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CHAPTER I
THE PROBLEM
Rationale
Academic institutions in most countries worldwide are already
working hard to improve the quality of education. Teachers are searching
for various ways to make learning meaningful and rewarding, intending to
encourage students to continue learning independently throughout their
lives (UNESCO, 2019). Similarly, different instructional methods are used
to help students improve their performance. Encouraging students to
become self-directed learners is one way to accomplish this aim. For a
long time, self-directed learning, also known as autonomous learning, has
been considered an essential part of the teaching approach (Leccio, 2016).
However, Schuster (2020) states that the effectiveness of the self-
directed learning approach is underestimated, particularly in Mathematics
in the early grades, which does not have the easiest skills to teach.
Schuster added that it encompasses a lot of concepts, vocabulary, and
processes. Children learned to hate Mathematics because many abstract
ideas can be challenging to master. Variables, equations, and the dreaded
story problems can all be challenging to figure out and understand. To
substantiate this idea, the National Assessment of Educational Progress
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(NAEP), as cited in Hiebert (2018), revealed that many grade students are
quite proficient in various basic mathematics concepts but lack some
practical skills. This lack of understanding can become a serious problem
because concepts and skills often give meaning. If children cannot
understand the idea, it may not be easy to apply it in a new situation where
some adjustments are needed (NTCM, 2019).
Nowadays, this matter has become one of the challenges in basic
education in the Philippines. Congested curriculum and overlapping
learning competencies became more taxing among teachers, which
caused them to experience difficulty actualizing the skills and concepts
included in a particular learning area, given the challenges in learning
delivery that started during the school year 2021–2021 (DepEd, 2020).
Working on the said premise, the Department of Education (DepEd)
issued a list of Most Essential Learning Competencies (MELCs) to enable
the department to focus instruction on the most vital competencies that the
learners must acquire. Notably, one of the key objectives of the MELCs is
to lighten the burden of converting classroom-oriented learning resources
into distance learning. Releasing the MELCs is not just a response to
address the current challenges of the pandemic but is also a mechanism to
ensure education continuity (DepEd, 2020). The MELCs serve as an
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initiative to justify learning as a continuous process and develop resilient
education systems (Gonzales, 2020).
As the pandemic continues to challenge the educational landscape,
DepEd encourages all teachers to develop ICT-based learning resources
aligned to the MELCs supporting the Alternative Delivery Mode (ADM) to
continuously facilitate the teaching-learning process in this time of
pandemic (Castillo, 2020). Indeed, teachers need to modify their
pedagogical approaches and strategies to cope with learners’ needs by
developing ICT materials (DepEd, 2020).
Moreover, DepEd Order No. 76, s. 2011 states that teaching and
learning materials are priorities to be uploaded and published electronically
for accessibility. DepEd outlined a framework to encourage quality
education that relies on ICT-based teaching to support independent
learning, guaranteeing the No Child Left Behind agenda and the
expectations and challenges in this new normal.
Unfortunately, teachers nowadays are confronted with the shortage
of timely instructional materials that observe the essential competencies to
be taught while encouraging learners to seek knowledge based on their
initiative, autonomy, and will to learn using various instructional methods
that are not confined to a traditional learning environment.
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Interestingly, video lessons can minimize parents’ concerns among
their children regarding their academics. This could strengthen learners’
understanding of mathematical concepts and promote independent
learning due to familiar concepts that learners can articulate with their
thoughts (Zwart et al., 2017). Valera’s (2020) and Ganir’s (2021) findings
support this idea during the acceptability evaluation of their research
outputs. The developed ICT-based materials in their respective studies
were verified to support independent learning. Hence, the materials were
recommended to their target users to promote self-directed learning.
Similarly, Picat (2020) emphasized that when selecting educational
material in Mathematics, the teacher should bear in mind its didactic
characteristic, ensuring that learners can independently access
mathematical knowledge in the digital world.
According to Tumaneng (2020), the Education Program Supervisor
in charge of SDOIN’s Learning Resources Management Section, there are
no available ICT-based materials such as video lessons that would satisfy
the teaching of MELCs in Mathematics while promoting active learning in
online/offline platforms. The data obtained from the Schools Division of
Ilocos Norte Learning Resource Portal substantiates this claim.
