1

ABSTRACT

The study focused on the development of Literature-based Interactive

Learning Videos in English for Grade 7 learners of San Guillermo National High

School, School Year 2018-2019. The learning material was developed to help

the grade 7 students gain more knowledge and understanding in grammar, being

the target area of improvement of the said study which included Simple Past

Tense, Past Perfect Tense and Logical Connectors. The learning material

contains three segments: introduction, presents the literary piece from which the

items and examples cited were anchored; the discussion, explains the concepts

in grammar; and assessment that tests the extent of the students’ learning.

The study sought answers on the level of acceptability of the literature-

based interactive learning videos with respect to content, format, graphics, user-

friendliness and accuracy of information using mean as the statistical treatment.

It also endeavored on finding the significant difference on the level of

acceptability of the material as assessed by the English language teachers in

terms of their personal profile using One-Way Analysis of Variance.

Moreover, descriptive method was applied since there was utilization of

the questionnaire-checklist validated by the ICT experts and English language

teachers to know the level of acceptability of the developed output.

The profile of the teacher-respondents in terms of age, sex, educational

attainment, rank and length in service were determined using the validated

questionnaire-checklist as follow:1.) In terms of sex, there were 8 female and 2

male respondents; 2.) In terms of age, 5 are 26-35 years old and the other five
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are 36 years old and above; 3.) In terms of educational attainment, respondents

taking Master’s degrees got the highest frequency with 4 respondents while only

1 is a College graduate.4.) In terms of rank, Master Teacher I and Teacher III

both got the highest frequency of 3 or 30 percent and Teacher 1 along with Ph.D.

being the lowest with1 teacher-respondent representing each ran; and 5.) In

terms of length in service, 8 or 80 percent respondents were in the service for

five years and above.

On the level of acceptability of the developed Interactive Learning Videos

in English as evaluated by the English language teachers in terms of contents,

format, graphics, and accuracy of information, the result was “Very Highly

Acceptable” and, the User-friendliness got “Highly Acceptable” result.

The study also revealed that there is no significant difference with respect

to content, format, graphics and user-friendliness when the respondents are

grouped in their personal profile in terms of sex, educational attainment, and

length in service, thus the null hypothesis was accepted. However, in terms of

age and rank, the accuracy of information showed a significant difference,

therefore the null hypothesis was rejected.

From the findings and conclusions drawn, it is recommended that the

administrators work toward integrating the use of technology to facilitate learning

in all subject areas.

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is a vital tool for holistic growth and development of an

individual. It helps people to become well-rounded citizen; ready to face all

difficulties and trials he may come across in life. Thus, one should be properly

educated in order to have a better living especially in a world that is constantly

changing and developing.

Along with the rapid transformation and demands these changes entail,

the Department of Education is also keeping up with the pace and now is on its

sixth year of implementing the Enhanced Basic Education Curriculum called K to

12 (Kindergarten to Grade 12).

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As expressed in Article XIV, Section 2 of Republic Act No. 10533, known

as the "Enhanced Basic Education Act of 2013, the State shall

establish, maintain and support a complete, adequate, and integrated

system of education relevant to the needs of the people, the country and society-

at-large.

With this new curriculum, Filipinos especially learners are in hope of

becoming more equipped and abled individuals since another two years await

every student graduate of the Junior High school. On the years added to the

educational system, learners’ potential and skills are given much importance

through specializing the area of their choice.

Likewise, it is declared that “every graduate of basic education shall be an

empowered individual who has learned, through a program that is rooted on

sound educational principles and geared towards excellence, the foundations for

learning throughout life, the competence to engage in work and be productive,

the ability to coexist in fruitful harmony with local and global communities, the

capability to engage in autonomous, creative, and critical thinking, and the

capacity and willingness to transform others and one’s self.”

As the provision suggests, it is of much consideration to develop among

learners the lifelong-skills that are required of them to enter in the field of

employment. This can make a graduate more competitive especially now that the

competition in the world of work particularly in the international arena is

becoming more intense.

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To help us realize the goal of making each graduate competitive enough,

it is but a must to at least be able to speak and to understand the language

required of them, the medium of communication in any field of career, that is,

English.

In the past, Filipinos was one of the few Oriental people known for

proficiency in English, which was once considered as the country’s advantage for

decades but this proficiency in English has deteriorated, especially, the ability of

the Filipinos to write and to speak English (Durano, 2009). The decline of English

proficiency among Filipinos would eventually erode the competitiveness of the

country’s human resources, both here and abroad.

English has long been used as medium of instruction in schools and

almost all areas of knowledge are made available in the second language.

However, not all learners are capable of fully understanding the information given

in English. Consequently, the communication skill or competence of the

individual is also at stake.

According to Ventura (2010), one of the most important skills that a child

can acquire is the ability to communicate what they have learned, both orally and

in writing, whereas, grammatical competence is also an important aspect to

consider. Therefore, to obtain an effective communication skill, people should

pay attention to grammar.

According to Oxford dictionary, grammar is the way in which words are put

together to form proper sentences. It means that the more one is aware of how it

works, the more one can observe her effectiveness using the language.
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Parallel to this, Nordquist (2012) emphasized that speaking or writing

English without grammar is like swimming without training. Students have to

learn the language deliberately through understanding and practice. The teacher

as well must teach grammar with the help of motivation.

To address the learning needs of every student, the UNESCO created the

Education for All (EFA) 2015 goals to improve all aspect of education so that

measurable learning goals, particularly in literacy, numeracy and acquiring the

essential life skills are achieved by all.”

As mentioned above, the school community most especially the teachers,

who are at the driving seats, should be taking the lead in bringing the best among

every child entrusted to them by always putting the most effective approach and

practices they can.

According to Elma and Ayayi as cited by Cordova et.al. (2013), teaching

equipment and materials have changed over the years not only to facilitate

teaching-learning situation but also to address the instructional needs of

individuals and groups.

And in accordance to this, Aguilar as cited by Orilla et.al (2010) stated that

it is just fair to say that teachers should provide something new in presenting

their lessons. Thus, teaching and learning require more than a piece of chalk,

eraser and a blackboard.

Moreover, Ramos (2011), included in his study that the schools must give

global education a higher priority as such they must introduce an innovative

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curriculum relevant to the call of the time, a wide access to modern information

and communication technology and global village.

That is why, in this 21st century, our new educational system also stresses

out the importance of education technology.

As defined by Lazaro (2017) Educational Technology or EdTec refers to

an area of technology devoted to the development and application of tools

(including software, hardware, and processes) intended to promote education. It

is a study and ethical practice for facilitating learning and improving performance

by creating, using and managing appropriate technological processes and

resources.”

Undoubtedly, technology is a trend now in education. It is indeed making a

change in our way of transpiring knowledge as well as students’ means of

learning things. Teachers, even those who have been in the service for years

become more aware of the different technological tools and their functions to be

able to catch the learners’ attention and interest.

When the means of technology like computers and internet interact in

enriching education, the educational process becomes simple and easy in a way

that allows the educators to overcome the problems being faced in the field like

preparing attractive instructional materials and even generating forms.

Along with the Kto12 program implementation, the Department of

Education has even institutionalized the integration of ICT in teaching, preparing

the learners for the future workforce to be technologically and globally

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competitive, and enabling them to significantly contribute to society as skilled,

knowledge workers.

With the legal mandate of promoting the right of all citizens to take

appropriate steps in making education accessible to all, the Department of

Education is geared towards the transformation of education through the DepEd

Computerization Program (DCP). As stated in D.O. 78, s. 2010, “DCP aims to

provide public schools with appropriate technologies that would enhance the

teaching-learning process and meet the challenges of the 21 st century.

Moreover, the agency has developed a learning resources portal to

provide digitized educational materials and the teachers have been given

trainings on ICT done in Learning Action Cells (LAC) as part of their digital

initiatives.

Truly, the department and the schools are one in the aim of improving the

quality of education. Since, kids of this generation are fond of working with new

technologies, teachers as the source of knowledge really training themselves

well enough to keep up with the trend.

As stated in the study of Liwanagan (2012), the impact of globalization

and technology advances and social changes being experienced worldwide are

strengthening the links between knowledge and development. The global

acceptance of literacy from the development of individual in the society has

created the need to ensure that teachers would be able to support literacy

development in all children.

Background of the Study

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One of the recent issues in both public and private educational institutions

today is the alarming status of the communication skills both oral and in written

English of the students as well as the teachers. There had been studies,

researches, and surveys showing and proving that there is a problem in the

communicative competence of students.

As mentioned by Alonzo, Dean of College of Education at the University of

the Philippines, amid the decline of the quality of English in the Philippines, the

future teachers should ensure that English is a means of communication rather

than a set of facts to be learned. In the same way, the DepEd should focus on

the needs of learners and ensures that they learn the English language

holistically as specified under the Kto12 basic education framework.

It is but a reality that students and even teachers in the classroom during

oral discourses use the second language and yet still shift to the first language

because of lack of vocabulary and communicative skills in English. Not all

students and teachers can express grammatically correct or accurate structures

which manifests their lack of ability to say what they want to say. Only a little

percentage of second language speakers shows the necessary proficiency in the

second language.

Some of the common problems in learning English are as follow: (Almost

all English learners encounter at least three types of problems); challenges with

pronunciation (some people are never able to master certain sounds); issues

with vocabulary (most people can add to their English vocabulary with study and
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practice); and grammar (most students are not aware of the rules in structuring

correct sentences).

There may be learners who take errors in learning English as a challenge

and typically learn from their mistakes and progress but there are also English-

language learners who feel intimidated, embarrassed or judged whenever they

commit error in using the language; their affective filter can inhibit their ability to

absorb new information and produce English. Teachers of English as a second

language and English as a foreign language are typically refrain from providing

an overload of corrective feedback so that students feel more comfortable

expressing themselves in English, even if it is not perfect.

There are instances, too, that English-language learners enter a class

situation in a state of shock. Many seem unable to do more than repeat the most

basic phrases.

Additionally, the National Achievement Test (NAT) for Grade 7 has

resulted to a very low mean percentage score and revealed that many of the

required competencies remained unmastered and were identified as Critical

Contents such as paraphrasing, inferring, interpreting graphic presentation and

grammar.

The researcher felt that programs and interventions available that are

being implemented to uplift the level of English proficiency of some students are

still not enough and not very effective. Taken all together, the writer of this paper

deems it necessary for teachers of language to explore other unconventional

methods of bringing forth learning to those that are left behind particularly in
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English. The researcher often observed in the K-12 learning competencies on

topics about Simple Past Tense, Past Perfect Tense, and Logical Connectors

that have been taught to students over and over since their early grade school

years and continue at their present grade level, for learners, but still, the

mentioned topics seem foreign, as if it’s the first time that they have encountered

them in their whole lives.

Besides, learners are also found struggling in expressing their thoughts

and ideas in both oral and written activities as observed by the researcher. As

seen in the Quarterly Test results, Grade 7 learners usually leave the essay part

of the test unanswered and caught dumbfounded during class recitation and

discussion.

This kind of reaction from some learners made the researcher feel the

urge to develop an effective and interesting tool that would benefit everyone

involved in the teaching- learning process especially in the grammar area which

the learners usually find difficult and boring yet the most contributing factor to

individual’s communicative competence as teachers believe so.

Learning grammar is an exhausting task for learners, thus, it requires

different techniques for different types of learners. Some people require more

time to reflect on concepts before diving into dialogs and presentations. Others

need to speak to reinforce new information. For some people, kinesthetic

activities such as dance, clapping and physical movements.

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Jaraplasan (2010), stated that one of the primary tasks of a teacher is to

make appeal that will be lasting for the students. Teachers being the first and

foremost assistants of the school who influenced the total development of the

students and the most important components of the educational process and are

expected to possess multi-skills significant to establish a positive atmosphere of

teaching and learning in the classroom.

The researcher being a member of the academic community handling

subjects in Language Arts for 10 years observed that most of the available

enhancement programs intended to uplift the mastery level of learners are left

behind. As a teacher there is nothing more discouraging in this profession than

knowing that she failed to fulfill the duty of uplifting learners by any means

possible. The significant role of the teachers really takes a vital part in order to

attain the real quality education which the country is aiming for; to meet the

challenge of the new curriculum and to give immediate action to the identified

problem. Thus, the development of interactive video learning videos as

alternative teaching aid to address the concern of creating innovative teaching

materials are specifically meant for teaching purposes.

However, for videos to be effective teaching tools, it must be welcoming,

can spark the interest of its audience, and exciting for the students. It is in the

light of this that this study sought to prove the effectiveness of interactive videos

for students struggling in English particularly in grammar. Furthermore, the

foregoing challenges, situations and problems in the effective delivery of services

in the academe inspired the researcher to undertake the study.

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Scope and Limitations of the Study

The study focused on the development and validation of the Literature-

based Interactive Learning Videos in English for Grade 7. This study dealt

particularly on the grammar topics namely: Simple Past Tense, Past Perfect

Tense, and Logical Connectors which are the grammar competencies target for

the Third Quarter included in the Curriculum Guide for Grade 7 English.

Since studying Philippine literature seem to be out of students’ interest

nowadays and appears to be not noteworthy for the learners, to make them

appreciate the pieces, the material with the grammar items included in

discussions, examples and assessment were extracted from certain Philippine

literary pieces. The simple past tense of verb was discussed using the Philippine

folklore entitled “Pliant like the Bamboo”; the Past Perfect tense was presented

by looking at the narrative entitled “The Happiest Boy in the World; while the

logical connectors was about the selection entitled “Man in Dapitan”.

The study was conducted at San Guillermo National High School, Morong,

Rizal for the School Year 2018-2019. Two sections from the Grade 7: Mercury

and Venus were the respondents of the study. Both sections are heterogenous

classes, meaning they consist of students of the same grade or age but the

students are distributed in a way that allows variety.

The researcher employed an experimental design to determine the level of

performance of the respondents in the experimental and the control group as

revealed by the pretest and posttest with respect to the different grammar
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competencies before and after exposure to Literature-based Interactive Learning

Videos in English.

