear Visual Presentations

With these features, step by step procedures on how to

solve a problem can be learned by students. A response from

respondent 4 which says: “It makes me want to answer my tasks

together with the video”, is an implication that seeing detailed

and clear instructions highly motivates them to finish their

assigned works.

“It positively affected me to motivate myself in tasks due to

its clear explanation that can help me in my tasks so I can answer

it easier”, respondent 13’s statement supports this finding.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 67

Concise presentations are also helpful in studying lessons

in Basic Calculus according to the answer of number 20. They

stated: “It is positive because the video I watched was discussed

carefully but it was also somewhat fast. Someone is talking

behind the video and the way he talks is clear so I can say that I

can understand his teachings.” This response suggests that

being direct to the point while presenting in video lectures makes

it faster for students to grasp the lesson’s concept, moving their

will to finish the tasks that were given to them.

According to an article by Koshy (2017), concise content is

likely to be read as it is more eye catching, easy to consume, and

engaging. This idea reinforces the previous statement.

Positive effects to their mental health and its causes

Based on the responses of respondents 1, 3, 11, 14, 16, 19, and

21, it can be summarized that all of them agrees to the idea of video

lectures affecting the mental health of students positively. On the

question, how it affects positively, similar answers with the previous

themes can be noticed. However, there are findings that were not stated

in the others. To specify those, the following paragraphs will be cited.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 68

Improved self-esteem

According to respondent 3, “I'm not sure, but personally studying

with video lecture has a positive impact on me, particularly in terms of

my mental health. It enhanced my self-esteem, encouraging me to keep

trying.” This statement refers that they look forward to know more

about the topic as they felt more confident in answering related

questions.

The absence of recitation has also helped responded 21 to focus

more on the lecture. They said: “I am able to focus more on the lecture

and have a clearer understanding of the lessons since I am not in

constant fear of having my name called out to recite or answer during

the lecture.”, which implies that some experiences anxiety in

synchronous classes due to recitations as they fear making mistakes.

Felicity’s (2018) research regarding, Speaking Anxiety and Its

Effects on Participation in Group Discussions in L2 Classrooms, backs

up the experience of respondent 21 on being scared of recitations. In

this study, the fear of making mistakes and apprehension about others

causes to raise the anxiety levels was discussed. With this, the

implication that followed the respondent’s experience is verified.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 69

Less stress

Being overwhelmed and stress can be also avoided when using

video lectures according to respondent 11. They stated: “It allows me to

breathe, if I feel like that the topic is already consuming my energy, I

can just pause it and continue again when I am ready." Their

experience presents that they have control over the time to study the

lesson.

Respondent 21 supports their idea by answering: “Less stress

since I can learn at my own pace and not try hard to catch on the rest

of our class.”, which indicates that they are not experiencing the fear of

missing out as they have control over the time to study effectively. This

implication was already included in the previous statements, where

Brecht’s (2012) study was involved, saying that students can adjust the

instructor's delivery speed and topic selection in video lectures to match

their individual learning pace and interests.

Positive effects in managing their time and its causes

Only respondent 21 shared their views and experiences on how

video lectures affect time management positively. They stated: “I have

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 70

easy access to rewatch/review the part/s of the lecture I missed to

understand.”. This indicates that they don’t have to allocate more time

in watching the whole video as they can skip to the parts where it is

unclear.

This again was already supported by the study of Brecht (2012)

wherein the fact that students can replay segments and stop the lecture

as they study to understand the content or can skip topic segments

that are clear to them is presented.

Negative effects to their grades and its causes

Respondent 7 is the only one who included a negative effect of

video lectures to their grades. They shared their experience where they

responded: “In the negative side I usually don’t remember most of the

video since I was more focused on finishing the activity and not

understand the lesson more. Which was hard since one lesson connects

to the other. So, I come back to that lesson and do it all again.”. It

implies that they use video lectures to solely complete their assigned

works and not learn the lesson deeply. This can be also inferred into

having low grades because of not being able to grasp the concept of a

topic, especially when it serves as a foundation for the other lessons.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 71

Table 1.5. Responses of respondents in the question “What are the

difficulties you encountered while using video lectures in studying

Basic Calculus?”

Respondents Responses

1 Internet Issues

2 None

3 None

4 None

5 None

6 Internet issues

7 I don’t take notes and keep forgetting how to do a certain formula.

8 I sometimes don't get their explanations and I find the lectures too fast

sometimes.

9 None

10 Slow Internet Connection

11 Internet issues and lecturers speak too fast.

12 There are some things that can only be understood if explained by the

teacher in face-to-face or online classes.

13 None

14 There are some videos that provide insufficient examples about the lesson.

15 Bad audio

16 Techniques are indifferent from what my teacher taught us.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 72

17 None

18 They used different methods or variables compared to the lessons I got in

my class.

19 Visuals were not presented clearly or the explanation is fast

20 Talks too fast and I need more example especially difficult examples since

our teacher in Basic Calculus gives difficult task.

21 Spending too much time skipping or searching for a specific part.

The following data show the summarized responses of the

respondents.

None

As reflected on the data above, respondents 2, 3, 4, 5, 9, 13, 17

stated that they experienced no difficulty in watching video lectures as

they answered “none” when asked if they encountered any strain in

studying Basic Calculus through video lectures.

Internet Issues

With the use of video lectures, several students experienced

negative issues in internet upon performing the new normal education.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 73

As mentioned by respondents 1, 6, 10 and 11, “internet issues”

and “slow internet connection” are the difficulties they encountered in

accessing the video lectures.

Fast Pacing

For students, being too fast in demonstrating the lesson could

also be a difficult thing for them. Respondents 8, 11, 19 and 20 shared

different perspectives about the difficulty they experienced.

According to respondent 8, “I find the lectures too fast

sometimes.” On the other hand, respondent 19 mentioned that the

explanation was too fast.

While respondents 11 and 20 shared the same stance as they

indicated that lecturers talked too fast and they found it difficult for

effective learning.

Lacked Clarity

Unclear information had been inevitable in online learning. With

this, respondents 8 and 12 have shared contrasting sentiment in the

aspect of absorbing precise learnings.

“I sometimes don't get their explanations,” respondent 8 stated.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 74

Moreover, according to respondent 12, “There are some things

that can only be understood if explained by the teacher in face-to-face

or online classes.”

In this case, respondents experienced lack of clarity in watching

video lectures that negatively affected them in studying.

Insufficiency of examples

Having good and enough examples of equation plays a big role in

learning through video lectures. And so, two respondents stated what

they think of this issue in learning.

According to respondent 14, “There are some videos that provide

insufficient examples about the lesson.”

Number 20 added: “I need more example especially difficult

examples since our teacher in Basic Calculus gives difficult task.

Inconsistency in the way of teaching

Students had a hard time in absorbing what the teacher is

teaching.

“Techniques are indifferent from what my teacher taught us,”

respondent 16 said.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 75

Hence, there is inconsistency happened in what was the way of

teaching as stated by the respondent.

Respondent 18 added that, “They used different methods or

variables compared to the lessons I got in my class.”

Bad Audio

In watching video lectures, audio can be one of the elements that

can either be a factor or an issue in learning, and it was stated by

respondent 15.

Unnecessary use of time

Through watching video lecture, respondent 21 stated that

“spending too much time skipping or searching for a specific part,”

which indicated that video materials could be time-consuming while

being unable to produce useful outcomes.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 76

Table 1.6. Responses of respondents in the question “What do

you think are the advantages of using video lectures in studying

Basic Calculus?”

Respondents Responses

1 The advantages of using it is because it can and would provide me a

chance to interpret what the Speaker is explaining in several times

repeatedly with no limit so I can understand the topic clearly, having that

benefit will help me in mastering a subject such as basic calculus.

2 You can look back if ever you forgot a key element of the discussion and it

helps you to understand it more fully.

3 Overall control of your working space.

4 It gives another chance to learners to listen to another lecture other than

the class lecture.

5 The advantage of video lectures in studying Basic Calculus is you can

watch it repeatedly when you have complications dealing with this subject.

6 It is easier to understand than live online classes and modules alone.

7 It helps us how to calculate a given equation.

8 Students have more access to education, it also gives great help to

students who does not understand a certain topic in their basic calculus,

and as a result, students are able to accomplish their assignments.

9 It is accessible any time as long as you have internet.

10 It helps me understand the part where I encounter difficulties.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 77

11 You can always go back if you became confused or forgot something about

the topic.

12 It helps give students motivation to learn, compared to just staring at the

modules and trying to understand the written words and numbers.

13 You can find many more techniques so you can answer any question

easier.

14 I think it will help a student to study or review the lesson anytime in a

more efficient way.

15 It is efficient and entertaining for me, and I can learn at my own pace.

16 It can help students understand the lessons better than the teacher-

students discussion itself.

17 I think the advantage of using video lectures in studying Basic Calculus is

it helps the student understand more the topic.

18 It is much easier and more efficient because I can repeatedly replay the

examples to understand the given problem.

19 It makes the lesson more understandable.

20 I think I can explore more lesson about it since they are giving examples

for us to understand the lesson. Also, it video provides strong visual cues.

21 In using video lectures in studying Basic Calculus, I can pause the video

lecture to let my mind have a moment to process and absorb all the

information from the lesson. I do not have to catch up on the pace of the

lesson since I am not very great at immediately catching up on a lesson, in

particular the complex ones. In terms of convenience, I can access the

lecture to watch it at any time of the day.

