Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
The integration of Video Presentation varies greatly among school systems. The
problem was that the lack of access to and use of Video Clips in education is placing
our students at a disadvantage and not meeting the educational needs of todays digital
natives. Educational learning theories have their value and can be applied to instructive
settings. In a classroom situation it would be difficult to assert that only one learning
method should be implemented. The constructivist learning theory seems to fit well with
learn by engaging in the learning and constructing their knowledge through their
experiences. Students learning builds from prior knowledge and understanding, while
building new ideas and concepts through engaging in learning activities. Bruner
experiences and context that make the student willing and able to learn (readiness), 2.
Instruction must be structured so that it can be easily grasped by the student (spiral
learning. The interactive technological tools allow students to move at their own pace.
The students also have the ability to discover and seek more information and
knowledge as soon as they are ready. Bruner was not the only theorist to purport a
INTRODUCTION
This chapter presents the background of the study about the implementation
teaching World History. This chapter also states the problem being scrutinized by the
History.
the primary concerns of every Social Studies teacher. Teachers need to motivate
students how to learn. According to Phil Schlecty (2009), students who understand
the lesson tend to be more engaged and show different characteristics such as they
are attracted to do work, persist in the work despite challenges and obstacles, and
understanding to learn important concepts, the teacher may use a variety of teaching
strategies that would work best for her/his students. According to Raymond
1
Wlodkowski and Margery Ginsberg (2010), research has shown no teaching strategy
that will consistently engage all learners. The key is helping students relate lesson
content to their own backgrounds which would include students' prior knowledge in
understanding new concepts. Due recognition should be given to the fact that
Yet, it appears that many teachers apparently still need to accept this fundamental
principle. Teachers should mind the chief component of interest in the classroom. It
is a means of forming lasting effort in attaining the skills needed for life. Furthermore
teachers need to vary teaching styles and techniques so as not to cause boredom to
the students in the classroom. Seeking greater insight into how children learn from
the way teachers discuss and handle the lesson in the classroom and teach students
the life skills they need, could be one of the greatest achievements in the teaching
process.
teaching situation that help enhance students' motivation. Research made by Lucas
(2013), Weinert and Kluwe (2011) show that several styles could be employed by the
2
identified, teachers must give frequent positive feedback that supports students'
beliefs that they can do well; ensure opportunities for students' success by assigning
tasks that are either too easy nor too difficult; help students find personal meaning
and value in the material; and help students feel that they are valued members of a
learning community. According to Brock (2007), Cashin (2009) and Lucas (2009), it
is necessary for teachers to work from students' strengths and interests by finding
out why students are in your class and what are their expectations. Therefore it is
Theoretical Framework
seems to fit well with instructional technology. Jerome Bruner, constructivist theorist,
asserted that students learn by engaging in the learning and constructing their
knowledge through their experiences. Students learning builds from prior knowledge
3
and understanding, while building new ideas and concepts through engaging in
must be concerned with the experiences and context that make the student willing
designed to facilitate extrapolation and or fill in the gaps (going beyond the
information given) (Bruner, 2010, p. 1). The active process of engaging in an activity
pace. The students also have the ability to discover and seek more information and
knowledge as soon as they are ready. Bruner was not the only theorist to purport a
constructive learning theory. Dewey, Piaget, and Vygotsky have all added to the
technological instruction, yet he saw that education and the curriculum would
constantly need to be revamped to meet the needs and interests of the students and
4
2005, p. 348). He advocated for collaborative and hands on learning using inquiry
methods; and the need for process-based learning activities (Gutek, 2005, p. 348).
Conceptual Framework
that increase understanding and retention for the learner. Fifteen pre-service
research questions for the study were: Is there a difference in how students attend to
photographs either with or without audio narration? Do students rarely attend to the
photograph regardless of the level of its classification (Slykhuis et al., 2005, p. 512)?
The researchers chose to use Pozzer and Roths (2003, as cited in Slykhuis et al.,
photographs did not add new or Slykhuis et al. (2005) researched the visual aspects
of a presentation slide that increase understanding and retention for the learner.