The respondents were given a 60-item test on grammar before they

underwent the process of the study. Each learning competency was composed of

20 items. The experimental group was exposed to the developed learning videos

while the control group to the traditional method of instruction which is lecture.

A new set of sixty-item researcher-made test was then provided to check

the students’ level of performance after exposure to the literature-based

interactive learning videos.

The descriptive evaluation of the developed materials was conducted

through the administration of the questionnaire-checklist among the 10

Secondary teachers of English in secondary schools within the district of Morong:

Morong National High School, Lagundi-CCL National High School and Talaga

National High School with respect to: content, format, graphics, accuracy of

information and user-friendliness.

The interactive learning videos could run the page through website using

the Xampp- a tool used for the project. Moreover, for the users to access, the

teacher will need a server, e.g. laptop and a pocket wifi so that the students can

connect and visit the website via localhost. In the case of teacher’s absence,

anyone may facilitate the online/offline interactive learning as long as the server

is available. It was stored in a compact disk. The software contains a discussion

on the three grammar topics and assessments of learning through series of

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questions into which the respondents can submit their answers and will be

recognized by the computer.

Statement of the Problem

This study aimed to develop, validate and evaluate the acceptability of the

Literature-Based Interactive Learning Videos in English for Grade 7 Learners.

This research endeavored to sought answers to the following questions:

1. How is the literature-based interactive learning videos in English for Grade

7 Learners developed?

2. What is the profile of teacher-respondents in terms of:

2.1. sex;

2.2. sage;

2.3. educational attainment;

2.4. rank; and

2.5. length in service?

3. What is the level of acceptability of the literature-based interactive learning

videos as assessed by the English language teachers with respect to;

3.1 content;

3.2. graphics;

3.3. format;

3.4. user-friendliness; and

3.5. accuracy of information?

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4. What is the level of performance of the student-respondents as revealed by

the pretest and posttest scores with respect to different topics in English?

4.1. Simple Past Tense;

4.2. Past Perfect Tense; and

4.3. Logical Connectors?

5. Is there a significant difference on the level of performance of the student-

respondents in experimental and control groups as revealed by the pretest and

posttest scores with respect to different topics in English:

5.1. Simple Past Tense;

5.2. Past Perfect Tense; and

5.3. Logical Connectors?

6. Is there a significant difference on the level of acceptability of the literature-

based interactive learning videos as assessed by the English language teachers

with respect to;

6.1. content;

6.2. graphics;

6.3. format;

6.4. user-friendliness; and

6.5. accuracy of information?

when grouped according to their personal profile?

7. What enhancement may be proposed to the developed Literature-Based

Interactive Learning Videos?

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Hypotheses/Assumptions

The study tested the following null hypotheses that:

1. There is no significant difference on the level of performance of the

respondents as revealed by the pretest and posttest results with

respect to topics in English such as Simple Past Tense, Past Perfect

Tense and Logical Connectors.

2. There is no significant difference among the evaluations of the English

experts on the developed literature based interactive learning videos in

English for Grade 7 when grouped according to their personal profile.

Theoretical Framework

The study was anchored from the Cognitive Theory of Multimedia

Learning by Richard E. Mayer. According to Mayer (1997), a generative theory of

multimedia learning places the learner in the role of a "knowledge constructor

who selects and connects visual and verbal knowledge. Mayer notes that

meaningful learning takes place when the person selects the most important

information, organizes it into a logical mental picture and integrates the new

information with existing information. When applied to multimedia learning,

generative theory presumes that mixed modes of delivery (text, graphics, audio,

video, animation, etc.) affect the level at which learner's employ cognitive

processes to acquire knowledge.

This theory was believed to be very significant in this study since the main

purpose is to develop an interactive instructional material which could provide

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new learning experience to them. As stated so, 21st century learners are into

technology, thus, integrating it to their learning endeavor is indeed a great help.

This study was also supported by Sensory Simulation Theory of Laird

(2011). According to this theory, effective learning occurs when the senses are

stimulated. By stimulating the senses, especially the visual sense, learning can

be enhanced. However, this theory says that if multi-senses are stimulated,

greater learning takes place. Stimulation through the senses is achieved through

a greater variety of colors, volume levels, strong statements, facts presented

visually, use variety of techniques and media.

Conceptual Framework

The framework of the study was based on Philip Coombs’ System

Approach which consists of the input, process and output of the study and their

relationship.

The input frame consists all the variables used in the study; the Interactive

Learning Videos in English for Grade 7 learners consisting of topics on Simple

Past Tense, Past Perfect and Logical Connectors. Another is the questionnaire-

checklist to determine the effectiveness of the material.

The process, which included the construction of teacher-made test,

administration of pretest and posttest, development of the interactive learning

videos in English, gathering of data and analysis and interpretation of the results.
 19

The output is the developed interactive learning videos in English. The

arrow pointing to the dependent variables signifies the possible relationship of

the

INPUT PROCESS OUTPUT

1.Teacher-Respondents  Development
Profile and Validation  Developed and
1.1 .Sex;
of the Literature- Validated
1.2 .Age;
based Literature-
1.3 Educational
Attainment;
Interactive Based
1.4 Rank; and Learning Videos Interactive
1.5 Length in in English for Learning
Service Grade 7 Videos in
2.Level of Acceptability learners English for
2.1. content;  Profiling of the Grade 7
2.2. format; teacher- learners
2.3. graphics respondents
2.4. user-
 Administration  Determined
friendliness
2.5. accuracy of of the Level of
information questionnaire- Acceptability of
3. Level of Performance checklist for the the Literature-
3.1. Simple Past acceptability of Based
Tense the learning Interactive
3.2. Past Perfect videos Learning
Tense  Administrations Videos
3.3. Logical of the pretest
Connectors
 Utilization of the  Assessed
4. Validated developed Level of
Questionnaire-checklists learning videos Performance of
5. Pretest and Posttest  Administration the
of posttest Respondents
6. Respondents
 Data Processing
 Grade 7 learners -analysis,
 English language -tabulation,
teachers - interpretation
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Feedback

Figure 1
Conceptual Model of the Study on the Development and Validation
of Literature-Based Interactive Learning Videos
in English for Grade 7 Learners
independent variables to the possible performance of the students in the pretest

and posttest which will be the basis of the output.

The line and arrows connecting the frames only mean that there is a

continuous process which indicates that if the result is not successful, another

process will be tried to get the expected outcome.

Definitions of Terms

The following terms used in the pursuit of this study are defined

operationally and/or conceptually to ensure clarification and better understanding

of this study:

Accuracy of Information. This refers to the correctness of the output

information.

Content. This refers to topics, subject matter, its meaning, discussion,

exercises and activities contained in the interactive video material. It is the

physical detail and information of the module itself.

Control Group. This refers to group of students who were not exposed to

the developed interactive videos but instead were taught in a traditional way.

Development of Literature-based Learning Videos. This refers to the

process of producing an interactive learning videos anchored in Philippine

literature.
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English experts. This refers to the teacher-respondents who are major in

English and who are teaching English both in Junior High School and Senior

High School.

Experimental Group This refers to group of respondents who utilized the

Literature-Based Interactive Learning videos.

Format. This refers to the way in which the text, the images, the

background etc. are arranged or set out.

Grammar. This refers to the component in English 7 which is found

difficult by the Grade 7 student respondents.

Graphics. This refers to general view on the design, clearness on

resolution and attraction to the viewer.

Interactive Learning Videos in English. This refers to teaching-learning

materials that uses a program to respond to user activity, interacts with human

user to obtain data or commands and give immediate results. In this case, the

interactivity of the material is evident in the third segment which is the

assessment, the phase of the program that tests the extent of the students’

learning.

Level of Acceptability. This refers to the evaluation and judgments of the

respondents to the Interactive Learning Videos for Grade 7 learners as to its

objectives, content, graphics, format and user-friendliness.

Level of Effectiveness. This refers to the percentage increase in the pre-

test and posttest scores of the respondents in the different grammar lessons.
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Level of Performance. This refers to the score of the respondents in the

pre-test and posttest in the different lessons in Grammar 7.

Literature-Based. This refers to the contents of the material being based

on literature.

User-friendliness. This refers to the simplicity and accessibility of the

developed interactive learning videos.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This section provides the related literature and studies for each of the

variables included in this study.

The Variables

The following variables drawn out from the reading and researches were

discussed further and conceptually defined for better understanding of the study.

Literature-based

Nordin et.al. (2010) stated that learning English literature through

multimedia computer technology and multimedia has long been taken advantage

of in the education field as the application offers many benefits. A line of studies

have indicated that utilizing the right combination of multimedia elements has

influenced the way students learn, increased their performance and affected the

learning environments. The study aimed to fulfill three fundamental research

objectives: to design a learning model by adopting the storytelling approach that

can be used in the multimedia courseware; to develop a multimedia courseware

for learning English literature (BC-C); to evaluate the effectiveness and usability

of the developed courseware. The development of BC-C takes into consideration

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the pedagogical aspects and the elements of multimedia in a single digital

environment. The courseware allows the students to visualize the plots in the

literature story, understand bombastic and archaic words and at the same time

make learning process fun and enjoyable. The developed courseware adapted

ADDIE methodology into the BC-C Life Cycle, as the Instructional Design Method

which uses Macromedia Director, Flash and other multimedia software. The four

modules in the courseware include the story itself, exploratory module,

reinforcement section, and enrichment activities. The Storytelling approach in

BC-C is presented via 2D cartoon movie to help the students visualize the flow of

the plots for the selected English literature short story – the Black Cat. The study

employed a Quasi experimental design with the sample study consisted of sixty

second semester, Foundation program students. Pre-test and posttest, direct

observation, questionnaires and interview were used to measure the

effectiveness and usability of the courseware. The results indicate the

effectiveness and the usefulness of the BC-C prototype in learning English

literature at a pre-university level.

The above-mentioned study is parallel to the present study since it also

determines the utilization of technology in teaching. Moreover, because reviewed

study assesses the learning English literature through multimedia computer

technology and multimedia while the present study determines the utilization of

interactive videos in teaching grammar anchored in literature.

More so, G. Lazar (1991) as cited by Amigable et.al. (2018), literature for

personal approach encourages the learners’ active involvement; emotionally and

 25

intellectually, in learning English and pointed out that they are incited to draw

their own experiences, feelings and opinions. Likewise, Traeth (2001) defined

that multimedia as human-computer and interaction involving text, graphics,

voice and video. The literature suggests that using elements in teaching and

learning yields positive result.

Interactive Learning Videos

Interactive learning videos is a tool used by the learners to experience

hands-on activities through the integration of technology complemented with an

appropriate technique. These videos allowed learners to work independently and

encouraged among them the sense of self-confidence. It is a video system that

enabled user interaction. The videos play like any other regular video file. There

are clickable areas which maybe clicked to show user responses through a

participation window.

This interactive learning videos served as instructional materials to

improve the grammatical competence of the learners focusing primarily on six

main grammar topics namely Simple Past, Past Perfect Tense and Logical

Connectors.

The instructional materials to be developed is expected to ease the

burden experienced by students at risk in grasping both the principles and

difficult concepts of different grammar topics in English.

The President's Committee of Advisors on Science and Technology

(PCAST) Panel on Education reported about the "Use of Technology to

 26

Strengthen K-12 Education in the United States " (2011), one of its

recommendations is focused on learning with technology, not about with

technology: it is important to distinguish between technology as a subject area

and the use of technology to facilitate learning about any subject area. While

computer-related skills will unquestionably be quite important in the twenty-first

century, and while such skills are clearly best taught through the actual use of

computers, it is important that technology be integrated throughout the K-12

curriculum, and not simply used to impart technology-related knowledge and

skills. Although universal technological literacy is a laudable national goal, the

panel believes that the administration should work toward the use of computing

and networking technologies to improve the quality of education in all subject

areas.

The elements used in multimedia have all existed before. Multimedia

simply combine these elements into a powerful new tool, especially in the hands

of teachers and students. Interactive multimedia weaves five basic types of

media into the learning environment: text, video, sound, graphics and animation.

Since the mode of learning is interactive and not linear, a student or teacher can

choose what to investigate next. For example, one does not start on the first

page of a linear document and read to the end. Interactive multimedia learning

mode is more like constructing a spider’s web, with one idea linked to another,

allowing choices in the learner’s path.

The multimedia technologies that have had the greatest impact in

education are those that augment the existing curriculum, allowing both
 27

immediate enhancement and encouraging further curriculum development. For

example, the serves as a storehouse of information that individual learners can

search for subject matter content that specifically fits their learning agenda.

Multimedia applications for computers have been developed for single computing

platforms such as the PC, Apple Mac and games machines.

From the study of Punzalan (2011) entitled “Multimedia Approaches on

the reading Comprehension Skills of senior Students of Bernardo F. San Juan

National High School” aimed to determine the effectiveness of the different

multimedia approaches in teaching on the reading comprehension skills of the

fourth-year students of the said school. She found out that the use of multimedia

in teaching reading is effective in developing reading comprehension skills of the

students. She also highly recommended that the school should offer more

training to teachers in the use of multimedia; collect multimedia instructional

materials that can be used by teachers in teaching reading comprehension skills

and implement the enhancement program in the study as approved by the

authorities.

In the study of Verdillo (2010) entitled “Effectiveness of Math Tinik Video

Program on the Mathematical Performance of Grade Three Pupils”, she found

out that most of the respondents have an average performance in mathematics.

Pupil’s exposure to Math Tinik video program improved pupils’ performance in

mathematics. The pupils should be exposed to varied instructional materials to

improve their performance. Teacher should continuously utilize educational

technology to enhance pupils’ performance.

 28

This study proves that multimedia approaches in teaching serves as

effective motivation. It doesn’t only arouse and sustain the interest of the learners

but also develop the different skills of the students.

The study of Lobrin (2005) cited by Punzalan (2011) described a design in

her study that assists teachers in examining and altering their own teaching

practices and altering their own teaching practices and transforming the

classroom from a place of “dull Sameness” to an environment where excitement

reigns and student growth is at the forefront by teaching strategies.