The following data show the summarized responses of the respondents.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 78

Look Back

Recalling a specific topic is necessary and had become a habitual

behavior for every student. Students looking back on a certain topic

had been found to be very advantageous on their parts.

Respondents 1, 2, 5 and 11 have common viewpoints about this

subtopic. They mentioned that they can always look back if ever they

forgot a specific topic and can watch repeatedly when having

confusions when learning.

Moreover, respondent 18 stated that, “It is much easier and more

efficient because I can repeatedly replay the examples to understand

the given problem.”

Control

According to respondent 3, “Overall control of your working

space,” is considered as beneficial in learning.

In addition, “I can pause the video lecture to let my mind have a

moment to process and absorb all the information from the lesson. I do

not have to catch up on the pace of the lesson since I am not very great

at immediately catching up on a lesson, in particular the complex

ones,” respondent 21 said.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 79

As what the respondents mentioned, they found it convenient to

have control over their lessons.

Easier to understand

As video lectures become substantially easier to learn, these

become useful in dealing with a certain subject.

According to respondents 6, 17 and 19, video lectures make the

lesson understandable.

“It can help students understand the lessons better than the

teacher-students discussion itself,” respondent 16 said. In short,

respondent found video material instructive more than anything else.

Respondent 13 stated that, “You can find many more techniques

so you can answer any question easier.” Through video materials,

students found the lesson easier to comprehend.

Accessibility of video materials

Some of the respondents have mentioned their thought about the

accessibility of learning materials in education.

According to respondent 8, “students have more access to

education.”
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 80

Respondent 9 supports the statement: “It is accessible any time

as long as you have internet.”

“I think I can explore more lesson about it since they are giving

examples for us to understand the lesson,” respondent 20 said. With

this being indicated, it gives the student the access to more the certain

lesson without any limitations.

Efficiency

Respondents 14 and 15 shared the same thought regarding the

advantage in video lectures which they described that the video

materials are more efficient to use in learning.

Having efficient video learning materials helps the respondent to

comprehend the lesson more, “It helps us how to calculate a given

equation,” respondent 7 said.

Respondent 12 added: “It helps give students motivation to

learn.”
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 81

Table 1.7. Responses in the question, “What improvements or

adjustments for video discussions are conceivable for a greater

understanding of the lesson?”

Respondents Responses

1 Maybe including divided parts, subtitles in the video will help students to

find what part of the video they need to master a topic.

2 Maybe improve the graphics to have clear sense of what is happening.

3 Site more examples for each problem.

4 More examples

5 It is preferable to have a clear discussion, clarity of examples, assessments,

and guidance to better grasp the course.

6 It could come with a simple handout (assuming it is given by a teacher)

that explains the lesson simpler than the given module, or some

recommended sites that the student can visit to clarify any confusion.

7 Real-life applications and in depth on how they got the answer.

8 Provide more examples and explanations for each.

9 Better editing and reduce unnecessary information.

10 None

11 Speak at the right pace so it would not be difficult to catch up.

12 Shorter length but more informative video discussions

13 None

14 I think it will depend to those who teaches on the video and for the

audience.
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 82

15 I suppose the audio and video quality may be improved. Overall, I believe

that the visual presentation should be improved in order to keep the

students entertained and not bored.

16 I think the visuals themselves. Seeing how problems are solved with my

two eyes is indeed handy and contributes to my greater understanding of

the lesson; so, maybe, improving them will be helpful.

17 Keep the video short and organize the video into chapters..

18 The conceivable adjustment for video discussions is to give a more detailed

explanation of the topic.

19 More examples

20 The Khan Academy should have someone who doesn't speak fast and who

can explain carefully and they should give a lot of difficult examples after

the introduction so I can answer what my teacher gave to us.

21 The processes or methods of solving the given problems should be

explained accurately and clearly - how they came up with that formula or

why should we do this to that, and the like. As much as possible, all

appropriate strategies for different forms of problems should be used as

examples in the video lecture. So, when it comes to the actual solving, the

students would not be confused and lost. They should also put a portion

where they give the students some problem exercises AND SOLVE the

same problems. So the students could know if their answers are correct,

and not just let them try to figure out on their own if they did the right

thing or not.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 83

Clear Presentation

Respondents 5, 14, 18 and 21 have different viewpoints regarding

the improvement of the said subtopic.

“Clear discussion and clarity of examples,” “detailed

explanation,” and “process of solving given problem should be

explained clearly” are the said factors to be improved in the aspect of

having clear presentation by the respondents of 5, 18 and 21.

According to respondent 14, “I think it will depend on those who

teach the video and on the audience.” Whereas, clarity of presentation

depends what kind of lecturer is in charge of.

Enough examples

Having sufficient examples is one of the factors that should be

improved on.

As mentioned by the respondents 3, 4, 7, 8 and 19, “more

examples” and “real-life applications” should be evident and improved

more in presenting video lecture.

None
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 84

Respondents 10 and 13 stated “none” when asked what

improvements or adjustments for video discussions are conceivable for

a greater understanding of the lesson.

Too fast

For students having lecturers who talk too fast is a challenge.

According to respondent 11, “Speak at the right pace so it would

not be difficult to catch up.”

Respondent 20 supports the statement: “The Khan Academy

should have someone who doesn't speak fast and who can explain

carefully…”

Quality of the video

In this case, majority of the respondents have shared the same

perspective on what certain improvements to do.

According to respondents 2, 9, 15 and 16 stated that graphics,

visuals and audio are the elements that have to be improve on.

In addition, respondents indicated that video should be shorter

and subtitles should be added on the video lectures.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 85

Table 1.8. Responses in the question, “Overall, what are your

experiences in using video lectures in studying Basic Calculus?”

Respondents Responses

1 Using Video Lectures have been positively benefiting me as a Student

because simple confusions while listening to the discussion may be

repeated without any limits to understand a topic clearly.

2 Overall it is enjoyable and my preferred way of learning my lessons.

3 Delightful

4 Good

5 I had a great experience using video lectures. I was able to comprehend the

lesson well.

6 It was alright; definitely easier to understand than just standard online

classes.

7 It was fine but irritating as well since I am not good in math I have

difficulties understanding the teacher so I resort to watching video lectures

online but sometimes I skip to the part where I want to know how to other

than watching the whole video lectures since for me I was wasting my time.

8 For a student like me who struggles with some of our lessons in basic cal,

video lectures are really helpful in giving me a better understanding and

grasp of lessons that I find hard to comprehend.

9 It helped me understand the topics better and easier

10 It's okay

11 Using video lectures has significantly assisted my understanding of the

lessons, especially that I am a learner who struggles to understand

concepts quickly.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 86

12 It helped me understand why certain steps are need to be done to solve the

given math problems.

13 In using Video lectures it made me have a better understanding of the

given topic in the video and the subject.

14 For me it was a good experience because there are times that I was able to

understand a lesson on the videos than the module.

15 I had both negative and positive outcomes, however using video lectures

really helped me digest the topic in depth, and I preferred learning by

myself.

16 I think using video lectures is an effective way to convey lessons, especially

in subjects like Basic Calculus wherein thorough discussion is needed for

the students to understand the concepts very well. In addition, it made my

workload easier to do since I'm able to, somehow, understand the lessons,

especially when our professor is unable to meet us.

17 My experience in using video lectures in studying Basic Calculus is that it

helps me a lot while answering my tasks in Basic Calculus.

18 Based on my experience, I will use it if needed because if you focus and

always use the video lectures, it will be hard to follow in your discussion.

19 It helps me a lot

20 It is kind of good because they still give their efforts to teach us.

21 Overall, it is great. I can understand the lessons better than using only the

handouts.

Convenience
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 87

Some perspectives indicated how their overall experience with the

used learning strategy.

Respondents 1, 17, 18 and 19 mentioned that it benefited them

and was very helpful when it comes in dealing with the Basic Calculus

lesson.

While on the other side of the responses, respondents 8, 9 and

12 gained a better understanding of the specific topic.

Respondent 4 supports the thought: “In using Video lectures it

made me have a better understanding of the given topic in the video

and the subject.”

Moreover, respondent 16 indicated that using video lectures is

an effective way to convey lessons.

Good experience

Several respondents said that they found video lectures good,

enjoyable and great.

Respondents 2, 3, 4, 6, 7, 10, 20, and 21 shared the same

perspective about their overall experience in using video lectures in

studying Basic Calculus.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 88

According to respondent 5, it had been a great experience to use

video lectures and because of this approach, the respondent was able

to comprehend the lesson well.

In addition, respondent 14 stated that it was a wonderful

experience because it was easier to understand the lesson on the videos

than on the module.

2. On the experiences of using self-learning modules in studying

Basic Calculus

In this part, the answers from the questions regarding the

utilization of self-learning modules in studying Basic Calculus are

discussed. The experiences of respondents in using the said learning

strategy are presented.

Table 2.1. Responses in the questions, “Are you using learning

modules in studying Basic Calculus?”

Respondents Responses

1 Yes

2 Yes
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 89

3 No

4 Yes

5 Yes

6 Yes

7 Yes

8 Yes

9 Yes

10 Yes

11 Yes

12 Yes

13 Yes

14 Yes

15 Yes

16 Yes

17 Yes

18 Yes

19 Yes

20 Yes

21 Yes

Table 2.1 shows the responses of the respondents about the

question, “Are you using learning modules in studying Basic

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 90

Calculus??”. It can be seen that the all respondents, except 3, have

answered yes which implies that most of these individuals have already

been using self-learning modules to learn about the subject.