Moved by the researcher’s personal experiences from the previous
years in teaching Mathematics 3 that most learners struggled with
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assimilating information and performing required skills, particularly in
problem-solving. They also had a short attention span and interest in
learning the topics because of their abstract nature and complexity. The
researcher also observed the perseverance of teachers to rise above the
impediments brought by the adoption of distance learning. Teachers, in
general, have been calling for safe, accessible, and quality education.
With all the foregoing, the researcher was inspired to develop
Guided Online/Offline Active Learning (GOAL) Videos in Mathematics 3 to
promote self-directed and quality education despite the current health
crisis to master the learning competencies in Mathematics.
Theoretical Framework
This study adopted the following theories: Cognitive Theory of
Multimedia Learning; Local Learning Theory; Connectivism Theory; and
Self-Directed Learning Theory.
Cognitive Theory of Multimedia Learning. Proposed by Mayer
(2014), this theory elaborates the strength of using learning videos, a
concrete product of ICT, that allows the brain to quickly interpret
information towards active and meaningful participation in the teaching-
learning process. This idea parallels the “multimedia principle” that states
why people learn more deeply from words and pictures than words alone.
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Birch and Burnette (2009) claimed that ICT-based materials such as
animated videos are better than traditional teaching-learning approaches
that focus on chalk-talk discussion. Also, video lessons could promote
developmentally appropriate experiences among young minds who need
more exposure to audio-visual stimulations (Briones, 2020).
The Cognitive Theory of Multimedia Learning encourages cognitive
processes in Mathematics in the learners’ minds during active learning
through ICT-based materials. Hence, this theory supports the present
study on using ICT to promote learner-centered education in these trying
times when educators turn to ICT to provide a semblance of learning
continuity as education gradually moves to the new normal.
Local Learning Theory. This theory emphasized that
understanding occurs when connecting the text’s content to the learning
context (Baldi, 2016). Therefore, the lesson or the material must be related
to learners’ desires and everyday existence. It starts from associating
learners’ previous knowledge and experiences to what is being learned in
a particular material so that the lesson will become valuable.
Moreover, localized materials cater to practical issues such as
developing culturally responsive teaching and learning materials and
improving competencies with realistic comprehension (Stone, 2012). Also,
localization enables the young learners to immediately construct and
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explain without fear of making mistakes, articulating their thoughts, and
adding new concepts to what they already knew.
In turn, the teachers can more accurately assess what has been
learned and identify the areas where they need help (Nolasco, 2010).
Localization has a positive impact on education and learning outcomes.
The child’s immediate environment can effectively be used as an
instructional aid in the early years of schooling as a bridge towards
understanding their broader world (Rivera, 2019).
In this study, this theory underscores the significance of teaching
mathematics through localized material. It is beneficial for students to learn
the concepts and skills (in the MELCs) with meaningful activities and
scenarios relatable to the learners and their immediate environment.
Connectivism Theory. This theory is one of the most prominent of
the network learning theories which have been developed for e-learning
environments. Learning is not limited to formal settings where educators
provide students with information. Connectivism encourages self-directed
learners to use Web 2.0 technology to create informal networks. Grounded
in the notion that, in this digital age, knowledge is available all around us,
connectivism holds that learners will connect with information, activities,
and individuals through technological processes that they find interesting
and efficient.
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In the digital arena, the amount of information and the number of
networks of people are virtually limitless. As the connective experience
progresses, learners filter new information related to patterns forming in
their minds about topics relevant to their subjects and learning needs.
Learners use the filters of their values, beliefs, and perspectives to
contextualize newly discovered information. Each connectivist learner
develops an individual knowledge base focused on their own learning
goals.
Consequently, the material to be developed will serve as an initiative
to respond to the current pandemic’s threats, ensuring the continuity of
education without sacrificing its quality. By this connectivism concept, the
researcher created e-learning video lessons that would be effective
instructional materials suited to learners’ needs and capture learners'
attention and interest, even though primary learners have a short attention
span. Further, this study was guided accordingly with the elements or
features of video lessons to appropriately address the intended purpose of
improving mathematical skills and processes mastery.