This study proves that multimedia approaches in teaching serve as

effective motivation. It doesn’t only arouse and sustain the interest of the learners

but also develop the different skills of the students

The study of Arroyo (2010) which aimed to assess the extent of the effect

of internet activities on the academic performance and social life of secondary

students in Cardona, Rizal found out that internet activities are effective to

academic performance and social life of the secondary students as perceived by

themselves, their teachers. Exposure to internet is an effective tool in developing

and enhancing the knowledge, skills, attitudes of the students through which

improve their academic performance and social life, internet activities can help

students gain more information and develop their personality and deal with

people.

Owuzu et.al. (2010), investigated the comparative efficiency of computer-

assisted instruction (CAI) and conventional teaching method in Biology on Senior

High School students. A science class was selected in each of the two randomly
 29

selected schools. The pretest and posttest non-equivalent quasi experimental

design was used. The students in the experimental group learned science

concepts (cell cycle) through the CAI , whereas , the students in the control

group was taught the same concept by the conventional approach.

In the study of Cenidoza (2010) entitled Computer Aided Instructional

Module on selected topics in Ecological Science, the study uses to facilitate

teaching learning process and likewise, to test the developed Computer-aided

Instructional (CAI) module to determine its effectiveness as a follow-up study. He

found out that exposure in using the Computer-Aided Instructional (CAI) Module

in Ecology Science has improved student’s performance.

According to Vitug (2002) as Cited by Guevarra (2010) in his study that

the Department of Education truly intends to give the Filipino youth the best

education possible through the use of ICT system and the latest multimedia

equipment and materials but there are various constraints to consider which

could hamper the implementation of ICT integration namely lack of funds, lack of

competency among teachers to use computers for instructional purposes, lack of

technical assistance for operating and maintaining multimedia and equipment,

weak infrastructure and lack of ICT multimedia equipment and peripherals.

From the study of Ding and Li (2011) entitled “On the Application of

Multimedia in Economics Teaching” multimedia have become an important

teaching technology in higher education inside and outside, with its advantages

of super-media, strong expression, and interaction. The application of multimedia

teaching connects closely with teaching reform and innovation. In this paper,
 30

authors conclude the defects of traditional economics teaching and the

advantages of multimedia teaching, and put forward some practical measures for

improving economics teaching effects by means of multimedia.

Along with the continuous expansion of computer and multimedia

technology in global teaching fields, the application and popularization of

computer and multimedia technology are important for improving teaching quality

and efficiency, what has been proved by practices of higher education in recent

years in China. The computer and multimedia technology can help to illustrate

some points more vividly, quickly, and efficiently. The unique interactive function

of computer and multimedia technology can optimize the class teaching in

colleges and universities. It plays an important role in promoting the quality

education. Economics class teaching is to make students not only know

theoretical knowledge, but also use theories to explore real economic problems.

To use the multimedia teaching technology and optimize the economics teaching

mode can help to train students’ ability of self-learning and improve the efficiency

of learning.

Jotia and Matlale’s (2011) “ Use of Instructional Materials in Social

Studies: Impact on students’ Performance in Primary School Leaving

Examination in Botswana” investigated how Social Studies is taught with regard

to the use of instructional materials and how they impact student’s performance

especially during the Botswana Primary School Leaving Examinations (PSLE).

The study contended that the manner in which students are taught in Social

Studies eventually negatively impacts on the goal of teaching students to

 31

become vibrant and active citizens. The study was carried out in Lobatse South

East Inspectoral Area, Lobatse, Botswana, which comprises of primary school

teachers who have been trained to specialize in the teaching of one subject and

in some instances there are no subject specialists. This qualitative research used

interviews, participant-observation and a questionnaire to collect data. The

results of the study reveal that there is absolute need for teachers to change their

teaching approaches. There was also need for the Social Studies PSLE to be

conducted both theoretically and practically so that students can have some

hands-on experiences on matters which are directly related to the concept of

citizens’ active engagement in the democratic process.

From the study of Fang (2010) “Using Multimedia to Motivate EFL

Students’ Interest in English Language Learning” with the development of

technology and the boom of digital revolution, foreign language teachers find it

necessary to think about effective new ways to create a better foreign language

teaching and learning environment that is supported by multimedia technologies.

As a result, Computer Assisted Language Learning, or CALL, has become

increasingly popular in the foreign language teaching field.

In the study of Dela Cruz (2010), she stressed out that students’

performance in Mathematics has improved after exposure to Computer-Aided

Modules. It resulted in a recommendation that the developed CAI modules be

adopted for use in secondary schools.

According to the article of Banner Story C&E’s Educational Technology

(EdTech) Division Turn 2 (2011) who actively participates in an emerging

 32

industry of information and communications technology (ICT) in education in

2009. The series of exponential advancement in ICT in the past two decades

prompted educators and innovators to begin finding ways and thereby

formulating best practices to effectively utilize modern technologies to better the

teaching and learning experiences of teachers and students. Now more than

ever, when a people’s proficiency to use ICT effectively in the home, businesses,

and government is quickly becoming the measure of a nation being globally

competitive and economically capable, our ICT readiness or “e-readiness” must

never be on the back burner. The good thing is that our government has started

to make an effort to catch up and is now getting on the bandwagon through its

ICT4E strategic plan dubbed as 21st Century Education for All.

Likewise, in the study conducted by Joshi (2012) entitled “Multimedia: A

Technique in Teaching Process in the Classroom”, it was revealed that through

the interaction with multimedia, the learners become increasingly familiar with the

academic vocabulary and language structure.

Generally, learners develop greater confidence and interest to learn and

use English because they need to interact online through reading, writing and

speaking as well.

Similarly, Ibanez (2015) in her study on effectiveness of the Developed

Computer Aided Instructional Materials in Teaching Food (Fish) Processing

emphasized the use of the materials being very valuable addition to aiding and

improving the teaching and learning process.

 33

Ocampo (2012) , stressed that the animation and good visual presentation

could motivate learners to learn the difficult topics in science. He also mentioned

that the activities incorporated in a computer-aided learning tasks could develop

critical thinking and logical analysis.

The evolution of multimedia has made it very possible for learners to

become more involved in their work. This would make them active participants in

their own learning process instead of just being passive learners of the

educational contents.

According to the study conducted by Rosales (2015) entitled Effects of

Multimedia Presentation to Reading: A Basis for Developing Reading

remediation program for Non-Readers in Elvira Razon Aranilla Elementary

School Year 2015-2016, she concluded that multimedia presentations allow the

comparative visions of the same learning materials. It offers exciting possibilities

for meeting the needs of 21st century learners. Learners become more attentive

when they see something new like wide screen and the different multimedia

presentation. Multimedia presentation are enhanced when the structures for

organizing information is activated,

Thus, teachers’ tendency is to know if the learners understand the way

they teach the lesson. Her study aimed to find out the effect of multimedia

presentations prior to reading basis program for non-readers.

The multimedia principle learning should be viewed as instructional

methods whose primary goal is to foster meaningful learning. An instructional

method is a way of presenting a lesson; it does not change the content of the
 34

absolute rules that have to be applied equally in every situation. They are guide

lines that should be adjusted depending on the intended audience, the goals of

the instruction and boundary conditions such as the expertise level of the learner.

Most important the theory as a learner-centered learning theory (May,2009) with

the instruction than the learners who were not exposed to the materials.

The abovementioned is parallel to the study of Dimasuay and Aguna

(2015). They have developed interactive learning materials (ILMs) as

supplementary teaching strategy aiming to help both learners and teachers of the

K to 12 curriculum. The results showed that the materials can be used as

effective supplementary learning materials for learners.

In the cited studies and literature, Interactive Learning could be in many

forms yet only aims for one: enrichment of learner’s knowledge and skills.

Contents

Choosing an instructional material in teaching is a task that requires a lot

of thinking and decision-making. Instructional material needs to be of help to the

teachers in delivering the concepts and information that the student should learn.

The content of the instructional materials must be clearly defined and enough for

the students to grasp.

As used in the study, content pertains to one of the criteria in determining

the acceptability of the developed module. This also specifies the topics in

General Chemistry.

Subject content provides the substance of information for any topic.

Information in turn, leads to knowledge which is the structure of relationship

 35

among factual details. Selecting and arranging information for the purpose of

learning requires an understanding of how content maybe structured and logical

sequence result.

Ibanez (2010), said the content of instructional materials must be clearly

defined enough for the students to grasp.

Moreover, Haydey et. al. (2010) investigated the changes in content area

teachers’ instruction in the presence of social constructivist theory and the

characteristics of and challenges encountered by teachers whose instruction

reflected high levels of scaffolding and collaborative learning; both indicators of

social constructivist practices. Data collection included a questionnaire and

interviews. The study suggests that content area teachers’ instruction is evolving

from a transmission-lecture approach to include scaffolding and collaborative

group practices. Findings reveal the characteristics of teachers who use social

constructivist practices and provide suggestions for school administrators on

ways to assist teachers as facilitators of learning.

Similarly, the importance of good content in the development of

instructional material is supported by the ICSU (2011) who cited that there is a

need to upgrade teachers’ capabilities especially with regard to content and

pedagogy and in facilitating hand-on activities for science lessons.

Dela Cruz (2011) revealed that the content of the developed enhancement

activities with respect to content was interpreted as Very Highly Sufficient.

The finding of Ocampo (2011), reveals that the content should be well

presented, so students attention will be readily caught otherwise, the outcome

 36

will not be favorable in improving the performance of the learners or content

should be logically arranged or easy to follow.

Furthermore, William (2011) discussed the importance of content in

developing questionnaire. According to him, researchers must always be

prepared to ask, “Is this question really needed?”.

In the study of Ferrer (2012), the Developed Computerized Proficiency

Test can be adapted by the institution which include good features of the

software package.

Bhat (2012), in the study entitled, “The developed and validated self-

learning material” revealed excellent in terms of self, graphic presentation found

to be ordinary, excellent in its framework and language and coverage of the

content are found to be very good.

The general findings of Bhat clearly suggest that technical usage and

clear utilization of language can help the learners to acquire knowledge in

teaching-learning process scenario.

According to Dela Rosa as cited by De Leon (2012), the teacher to select

the information to be imparted to the students for the purpose of teaching and

learning process require deeper understanding of the content and other

It was further supported by Sta Ana (2012), who mentioned that the

instructional materials content should be adequate and sufficient to have an

effective and efficient teaching transfer using the instructional materials.

Makewa et.al (2012), posit that effective lesson presentation has several

key elements that include stimulating and maintaining of interest. Content

 37

presented in the instructional materials should motivate the individual learner.

The teacher to do so, has to use variety of approaches.

Drucker and Reigeluth (2012), in their statement emphasized that in

choosing instructional material a lot of thinking and decision-making are required

because instructional materials need to serve the teacher in developing the

concepts and information that the students should learn.

Sescon (2013), pointed out that a psychologist named Richard Gagne

stressed out that the teacher to select and arrange the information to be imparted

to the students for the purpose of teaching-learning process, requires deeper

understanding of the content of specific subject.

Moreover, De Vera (2014) stated that the content of selected topics in

Science remarkably increased the performance of the learners. The learning of

the learners should be beyond concepts so that these practical applications be

given and be emphasized.

In connection with the present study, Lirio (2014), in her study entitled,

“Development and Effectiveness of Supplementary Learning Activities in Reading

for Grade 7” reported that the developed supplementary learning activities were

perceived very much acceptable in its objectives, content, organization and

presentation.

Orca (2014), adheres to the idea that a textbook is a special genre of

teaching media and that include some kind of “built-in” pedagogy. Textbooks are

written with pedagogical objectives in mind by the author.

 38

Format

Format refers to the clarity in the presentation observing the logical

sequence of topics and lessons to convey ideas and concepts clearly.

In creating learning materials, format should always be considered in order to

produce an attractive and well-presented learning resource for the learners.

Furthermore, Ayhon (2009) stressed that instruction should go hand-in-

hand with the presentation although they have different purpose. Introduction

directs the learners into presentation of lessons. During the presentation the

teacher brings in the topics and as the process goes on, teacher and learners

interact about the topics being discussed.

Velarde (2010) conducted a study on “Development, Validation and

Effectiveness of the Enrichment Activities in Grammar IV”. The study made use

of learners and teachers as evaluators of the developed enrichment activities. It

is found out that the developed enrichment activities were highly organized

Moreover, a study entitled “Interactive Effects of Prior Knowledge and

Material Format on Cooperative Teaching” (O’Donnell 2010) revealed that the

format of the learning materials has an effect on the student’s performance and

recall. The results of the experiment delineated some of the conditions under

which knowledge maps and texts are effective as learning or teaching tools.

For this study, the format generally refers to the physical aspects of the

developed material. Its acceptability was determined based on the appearance of

the print, illustrations, design and layout, paper and binding, and size and weight.
 39

In the journal released by the Guillford Press (2011) explained that one of

the foundation of explicit instructions is to deliver instruction at an appropriate

pace to optimize instructional time, the amount of content that can be presented,

and on-task behavior. Use a rate of presentation that is brisk but includes a

reasonable amount of time for student’s thinking/processing especially when they

are learning new material. The desired pace is neither so slow, that the students

get bored nor so quick that they can keep up.

More so, Archer and Hughes (2011) explained the importance of

presentation and organization as elements of explicit instruction. Deliver

instruction at an appropriate pace to optimize instructional time, the amount of

content that can be presented and on task behavior. Use a rate of presentation

that is brisk but include a reasonable amount of time for learners processing

especially when they are learning new materials. Well organized and well-

presented information make it easier for learners to retrieve information, and

facilitate concept integration in a new lesson.

.In the study conducted by Castalone (2011), in her self-learning kit in

science and health for grade VI pupils concluded that the objective, organization

and presentation, content, format, language, and usefulness of the self-learning

kit were all found very satisfactory. They are accepted and effective as

instructional materials as perceived by the grade six English teachers. This

implies that learning kit and modules are effective in helping the learners express

their opinions and give comments which mean that they were able to

comprehend the lessons.