Table 2.2. Responses in questions, “Have you gained any insight

after reading the provided learning module?” and “If yes, kindly

give a brief summary about what you have learned while reading

the learning module.”

Responses

Have you gained

any insight after

Respondents reading the If yes, kindly give a brief summary about what you have learned

provided while reading the learning module.

learning

module?

Yes I learned about how Limits describe how a function behaves near

1 a point as well as several computations that may lead me on

getting answers in several problems.

2 No N/A

3 No N/A

4 No N/A

5 Yes I have learned about how to solve limits of a function.

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 91

Yes It usually gives a detailed discussion on the lesson and a few

6
activities for the student to try

7 No N/A

Yes I learned what limits are and how I can determine what are the
8
limits of a function through graphs.

9 Yes I learned about limits

10 No N/A

Yes It is about limits where it don't depend on the actual value of the

function at the limit but rather the values approaching to it. I also

11 learned that a limit must be the same from the both sides. If they

doesn't approach the same value from the both sides, it can be

concluded that the limit does not exist.

Yes I was able to learn some things about the topics if i read it over

12 and over again but I am only able to understand and really digest

the information when the teacher explains it.

13 Yes It gives me a full explanation and run down of the whole topic

Yes The module was about limits describing the behavior of a function
14
as it approaches a point.

Yes Limits occur when a value of a function approaches the output for

the given input, and its concept of a limit serves as the foundation.

15 Limits are not affected by the actual value of the function at the

limit. They describe how the function acts when it approaches its

limit.

No N/A
16
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 92

Yes I've learned that the value that a function approaches gets closer
17
and closer to some number.

Yes I learned about the limit and how to analyze and know the limit of
18
a function.

19 Yes It is also about limits

Yes Limits explain the performance of a function near a point rather

20 than at that point. Same as the video lecture, it teaches us to do

graph of the limits.

When we talk about limits, we do not talk about a function at a

value of x. Instead, we want to be indefinitely close to the value of

21 Yes x to describe how a function behaves. We can say that the limit

of a function exists when the same value of y is approached from

both positive and negative sides. Otherwise, it does not exist.

In this table, the answers of respondents regarding questions,

“Have you gained any insight after reading the provided learning

module?” and “If yes, kindly give a brief summary about what you have

learned while reading the learning module.”, are presented. In the first

inquiry, few respondents have answered no. Specifically, these are

numbers 2, 3, 4, 7, 10, and 16. Apart from these respondents, all have

answered yes. This data suggests that not everyone is able to

comprehend what is on the self-learning module. Meanwhile, the

respondents who have said that they’ve gained insights after reading
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 93

the self-learning modules also provided a summary provided a

summary of the discussion for the second query, which is a follow up

question for the previous one. The idea of their answers aligns with

each other. It states that these individuals have learned about the

concepts of limits.

Table 2.3. Responses in questions, “Does using self-learning

modules have any impact on you as a student?”, “In what ways or

aspects has the use of self-learning modules affected you in terms

of studying Basic Calculus?” and “Do you think that using learning

modules affects you in learning Basic Calculus positively or

negatively?”

Responses

Does using In what ways or aspects has the use of self-learning Do you think

self- modules affected you in terms of studying Basic that using

Respondents learning Calculus? learning

modules Comprehe modules affects

Motivation Mental Learning
have any Grades nsion you in learning
to do tasks Health (Others)
impact on (Others) Basic Calculus
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 94

you as a positively or

student? negatively?

1 Yes / / / Negatively

2 Yes / Negatively

3 Yes / Negatively

4 Yes / Positively

5 Yes / / Negatively

6 Yes / Positively

7 Yes / Both

8 Yes / / Both

9 Yes / Negatively

10 Yes / Positively

11 Yes / Positively

12 Yes / Negatively

13 Yes / Positively

14 Yes / / / Positively

15 Yes / / Both

16 No

17 Yes / / Both

18 Yes / Both

19 Yes / Positively
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 95

20 Yes / / Negatively

21 Yes / / / / Both

Table 2.3 shows the responses of research respondents in

questions, “Does using self-learning modules have any impact on you

as a student?” and “In what ways or aspects has the use of self-learning

modules affected you in terms of studying Basic Calculus?”. It is

presented that most respondents have answered yes in the first

question implying that using self-learning modules have impacted

them. However, number 16 is the only one who have answered no to

this question. To gather more insight, a follow up question was also

answered to determine which aspects were affected in studying Basic

Calculus by using self-learning modules. The responses are as follows:

1. Grades of respondents 1, 5, 6, 7, 8, 11, 12, 13, 14, 15, 17, 19,

20, and 21

2. Motivation of respondents 1, 2, 3, 4, 5, 8, 9, 10, 12, 13, 14,

15, 17, 20 and 21 to do tasks

3. Mental health of respondents 1, 14, and 21

4. Comprehension of respondent 21

5. Learning of respondent 18
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 96

From this, it can be expressed that the motivation of respondents to

do tasks in Basic Calculus is widely affected by the use of video

lectures. In contrary, it does not have much of an impact on their

learning and comprehension. There is also a great impact on their

grades, but not greater than their motivation to do tasks. As for their

mental health, few respondents that have it affected by the said

learning strategy. Additionally, respondent 16, expressed that using

modules in studying Basic Calculus didn’t affect them as a student.

Meanwhile, the answers regarding the question, “Do you think

that using learning modules affects you in learning Basic Calculus

positively or negatively?” is also presented. It is shown that responses

were diverse as words positively, negatively and both have appeared. To

be precise, the answers of the respondents are as follows:

1. Numbers 1, 2, 3, 5, 9, 12, and 20 have said that they were

affected negatively.

2. Numbers 4, 6, 10, 11, 13, 14, and 19 have said that they were

affected positively.

3. Numbers 7, 8, 15, 17, 18, and 21 have said that they were

both affected negatively and positively.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 97

Also, number 16 has taken a stand again that they are not affected as

a student by the said learning mode.

With this, it can be derived that the respondents divided equally

between negative and positive. The respondents who answered both

lacks another respondent to be similar with the numbers of the other

sides.

Moving on, to further understand how the usage of self-learning

modules in studying Basic Calculus affects their chosen aspects in the

previous queries. The previous question is followed through with

another one which will be illustrated in the next table. This determines

the reasons on how the said learning strategy impacted them negatively

or positively or both as a student.

Table 2.4. Responses in the question, “Can you explain how self-

learning module affects you (positively or negatively or both) in

each of your chosen aspect/s?”

Respondents Responses

Self-learning module may be easy to rewind and skim on, self-interpretation

1
is the only thing we can rely on to understand a topic using modules. For me,
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 98

having no one explaining a topic is not very hard to interpret but if a confusion

occurs, there is no one to rely on to explain the issue.

It negatively affects my will to study because it drains my energy to read every

2
single text just to understand a single concept.

Motivation to do tasks - I just prefer the video lecture than the module which
3
why it affected me negatively.

4 Motivation to do tasks - positively - same explanation as the previous one

Module is a little harder to understand than video lessons. For me, studying

with modules had a negative impact. Written explanations are insufficient for
5
understanding, especially for people who lack the ability to understand basic

calculus.

Grades - positive - Logically, I would not be able to pass my studies if I had

6
no reference to look at, so it has helped me a bit with my grades

Grades - I answered both since there are positive and negative of the self-

learning module. For me this slm was easy to understand since all the notes

are in one place an I can open it anytime but the negative of it I sometimes
7
don’t understand how they got that answer after reading it a couple of times.

So I was annoyed that I just resort to watching video lectures which is also

difficult to me.

Grades and motivation to do tasks - both - self-learning modules help me

8 understand the lessons better but some of their examples also confuse me

sometimes which affects my motivation to do my tasks negatively.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 99

Motivation to do tasks - Negatively - Reading many symbols and numbers

9 overwhelms me a little, this is why I often skip reading modules and prefer

watching video lectures instead.

10 Motivation to do task - positive - most explanation are found on module

grades - positively, because it helps my practical understanding and is also

11
flexible to utilize.

Self-learning modules seems to affect my grades in a negative way since I am

12 not very good in math and I find it difficult to understand when it is not

explained to me.

It positively affects my grades, because of it I can fully understand the topic

13
on my own pace

Positive. Modules are useful when it comes to the formulas needed for the

14 lesson. It helps me to easily distinguish them

positive-Learning materials assist me in processing the topic.

15
negative- For me to analyze a particular topic, I prefer visual representations

such as video lectures.

I don't see any implications about using self-learning module so that is why I
16
commended it rated it positively.

Grades and motivation to do tasks - It helps me to answer my tasks and I can

17 use it to review for our quiz, but sometimes I don't understand what is written

in the module, so I need to watch some video lectures.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 100

Mental Health - Both *It affects both positively and negatively because it helps

18 me to learn by myself, but at the same time, it makes it hard since there are

chances that I don't understand the given lesson.

19 It gives the formulas I needed

Grades and Motivation to do tasks - It is both negative and positive. It is

20 negative because it lacks explanation but also positive because the module

has a lot of examples.