5
Fifteen pre-service teachers in an introductory science education course participated
in the study. The research questions for the study were: Is there a difference in how
rarely attend to the photograph regardless of the level of its classification (Slykhuis et
al., 2005, p. 512)? The researchers chose to use Pozzer and Roths (2003, as cited
illustrative photographs did not add new or additional information, and explanatory
photographs were the most beneficial for the student. These photographs offered
new or additional information that was not present in the text. Slykhuis et al. (2005)
used eye-tracking technology to evaluate the percentage of the time each subject
spent looking at the photograph in relation to the amount of time spent viewing the
entire slide. The results indicated that the subjects spent significantly more time
viewing the complementary photographs. The results also showed the subjects
decorative slide the focus was for a shorter time span and not until other aspects of
6
the slide have been viewed. The participants looked at all the slides; however the
complementary slides received more focus and attention. When the PowerPoint
presentation was accompanied with an audio narration the subjects spent more time
viewing those slides than slides without audio enhancement. When audio narration
was used there was little distinction between the four types of photographs and
subject attention to the slide. While it seemed that the results of Slykhuis et al.s
(2005) research were what would be expected, educators often do not construct
PowerPoint presentations in the most effective manner for the learner. The results of
the research study provided valuable information for the educators who use
PowerPoint. Leonard et al. (2007) found that females prefer slides with color and
graphics even when they do not relate to the topic or subject matter. However, armed
with this information educators can still appeal to their female learners by using color
and graphics that are complementary in nature. The research study was performed
Research Paradigm
7
INPUT PROCESS OUTPUT
A.Profile of Students
-Grade level Pre-test Students Perfomance
in World History
-Section And Post-test
B. Difficulties of Unstructured
Students Interview
whiteboard and lecture instruction and those who watched Video Clips before
the intervention?
2. Is there a significant difference between the two groups before the
intervention?
3. What is the performance as shown in the scores of the students who
received whiteboard and lecture instruction (control group) and students who
inrvention?
4. Is there a significant difference between the two groups after the intervention?
5. What is the mean gain in the performance of the students in the control group
8
Significance of the Study
Learners. The result of the study will help the students improve their skills
Teachers. Knowing the effects of the utilization of Video Clips, teachers could
work effectively to help the students understand better the World History.
School. The results could influence curriculum guides, and the inclusion of
instructional technology. Positive results from the study will lead school districts. If
the study finds there was not a statistically significant relationship between
employment of Video Clips and student achievement, educators still need to identify
learners. It is the responsibility of educators to prepare students for the world outside
Parents and Community. Results will motivate them to support the project
Hypotheses
9
1. There is no significant difference in the scores of the students who received
whiteboard and lecture instruction and the students who watched Video Presentation
whiteboard and lecture instruction and the students who watched Video Presentation
Chapter II
But it is engagementthat is critical, because the level of engagement over time is the
(Guthrie, 2001; Guthrie & Wigfield, 2000). Engagementwith sports, hobbies, work,
10
However, practicing without feedback and coaching often leads to poor habits.
encouragement and direction through a partnership with the learner. Note that more
modeling, structure, and encouragement are often needed to engage students who
are motivated to begin but who have weaker skills and therefore may not have the
instruction develops and refines important literacy habits and skills such as the
presentation, and to think critically about content. Gaining these improved skills
area reading and writing tasks, and this positive experience leads to improved
11
Presnky (2008), Tapscott (2009) and Sprenger (2010) claimed that using
video clips have changed the way todays students learn. The integration of Video
Presentation varies greatly among school systems. The problem was that the lack of
disadvantage and not meeting the educational needs of todays digital natives.
The teachers, being the focal figure in education, must be competent and
knowledgeable in order to impart the knowledge they could give to their students.
Good teaching is a very personal manner. Effective teaching is concerned with the
student as a person and with his general development. The teacher must recognize
individual differences among his/her students and adjust instructions that best suit to
the learners. It is always a fact that as educators, we play varied and vital roles in the
classroom. Teachers are considered the light in the classroom. We are entrusted
with so many responsibilities that range from the very simple to most complex and
very challenging jobs. Everyday we encounter them as part of the work or mission
that we are in. It is very necessary that we need to understand the need to be
motivated in doing our work well, so as to have motivated learners in the classroom.
When students are motivated, then learning will easily take place. However,
12
motivating students to learn requires a very challenging role on the part of the
interests. Above all, the teacher must himself come into possession of adequate
students into a life that is large, full, stimulating and satisfying. Some students seem
naturally enthusiastic about learning, but many need or expect their instructors or
depends on the teacher's ability to maintain the interest that brought students to the
course in the first place (Erickson, 2012). Not all students are motivated by the same
values, needs, desires and wants. Some students are motivated by the approval of
the ethnicity, gender, culture, language abilities and interests. Getting students to
work and learn in class is largely influenced in all these areas. Classroom diversity
exists not only among students and their peers but may be also exacerbated by
13
Chapter III
This study was designed to improve the teaching and learning process in the
the experimental group and Grade 8 Sunflower is the Control Group. The teacher will
use Movie Clips in the experimental Group whereas the control group will be treated
by the usual whiteboard and lecture instruction. The increment of scores or mean of
the Pre-test and Post-test will be the basis for determining the improvement of the
The researcher asked permission from the school head of Taltal National High
School where the action research was conducted. The respondents were two groups
of students for the two sections of a Grade 8 class: Grade 8 Einstein which
The students form Grade 8 Einstein was assigned as the experimental group while
the other students from the Grade 8 Sunflower served as the controlled group.