 40

Muldong (2013) stated that instructional materials must be designed and

selected to accomplish a specific purpose. The main purpose is to implement

ideas in the needs of the learners and help them understand scientific concepts.

Sta. Maria (2015), in her study on the “Development and Validation of

Enhancement Activities on Selected Topics in Science for Grade 7” reported that

the developed hands-on activity with respect to organization and presentation as

one of the criteria is found to be Very Highly Organized.

Moreover, Padilla (2015), in her study on the “Development and Validation

of Manipulative Instructional Materials in Teaching Grammar” reported that the

manipulative instructional material is very much accepted with respect to

objectives, content, format, usefulness and technical aspects.

Tambongco (2015), in her study entitled, “Development and Validation of

Enhancement Activities for Grade 7 English” reported that the developed

enhancement activities for Grade 7 Science as perceived by the teacher-

respondents were very much accepted as instructional materials with respect to

clarity of illustrations, graphics, layout and prints or its format.

In connection to that, according to Zulueta, it is an innovation popular

among both developed and developing countries. A module is a self-contain and

educational unit of instructing the primary focus on a few defined objectives. The

substance of a module should be presented in a uniformed and well-defined

format.

In the study of Fano (2015) entitled, “Development and Validation of

Graphic Organizers as Instructional Materials in Teaching English 8”, revealed

 41

that the use of Graphic Organizers on the topics in English 8 results to improve

learners’ performance than the use of traditional teaching method.

As cited by Santos (2017), instructional materials, when properly written,

prepared and presented could supply a complete basis for conceptual thinking

and hence reduce meaningless words for the learners. He also pointed out that

content that are clearly presented, formatted and organized can be interesting

and enjoyable to learners which will make them more active in learning various

topics.

Graphics

Graphics provide the most creative possibilities for a learning session. The

media can be photographs, drawings, graphs from a spreadsheet, pictures from

CD-ROM, or something pulled from the internet; With a scanner, hand-drawn

work can be included.

The developed and validated self-learning material of Bhat (2012) was

found to be Excellent in terms of self-sufficiently and Ordinary in terms of graphic

presentation and Excellent in its framework, language and coverage of the

content are Very Good.

Ogunbote and Adesoye (2010) expressed that multimedia technology

adds new dimension to learning experience when the words are complemented

with image and animations. Stating further that it has been established that

learners retain more when a variety of senses are engaged in imparting

 42

knowledge and the intensity of the experience aids retention and recall by

engaging social, emotional and intellectual senses.

According to Sorden (2012) when words and pictures are both presented,

learners have the chance to construct verbal and visual cognitive representations

and integrate them.

Moreover, Doolittle explain that on-screen animation, slideshows and

narratives should involve both written and oral text and still or moving pictures.

Simple blocks of text or auditory only links are less effective than when this text

or narration is coupled with visual image.

Accuracy of Information

Vallestero (2009), stated Language and structure avoid misinterpretation

and free from grammatical errors. The content of instructional materials being

developed has to use the language and style which can easily be understood by

the learners. It may be appropriate to use materials that are simple yet more

interesting to the learners, it helps the teacher to convey ideas clearly and

transfer of learning easily. It also guides the learner to comprehend and absorb

the concepts. Language and structure avoid misinterpretation and free from

grammatical errors.

Moreover, the student respondents commented that they could easily

understand the activities, that the topics are related to the present situations and

that the contents are useful to them. They also suggested that in order for them

to be attracted of the leaning materials, more illustrations and pictures should be

added and more lessons and activities should be provided.

 43

Julian (2010) believed that computer-assisted module used as

instructional materials are very effective in teaching and learning process since

the information contained have no misinterpretations and free from grammatical

error, and there is enough vocabulary to ensure ease of learning.

Luciano (2012), found out that with respect to accuracy, the over-all

weighted mean score obtained is 4.34 interpreted as Very Much Acceptable. The

findings imply that the teachers viewed the developed program as accurate.

User-Friendliness

There are various literature that state the importance of the instruments

being user-friendly. As cited by San Juan (2013) an effective computer lesson

should be user-friendly to the users particularly, it should remind the students of

the relevant background information that must be remembered in order to

achieve success in the forthcoming lesson.

Julian (2010), in her study “Effectiveness of Enhancement Activities in

Selected Topics in Grammar 9” cited when the presentation of ideas were clearly

presented and organized, the learners understand the concepts easily and finds

the lesson interesting and enjoyable.

According to Abarro (2009), if the developed CAI in Elementary Algebra

were clearly presented and organized, the respondents would find out that the

learning tools can be interesting and enjoyable and make the learners more

active in learning Mathematics.

More so, the student respondents commented that they could easily

understand the activities, that the topics are related to the present situations and
 44

that the contents are useful to them. They also suggested that in order for them

to be attracted of the leaning materials, more illustrations and pictures should be

added and more lessons and activities should be provided.

So (2009), emphasized that instructional materials in the classroom are

the most effective way to catch the interest and understanding of the pupils and

help teachers teach better. Attractive and appropriate teaching aids stimulate

action among pupils. She said further that the relevance of the objective to the

instructional materials would make the pupils remember the lesson and the

message that the teacher wants to inculcate to their minds.

Furthermore, Caliguia (2014), in her study claimed that a material being

user-friendly is attributed to its characteristics to be easily understood and its

characteristic to be easily operated. This is since the developed computer-based

lesson uses programs that are being taught among teachers in their master’s

degree.

This is also supported by San Juan (2013) who revealed that her

computer-aided lesson in HEKASI is very much user friendly as rated by both

students and teachers. As cited by San Juan (2013) an effective computer

lesson should be user-friendly to the users particularly, it should remind the

students of the relevant background information that must be remembered in

order to achieve success in the forthcoming lesson.

Sta Ana (2012) on the other hand, mentioned that the best interactive

multimedia software puts the user in charge, allowing that person to control the
 45

information flow. Thus, a material to be user-friendly should be able to easily

manipulated by the students.

The instruments being handy and can be easily operated is cited as an

important consideration in making a user-friendly instructional material.

Moreover, Padilla (2015), in her study on the “Development and Validation

of Manipulative Instructional Materials in Teaching Grammar” reported that the

manipulative instructional material is very much accepted with respect to

objectives, content, usefulness and technical aspects.

Tambongco (2015), in her study entitled, “Development and Validation of

Enhancement Activities for Grade 7 English” reported that the developed

enhancement activities for Grade 7 Science as perceived by the teacher-

respondents were very much accepted as instructional materials with respect to

clarity of instructions which is also referred to objectives

Kehagias and Viachos (2010) in their study Computer-aided Instruction vs.

Traditional Teaching: Comparison by a Controlled Experiment concluded that the

CAI course was a useful improvement over the traditional course and intend to

refine and repeat it. Teaching MathCad to CAI students created an overhead,

which was partly compensated by spending less time in teaching traditional

techniques of Differentiation and Integration. They were able to cover

approximately the same material in both the CAI course benefits may not be due

to Computers but to a more positive attitude (on our and the students part) to

experimentation, it must be kept in mind that we have only taught the CAI course

for a couple of years, as opposed to the traditions course, which we teach for
 46

over decade. Taking all of these factors into account, we expect to reap even

greater benefits from CAI approaches in the future as our technique improves

Also, Soberano (2009) revealed in his study the difference in the mean

score of the experimental and control groups after being exposed to Strategic

Intervention Material (SIM) in Chemistry. Based on the findings, 33 students or

100% from the experimental group had performed outstanding and 33 from the

control group performed very satisfactory in the posttest.

These data revealed that both groups increased in test performance after

they were exposed of different treatment.

Joshi (2012) entitled “Multimedia: A Technique in Teaching Process in the

Classroom”, Connecting with the internet will make the benefit of increased

learner motivation. Learners are eager to attend classes and often arrive early in

the computer lab; logging in the internet and beginning the online task

performance on their own. They are even spending much of their spare time

working on it.

The importance of an enhancement material to be user-friendly is

supported by the writings of Sta.Ana (2012), on the other hand mentioned that

the best interactive multimedia software puts the user in charge allowing that

person to control the information flow.

Level of Performance

Students’ level of performance refers to the acquired skills after

performing a certain activity. The students’ learning performances reveal the

learning output of the Integrated English-Filipino Learning Materials used in the

 47

enhancement of students in a particular area of English. Usable Meaningful

Learning Theory defines meaningful learning as the acquisition of a new

meaning. The theory implies that, the material to be learned is potentially

meaningful; and acquisition of new meaning refers to the process by which

students turn potentially meaningful materials into actual meaningfulness.

Meaningful learning is when the material to be learned is related to what students

already know occurs. Prepare activities that will strengthen each student’s

creativity. Developing the creative skill of students is important in their education,

and indeed in their lives. Creativity will allow them to come up with unique ideas

and perspective.

Calderon (2009), in her study recommended that pupils must be provided

with activities to further enhance their mastery level in the four macro skills in

English and more emphasis must be given to skills that need enrichment.

Gomez (2012), in her dissertation, recommended that varied instructional

materials should be utilized by teachers in teaching to enhance the pupils’

performance; the pupils should be exposed to more enrichment activities that

would allow them to gain knowledge and develop appreciation in the different

subject areas.

Pascual (2009), concluded that the four teaching strategies such as

motivation, cooperative learning, videotape and power point presentation are

contributory to the academic performance of the students and various strategies

must be employed to arouse students’ interest.

 48

Miranda (2011), concluded that after using the developed competency-

based enhancement activities, the scores of the students under experimental

group increased to a mastered level.

Aragoza (2012), in her dissertation entitled “Predictors of Pupils

Performance in English, Science and Mathematics in Public Elementary Schools

in the Division of Rizal” revealed that the factor affecting the pupils’ performance

has something to do with utilization of instructional media.

Abucayon (2012), in her dissertation entitled, “Development and Validation

of Computer aided Enhancement Lessons in Science 4” concluded that pupils

who are engaged to experiences that promote creativity are most likely to be

creative in the future that is reflective to their performance. He also

recommended that pupils should be exposed to learning activities that will

develop their creative skills, and public schools should develop computer based-

program that will enhance the creativity of both teachers and pupils.

In the study of Castro (2011), it was revealed that the experimental group

performed low in the lessons during the pre-test and performed better on the

posttest compared to the control group.

Takbir (2012) in parallel to the study recommended that teachers need to

adapt curriculum to students’ level of cognitions and experiences by adjusting or

modifying instructions that consists tasks to engage students in process-based

learning and motivate them to increase students interest, confidence, and

competence in science at secondary level.

Level of Acceptability
 49

The acceptability of interactive activities refers to the evaluation and

judgments of the respondents to the Integrated English-Filipino Learning

Materials for English subject enhancement program. The respondents evaluated

the Integrated English-Filipino Learning Materials as to its content, language and

style, usefulness, and organization, which determined the respondents’

acceptability of the learning materials used.

Cabo (2006), in her study “Development of Computer-Aided Instruction on

Non-Linear System in Teaching Differential Equation” used the following

variables in terms of level of Effectivity, Acceptability: objectives, content,

learning activities, format, and applicability.

Penueco (2012), in his study “Development, Validation, and effectiveness

of HOTS Based Multimedia Materials in Geometry used the following criteria:

objectives, contents, activities, presentation, organization, creativity, evaluation,

format, applicability, user friendliness, workability, portability and modifiability.

Pretest and Posttest

Salem (2011), in his study “The Impact of Using Computer-Assisted

Programs for Teaching National Education in Jordanian Schools”, aimed to

evaluate the effectiveness of modular instruction given to the experimental and

controlled group. The Experimental method of research was utilized using the

randomized pretest and posttest design.

Magamong (2012), in her research determining the “Development and

Validation of Enhancement Activity in Reading for Grade Two Pupils “used two

group pretest-posttest experimental design. The first two groups were given a
 50

pretest before the utilization of the module and posttest afterwards, while the

control group was taught in a traditional method of teaching without a module.

Liwanagan (2012), stated in her research entitled “Development and

Acceptability of Reading Comprehension Intervention Materials for Grade Four

Pupils”. She utilized single group in the experimental and found out that the

significant difference exists on the performance of the respondents in the pretest

and posttest.

Soriano (2013), revealed that the performance of the experimental group

in the posttest was significantly better than the performance in the pretest.

Moreover, the two groups of respondents had the same level of performance at

the end of the experiment. Both lecture instruction and modular instruction can

produce impressive results as attested by the gains in the pretest and to the

posttest results

Questionnaire-Checklist

Sacramento (2012), as cited in the study of De Leon (2012), confirmed

that she used questionnaire-checklist to determine the acceptability of the

instructional materials entitled “Development and validation of Differential

Learning Activities in Intermediate Algebra”.

These questionnaire checklists were significant in the study since the

student respondents and English experts evaluated the enhancement activities

with respect to objectives, content, language used, accuracy, accuracy,

usefulness and overall criteria wherein the respondents rated each aspect using

the adapted questionnaire checklists of Hernandez (2007).

 51

The evaluation instrument was utilized to measure the acceptability and

effectiveness of the Developed, Validated Computer-Based Enhancement

Learning Activities.

In the study of Andres (2009), questionnaire-checklist was content-

validated by instructors knowledgeable in the subject and in the field of research.

The past studies revealed that the adopted questionnaire-checklist was

reliable, complete and content-validated. This is the reason why the past

researchers used this instrument. This is significant and related in the current

study since the researcher involved teacher-experts in validating the material

using questionnaire-checklist. The content of the questionnaire-checklist includes

everything that is needed to be seen in the material.

Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the method of research used, setting of the study,

subject of the study, procedure of the study, sources of data, sampling design

and sample, construction of the instrument, validation of the instrument, and

statistical treatment of data.

Method of Research Used

The researcher employed the descriptive, developmental, experimental

and qualitative methods of research.

 52

Descriptive method was used to determine the level of acceptability of the

interactive learning videos in English for Grade 7 learners.