Grades - positive Better academic performance since they help me understand

the processes of solving problems. There are also definitions and explanations

of the things related to the lesson.

Grades - negative Some parts of our quizzes are not present or included in the

self-learning modules, that is why most of the time, I am clueless on how to

solve some given problems, leading me to get low scores in tasks and quizzes

21 Motivation to do tasks - negative Seeing the amount of information I must

study is overwhelming.

Mental Health - positive They are technically the summarized version of an

hour-long discussion, so learning using them is very flexible.

Mental Health - negative At times, I can't understand the modules no matter

how hard I try and how many times I read, which gives me a lot of stress

.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 101

Comprehension - positive The SLMs are full of information. They clear away

my confusion about some of our lessons.

Comprehension - negative Some steps are hard to follow because there are no

explanations in the module. Occasionally, the information they provide makes

things more complicated.

These experiences are presented below with the themes and sub

themes that were generated after coding.

Positive effects to their grades and its causes

In this theme, respondents 6, 11, 13, 19, and 21 all agreed that

self-learning modules had a good impact on their grades. The reasons

behind their chosen traits were also examined below with some sub-

topics.

Visual References

In this survey, some respondents stated that the utilization of

visual references from books and learning modules has helped them to

understand more about the topic being discussed. According to

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 102

Respondent 6, “Logically, I would not be able to pass my studies if I had

no reference to look at, so it has helped me a bit with my grades”.

Visual references help to break down information into

manageable chunks that are easier to absorb. Respondent 19 also

stated that, “Learning modules helped in my studies as it gives the

formulas I need”.

Easy to access and use

Moreover, several respondents find self-learning modules as

quick and easy to access. According to Number 11, “It affects me

positively, because it helps my practical understanding and is also

flexible to utilize.”

Respondent 19 mentioned that, “Learning modules helped in my

studies as it gives the formulas I need”. “Reviewing and understanding

lessons has become easier since all the notes are in one place and I can

open it anytime”, according to respondent 7.

Furthermore, based on respondent 14’s statement, “Modules are useful

when it comes to the formulas needed for the lesson. It helps me to

easily distinguish them”.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 103

These statements implies that that it is easy to utilize and review

previous lessons with this learning mode.

Learn at own pace

Respondent 13 said that “It positively affects my grades, because

of it I can fully understand the topic on my own pace”. With this

statement being mentioned, it is evident that they are able to grasp and

understand the lesson well due to the fact that they can learn at their

own pace.

Helps in understanding the lesson

Based on their statements, understanding more about the

lessons allows them to easily answer the tasks given to them related to

the topic.

Respondent 21 said: “Better academic performance since they

help me understand the processes of solving problems”. There are also

definitions and explanations of the things related to the lesson.” There

are also definitions and explanations of the things related to the

lesson”.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 104

With these findings, it is clear that learning more about the

lesson helps them decide what to do to solve the problems given to

them.

Positive effects to their motivation to do tasks and its causes

Based on the responses of respondents 1, 10, 14, 15 and 19, it

concludes that all of them agrees about how using self-learning

modules in their Basic Calculus lessons positively affects their

motivation to do task. The reasons behind their chosen traits were also

examined below with some sub-topics.

Easy to access and use

Learning more about the topics can help them figure out how to

answer the questions they've been given. Some respondents stated that

solving problems are much easier which motivates them to do their

tasks.

According to Respondent 10, “Most explanation is found on

module”. Moreover, respondent 14 said that: “Modules are useful when

it comes to the formulas needed for the lesson. It helps me to easily

distinguish them which gives me motivation to do my task”

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 105

Respondent 19’s answer was also similar in which it’s stated that

it gives the formulas he/she needed.

Positive effects to their mental health and its causes

Respondents 21 and 14 agreed that utilizing self-learning

modules in their Basic Calculus classes has a favorable impact on their

mental health. The reasons behind their chosen traits were also

examined below with some sub-topics.

Less stress

According to respondent 21, “They are technically the

summarized version of an hour-long discussion, so learning using them

is very flexible.”, which indicates that they are less stressed reading and

using learning modules rather than watching an hour-long discussion.

“The SLMs are full of information. They clear away my confusion about

some of our lessons.”, he added.

Additionally, respondent 14 stated that, “Modules are useful

when it comes to the formulas needed for the lesson. It helps me to

easily distinguish them”. This saves time and effort because you can

easily distinguish between formulas, especially in the learning module.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 106

Negative effects to their grades and its causes

In this theme, several factors affecting the learner’s grades were

presented. Respondents 1, 5, 12 and 21 shared their experiences with

regards to this topic.

Difficulty in Understanding

One of the issues encountered by students in this learning

method is the unclear and confusing parts in the material. Respondents

5 and 12 gave their own perspectives with regards to this sub-topic.

According to Respondent 5, “Module is a little harder to

understand than video lessons. For me, studying with modules had a

negative impact”. “Written explanations are insufficient for

understanding, especially for people who lack the ability to understand

basic calculus.” , he added.

To support this claim, Respondent 12 stated that: “Self-learning

modules seems to affect my grades in a negative way since I am not

very good in math and I find it difficult to understand when it is not

explained to me.”
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 107

From it, it can be concluded that the grades of learners were

widely affected due to the difficulty in comprehending lessons being

experienced.

Self-interpretation

Learners frequently struggles to understand certain lessons due

to the fact that they are totally responsible for themselves and no one

is present to provide clarification if any aspects are confusing.

“Self-learning module may be easy to rewind and skim on, self-

interpretation is the only thing we can rely on to understand a topic

using modules. For me, having no one explaining a topic is not very

hard to interpret but if a confusion occurs, there is no one to rely on to

explain the issue.”, Respondent 1 said. This indicates that even though

they can learn at their own pace, confusion and challenges were still

inevitable and they will still need a guide to avoid these difficulties.

Lack of Information

Another cause was the insufficiency of information contained in

the learning material. Respondent 21 said that: “Some parts of our

quizzes are not present or included in the self-learning modules, that

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 108

is why most of the time, I am clueless on how to solve some given

problems, leading me to get low scores in tasks and quizzes”, which is

clearly happening nowadays, particularly in complex subjects wherein

some questions are not discussed or are not present in the learning

material.

Negative effects to their motivation to do tasks and its causes

Based on the responses of respondents 1, 2, 3, 9 and 21, it

concludes that all of them agrees about how using self-learning

modules in their Basic Calculus lessons negatively affects their

motivation to do task. The reasons behind their chosen features are

also discussed below, along with several sub-topics.

No Direct Assistance

Based on the Respondent 1’s statement wherein he/she said,

“self-interpretation is the only thing we can rely on to understand a

topic using modules. For me, having no one explaining a topic is not

very hard to interpret but if a confusion occurs, there is no one to rely

on to explain the issue.”, it can be expressed that the lack of guidance

reduces learner’s incentives to complete their assigned tasks. Having

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 109

no one to explain the topic, students may struggle to understand

particular lessons, making them reluctant to complete their

assignments.

Too much text

Crammed information is also a factor that affects a learner’s

motivation to accomplish their tasks. According to Respondent 2, “It

negatively affects my will to study because it drains my energy to read

every single text just to understand a single concept.”.

Overwhelming

Furthermore, both Respondent 9 and 21 shared the same

concept and reasons. “Reading many symbols and numbers

overwhelms me a little, this is why I often skip reading modules and

prefer watching video lectures instead., Respondent 9 stated.

On the other hand, Respondent 21 mentioned that “Seeing the

amount of information I must study is overwhelming.”

Preferences
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 110

Lastly, Respondent 3 stated that:” I just prefer the video lecture

than the module which why it affected me negatively.” This completely

shows how their preferences influence the learner’s will to study and

do their tasks.

Negative effects to their mental health and its causes

Only respondent 21included a negative effect of learning modules

to their mental health. They shared their experience where they

responded: “At times, I can't understand the modules no matter how

hard I try and how many times I read, which gives me a lot of stress”.

From this, it can be expressed that using learning modules can also

cause a lot of stress, especially if you struggle in understanding a

certain lesson.

Both positive and negative effects to their grades and its causes

Respondents 7, 8, and 20 shared their own perspective within

how the utilization of self-learning modules affected them, particularly

their grades, both positive and negatively.

“I answered both since there are positive and negative of the self-

learning module. For me this slm was easy to understand since all the
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 111

notes are in one place an I can open it anytime but the negative of it I

sometimes don’t understand how they got that answer after reading it

a couple of times. So I was annoyed that I just resort to watching video

lectures which is also difficult to me”, Respondent 7 said.

Meanwhile, Respondent 8 mentioned that self-learning modules

help him/her to understand the lessons. However, some of the

examples and explanations confuse them which is why they usually

lose the will to accomplish their assignments, which also affects the

learner’s grades.

To add, according to Respondent 20, “It is both negative and

positive. It is negative because it lacks explanation but also positive

because the module has a lot of examples. “

Both positive and negative effects to their motivation to do tasks

and its causes

In this theme, Respondents 8, 15, 17, and 20 expressed their

thoughts with regards to the use of self-learning modules and how it

influenced their motivation to finish their tasks, both positive and

negatively. This section contains some responses from other themes.

However, other respondents with various points of view were included.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 112

According to Respondent 15, “Learning materials assist me in

processing the topic. However, for me to analyses a particular topic, I

prefer visual representations such as video lectures.”