14
The experimentation began with the administration of pretest to both groups
the researcher will record the he scores from the pretest of students who received
whiteboard and lecture instruction and those who watched Video Clips before the
intervention.
After couple of weeks, a video clip about Ancient Greece was presented in
the experimental group while the controlled group received a whiteboard and lecture
instruction. A post-test parallel with the pre-test was the given to both groups after
The subjects of the study are the two sections from Grade 8 Students of Taltal
National High School for S.Y. 2016-2017.Both classes were heterogenous. The
respondents were two groups of students for the two sections of a Grade 8 class:
composed of 50 stdents. The students form Grade 8 Einstein was assigned as the
15
experimental group while the other students from the Grade 8 Sunflower served as
This action research is experimental in nature which uses pre-test and post-
test result. The researcher asked permission from the school head of Taltal National
High School where the action research was conducted. The respondents were two
groups of students for the two sections of a Grade 8 class: Grade 8 Einstein which
The students form Grade 8 Einstein was assigned as the experimental group while
the other students from the Grade 8 Sunflower served as the controlled group.
the researcher will record the he scores from the pretest of students who received
whiteboard and lecture instruction and those who watched Video Clips before the
intervention.
After couple of weeks, a video clip about Ancient Greece was presented in
the experimental group while the controlled group received a whiteboard and lecture
16
instruction. A post-test parallel with the pre-test was the given to both groups after
Treatment of Data
Instrumentation
The researcher used a parallel test for both groups for the administration of
the pre-test before the intervention and the post-test after the intervention. The said
Action Plan
This study uses Gantt Chart in which a series of horizontal lines shows the amount
of work done or production completed in certain periods of time in the conduct of the
study
Gantt Chart.
17
June July Augu Sept Octo Nove Dece Janu Febr
st emb ber mber mber ary uary
er
Administration
of Pre-test
Production of
Materials
Implementatio
n of the
intervention
Progress
Report
Administration
of Post-Test
18
References
Agnello, M. F., White, D., & Fryer, W. (2006). Toward twenty-first century global
1(3). Retrieved from www.socstrp.org. Apperson, J., Laws, E., & Scepansky. J.
classroom. Computers & Education, 47, 116-126. doi: 10.1016/j Association for
The digital natives debate: A critical review of the evidence. British Journal of
19
educators/home/ Burke, L. A. & James, K. E. (2008). PowerPoint based lectures in
Cramer, K. M., Collins, K., Snider, D., & Fawcetts, G. (2007). The virtual lecture hall:
20
Education, 127(4), 462-471. Retrieved from Ebscohost database. Davis, M. (2008).
Classroom connections:
A. Instruments Used
World History
Name: _________________________________
Date:________________
Multiple Choice.
21
_______1. Ano ang dalawang umusbong na klasikal na kabihasnan sa Europe?
d. Wala sa nabanggit.
a. Dorian b. Minoan
c. Athenian d. Spartan
a.Minoan b.Mycenaean
c. Athenian d.Persian
a. Darius I b.Phidippides
22
c.Miltiades d. Xerxes
a.Ehipto b.Persiyano
c.Hyksos d. Northmen
Marathon?
a. Darius I b.Phidippides
c.Miltiades d. Xerxes
Thermopylae?
a. Darius I b.Leonidas
c.Miltiades d. Xerxes
Thermopylae?
a. Darius I b.Leonidas
c.Miltiades d. Xerxes
a. Persian b.Carthagean
c.Roman d. Greeks
a.Polis b. Crete
c.Parthenon d. Satrapy
a. Athens b.Sparta
c. Thebes d. Corinth
23
_______17. Sa edad na pito, ang mga Spartan ay ipapasok sa _________________ upang
a. Senado b. Bulwagan
c. Acropolis d. Barracks
a. Solon b. Pericles
a. Poseidon b. Aphrodite
c. Zeus d.Hermes
Mandirigman ng Greece
a. Sparta b. Athens
c. Thebes d. Corinth
a. Hippocrates b. Aeschylus
c. Socrates d.Herodutos
a. Hippocrates b. Aeschylus
c. Socrates d.Herodutos
24
a. Socrates b. Plato
c. Aristotle d. Demosthenes
A B
a. Doric b. Corinthian
c.Ionic c. Parthenon
a. Doric b. Acropolis
c.Ionic c. Parthenon
Mongolia
d. Lahat ng nabanggit
a. Bucephalus b. Bucephates
c. Bucephenes d. Bucapahala
25