According to Best and Kahn (2003), descriptive method of research

means describing, recording, analyzing and interpreting the data gathered

because it discovers the relationship between existing non-manipulated

variables. Likewise, Calmorin (1994) stated that descriptive studies are of large

value in providing facts and essential knowledge about the nature of objects and

persons on which scientific judgment is based. The purpose of this design is to

“describe” the state of events, people or subjects as they exist. Descriptive

research usually makes some types of comparison, contrasts and correlation and

sometimes, in carefully planned and orchestrated descriptive researches, cause-

effect relationships may be established to some extent.

In this case, the researcher utilized descriptive design that determine the

level of acceptability of the developed literature-based interactive learning videos.

This was done in accordance to the idea expressed by Best and Kahn and the

researcher believed that the design answered the problem identified in the

research study.

Developmental research is a methodology for creating and improving. It is

a methodical course of scheming, evolving and assessing teaching programs,

procedures and results that should come across principles of inner reliability and

efficiency. It is mainly significant in the area of instructional technology and focus

on the impact of the product to the learner (Richey ,1994).

 53

This utilized the research method since the present study is about

developing an interactive learning videos in English. The researcher also

developed test items and questionnaire-checklist to determine the performance

of learners in selected grammar topics and point out the strengths and

weaknesses of the materials developed.

Moreover, experimental method was also applied to determine the level of

performance of the respondents in the experimental and control groups as

revealed by their pre-test and posttest with respect to the different grammar

topics before and after exposure to the developed literature-based interactive

learning videos.

Experimental was related in the study since the level of performance of

the two groups of respondents in pretest and posttest was compared and

determined. In experimental method of research, particularly the static- group

pretest-posttest design which according to Bustos (2009), experimental method

is unique in two very important aspects. It is the only type of research that directly

attempts to influence particular variables, and it is the only type that can really

hypothesized cause and effect relationships.

Furthermore, the static group pretest-posttest design in the individual’s

pretest score which is subtracted from his or her posttest score, thus, permitting

analysis of “gain” or “change”. With this design provides better control of subject

characteristics threat, the amount of gain often depends on initial performance;

that is, the group scoring higher than the pretest is likely to improve more and

thus, subject characteristics still remains somewhat of a threat.

 54

Setting of the Study

The study was conducted at San Guillermo National High School, situated

at Sitio Gitna, San Guillermo Morong, Rizal with 7 hundred four (704) enrollees.

The school caters students with special cases such as those who are working

students through offering the Open High School Program (OHSP).

San Guillermo National High School (SGNHS) was established with the

aim of becoming one of the leader schools in the province of Rizal. It started

operating in 2005. Since then, it has been manned by several school heads and

officers-in-charge of the school. Presently, the school has twenty-eight (28)

teachers and around seven hundred (700) students from Grade 7 to G10. With

the untiring support of the provincial government, physical facilities and

properties are materializing.

With the continuous quest for excellence, specifically in English, there are

several programs intended for students’ development, such as: Project SLIP

(Saving Literacy Intervention plan) whose main objective is to propagate students

interest in various forms of literature, by conducting workshops on theatre, poetry

and speech choir; Project DEAR (Developing Appreciation in Reading)

encourages students to discover a passion for reading, despite the distractions of

technology, teachers of English established a weekly routine in their class of

students sharing to the class a book they have read; and of course the program

Project FASLIT (Frustrated and Slow Learners Intervention Technique) known in

the school as the English department’s vanguard program for students who are

at risk. Students who were identified as struggling in English were notified and
 55

counseled along with their parents so as to acquire their permission and allow

their children to be participants of remedial classes conducted to improve student

performance on the subject of English.

Project FASLIT as the key intervention program of the English Department

is indicated in the school action plan with the aim of improving the level of

proficiency in English in San Guillermo National High School. Each project

proposal of the Department is allotted with the needed financial support from

MOOE fund to fully realize the goal of improving the quality of instruction. The

teachers are also allowed to utilize all available instructional materials like

technological devices, laboratory apparatus, sports equipment and others.

Presently, the school has already acquired some of the most functional

tools that are used in teaching the 21 st Century learners. SGNHS has fifty (50)

desktops for the students taking ICT subject donated by Accenture. Six (6)

classrooms assigned to the Grade 7 and grade 10 have their smart televisions

installed. Two (2) laptops and another (2) two tv sets are functionally used in the

Home Economics Room and Science laboratory.

56
 57

Figure 2

Vicinity Map of the Setting of the Study

 58

Subject of the Study

The subject of the study is the development of Literature-based

Interactive Learning Videos in English for Grade7 Learners which includes

activities that may develop the students’ grammar skills. The material aimed to

enhance and develop students’ grammar skills particularly in Simple Past tense,

Past Perfect Tense and Logical Connectors.

The researcher considered the Grade 7 learners: twenty-nine (29)

students from Grade 7-Mercury and another set of twenty-nine (29) students

from Grade 7-Venus who are enrolled in San Guillermo National High School

(SGNHS) for the School Year 2018-2019.

Together with the student-respondents, the researcher also sought the

help of ten (10) Secondary Teachers of English in Morong District: four (5) from

Morong National High School and Senior High School, three (3) from Lagundi

CCL National High School and one (1) from Talaga High School-MNHS Annex

and one (1) teacher of English in San Guillermo National High School. They

served as the experts of the research study who evaluated the acceptability of

the developed interactive learning videos in English using the validated

questionnaire-checklist.

Procedure of the Study

To come up with the interactive learning video, first, the researcher

prepared a manuscript of the material used for the material, which could be of
 59

help to increase the performance of the students based on the needed

competencies to be developed.

The researcher prepared a number of assessment activities based on the

competencies to be enhanced. The assessments contained in the material was

arranged in order of difficulty.

After the developed material had been finalized, it was validated by the

experts using the validated questionnaire before it was used as instrument to

gather data.

Likewise, the researcher prepared a set of 90-item test for pretest which

was content validated and item analyzed.

With the prepared instruments, the researcher asked for permission from

the office of the principal to conduct and administer the pretest and the posttest

together with the use of the developed instructional material in the teaching and

learning process.

With the issuance of approval from the office of the principal, the

researcher started to administer the study to her respondents.

The pretest and posttest were administered at San Guillermo National

High School’s simple classroom set-up. The pretest was administered to

determine the students’ performance in the focus grammar topics. Afterwards,

the developed learning video was utilized in the experimental group while, the

control group was not exposed to it. To determine the effectiveness of the said

material, posttest was administered to the two (2) groups of respondents. The

data were then collected, tallied and tabulated by the researcher’s statistician.
 60

From the results, the researcher formulated the final manuscript and prepared for

the pre-oral defense of his study.

Considering the suggestions from the panel members and with the

guidance of the researcher’s adviser, the former worked on the revisions of the

manuscript for final oral defense of the study.

Finally, the final manuscript preparation was done.

Sources of Data

To further evaluate the outcome of the study, the instruments used were

the 60-item researcher-made and validated pretest and posttest based on the

Kto12 Curriculum Guide for Grade 7 English to serve as pretest and posttest on

the topics under consideration to measure the level of performance of the Grade

7 learners. The tests underwent item analysis to determine the items retained

and the items that are rejected. The final form of test was constructed with the

table of specification. The validated test item was administered by the researcher

to the respondents as the pretest and posttest.

To determine the level of the acceptability of the Literature-Based

Interactive Learning videos, the validated questionnaire-checklist was utilized. It

contains criteria such as objectives, content, format, graphics and user-

friendliness. The teacher-respondents were asked to rate each item using the

five-point scale as shown below:

Scale Range Verbal Interpretation

5 4.50 - 5.00 Very Highly Acceptable (VHA)
4 3.50 - 4.49 Highly Acceptable (HA)
3 2.50 - 3.49 Acceptable (A)
 61

2 1.50 - 2.49 Slightly Acceptable (A)

1 1.00 - 1.49 Not Acceptable (NA)

In order to determine the level of performance, the following composite

scale for assessing the Literature-Based Interactive Learning Videos was used.

Level of Performance

Range Verbal Interpretation

48.00 –60.00 Outstanding
36.00 – 47.99 Very Satisfactory
34.00 – 35.99 Satisfactory
12.00 – 23.99 Fairly Satisfactory
0 – 11.99 Poor

Sampling Design and Sample

The researcher chose the sections of Grade 7 which could be the

respondents of the study. The only two sections that are heterogenous were

chosen: G7-Venus and G7-Mercury. Each of the classes composed of 57

students with a total of 114 population. The ratings of the learners from two

previous grading periods were averaged and sorted from highest to lowest

separately. Having found that most of their grades are low, the researcher as

advised by the adviser, consider all the learners having grades of 80 and below

as the final respondents since more than anyone else in the class, those were in

need of immediate intervention. Therefore, twenty-nine (29) out of 57 learners

from each class were placed in the control group and another 29 respondents

under the experimental group.

Construction of the Instrument

 62

The researcher utilized a researcher-made test questionnaire for pretest to

determine the level of performance of the student-respondents that was

composed of 90 items about the target grammar lessons such as Simple Past

Tense, Past Perfect Tense and Logical Connectors, each topic having 30 items.

The test was administered to grade 8 students who were not the subjects of the

study but had already taken the lessons from the previous grade level to

determine its content validity and subjected to an item analysis. The retained

items were identified as the final set of questions administered as pretest. Twenty

(20) items were retained for each competency making a 60-item test. The same

test was administered as posttest after the experiment.

Moreover, the researcher utilized a validated questionnaire-checklist to

determine the level of acceptability of the developed learning material. The

criteria to be evaluated are the contents, graphics, format, user-friendliness and

accuracy of information.

Validation of the Instrument

The researcher-made tests were pilot tested to Grade 8 students of San

Guillermo National High School who already took the subject. It was content

validated by English language teachers and was initially subjected to item

analysis. The result came out with 66 retained items, 12 revised and 12 rejected

items. Out of the items retained, 60-item test was made as validated and

approved by the statistician.

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The researcher also utilized a questionnaire-checklist which was validated

by the English language teachers and ICT experts.

Also, the developed interactive learning videos were validated by the

English language teachers and ICT experts. Then, it was evaluated using the

validated questionnaire-checklist by 10 English experts from Morong Senior High

School, Morong National High School, and San Guillermo National High School

and Lagundi-CCL National High School. It was evaluated using the contents,

graphics, format, user-friendliness, and accuracy of information.

Data-gathering Procedure

This study, which aimed to develop Literature-based Interactive Learning

videos in English for Grade 7 learners followed step by step procedures.

Using the validated questionnaire-checklist, the researcher tested the level

of acceptability of the developed interactive learning videos with respect to

contents, graphics, format, user-friendliness and accuracy of information by 10

English language teachers.

Meanwhile, with the validated pretest, the researcher asked for permission

from the office of the principal to conduct and administer the test together with

the use of the developed learning videos in the teaching and learning process.

With the issuance of approval from the office of the principal, the

researcher started to administer the study to her respondents.

 64

First, the researcher chose the sections of Grade 7 which could be the

respondents of the study. The only two sections that are heterogenous were

chosen. Each of the classes composed of 57 students with a total of 114

population. The ratings of the learners from two previous grading periods were

averaged and sorted from highest to lowest. Having found that most of their

grades are low, the researcher as advised by the adviser, consider all the

learners having grades of 80 and below. Twenty-nine (29) respondents were

finally identified.

The pretest was administered to the respondents from San Guillermo

National High School to determine the students’ performance in grammar topics

before the lecture and exposure to developed learning videos. The student-

respondents in the control group were taught utilizing the traditional method of

instruction called lecture while the experimental group was treated using the

developed learning videos. The control group was handled by other teacher of

English and the experimental group was facilitated by the researcher. To

determine the performance of both groups given the treatment, posttest was

administered afterwards.

The data from the test of acceptability and performance level of the

student-respondents were then collected, tallied and tabulated at the Stat Center.

From the results, the researcher made analyses, interpretations,

justifications and conclusions.

Lastly, the researcher formulated the final manuscript and prepared for the

final oral defense of her study.

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Statistical Treatment

The following statistical tools were utilized in treating the data:

Descriptive narrative was used to enumerate how the Interactive learning

videos will be developed.

Frequency, and percentage were used to determine the profile of the

respondents in terms of age, sex, educational attainment, rank and length in

service.

Mean was used to determine the level of acceptability of the literature-

based interactive learning videos as assessed by the English language teachers

with respect to objectives, content, graphics, format and user-friendliness.

To determine the level of performance of the control and experimental

group on Grammar 7 lessons as revealed in pre-test and posttest result, mean

and standard deviation were applied.

To determine the significant difference on the level of performance of the

two groups of respondents as revealed in the result of their pre-test and posttest,

independent and paired t-test were utilized.

To determine the significant difference on the level of acceptability of the

literature-based interactive learning videos as assessed by the English language

teachers with respect to objectives, content, graphics, format and user-

friendliness, One-way Analysis of Variance was used.

To know what enhancement may be done for the developed literature-

based interactive learning video, qualitative discussion was used.

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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the results and discussions, presentation of data,

analysis and interpretation of data gathered in order to answer specific problems

in Chapter I. The data and statistical findings were presented and given

implications.

Development of the Material

Preparation for the development of the learning videos started on the latter

part of November. Part of the preparation made was information gathering. Since

the material to be developed consists of two distinct subjects: literature and

grammar, the researcher tried to find the interplay between these areas. As

stated “Grammar, the way words are put together to express ideas, is how order

is created out of chaos in language. Literature is the sharing of thoughts and

stories in writing. Without grammar, literature would make no sense; without

literature, grammar would have limited use”.

Relative to it, the researcher chose literary materials which present

phrases, clauses and statements adhering to the rule of the selected grammar
 67

competencies such as Simple Past Tense, Past Perfect Tense and Logical

Connectors. To do so, the researcher browsed variety of resources then

prepared a manuscript of the material used for the learning videos to be included

in all the segments of the material, which could be of help to increase the

performance of the students based on the needed competencies to be

developed.