Respondent 17 also stated that: “It helps me to answer my tasks

and I can use it to review for our quiz, but sometimes I don't understand

what is written in the module, so I need to watch some video lectures.”

This factor leaves them no choice but to watch some video lectures in

order to comprehend the lesson, which also influence their motivation

to complete their work.

Moreover, Respondent 8 mentioned that self-learning modules

help him/her to understand the lessons. However, some of the

examples and explanations confuse them which is why they usually

lose the will to accomplish their assignments.

Both positive and negative effects to their mental health and its

causes

Only Respondent 18 included both negative and positive effect of

self-learning modules to their mental health. “It affects both positively

and negatively because it helps me to learn by myself, but at the same

time, it makes it hard since there are chances that I don’t understand
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 113

the given lesson.”, he/she mentioned. From this, he expressed how it

influenced his mental health both positively and negatively. This

approach encourages individual learning, but it can also be

problematic, particularly if you don't grasp the lesson very well.

Table 2.5. Responses of respondents in the question “What are the

difficulties you encountered while using learning modules in

studying Basic Calculus?”

Respondents Responses

As said in the previous question, we can only rely on ourselves to interpret

1 the topic instead of having someone explain it in front of you as well as the

extra effort of reading the whole thing.

2 Understanding the text

3 Some part are confusing

4 N/A

I wasn't able to understand it when reading it once, unlike video lessons, it

5
explained the lesson more effectively.

Sometimes, the text in the module is a bit hard to understand, and compared

6 to a video lecture or online classes, it feels like there's way too much

information crammed into the few pages that the module has

7 Difficulties in understanding since I am learning it by myself.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 114

Some of the examples in the modules are confusing and I also find it harder
8
to understand a lesson when it is not explained to me orally.

Reading many symbols and numbers overwhelms me a little, plus the module
9
can be confusing sometimes.

10 There are times where I can't understand the flow of the solution

excessive amounts of information that can be complicated to understand and

11
cause confusion.

It doesn't motivate me to study, and it confuses me sometimes and I find

12
it a little hard to understand.

13 N/a

I think the difficulties I encountered is the lack of examples and the lesson
14
was a bit hard to study if you just read it.

15 Modules are not always detailed enough for me to fully grasp the topic.

16 N/A

Sometimes I don't understand what is written in the module, and I prefer

17
using video lectures for studying Basic Calculus.

The difficulties that I experienced when using a self-learning module were that

18 it was hard for me to understand some concepts and formulas since no one

was explaining them to me to comprehend them.

19 Sometimes I can't understand the steps

20 Lack of explanation and difficult examples.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 115

The examples are inadequate for the difficulty of the problems given in our

21 tasks. Most of the time, SLMs do not include complex problems as examples,

as these problems appear in tasks given to us.

The following data show the summarized responses of the respondents.

Confusing Information /Difficult to understand

Unclear and confusing information is one of the difficulties

encountered by students in this learning mode while studying Basic

Calculus. Several respondents shared their own perspective about the

difficulties they’ve experienced.

“Some of the examples in the modules are confusing and I also

find it harder to understand a lesson when it is not explained to me

orally.”, respondent 8 said.

Respondent also 6 stated that: “Sometimes, the text in the

module is a bit hard to understand, and compared to a video lecture or

online classes, it feels like there's way too much information crammed

into the few pages that the module has”

“There are times where I can't understand the flow of the

solution”, Respondent 10 said

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 116

Moreover, Respondent 5, 17, and 19 expressed the same opinion

on how they don’t understand what written the learning module, which

is why they prefer using video lectures for studying Basic Calculus.

No-direct Assistance

Students often had a hard time understanding the lessons,

especially in this learning mode, since they are solely reliant on

themselves and no one is available to provide clarification if any parts

are unclear.

According to Respondent 1, “As said in the previous question, we

can only rely on ourselves to interpret the topic instead of having

someone explain it in front of you as well as the extra effort of reading

the whole thing.” On the other hand, Respondent 7 stated, “Difficulties

in understanding since I am learning it by myself.”

Moreover, according to Respondent 18, “The difficulties that I

experienced when using a self-learning module were that it was hard

for me to understand some concepts and formulas since no one was

explaining them to me to comprehend them.”

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 117

Crammed Information

Based on the responses, crammed information is one the reasons

of confusion among the respondents in studying Basic Calculus.

According to Respondent 9, “Reading many symbols and

numbers overwhelms me a little, plus the module can be confusing

sometimes.”

Respondent 11 also shared the same perspective as he/she

stated: “Excessive amounts of information that can be complicated to

understand and cause confusion.”

Lack of Examples

Having good and enough examples plays a big role in learning

through self-learning modules. With this, Respondent 14 shared

his/her side about this learning issue.

“I think the difficulties I encountered is the lack of examples and

the lesson was a bit hard to study if you just read it.”, Respondent 14

said.

Difficult Examples
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 118

As mentioned earlier, when it comes to self-learning modules,

having comprehensible and sufficient examples is necessary. Both

respondents 20 and 21stated their perspective in this aspect.

As mentioned by Respondent 21, “The examples are inadequate

for the difficulty of the problems given in our tasks. Most of the time,

SLMs do not include complex problems as examples, as these problems

appear in tasks given to us.”

“Lack of explanation and difficult examples.”, Respondent 20

said.

Overwhelming

According to the survey, too much text was overwhelming to

other respondents, making them unmotivated. With this, two

respondents shared their own opinion about this issue in learning.

According to Respondent 12, “It doesn't motivate me to study,

and it confuses me sometimes and I find it a little hard to understand.”

Moreover, ““Reading many symbols and numbers overwhelms me

a little, plus the module can be confusing sometimes.”, Respondent 9

stated.

None
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 119

Based on the data presented in the previous pages, Respondents

4, 13, and 16 claimed that they had no trouble using learning modules

when asked if they had any difficulty studying Basic Calculus with self-

learning modules.

Table 2.6. Responses of respondents in the question “What do you

think are the advantages of using learning modules in studying

Basic Calculus?”

Respondents Responses

Nothing, extra hard work and effort on reading but it provides a free chance

1 of learning instead of being locked in a video with someone explaining it to

you.

2 Much more compact

3 For others, it may have an advantage but for me personally none.

4 Same as the previous one

5 It is more flexible for them to study using modules.

It is a somewhat helpful reference to look back to when I am forget certain

6
parts of the lesson

7 Has an in depth explanation on how they got the answer

Since we are in a pandemic, I think it helps the students to continue

8
their education without risking their health and safety.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 120

9 It is accessible any time as long as you have internet

10 It doesn't require internet and it is more accessible.

11 More practical and flexible to use

There are some topics or easy topics that can be learned using modules and
12
doesn't need much explanation for you to understand.

You can find a full explination and you can make your intrepretation to better
13
understand the topic in your own way

Its advantage is it helps those students who cannot access the internet to
14
study Basic Calculus, so they will use modules instead.

It allows students to pace themselves and increases the applicability of

15
instructional materials.

It makes students learn at their own pace as well as their own capabilities to
16
solve problems, which is in my preference, is a good thing.

The advantage of using learning modules in Basic Calculus is it easy to access

17
anytime and students learn at their own pace.

The advantages of self-learning modules are that I can be myself while

18
learning, making learning more accessible.

19 No distractions

I think I can explore more lesson about it since they are giving examples for

20 us to understand the lesson. Also, they should give more explanation and

examples.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 121

They are packed with basic information that must be learned for a lesson.
21
They are also easy to access.

The following data show the summarized responses of the respondents.

Compacted information/In depth explanation

Self-learning modules come in handy in studying Basic Calculus

as it contains compacted and detailed information.

According to Respondent 20, “I think I can explore more lesson

about it since they are giving examples for us to understand the lesson.

Also, they should give more explanation and examples.”

“It has an in-depth explanation on how they got the answer”,

Respondent 7 stated. With this, students can easily comprehend the

lessons from the learning module.

Meanwhile, Respondent 2 stated: “It is much more compact”.

Another Source of Information/Reference

Learning modules can also be an excellent source of information,

particularly when dealing with difficult formulas and equations. Both

Respondents 4 and 6 shared the same sentiment in this sub-topic.

“It is a somewhat helpful reference to look back to when I am

forgetting certain parts of the lesson”, according to Respondent 4.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 122

Practical/Flexible

Learning modules become useful in dealing with certain subjects

as they become more practical and flexible to use. Several respondents

expressed their thoughts on the accessibility of learning materials in

education.

According to Respondents 5, 9, 10, 11 and 18, it is easy to access

anytime and it doesn’t require internet (Printed), making it learning

more accessible to students.

“They are packed with basic information that must be learned for

a lesson. They are also easy to access.”, Respondent 21 said.

Moreover, according to Respondent 17, “The advantage of using

learning modules in Basic Calculus is it easy to access anytime and

students learn at their own pace.” With this in mind, it is clear that

learning modules are quite valuable in terms of studying certain

subjects especially for those who lacks internet access.

Continue Studying without Health Risks

Respondent 8 mentioned his/her thoughts on the present

situation and how the utilization of learning modules allows students

to continue learning despite the pandemic.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 123

“Since we are in a pandemic, I think it helps the students to

continue their education without risking their health and safety.”,

respondent 8 stated.

Learns at own pace

Based on Respondents 13, 15, 16, 17 and 18 statements, the use

of learning modules allows students to pace themselves and increases

the applicability of instructional materials.