The second phase is the Savvy start, wherein the researcher gathered the

support team member for an initial collaborative brainstorm session to establish

the project. At the meeting with the ICT team, tasks have been designated as to

who will be working as programmer, as an animator, and a voice talent. More so,

projected output and timeline have been discussed as well. As discussed, a

website would be developed, each project containing three segments. The first

segment of the video which is the introduction contains the literary material. The

second segment is the discussion that explains and elaborates the topic by citing

examples constructed from the literary material. Then, a number of assessment

activities based on the competencies learned.

The ICT team designed a prototype animation and presented them to the

researcher then proceeded to the development using the manuscript as guide.

After that the first project was done, the researcher reviewed the project (Iterative

Design Phase).

The team continued with the enhancement of the first project. Then

pursued with the second and last projects. After all that projects have been

finished, the website was tested. The idea that there is nothing that can be
 68

perfected at a single try, the researcher made some corrections for the

improvement of the output.

The interactive learning videos were compressed in one program that was

made available through website. The website includes database for teacher’s

recording purposes. The material can be explored offline through server (laptop)

with a router or a pocket wifi, but the fact that the quality experience could be

possible through internet access is not being disregarded.

Evaluation of the output was encouraged among validators and experts.

The process of implementing, evaluating and improving took place when

changes need to occur.

After a series of revisions and enhancement, the interactive earning video

was finally polished.

Profile of Teacher-Respondents

Table 1 presents the profile of the teacher-respondents in terms of sex,

age, educational attainment, rank and length in service.

Table 1

Profile of Teacher-Respondents

Sex f %
Male 2 20.0
Female 8 80.0
Total 10 100.0
Age
26-35 5 50.0
36 above 5 50.0
Total 10 100.0
Education Attainment
College Graduate 1 10.0
MAT w/ units 4 40.0
MAT Graduate 2 20.0
 69

Doctoral w/ units 2 20.0

Doctoral Graduate 1 10.0
Total 10 100.0
Rank
Teacher I 1 10.0
Teacher II 2 20.0
Teacher III 3 30.0
MT I 3 30.0
MT II 1 10.0
Total 10 100.0
Length in Service
5 below 2 20.0
6-10yrs 4 40.0
11yrs above 4 40.0
Total 10 100.0

It can be gleaned from the table that the female respondents ranked first

with a frequency of 8 or 80 percent and only 2 or 20 percent of male teachers

served as respondents.

It shows that there are more female teachers of English in Morong which

also points out that more female teachers prefer to master English as well as to

teach the subject.

However, the table presents an equal frequency of 5 or 50 percent of

teacher-respondents in terms of age. This only indicates that teaching requires

no age boundary. Teachers at the age of 36 and above stays in the service while

newly graduates are keep coming to the service.

In terms of educational attainment, respondents with MAT units ranked

first with the frequency of 4 or 40 percent, while only 1 or 10 percent is a

Bachelor’s degree. There are two (2) who are MAT degree holder, two (2) are

taking Doctoral and one (1) who is a graduate of Doctoral. With the number

scattered among the educational attainment, it can be said that teachers really
 70

take time to continue equipping themselves professionally through taking and

pursuing a much higher degree.

Furthermore, the teacher-respondents whose ranks are Teacher III and

Master Teacher I had equal frequency of 3 or 30 percent while only one is Master

Teacher II similar to Teacher I position. It can be reflected from the data that in

secondary schools of Morong District, teachers have varied positions and are

continuing to strive for professional growth in terms of promotion.

Moreover, it can be observed in the table that the respondents with 6-10

and 11 years and above in service have the same frequency of 4 or 40 percent

and 2 or 20 percent are in their 5 and below years in service which implies that

the majority of respondents have been in the service for a long time while a

lesser number are still in their exploration stage in the system.

Level of Acceptability of the Literature-Based Interactive Learning Videos

as Assessed by the English Language Teachers with respect to Content

Table 2 shows the level of acceptability of the developed Literature-Based

Interactive Learning Videos as evaluated by English experts with respect to

content.

Table 2

Level of Acceptability of the Literature-Based Interactive Learning

Videos as Assessed by the English Language
Teachers with respect to Content

Content Teacher
Mean VI
1. The materials contribute to the achievement of specific objective 4.80 VHA
of the English grammar course.
2. The material provides the development of higher cognitive skills 4.40 VHA
such as critical thinking, communicating, learning by doing,
problem solving etc.
 71

3. The content is suitable to the student’s level of development. 4.80 VHA

4. The content is free from ideological, cultural, religious, racial and 4.70 VHA
gender biases and prejudices.
5. The material enhances the development of desirable values and 4.40 VHA
traits.
6. The content is within the expected competencies prescribed by 5.00 VHA
the department.
Average 4.68 VHA
Legend: VI – Verbal Interpretation, VHA – Very Highly Acceptable

The table depicted that as evaluated by the English experts, the

developed Literature-Based Interactive Learning Videos received an average

mean score of 4.68 with a verbal description of very highly accepted with respect

to content.

This implies that the content of the developed Literature-Based Interactive

Learning Videos was very highly acceptable that contributed to the improved

level of performance of the learners in dealing with different topics in English.

The result of the present work conformed with the study of Portillo (2009),

it was revealed as one of the criteria in determining the acceptability of the CAIM

(Computer Aided Instructional Module). Ideally, every aspect of the content such

as; discussion, exercises, activities, physical details and information of the

module itself, should be based on the needs and interest of students than the

subject matter.

It was also stated by Ocampo (2011) that the content should be well

presented, so students’ attention will be readily caught, otherwise, the outcome

will not be favorable in improving the performance of the learners or that content

should be logically arranged or easy to follow.

Level of Acceptability of the Literature-Based Interactive Learning Videos

as Assessed by English Language Teachers with respect to Graphics
 72

Table 3 on the next page shows the level of acceptability of the developed

Literature-Based Interactive Learning Videos as evaluated by English experts

with respect to graphics.

Table 3

Level of Acceptability of the Literature-Based Interactive Learning

Videos as Assessed by English Language Teachers
with respect to Graphics

Graphics Teacher
Mean VI
1. The video elements used such as pictures, text, sounds 4.40 VHA
etc. fit the concept of the lesson.
2. The design and layout are simple yet attractive and 4.40 VHA
pleasing to the user.
3. The pictures, images and other icons can supplement the 4.50 VHA
text.
4. There is a harmonious blending of all the elements. 4.10 HA
5. .Audio and videos are clear. 4.40 VHA
6. The material does not contain any unbecoming graphics. 5.00 VHA
Average 4.47 VHA
Legend: VI – Verbal Interpretation, VHA – Very Highly Acceptable

The table on graphics shows that English Language Teachers that served

as validators all perceived the developed Literature-Based Interactive Learning

Videos as very highly accepted with an overall average of 4.47

This only implies that the graphical presentation of the developed

Literature-Based Interactive Learning Videos which contains attractive graphic

elements that accentuates the already superb high quality of animation, hence

enhancing more the spatial and cognitive learning experience from the

developed learning materials.

 73

However, with respect to the harmonious blending of all elements, the

study only got a mean of 4.10 which can be verbally interpreted as Highly

acceptable. Although the quality and veracity of the final script took countless

retakes of the sound and voice recording in order to achieve the desired quality

of content, in turn resulted to high level of retention and increase performance in

learning different topics in English grammar

The result was supported by the study of Liwanagan (2012), in the

developed training package, wherein the learners can easily follow the system of

instruction because the interactive elements were laid out and styled in

accordance from feedbacks gain from user testing of large focus groups,

henceforth the graphics is intuitive, engaging and effective.

n many ways his research work also possesses the same level of

attention to detail found in the developed Literature-Based Interactive Learning

Videos that has not only allow students to grasp all context and content, but also

work efficient.

Level of Acceptability of the Literature-Based Interactive Learning Videos

as Assessed by the English Language Teachers with respect to Format

Table 4 shows the mean results on the level of acceptability of the

developed enhancement activities in reading with respect to format.

Table 4

Level of Acceptability of the Literature-Based Interactive Learning Videos

as Assessed by the English Language Teachers
with respect to Format

Format Teacher
Mean VI
 74

1. Presentation is engaging, interesting and understandable. 4.40 VHA

2. There is a logical and smooth flow of ideas. 4.30 VHA
3. There are exercises intended for assessment of learning. 5.00 VHA
4. The transitions are well suited to the user’s level of 4.20 VHA
understanding
5. The texts (font size, spaces etc) used are appropriate 4.00 HA
6. The pacing of illustrations is appropriate to the flow of 4.00 HA
discussion.
Average 4.32 VHA
Legend: VI – Verbal Interpretation, VHA – Very Much Acceptable HA – Highly Accepted

The table shows that items 1 to 4 have verbal interpretation of “Very

Highly Accepted” with computed mean scores of 4.40, 4.30, 5.0, and 4.20. While

items 5 and 6 both have a verbal interpretation of “Highly Accepted” and similar

computed mean scores of 4.00 respectively.

Therefore, with respect to format, the teacher-respondents assessed the

level of acceptability of the developed Literature-Based Interactive Learning

Videos as “Very Highly Acceptable” with an overall mean score of 4.32.The

results revealed that the format of the Literature-Based Interactive Learning

Videos is appropriate for the level of the learners.

This confirms the findings of Hilario (2017) which showed that the

experts/teachers perceived that the developed Multi Intelligence learning

materials in Mathematics was highly sufficient, thus teachers who are handling

the subjects are the authority to tell the sufficiency or acceptability of the content

of an instructional material.

This shows that the instructional material developed by the researcher is

very highly accepted when it comes to format. It implies that the format is

relevant to the level of the students. The format of any developed instructional
 75

material is important which could be significant in developing the students’ skills

in grammar.

Level of Acceptability of the Literature-Based Interactive Learning Videos

as Assessed by the English Language Teachers with respect to User-
Friendliness

Table 5 shows the level of acceptability of the developed and validated

Integrated Instructional Materials in English and Filipino as evaluated by English

experts with respect to usefulness.

Table 5

Level of Acceptability of the Literature-Based Interactive Learning Videos

as Assessed by the English Language Teachers
with respect to User-Friendliness

User-Friendliness Teacher
Mean VI
1. The interactive video includes instructions for proper use. 4.30 VHA
2. The instructional material is easy to use. 3.80 HA
3. The output material is portable. 3.90 HA
4. The presentation used is familiar with the facilitator and 4.50 VHA
learners.
5. The interactive video can be used even without internet 3.40 HA
connection
6. The material format can be operated in any gadget. 4.10 HA
Average 4.00 HA
Legend: VI – Verbal Interpretation, VHA – Very Much Acceptable HA – Highly Accepted

The statistical data on the table showed that all items as perceived by the

teacher – respondents were highly accepted with a result of an average weighted

mean of 4.00. This indicates that the target of the evaluation which is to diagnose
 76

and measure the accessibility of the developed video materials for learners was

accomplished.

This only further highlighted that the developed Literature-Based

Interactive Learning Videos was verified to be very accessible for utilization in

classroom instructions in attaining quality performance tackling different topics in

English Literature.

As cited in San Juan (2013), an effective computer-lesson should be user-

friendly, it should have reminders of the relevant background information and

instructions for the students to achieve success in the forthcoming lesson. Sta

Ana (2012), on the other hand, mentioned that the best interactive material puts

the person in charge, allowing the person to control the information flow.

The study supported the present research work in a sense that both were

engaged in the development and validation of innovative instructional materials.

Researchers both used a group of teachers having the necessary expertise as

well as years of experience in teaching the subject, both studies are both

parallelly intertwined on the foundation of concepts that relate both studies, which

is to be provide ease of use and familiarity with its user interface, instead of being

to technical that may cause users to be intimidated.

Level of Acceptability of the Literature-Based Interactive Learning Videos

as Assessed by the English Language Teachers with respect to Accuracy
of Information

Table 6 on the next page shows the level of acceptability of the developed

and validated Literature-Based Interactive Learning Videos as evaluated by English

experts with respect to Accuracy of Information.

Table 6
 77

Level of Acceptability of the Literature-Based Interactive Learning Videos

as Assessed by the English Language Teachers
with respect to Accuracy of Information

Accuracy of Information Teachers

Mean VI
1. The information contained in the material is free from 4.90 VHA
conceptual errors.
2. There are no grammatical errors found in the presented 3.80 HA
information.
3. The material contains updated information. 4.40 VHA
4. The information presented are factual and realistic 4.50 VHA
5. The material has no typographical and other minor errors 4.00 HA
(captions, labels etc.)
6. The material complements the information from the 4.40 VHA
prescribed materials.
Average 4.33 VHA
Legend: VI – Verbal Interpretation, VHA – Very Much Acceptable HA – Highly Accepted

The data shows that the Accuracy of Information of the developed

Literature-Based Interactive Learning Videos was very highly accepted by the

experts since they find it suited to the needs of the students. The voice overs

gave clear direction and information about the topics and there are provisions for

learning new meanings.

It can be glanced from the figures above that four aspects under accuracy

and were graded Very Highly Accepted and two items which is the typographical

and grammatical errors received a highly acceptable rate. However, the

summary, still, arrived at a Very Highly Accepted interpretation with average

mean of 4.33.

Since grammatical and typographical errors are important features of any

printed-non-print material, it then reflects that the developed literature-based

interactive learning videos should be carefully proofread to ensure that it will not
 78

have errors. However, it still comprised of accurate information needed to

enhance students’ performance in grammar.

Orca (2015), in his study, found out that the instructional materials in

Physics which evaluated the subject matter of the language and style was very

highly accepted. He researcher also added that the study manifested an idea of

validating the learning materials by Science experts.

The study mentioned above supported the present research work since

the developed learning materials are very much suited with respect to accuracy

of information. With this, it shows that the developed Literature-Based Interactive

Learning Videos is legitimate and effective that properly served its purpose.

Composite Table on the Level of Acceptability of the Literature-Based

Interactive Learning Videos as Assessed by the English Language
Teachers

Table 7 presents the composite table of the level on acceptability of the

developed Literature-Based Interactive Learning Videos as evaluated by English

experts with respect to different criteria.