“It makes students learn at their own pace as well as their own

capabilities to solve problems, which is in my preference, is a good

thing.”, Respondent 16 said.

To support this claim, Respondent 13 mentioned: “You can find

a full explanation and you can make your interpretation to better

understand the topic in your own way”.

None

Based on the data presented above, both Respondents 1 and 3

claimed that there were no advantages for them when using learning

modules in studying Basic Calculus.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 124

Table 2.7. Responses in the question, “What improvements or

adjustments for self-learning modules are conceivable for a greater

understanding of the lesson?”

Respondents Responses

1 Adding several problems to solve and providing the solution to it will be a

nice challenge will reading the module to learn the topic fully.

2 Graphically pleasing for easy understanding

3 n/a

4 More examples of different situations

5 The adjustment using self-learning modules is that I was able to understand

the lesson on my own, but it took me more time to comprehend it well.

6 Make it have less information crammed in a single page; fix the format of the

modules, since sometimes the text in the modules look broken (text out of

line, figures overlapping on text, etc)

7 Voice memos to make someone know that they are not learning it by

themselves.

8 include more explanations and examples of problems.

9 Adding a brief summary at the end of each lesson can maybe help students

understand the lessons better and easier.

10 -

11 For a better understanding of the lesson, there should be more examples

and graphic representations.

12 More thorough explanation and more different examples of computations.

13 Simplify or summarize some explinations

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 125

14 I think it would be better if they will explain the lessons more and provide

sufficient examples related to the lesson.

15 More extensive discussion would help me understand the matter better.

16 none

17 Avoid unfamiliar words, which will be difficult for others to understand.

18 I think the adjustment for conceivable self-learning modules is to give a more

detailed explanation and examples for the given topic.

19 Deeper explanations

20 More brief explanations and examples because my teacher gives difficult

tasks so I need to be ready for the difficulties I will be encountered.

21 Make the materials visually appealing or something that is not too

overwhelming in the eyes. They should provide examples of different forms

of problems as many as possible.

More examples

Having good and enough examples play a big role in learning with

self-learning modules. When it comes to the enhancements and

changes with this learning mode, respondents 1, 4, 8, 11, 12, 14, 15,

18, 20, and 21 shared the same concept.

As mentioned by these respondents, “more thorough

explanations” and “more examples in different situations” should be

implemented and improved more in self-learning modules for a greater

understanding of the lesson

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 126

Better Layout

Respondents 2 and 21 shared the same perspective regarding the

enhancements within self-learning modules wherein they suggested to

create a “graphically or visually appealing learning materials”.

According to Respondent 21, “Make the materials visually

appealing or something that is not too overwhelming in the eyes. They

should provide examples of different forms of problems as many as

possible.”

Moreover, Respondent 2 also indicated that learning modules

should be “graphically pleasing for easy understanding.”

Better Explanation

In this case, the majority of responders had the same opinion on

what improvements should be made.

According to respondents 6,9,12,13,14,18,19, and 20, “more

concise explanations”, “fixing the page’s format”, “more graphic

presentations” as well as “avoiding crammed information in a single

page” are some of the factors that need to be improved.

Additionally, Respondent 17 also suggests to “Avoid unfamiliar words,

which will be difficult for others to understand.”

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 127

None

Respondents 3, 10 and 16 answered “none” when asked what

improvements or adjustments for self-learning modules are conceivable

for a greater understanding of the lesson.

Table 2.8. Responses in question, “Overall, what are your

experiences in using self-learning modules in studying Basic

Calculus? “.

Respondents Responses

It’s harder and needs a lot more effort than just watching videos so I prefer
1
videos more than it.

2 Not good experiences with modules

3 Confusing

4 Modules are lacking examples

I had difficulty in learning the lesson. I still need to have more resources online
5
to further understand the subject.

6 It was alright, and the modules do help sometimes

7 Hard but fun

It gave me a better comprehension to our lessons but I still prefer to use video
8
lectures in learning basic calculus.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 128

I often find the module confusing and as I said, reading many symbols and
9
numbers overwhelms me a little.

10 It is harder than using video lectures.

In some ways, using a self-learning module is advantageous because it is more

11
flexible.

12 It was difficult but somehow if the topic is easy I am able to understand.

13 You can learn in your own way or pace by scanning through the modules .

14 I can say that it was good.

It has both a negative and positive affect on me; I prefer learning through

video lectures, so I base most of my knowledge on it, and I only use modules
15
if they have the same approach to tackle a given topic. However, modules

direct me to outline the topic in order to learn in fully.

It was fine, they helped me understand the lessons just like the visual aids
16
that can be found online.

My experience in using self-learning module in studying Basic Calculus is it

17
helps me in my tasks and easy to access anytime.

I think the overall experience when using self learning modules is easy but
18
challenging because no one will teach you the module's topic.

19 It is great but I prefer the video lecture more than self learning modules

It is kind of good because they still give their efforts to teach us by typing their
20
lessons.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 129

So far, so good. The only problem I have with them is the lack of information.
21
But overall, they are good.

Negative Side:

Several respondents claimed that self-learning modules are

confusing and overwhelming in terms of comprehending Basic Calculus

lessons.

Respondents 1,2,3,4,5,10, and 15 all share the same negative

response. Some of the answers are: “Confusing”, “Lacking examples”,

“Not good experiences with modules”, “It is harder than using video

lectures.”, etc.

Furthermore, Respondent 9 stated that reading modules are

quite confusing because there are too many texts and symbols which

makes him/her overwhelmed.

Positive Side:

Majority of the respondents stated that they find self-learning

modules as great and very helpful when it comes to learning Basic

Calculus.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 130

Based on the survey, respondents 6, 8, 11, 13, 14, 16, 17, 19,

20, and 21 all gave positive responses regarding with the use of self-

learning modules in Basic Calculus. According to Respondent 6, 14, 16

and 17, self-learning modules are advantageous in a way that it gives

them better comprehension about a certain lesson, as well as it

adaptable and can be easily use anytime.

Both Positive and Negative Side:

Respondents 7, 12, 15, and 18 mentioned that the use of learning

modules in studying Basic Calculus affects them both positively and

negatively.

According to Respondent 15, “It has both a negative and positive

affect on me; I prefer learning through video lectures, so I base most of

my knowledge on it, and I only use modules if they have the same

approach to tackle a given topic. However, modules direct me to outline

the topic in order to learn in fully.”

To support this statement, Respondent 18 stated that: “I think

the overall experience when using self- learning modules is easy but

challenging because no one will teach you the module's topic.”

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 131

Lastly, Respondent 7 and 12 said that it was difficult especially

if the topic is complex but it was definitely a fun experience and they

were able to adapt and understand each lesson over time.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 132

Chapter 5

SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

This chapter summarizes the findings of the researcher’s study.

Using these findings as bases, the researcher has drawn conclusions.

He further provides his recommendations for the research findings’

future use.

Summary of Findings

The following convey the results of the observation and

experimentation:

1. On the experiences of using video lectures in studying Basic

Calculus

Based on the gathered data, video lectures have been

already used by many in studying Basic Calculus. From using

this learning strategy, almost all respondents have gained

insights regarding the lesson being tackled.

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 133

Moreover, applying video lectures to learn the subject has

also impacted these individuals as a student. They stated that

their grades, motivation to do tasks, mental health, and time

management have been affected positively and, in some ways,

negatively.

According to the respondents, their grades improve, they

are more motivated to do tasks, they are less stressed, and is able

to manage their time well. These aspects are affected positively

as more knowledge are learned using video lectures. The lessons

are clearly and easily understood because they are able to learn

at their own pace and there are direct and clear visual

presentations and explanations. Accessing such learning

materials are also easy and quick. A respondent also said that no

internet interruptions are experienced like that of online

synchronous classes. With all of these, students are more

confident and has boosted self-esteem as they know more about

the subject.

On the other hand, respondent 7 shared how the materials

affected her as a student. They stated that they’re having a hard

time in remembering the lessons as they use video lectures to

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 134

focus on answering the given tasks and not understanding the

concept of the lesson.

In addition to this, others shared the difficulties that are

encountered in using this learning strategy. The respondents

answered internet issues and slow connection, talking too fast in

videos, unclear explanation, insufficient samples, inconsistent

way of teaching, bad audio, and unnecessary use of time.

However, there are also respondents that doesn’t have any hard

experiences with video lectures.

In contrary to the difficulties, the advantages are also

stated wherein respondents shared that these learning materials

enables them to look back on a topic easily, control their working

space and learn at their own pace. They have stated that these

are more efficient to use in learning.

Meanwhile, suggestions were given to improve video

discussions to understand the lesson better. The respondents

said that a clear presentation, providing enough examples,

speaking at a moderate pace, improving the visuals, graphics,

and audio of the video will greatly help students in

comprehending the lesson easier.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 135

Overall, the experiences of these people lean to the positive

said. Video lectures were helpful and considered as an effective

way to convey lessons. The respondent’s answers can be summed

up to having a good experience in using this learning strategy.

2. On the experiences of using self-learning modules in

studying Basic Calculus

According to the responses of the respondents, self-

learning modules have already been used by almost of them in

studying the subject. However, as it was utilized in learning, not

everyone is able to gain insights regarding the lessons.

With that said, it was specified why such experiences occur

to them. In a question regarding how self-learning modules

impacted these individuals as a student. Their responses

included that their grades, motivation to do tasks, mental health,

comprehension, and way of learning are positively or/and

negatively affected.

To sum it up, the positive experiences they’ve encountered

are having their grades and mental health improve, being

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 136

motivated to do their tasks. This is because, according to the

gathered data, modules have visual references, is easy to use and

access, flexible because of digital and printed types and enables

them to learn at their own pace. All of these causes contribute in

comprehending the lesson.

Meanwhile, the negative experiences they’ve specified

include, not being capable of understanding the lesson because

there is no direct assistance, lack of information and reading

crammed text which overwhelms and stresses the reader. These

are also the difficulties they’ve encountered in using self-learning

modules (SLMs) in studying Basic Calculus.

In contrast to the difficulties, the findings also include the

advantages they’ve seen in using the material. Some respondents

see it as an additional source of information and reference,

flexible and practical, enables them to learn at their own pace

and study without health risks. In addition, a few consider the

compacted information as a benefit because it is more in depth

and detailed. Also, there are respondents who can’t see some

advantages in using the learning mats.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 137

In connection with the difficulties, are the improvements

they’ve suggested to have a better understanding of the lesson

while using SLMs. Their responses involve having more solving

examples and concise explanations, and improving the graphic

design and layout of the module.

Altogether, the general experience in using this learning

material aligns with positive and negative side. In some aspects,

learning modules can be confusing and overwhelming in

comprehending lessons. At the same time, the majority of the

respondent’s experiences find it helpful in studying the subject.

Conclusions

The purpose of this study was to determine the experiences of

Grade 11 students of Calamba City Science Integrated School (CCSIS)

in learning Basic Calculus using self-learning modules and video

lectures.

According to the data collected, the majority experienced that

video lecture and learning modules enhanced their productivity. The

materials were advantageous to them. However, they’ve also

experienced some negative ones with these learning strategies.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 138

That being said, the researchers come to the following

conclusions as a result to their findings:

Positive circumstances

1. Students' productivity was boosted by using video lectures and

learning modules because it helped them understand basic

calculus, encouraged them to do their tasks, and improved their

mental health.

2. Students benefitted from using video lectures and learning

modules because it helps them understand basic calculus easier

as opposed to live online lectures, it helps them study without

pressure. The video lectures and learning modules are beneficial

because it allows them to study at their own pace, and with that

they can also go back to a certain topic or a certain problem to

study again.

3. Using video lectures and learning modules aids students in better

understanding their topic and allows students to breathe by

studying with ease and no pressure on them. It also motivates

them to do the tasks because they have control on their time.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 139

4. The video lectures and learning modules are excellent for

students with poor or unstable internet connection especially for

those who are using data. Lastly, using video lectures and

learning modules really helps students who prefer to self-study.

Negative circumstances

1. Video lectures can affect the viewing experience of the student

negatively by having bad quality of audio, graphics and visual

elements, way of presentation, and network issues.

2. Video lectures and Self-learning modules (SLMs) can have

insufficient information regarding the subject which gives

students a hard time in understanding the lesson clearly.

The findings corroborated the findings of prior studies on the

subject conducted by a variety of researchers. It agreed with Salihoglu

(2020)'s perspective that the more students and learners tend to

develop an identity which is self-directed, the more they’ll be interested

on the materials they have and the techniques which they can handle

and accustomed to, and with Bojan (2010)'s assertion says that it is the
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 140

capacity to be self-directed that makes one qualified to be successful in

any individual’s attempts.

Moreover, Brame’s (2016) research about effective educational

videos, discusses that with good graphics and visuals, clear way of

presenting, and being concise maximizes the understanding

capabilities of a student.

Therefore, the findings indicated that the experiences of the

students in using video lectures and learning modules to learn Basic

Calculus involve positive and negative circumstances, wherein the

majority leans to the advantageous side.

Recommendations

This research has successfully proven the effectiveness of using

video lectures and learning modules to better the students’

understanding of a topic in Basic Calculus. Researchers recommend

the following:

1. Future researchers are encouraged to use this study as a guide in

their more in-depth research on the effectiveness of Basic Calculus

as a video discussion and module.

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 141

2. For teachers to use the video discussion and module as an

additional teaching method, where it is a convenient and more

effective method for better understanding of students about a topic

in Basic Calculus.
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 142

Bibliography

Abby, T. (2005). Limits of Functions | Brilliant Math & Science Wiki.

Brilliant. https://brilliant.org/wiki/limits-of-functions/

Alber, R. (2019). Using Video Content to Amplify Learning. Edutopia.

https://www.edutopia.org/article/using-video-content-amplify-

learning

Ano ang Tiningnan At Asynchronous Learning sa Online Education?

Katotohanan. (2022, January 27). World Scholarship Forum.

https://worldscholarshipforum.com/tl/kung-ano-ang-pag-

aaral-at-pag-aaral-na-hindi-magkakatulad/

Belt, E. S., & Lowenthal, P. R. (2021). Video use in online and blended

courses: a qualitative synthesis. Distance Education, 42(3), 410–

440. https://doi.org/10.1080/01587919.2021.1954882

Bojan, R. (2010) The Role of Self-Directed Learning Strategy in Higher

Education. Academia.

https://www.academia.edu/36794165/The_Role_of_Self_Direct

ed_Learning_Strategy_in_Higher_Education

Brame, C. (2022, August 17). Effective educational videos. Vanderbilt

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 143

University. https://cft.vanderbilt.edu/guides-sub-

pages/effective-educational-videos/

Brecht, D. (2012) Learning from Online Video Lectures.

informingscience.org.

http://jite.informingscience.org/documents/Vol11/JITEv11IIPp

227-250Brecht1091.pdf

Byju, A. (2021, March 22). General Data Protection Regulation(GDPR)

Guidelines BYJU’S. BYJUS. https://byjus.com/maths/limits/

CK-12. (2022). Introduction to Limits. CK-12.

https://www.ck12.org/book/ck-12-precalculus-

concepts/section/14.1/

Costley, J. (2020, April 6). The effects of video lecture viewing strategies

on cognitive load. SpringerLink.

https://link.springer.com/article/10.1007/s12528-020-09254-

y?error=cookies_not_supported&error=cookies_not_supported&

code=51344c26-a1cf-43cc-ba5c-ef683a370b36&code=5191fffb-

4aca-41a4-87f1-caf02eeb1014

Cuemath. (2022). Calculus - Formula, Definition, Examples | What is

Calculus? Cuemath. https://www.cuemath.com/calculus/

De Baggis, H. (1996). Foundations of the calculus (Book, 1966)

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 144

[WorldCat.org]. WorldCat.

https://www.worldcat.org/title/foundations-of-the-

calculus/oclc/527896

Edit Videos Like a Pro: The 12 Best Free Video Editing Software

Programs for 2021. (2021, January 1). Shopify.

https://www.shopify.com/ph/blog/best-free-video-editing-

software

Enicola, P. (2021, October 22). Online Education: Today’s Alternative

Learning for Students. ChildHope Philippines.

https://childhope.org.ph/alternative-learning-online-

education/

Farah, Barnett, K. R. (2019). A 5-Step Guide to Making Your Own

Instructional Videos. Edutopia.

https://www.edutopia.org/article/5-

step-guide-making-your-own-instructional-videos

Felicity, M. (2018) SPEAKING ANXIETY AND ITS EFFECTS ON

PARTICIPATION IN GROUP DISCUSSIONS IN L2 CLASSROOMS.

eajournals.org https://www.eajournals.org/wp-

content/uploads/Speaking-Anxiety-and-Its-Effects-on-

Participation-in-Group-Discussions-in-L2-Classrooms.pdf
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 145

Hayes, A (2021) Stratified Random Sampling. Investopedia.

https://www.investopedia.com/terms/stratified_random_sampl
ing.asp
Ibrahim, M. (2011, November 30). ERIC - EJ980817 - Effects of

Segmenting, Signalling, and Weeding on Learning from

Educational Video, Learning, Media and Technology, 2012. ERIC.

https://eric.ed.gov/?id=EJ980817

iSpring. (2021). Top 8 Advantages of Using Video Presentations in

Teaching. iSpring.

https://www.ispringsolutions.com/articles/key-advantages-of-

video-lectures

Jayaram, K. (2021). Self learning materials in distance education

system | International Journal of Current Research. Fcr.

https://www.journalcra.com/article/self-learning-materials-

distance-education-system

Kahrmann, C. (2016) Efficacy of Math Video Tutorials on Student

Perception and Achievement. Digitalcommons.

https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?arti

cle=1010&context=teachleaddoc_etd

Khan Academy. (2016). Sal Khan on Digital and Physical Learning.

Khan Academy. https://www.khanacademy.org/college-careers-

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 146

more/talks-and-interviews/talks-and-interviews-

unit/conversations-with-sal/v/sal-khan-video-lecture-on-

digital-

learning#:%7E:text=In%20his%20trademark%20style%2C%20S

al,in%20a%20blended%20learning%20environment.