Table 7
Composite Table on the Level of Acceptability of the Literature-Based
Interactive Learning Videos as Assessed by the English Language
Teachers

Aspect Teacher
VI Mean
Content 4.68 VHA
Graphics 4.47 VHA
Format 4.32 VHA
User-Friendliness 4.00 HA
Accuracy of Information 4.33 VHA
Average 4.36 VHA
Legend: VI – Verbal Interpretation, VHA – Very Much Acceptable HA – Highly Accepted
 79

The table shows that the developed Literature-Based Interactive Learning

Videos was rated by the expert respondents as very highly accepted in terms of

content. The experts have also agreed that the research output is very highly

accepted with respect to graphics, format and accuracy of information while the

aspect of User-Friendliness as highly accepted.

The result implies that majority of the English experts agreed that the

developed and validated Literature-Based Interactive Learning Videos is

regarded as a very highly accepted innovative learning tool in the enhancement

of grammar in the English subject. The research output has the characteristics

that would really help in the improvement of the teaching – learning process.

However, with respect to user-friendliness, the only criterion that gained a

highly acceptable rating, implies that the material did not work at a pace

expected by the users when used by a large group, since it was an offline

learning material, yet quality experience may be offered when online.

In the study of Amado (2009), entitled “Audio-Video Programmed Modular

Instruction in Mathematics its Effect on the Attitude of the Students”, the

researcher concluded that the new instructional approaches must be introduced

to make the teacher and students be active partners in exciting, rewarding,

enjoyable and intensive educational experience. This is only possible with

learning tools that are intuitive and acceptable for use as instructional materials

in teaching the subject. The same result is very much evident in the present

study wherein the developed Interactive Learning Videos was able to convince
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the experts of its potential as an effective instructional material in reaching the

targets and goals set for English.

The Level of Performance of the Student-Respondents as Revealed by the

Pretest and Posttest Mean Scores with respect to Different Topics in
English

Table 8 presents the mean result on the Table 8 presents the mean result

on the level of performance of the respondents in the control and experimental

groups as revealed by the pretest and posttest scores.

Table 8

The Level of Performance of the Student-Respondents as Revealed

by the Pretest and Posttest Mean Scores with respect
to Different Topics in English

Group Experimental Control

Pretest Posttest Pretest Posttest
Mean Sd. VI Mean Sd. VI Mean Sd. VI Mean Sd. VI
Simple 8.31 3.1 S 10.38 3.03 S 9.66 4.51 S 10.79 4.07 S
Past Tense 1
Past 0.86 2.6 P 7.62 4.40 FS 1.62 4.00 P 6.52 6.63 FS
Perfect 8
Tense
Logical 3.45 3.2 P 5.45 3.15 FS 2.59 2.80 P 6.28 3.71 FS
Connector 0
s
Total 12.62 4.8 FS 23.45 6.83 FS 13.86 9.09 FS 23.59 11.23 FS
8
Legend: S – Satisfactory, FS – Fairly Satisfactory and P – Poor
 81

The table shows that all the mean scores in the posttest of the control and

experimental groups are higher than the pretest which implies that there was an

increase in the level of performance of the two groups of respondents. However,

the mean scores in the posttest of the control in all topics are higher than the

experimental group. It can be concluded therefore that the control group

measured quite very well with the other group, even without receiving treatment

from the newly developed materials.

The findings imply that using the developed Literature-Based Interactive

Learning Videos is quite effective based on the improvement of results of the

experimental group.

The findings also show that the experimental group that received

treatment of the developed learning materials is slightly outperformed by the

control group, as reflected by both groups’ posttest mean scores.

The enhancement activities served as motivator and promoted students’

self-assessment and self-understanding. With the use of materials, the learner’s

abilities sharpened through the activities provided therein. The result is similar in

the study of Ocampo (2011), that the pupils who were exposed to modules in

science improved their performance same with the students who used the

traditional method.

Similarly, Lapie et.al (2015) conducted a study focusing on developing and

evaluating the effectiveness of the Interactive Learning Module in studying

summation notation and some of its properties. They have concluded that the
 82

Interactive learning Module rated relatively good and that the learners

appreciated the design more than the concepts discussed in the module.

It could also be attributed to the fact that the students adjusted when

taught using the interactive videos for the first time.

The finding is also related to the explanation on the Journal Data

Instrument of India (2008) that to have proven confidence in analytic

measurement, each component that contributes to the overall quality of the result

must be identified and quantified.

Caliguia (2014), in her study, Computer-based Lessons in Physics for

Grade 8, revealed that the use of the developed computer-based materials in

teaching topics ng science and the use of activities found in Physics books

resulted to equal performance of two groups of learners. Same performance may

be attributed to the same learning objective included in both materials which

means that enhancement materials used for the same objective may result to the

same performance as long as the materials used have an adequate content.

Viloria (2013), in her study found out that teaching with computer-aided

instructional tools and traditional method the same competencies have the same

effect on the learning performance of the pupils.

Further, this implies that although pupils learned after being exposed to

the developed computer-aided lessons, the presence of the teacher as facilitator

of learning inside the classroom plays a vital role in improving the level of

comprehension of the pupils.

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She also added that although the computer-aided lessons in English

reading comprehension are suited to the ability of her learners, provided varied

learning activities, still it cannot ensure to totally cater the needs of the learners.

The material was a powerful tool in getting the interest of the learners and not to

confine them but it cannot be denied that the presence of a competent teacher in

the classroom is more than this teaching aids can offer.

This is supported by the study of Belen as cited by Portillo (2009), wherein

she said that there is no best method of teaching that can be applied for general

pattern, but the objectives, the teacher, the learner, the subject matter, time and

Also, the result strengthens the statement of Dahar (2011) that

instructional approaches may succeed or fail, they are dependent to the learning

needs of the students, and on the statements of Bolante (2012) that, the

objectives of science education according to the reflects science as an activity-

based subject requires many learning materials and resources.

Like the mentioned study above, the researcher’s findings suggest that

results of students’ performance vary in regards through the use of the

developed Literature-Based Interactive Learning Videos, that there will be

performance gains and improved on the result of mean scores in some of the

topics in literature-based grammar.

Significant Difference on the Level of Performance of the Student-

Respondents in Experimental Group as Revealed by the Pretest and
Posttest Scores with respect to Different Topics in English
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Table 9 presents the significant difference on the level of performance of

the student-respondents in experimental group as revealed by the pretest and

posttest scores with respect to different topics in English.

Table 9

Significant Difference on the Level of Performance of the Student-

Respondents in Experimental Group as Revealed by the Pretest
and Posttest Scores with respect to Different Topics in English

Mean Sd Mean t df Sig HO VI

Diff.
Simple Past Tense Pretest 8.31 3.11 2.07 3.27 28 .003 R S
Posttest 10.38 3.03
Past Perfect Tense Pretest .86 2.68 6.76 6.86 28 .000 R S
Posttest 7.62 4.40
Logical Connectors Pretest 3.45 3.20 2.00 3.10 28 .004 R S
Posttest 5.45 3.15
Total Pretest 12.62 4.88 10.83 7.61 28 .000 R S
Posttest 23.45 6.83

It can be gleaned from the table that there is a significant difference on the

results of pretest and posttest scores of the experimental group in dealing with

the topics in English such as Simple Past Tense, Past Perfect Tense and Logical

Connectors, since the obtained probability values of .000 in all the lessons does

not exceed at 0.05 level of significance, thus the null hypothesis is rejected.

It only implies that the developed Literature-Based Interactive Learning

Videos contributed to the significant gain of 10.83 mean score on the

performance of the respondents.

The findings imply that it is important to have interactive engagement

activities in teaching – learning process. Though with a little improvement, still, it

provides an increase to the scores and can lead to the development of skills

among students; so, learning becomes easy and enjoyable.

 85

Another in the findings of the United Kingdom Department and Skills result

as cited by Santos (2011), research confirmed that instructional materials like

computer-assisted programs and digital technologies such as computer

hardware, software and internet are proven to be effective in facilitating

instruction.

The slight increase in the performance of the experimental group after

exposure to the interactive learning videos only affirmed Ocampo’s statement

that the power of any teaching tool lies in the pedagogy, particularly if tool has

low threshold for mastery, feels non-invasive to the instruction in the classroom,

and promotes positive interactions between the instructor and the students.

In the study of Martin, Klein and Sullivan (2008), mentioned the

importance of practice in an instructional material. As mentioned, practice

involves eliciting performance from learners.

Significant Difference on the Level of Performance of the Student-

Respondents in Control Group as Revealed by the Pretest and Posttest
Scores with respect to Different Topics in English

Table 10 presents the t-test results on the level of performance of the

respondents in the control group as revealed by the pretest and posttest result

with respect to the different topics in English.

Table 10

Significant Difference on the Level of Performance of the Student-

Respondents in Control Group as Revealed by the Pretest and
Posttest Scores with respect to Different Topics in English
 86

Mean Sd Mean T df Sig HO VI

Diff.
Simple Past Pretest 9.66 4.51 1.14 1.8 28 .073 FR NS
Tense Posttest 10.79 4.07 6
Past Perfect Pretest 1.62 4.00 4.90 4.5 28 .000 R S
Tense Posttest 6.52 6.63 7
Logical Pretest 2.59 2.80 3.69 5.4 28 .000 R S
Connectors Posttest 6.28 3.71 5
Total Pretest 13.86 9.09 9.72 5.9 28 .000 R S
Posttest 23.59 11.23 2

The overall findings revealed that there is a significant difference on the

pretest and posttest scores of the control group when it comes to Past Perfect

Tense and Logical Connectors except for Simple Past Tense that proved no

significant difference. The performance of the control group has increased by 9.

73 mean score as shown by their posttest mean scores.

The findings showed that the use of available learning materials is not a

sure guarantee of a big leap in the result of performance deviation between the

pretest and posttest, therefore it is only natural to not expect much, since it is not

enough to improve the outcome of the topics.

The present results confirmed the conclusion of Bustos (2009) that there

is significant difference between the pretest and posttest result of control and

experimental groups with respect to the different lessons in Trigonometry which

resulted to the rejection of the null hypothesis.

Manuel (2014) in her study entitled Development and Validation of

Computer-based Module in Philippine Literature for Grade 7, revealed a

significant difference on the pretest and posttest of the control group in terms of

the four competencies in English IV. The findings reveal that the use of available
 87

materials in teaching is also sufficient to enhance the teaching and learning

process.

It also confirmed that the traditional method is effective in improving the

reading competencies of the students in Philippine Literature.

Significant difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Sex

Table 11 presents the level of acceptability of the developed Literature-

based Interactive Learning Videos in English as perceived by English language

Teachers as respondents in terms of sex.

Table 11

Significant difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Sex

SV SS Df MS F Sig. HO VI
Content Between .025 1 .02 .225 .648 FR NS
Groups 5
Within Groups .889 8 .11
1
Total .914 9
Graphics Between .100 1 .10 .320 .587 FR NS
 88

Groups 0
Within Groups 2.500 8 .31
3
Total 2.600 9
Format Between .300 1 .30 3.359 .104 FR NS
Groups 0
Within Groups .716 8 .08
9
Total 1.016 9
User-Friendliness Between .278 1 .27 2.353 .164 FR NS
Groups 8
Within Groups .944 8 .11
8
Total 1.222 9
Accuracy of Between .278 1 .27 3.333 .105 FR NS
Information Groups 8
Within Groups .667 8 .08
3
Total .944 9

It can be gleaned statistically from the table that there is no significant

difference on the results of the acceptability on all fronts, since the P value of all

criteria’s is greater than 0.05 level of significance therefore it fails to reject the

null hypothesis of non-significance based on the consensus of the types of expert

respondents.

This is opposite to the findings of Ceñidoza (2010), wherein there was no

significant difference between the posttest results of the group exposed to

computer aided instruction (CAI) and that exposed to traditional method of

teaching Ecological Science.

The mentioned study is similarly aligned with the research work of the

researcher since both dealt with the development of innovative learning materials

for students, as well as both studies wanted to determine the acceptability of the

developed instructional materials.

 89

Significant Difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Age
Table 12 presents the level of acceptability of the developed Literature-

based Interactive Learning Videos in English as perceived by English language

Teachers as respondents in terms of age.

Table 12

Significant Difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Age

SV SS df MS F Sig. HO VI
Content Between Groups .025 1 .025 .225 .648 F NS
Within Groups .889 8 .111 R
Total .914 9
Graphics Between Groups .178 1 .178 .587 .466 F NS
Within Groups 2.42 8 .303 R
2
Total 2.60 9
0
Format Between Groups .075 1 .075 .639 .447 F NS
Within Groups .941 8 .118 R
Total 1.01 9
6
User- Between Groups .178 1 .178 1.362 .277 F NS
Friendliness Within Groups 1.04 8 .131 R
4
Total 1.22 9
2
Accuracy of Between Groups .400 1 .400 5.878 .042 R S
Information Within Groups .544 8 .068
Total .944 9

It can be seen from the table that there are no significant differences on

the results of the acceptability of the Literature-based Interactive Learning Videos

as Assessed by the English Language Teachers in terms of Age with respect to

different criteria’s such as content, graphics, format and user-friendliness since

their obtained p-values exceeded the 0.05 level of significance, thus, the null
 90

hypothesis is accepted. In lessons in Conjunction and Direct and Reported

speech since the obtained p-value is 0.370 and 0.081 exceeded the 0.05 level of

significance; thus, the null hypothesis is accepted.

This implies that, the Literature-based Interactive Learning Videos is not

thoroughly accepted by the respondents aside from the criteria of accuracy of

information that garnered a p-value of .042 which is less than .005 level of

significance thus rejecting the null hypothesis.

The above-mentioned facts are supported by the study of Aralar (2015)

which reveals that when two groups were already established and the mean and

standard deviation of both groups were compared in order to prove the difference

in the acceptability of experts on the developed Literature-based Interactive

Learning Videos, it was evident that control group performed less compared with

the experimental group. However, older adults are frequently reluctant to adopt

new technologies which have the potential to improve the quality of life. This

disenchantment towards technology adoption is what holds them back from fully

embracing the developed learning material.

Significant difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Educational Attainment

Table 13 on the next page presents the level of acceptability of the

developed Literature-based Interactive Learning Videos in English as perceived

by English language Teachers as respondents in terms of educational

attainment.
 91

Table 13

Significant difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Educational Attainment

SV SS d MS F Sig. HO VI
f
Content Between Groups .490 4 .123 1.447 .342 FR NS
Within Groups .424 5 .085
Total .914 9
Graphics Between Groups 1.878 4 .469 3.250 .114 FR NS
Within Groups .722 5 .144
Total 2.600 9
Format Between Groups .272 4 .068 .458 .765 FR NS
Within Groups .744 5 .149
Total 1.016 9
User- Between Groups .313 4 .078 .429 .783 FR NS
Friendliness Within Groups .910 5 .182
Total 1.222 9
Accuracy of Between Groups .542 4 .135 1.681 .289 FR NS
Information Within Groups .403 5 .081
Total .944 9

It can be seen the level of acceptability with respect to the aspects of

content, graphics, format, user-friendliness and accuracy of information that the

developed the Literature-based Interactive Learning Videos was deemed by the

experts as having no significance, since P value of .005 were exceeded in every

department. Thus, the null hypothesis which states that there is significant

difference on of acceptability of the Literature-based Interactive Learning videos

as assessed by the English language teachers in terms of Educational

Attainment was accepted. On the contrary, there exists no significant difference

in terms of catching, catching a high ball, drop kick and picking up a ball effects

since their P value are greater than 0.05 level of significance.

 92

The result mirrors the findings of Gomez (2012) regarding utilizing ICT

instructions in classrooms, in which he stated that, since humans are not error-

free, similarly technology too does not come error-free. There are lots of

problems like server error and connectivity problems which take oodles of time to

troubleshoot it, therefore, hindering the learning process which can sometimes

be a matter of frustration both for the learners and the teachers. Wastage of time

because of unnecessary issues is not at all advisable in schools or any learning

institutes where every second is valuable for the learners.

Significant Difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Rank

Table 14 presents the level of acceptability of the developed Literature-

based Interactive Learning Videos in English as perceived by English language

Teachers as respondents in terms of rank.

Table 14

Significant Difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Rank
 93

SV SS df MS F Sig. HO VI
Content Between Groups .493 4 .123 1.462 .339 FR NS
Within Groups .421 5 .084
Total .914 9
Graphics Between Groups 1.475 4 .369 1.639 .298 FR NS
Within Groups 1.125 5 .225
Total 2.600 9
Format Between Groups .637 4 .159 2.105 .218 FR NS
Within Groups .379 5 .076
Total 1.016 9
User-Friendliness Between Groups .968 4 .242 4.750 .059 FR NS
Within Groups .255 5 .051
Total 1.222 9
Accuracy of Between Groups .796 4 .199 6.719 .030 R S
Information Within Groups .148 5 .030
Total .944 9

The present results confirmed the conclusion of Ramos (2018) that there

is no significant difference on the level of Acceptability of the Literature-based

Interactive Learning Videos as assessed by the English language teachers in

terms of Rank which resulted to the acceptance of the null hypothesis.

The findings showed that the use of innovative learning materials and

strategies is not rapidly adapted by teachers regardless of their rank in their

stations, since implementation of new schemes is quite a big undertaking in itself

as well as the biggest limiting factor is the lack of exposure to professional

development opportunities that directly correlate to their specific subject matter or

curriculum, the more they will actively work to implement in the classroom what

they learn in their own seminars and LAC sessions

Significant difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Length of Service
 94

Table 15 on the next page presents the level of acceptability of the

developed Literature-based Interactive Learning Videos in English as perceived

by English language Teachers as respondents in terms of length in service.

Table 15

Significant difference on the Level of Acceptability of the Literature-based

Interactive Learning Videos as Assessed by the English Language
Teachers in terms of Length of Service

SV SS d MS F Sig. HO VI
f
Content Between Groups .088 2 .044 .371 .703 FR NS
Within Groups .826 7 .118
Total .914 9
Graphics Between Groups .114 2 .057 .160 .855 FR NS
Within Groups 2.486 7 .355
Total 2.600 9
Format Between Groups .196 2 .098 .837 .472 FR NS
Within Groups .820 7 .117
Total 1.016 9
User- Between Groups .625 2 .312 3.66 .082 FR NS
Friendliness Within Groups .597 7 .085 3
Total 1.222 9
Accuracy of Between Groups .500 2 .250 3.93 .071 FR NS
Information Within Groups .444 7 .063 7
Total .944 9

As revealed from the table, the developed Literature-based Interactive

Learning Videos were found to be not significant in all fronts as perceived by the

expert respondents of the studies Level of Acceptability in terms of length of

service

The results may be attributed to the teacher’s efficacy on past experiences

and accumulated veteran wits that were relied on for so long, as concluded by

Glanida (2018) New-comers in the field of education are more malleable to

changes and new opportunities that may arise in the profession. On the other
 95

hand, seasoned vets are less susceptible in trying new trends and dropping their

reliable go to strategies for something less familiar with them.

Proposed Enhancement to the Developed Interactive Learning Videos

As the developed learning videos undergo validation by the experts,

following suggestions for the enhancement of the material were proposed and

noted. First, since it is an offline application, it tends to hang, the technical aspect

on making the flow of discussion is hindered by the absence of internet signal,

thus, a suggestion to find another means to resolve the issue was made. Another

is that the pacing of the material is too slow and needs to have an adjustment.

Besides that, there were grammatical and typographical errors found in the text

element like on some statements that need editing. Furthermore, the validator

added that the material to be user-friendly has to include instructions for use or

important reminders like be cautious of the spelling in answering the activities

and what to keep in mind before submitting the response to a question. Lastly, a

feedback should be available to the students.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 96

This chapter presents the summary of findings, conclusions and

recommendations.

Summary of Findings

From thorough analysis of data collected and results obtained in the

previous discussion, the following significant findings are hereby summarized.

The Profile of the Respondents

1.1 In terms of sex, out of 10 total number of respondents, 8 or 80 percent

were female and 2 or 20 were male.

1.2 In terms of age, 5 or 50 percent of respondents were 26-35 years old and

another 5 or 50 percent were 36 years old and above.

1.3 In terms of educational attainment, out of 10 respondents, one or 10

percent is a College Graduate, four (4) are taking MAT, two (2) are MAT

Graduates, two (2) are Doctoral with units and one (1) is a Doctoral Graduate.

1.4. In terms of rank, out of 10; three (3) are Master Teachers I, another 3 or

30 percent are Teacher III, two (2) are Teacher TII and one (1) for Teacher I and

Doctor.

1.5 In terms of length in service, 8 or 80 percent of respondents is ten years in

service while 2 or 20 percent is 25 years in service and below.

Level of Acceptability of the Developed Interactive Learning Videos in

English as Evaluated by the English Language Teachers in terms of
Contents, Format, Graphics, Accuracy of Information and User-friendliness
The developed interactive learning videos in English was evaluated by the

teacher-respondents as follow:
 97

2.1 .In terms of contents, the material got an over-all rating 4.68 with

verbal interpretation “VHA” or Very Highly Acceptable

2.2 . In terms of format, the material gained a total mean of 4.47 which can

be verbally interpreted as Very Highly Acceptable.

2.3 .In terms of graphics, 4.32 was the average mean, thus, it is Very

Highly Acceptable

2.4 . In terms of User-friendliness, having obtained 4.00 as an average

mean, the material is Highly Acceptable.

2.5 . In terms of accuracy of information, with the total computed mean of

4.33, the material is Very Highly Acceptable.

On the Level of Performance of the Respondents in the Control and

Experimental Groups as Revealed in the Pretest and Posttest Result with
Respect to the Different Topics in Grammar.

3.1 With respect to Simple Past Tense, the mean on the pretest of both

experimental and control groups arrived at a verbal interpretation

“Satisfactory” and remained Satisfactory after taking the posttest though

have increased the mean.

3.2. With respect to Past Perfect tense, the scores of both groups got Poor

verbal interpretation, and have improved to Fairly satisfactory on their

posttest scores.

3.3. With respect to Logical Connectors, the control and experimental

group obtained a Poor verbal interpretation on their pretest however, both

groups performed better on their posttest with a Fairly Satisfactory result.

 98

Generally, both groups made no gain in the Simple Past Tense but have

improved in Past Perfect Tense and Logical Connectors.

Significant Difference on the levels of Performance of the Respondents in

the Control and Experimental Groups as Revealed by the Pretest and
Posttest Results with Respect to Different Topics in English.

4.1. With respect to Simple Past Tense, the experimental group proved to

have a significant difference on their performance in the pretest and posttest,

while the control group failed to reject the hypothesis.

4.2. With respect to Past Perfect Tense, both groups showed a significant

difference in their scores on pretest and posttest, thus, rejecting the null

hypothesis.

4.3. With respect to Logical Connectors, both groups showed a significant

difference in their scores on pretest and posttest, therefore, rejecting the null

hypothesis.

Generally, there is a significant difference between the pretest and

posttest results of the control and experimental groups with respect to the

different topics in English since their computed p-value of .000 is less than .05

level of significance, thus, rejecting the null hypothesis.

Significant Difference on the Levels of Acceptability of the Literature-Based

Interactive Learning Videos as Assessed by the English Language
Teachers with Respect to Content, Format, Graphics, Accuracy of
information and User-friendliness when Grouped According to their
Personal Profile.
5.1 In terms of sex, there is no significant difference on the level of

acceptability of the literature-based interactive learning videos with respect to

each criterion since the computed p-values are higher than .05 level of

significance, thus, failing to reject null hypothesis.

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5.2 In terms of age, since the computed p-value of .042 for accuracy of

information is less than .05 level of significance, the null hypothesis is rejected

which means there is a significant difference. While other criteria such as

content, format, graphics and user-friendliness appeared to be not rejected or

that there is no significant difference.

5.3 In terms of educational attainment, the computed values are all higher

than 0.5 level of significance, therefore, there is no significant difference and not

rejected.

5.4 In terms of rank, accuracy of information got a computed value of .30

which is less than the .05 level of significance, thus, the null hypothesis is

rejected.

5.5 In terms of length in service, all computed p-values are greater than

the critical value of .05, thus, the null hypothesis is not rejected.

Conclusions

The following conclusions were formulated based on the findings

presented:

1. The developed literature-based interactive learning video in English are

contributory to the grammar skills development of the students.

2. The developed interactive learning videos in English are found to have slightly

improved the performance of the students in the experimental group as well as

the traditional method of teaching to control group as revealed in the pretest and

posttest scores.
 100

3. There are some other external factors that affect student’s ability to grasp

lesson.

4. A group of learners might not always show positive outcome to the

experiment, there are outside influences that are to be accounted for.

Recommendations

Based from the summary of findings and conclusions drawn, the following

recommendations are hereby offered:

1. School administrator may encourage other teachers to work toward integrating

the use of technology to facilitate learning in all subject areas.

2. The school head, may consider the situation as priority in a Continuous

Improvement Program.

3. The Department concerned may conduct a regular intervention program

catering the Students-AT-Risk (STAR) with the help of active members of the

Club.

4. Parallel studies may be conducted to determine the strengths and weaknesses

of the developed interactive learning videos.

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Chapter 6

THE OUTPUT

The output of the study is the developed Literature-based Interactive

Learning Videos in English which could be used as instructional material to keep

up with the trend now. The material was designed to be student-friendly by

means of offline access to the material using the learner’s personal gadget like

cellphone. The images, the background music and other elements were selected

from the vast array of resources but mostly came from Powtoon since it was

used as an application for making animation to also suit with the learner’s
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interest. It has database for teacher’s use of recording scores. It also has

instruction of how to use the material for user’s awareness.

The interactive learning videos consist of introduction, discussion of the

topic and assessment based on the different competencies in grammar. Any

segment of the material could not be skipped to avoid cheating especially on the

assessment phase of the material which could not be repeated once the

response was submitted unless the entire activities was fully accomplished.

The developed and validated Interactive Learning Videos in English is

self-paced instructional and learning material that provides clear understanding

on different lessons in English grammar. It focuses only on three grammar topics

as follow:

Topic 1 is the Simple Past Tense. The first topic was anchored on the

Philippine narrative entitled “Pliant Like the Bamboo” and contained four

assessment activities which are arranged from simple to complex.

Topic 2 is the Past Perfect Tense. Similar to topic 1, this topic was

introduced and discussed based on another Philippine literary piece entitled “The

Happiest Boy in the World. Likewise, it has four activities under assessment that

is required for the users to accomplish.

Topic 3 is Logical Connectors which used the Philippine literary piece

entitled “ Man in Dapitan”. It has activities too to test how much the users have

learnt from the phases of the material.

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The type of assessments included in the material were parallel to those

activities included in the learning materials for English 7, yet contents were

modified to suit to the theme of the study that is literature-based.

As compare to other computer aided lessons developed in the past, the

develop learning video is in lined with the suggested activities of DepEd but

incorporated with potential modification to suit the theme of the study as well as

the learners.

With the development of this interactive learning videos, the researcher

hope that the output of the study could help augment the insufficient number of

available instructional material in school.

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

305499963_CRITICAL_STUDY_OF_THE_USE_OF_INTERACTIVE_MULTIME

DIA_TECHNOLOGIES_IN_ENGLISH_CLASSES
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Furht, Borko, ed. Encyclopedia of multimedia. Springer Science & Business

Media, 2008.

Da’alj, Maha, 2008. The impact of the use of software decision math produced

locally on collection of the average second grade students in Riyadh ,

Unpublished Master Thesis, King Saud University, Riyadh.

What Is Educational Technology and Why Should It Matter To You?

Helena Lazaro - https://generalassemb.ly/blog/what-is-edtech/

Deped Computerization Program (dcp) Guide - Teacherph

https://www.teacherph.com/deped-computerization-program-dcp-guide

Learning Activities & Delivery Modes

http://www.teaching-learning.utas.edu.au/learning-activities-and-delivery-modes