Koshy, V. (2017) Write Less, Say More: Why You Need to Create Concise

Content. Searchenginejournal.

https://www.searchenginejournal.com/write-less-say-more-

why-you-need-to-create-concise-content/213462/#close

Krukru, K. (2015). GRIN - Effects of instrumental materials on

student’s academic performance. Social studies in selected

secondary schools in Nigeria. Grin.

https://www.grin.com/document/338942

Kulageri, P. (2017). What are the advantages and disadvantages of

video as an educational medium? Quora.

https://www.quora.com/What-are-the-advantages-and-

disadvantages-of-video-as-an-educational-medium

Kupperberg, M. (2018). What are the advantages and disadvantages of

self-learning? Quora. https://www.quora.com/What-are-the-

advantages-and-disadvantages-of-self-learning
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 147

Lam, K. (2020, March 13). Video Lectures Basics, Lesson 4: Uploading

to Youtube (Recommended). YouTube.

https://www.youtube.com/watch?v=dZHpvVLRal4&feature=yo

utu.be

Lange, C. (2020, May 5). Improving online video lectures: learning

challenges created by media - International Journal of

Educational Technology in Higher Education. SpringerOpen.

https://educationaltechnologyjournal.springeropen.com/article

s/10.1186/s41239-020-00190-6

Libretexts. (2020, December 21). 1.2: The Notion of Limit. Mathematics

LibreTexts.

https://math.libretexts.org/Bookshelves/Calculus/Book%3A_A

ctive_Calculus_(Boelkins_et_al)/01%3A_Understanding_the_Der

ivative/1.02%3A_The_Notion_of_Limit

Llego, M. (2021). DepEd Learning Delivery Modalities for School Year

2020–2021. TeacherPh. https://www.teacherph.com/deped-l

earning-delivery-modalities/

Manila, E. U. S. (2022, March 18). COVID-19 Information. U.S.

Embassy in the Philippines. https://ph.usembassy.gov/covid-

19-information/
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 148

Murphy, C. (2021) Stratified Random Sampling:

Advantages and Disadvantages. Investopedia.
https://www.investopedia.com/ask/answers/041615/what-
are-advantages-and-disadvantages-stratified-random-
sampling.asp

N. A (2021) Key advantages of video lectures. iSpring.

https://www.ispringsolutions.com/articles/key-advantages-of-

video-lectures

Online, R. (2021, March 14). 89% pamilya mas nahihirapan sa blended

learning kaysa F-2-F classes – SWS. REMATE ONLINE.

https://www.remate.ph/89-pamilya-mas-nahihirapan-sa-

blended-learning-kaysa-f-2-f-classes-sws/

Philippines Education. (2020). Types of Distance Education in

Philippines, Classification of Distance Education in Philip.

Philippineseducation.Info.

https://www.philippineseducation.info/distance-

education/types-of-distance-education.html

Pink, D. (2010). Flip-thinking - “the new buzz word sweeping the US”,

The Daily Telegraph. https://reviewshost.com/flip-thinking-the-

new-buzz-word-sweeping-the-us
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 149

Quinones, M. (2020). DepEd clarifies blended, distance learning

modalities for SY 2020- 2021. Philippine Information Agency.

https://pia.gov.ph/news

Rahmawati, R. (2019, September 30). Analysis of the Effectiveness of

Learning in the Use of Learning Modules Against Student

Learning Outcomes | Rahmawati | Desimal: Jurnal Matematika.

Ejournal.

http://ejournal.radenintan.ac.id/index.php/desimal/article/vie

w/4557

Salihoglu, S. (2020) The Effectiveness of Self-studying Strategies in

Language Learning. Humanising Language Teaching.

https://www.hltmag.co.uk/dec20/effectiveness-of-self-

studying-strategies

Sequeira, A. H. (2012). Self-Learning is the Future: A New Paradigm for

the 21st Century. SSRN Electronic Journal.

https://doi.org/10.2139/ssrn.2111057

Statista. (2021, September 10). View on effectiveness of online learning

over in-person schooling Philippines 2021.

https://www.statista.com/statistics/1262427/philippines-
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 150

view-on-effectiveness-of-distance-learning-compared-to-face-to-

face-schooling/

Tabora, V. (2021, December 11). Achieving Sound Quality Requires A

Good Microphone - High-Definition Pro. Medium.

https://medium.com/hd-pro/achieving-sound-quality-

requires-a-good-microphone-8c969689153a

Tall, D. (2004, June 30). ERIC - ED489653 - Thinking Through Three

Worlds of Mathematics, International Group for the Psychology

of Mathematics Education, 2004-Jul. ERIC.

https://eric.ed.gov/?id=ED489653

Tarmizi, R. (2010, January 1). Visualizing Student’s Difficulties in

Learning Calculus. ScienceDirect.

https://www.sciencedirect.com/science/article/pii/S18770428

10021580

The Economist. (2011, September 15). Flipping the classroom.

https://www.economist.com/united-

states/2011/09/17/flipping-the-classroom

Toohey, S. (2019). How to Design Effective Teaching Modules. Uaces.

https://www.uaces.org/resources/articles/how-design-

effective-teaching-modules
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 151

UNSW eLearning. (2020, March 19). Editing Lecture Recording.

YouTube. https://www.youtube.com/watch?v=yox2-

RnbYNw&feature=youtu.be

Wieling Hofman, M. W. (2010, May 1). The impact of online video lecture

recordings and automated feedback on student performance.

ScienceDirect. https://www.sciencedirect.com/science/article/

abs/pii/S0360131509002784

World Health Organization (2022) Coronavirus disease (COVID-19).

World Health Organization. https://www.who.int/health

topics/coronavirus#tab=tab_1

Ysthr, D. (2020). The Implementation of Modular Distance Learning in

the Philippine Secondary Public Schools. ICATE.

https://www.dpublication.com/wp-

content/uploads/2020/11/27-427.pdf

Zhang, D. (2006, January 1). Instructional video in e-learning:

Assessing the impact of interactive video on learning

effectiveness.

ScienceDirect.https://www.sciencedirect.com/science/article/a

bs/pii/S0378720605000170
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 152

APPENDICES
CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 153

APPENDIX A

Survey (Google Form)

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 154

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 155

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 156

APPENDIX B

Video Lecture and Learning Module

Khan Academy (2011) Youtube https://youtu.be/riXcZT2ICjA

 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 157

Khan Academy (2011) Khan Academy https://www.khanacademy.org/math/ap-

calculus-ab/ab-limits-new/ab-1-2/a/limits-intro
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 158

RESEARCHER’S PROFILE

AALA, HANNAH KYREL A.

Brgy. Saimsim, Acacia Park Homes
Calamba City, Laguna
hannahkyrel@gmail.com
Contact No.: 09687047057

_____________________________________________________________________
Female, 16 years old 5 ft. 1 in. Single
12 September 2005 110.2 lbs. Born Again

EDUCATION

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

Academic – Science, Technology, Engineering, Mathematics (STEM)
LRN: 109816130004

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

JULY 2021
With High Honors
2nd Place Best News Section Online Publishing in English (RSPC)
2nd Place Life Science Individual (DSTFC)

CALAMBA ELEMENTARY SCHOOL

MARCH 2017
With High Honors

ORGANIZATIONAL INVOLVEMENT
None

SKILLS
● Initiator
● Finishes tasks on time
● Editing
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 159

RESEARCHER’S PROFILE

BARCARSE, JOIE ANN LISE L.

Blk 41, Lot 5, Phs 3, Villa de Calamba
Brgy. Lamesa, Calamba City, Laguna
joieannlise@gmail.com
Contact No.: 0932-0040-308

_____________________________________________________________________
Female, 16 years old 5 ft. 2 in. Single
11 October 2004 102 lbs. Evangelical Christian

EDUCATION

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

Academic – Science, Technology, Engineering, Mathematics (STEM)
LRN: 109829130076

CALAMBA BAYSIDE INTEGRATED SCHOOL

July 2021
With High Honors

CALAMBA ELEMENTARY SCHOOL

March 2017
8th Honorable Mention

ORGANIZATIONAL INVOLVEMENT
None

SKILLS
● Communication
● Organization
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 160

RESEARCHER’S PROFILE

BEDURAL, JOHNLLOYD P.
Brgy. Palo-Alto, Calamba City, Laguna
beduraljohnlloyd@gmail.com
Contact No.: 09683726081

_____________________________________________________________________
Male, 17 years old 5 ft. 7 in. Single
8 January 2005 110 lbs. Catholic

EDUCATION

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

Academic – Science, Technology, Engineering, Mathematics (STEM)
LRN: 109856130118

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

JULY 2021
With High Honors

PALO-ALTO ELEMENTARY SCHOOL

MARCH 2017
Salutatorian

ORGANIZATIONAL INVOLVEMENT
None

SKILLS
• Writing
• Organization
• Active Listener
 CALAMBA CITY SCIENCE INTEGRATED SCHOOL

SENIOR HIGH SCHOOL 161

RESEARCHER’S PROFILE

SAN MIGUEL, RUSTY EDRIAN P.

Address: Blk 44, Lot 2, Phs 3, Villa de Calamba
Brgy. Lamesa, Calamba City, Laguna
rustypayawalsanmiguel@gmail.com
Contact No.: 0927-7858-306

_____________________________________________________________________
Male, 17 years old 5 ft. 4 in. Single
13 September 2004 110 lbs. Roman Catholic

EDUCATION

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

Academic – Science, Technology, Engineering, Mathematics (STEM)
LRN: 108308100185

CALAMBA CITY SCIENCE INTEGRATED SCHOOL

July 2021
With High Honors

CANOSSA ACADEMY CALAMBA

March 2017
With High Honors

ORGANIZATIONAL INVOLVEMENT
None

SKILLS
● Communication