Self-Directed Learning Theory. Self-directed learning (SDL) is a
process in which individuals take the initiative, without the help of others, in
planning, carrying out, and evaluating their own learning experiences
(Knowles, 2010). Essentially, SDL is an informal process that primarily
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occurs outside the classroom. What qualifies learning as “self-directed” is
who (the learner) makes decisions about content, methods, resources, and
evaluation of the learning. Individuals take responsibility for their learning
process by determining their needs, setting goals, identifying resources,
implementing a plan to meet their goals, and evaluating the outcomes.
In this study, learning can easily be incorporated into daily routines
and occur at the learner’s convenience and according to their learning
preferences. Self-directed learning videos help the learners figure out the
concepts they cannot understand without the teacher's guidance and serve
as reinforcement to the Self-Learning Module (SLM) given to them during
the pandemic. Learners may still acquire the necessary skills they need in
the classroom, at home, or on the playground. The material developed in
this study can promote independent learning as supported by the SDL
theory. It is also a big help for the teachers in remote areas, and the
student can view them on any available gadgets like a laptop, LED or
smart televisions, cell phones, and other similar devices.
Conceptual Framework
To envision this study’s totality, the researcher observed the Input,
Process, and Output (IPO) model to specify its essential details,
specifically its scope and sequence. Likewise, the preceding theories that
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discussed the significance of teaching the fundamental skills in
mathematics through learning video lessons guided the study’s
conceptualization. Such material has been found to boost learners’
performance during autonomous learning since this can extend vicarious
and meaningful experiences (Montoya, 2020). Elaboration of the different
phases are as follows:
Input. This stage includes the survey on learners’ mastery in
Mathematics 3 based on the MELCs in all four quarters, as perceived by
the teachers, from the public elementary schools in the Schools Division of
Ilocos Norte (SDOIN). The results were used as a basis for the
development of the material.
Process. This encompasses the stages to be followed in the
conduct of the study: analysis of the survey results; development of the
GOAL videos; the validation by a panel of experts; evaluation of the
videos’ level of acceptability by the key teachers; and modification,
finalization, and production of the learning videos.
Output. The output of the study is the Guided Online/Offline Active
Learning (GOAL) Videos in Mathematics 3, which aims to improve the
learners’ mastery in the most essential learning competencies in
mathematics.
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Figure 1. Research Paradigm
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Specific details of the scope and sequence of this study are
presented in Figure 1.
Statement of the Problem
This study aimed to develop Guided Online/Offline Active Learning
(GOAL) Videos in Mathematics 3 based on the survey results on the
teachers’ perception of their learners’ mastery level of the most essential
learning competencies in Mathematics 3.
Specifically, it sought answers to the following questions:
1. What is the learners’ level of mastery on the most essential
learning competencies in Mathematics 3 as perceived by their
teachers during:
1.1. Quarter 1;
1.2. Quarter 2;
1.3. Quarter 3; and
1.4. Quarter 4?
2. What material can be developed to improve the learners’ level of
mastery in Mathematics 3?
3. What is the validity of the GOAL Videos in Mathematics in terms
of:
3.1. instructional design and presentation and organization;
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3.2. accuracy and timeliness of information;
3.3. language; and
3.4. technical design?
4. What is the level of acceptability of the material in terms of:
4.1. clarity;
4.2. usefulness;
4.3. language and style;
4.4. illustrations; and
4.5. suitability?
Scope and Delimitations of the Study
This research developed Guided Online/Offline Active Learning
(GOAL) Videos in Mathematics 3. The baseline data were drawn from the
survey on the teachers’ perception of the learners’ level of mastery on the
MELCs in Mathematics 3. The survey was accomplished by 398 teachers
in Mathematics 3 during the School Year 2020–2021 from the public
elementary schools of the Schools Division of Ilocos Norte.
The level of mastery was measured using a 3-point Likert type
survey tool whose indicators were the Most Essential Learning
Competencies (MELCs) in Mathematics 3 issued by DepEd in 2020.
Drawing from the survey results, the least mastered competencies
and some nearly mastered competencies with means of 2.01 and below
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were considered during the material development. Hence, a total of 17
video lessons were developed. Four content experts in mathematics
validated the videos in terms of content. Also, four ICT experts evaluated
the videos’ instructional design and presentation and organization,
accuracy and timeliness of information, language, and technical design
using a content validation rating scale based on DepEd guidelines for
television lessons.
Moreover, five key teachers in mathematics from each school zone
in SDOIN assessed the videos’ level of acceptability. The key teachers
used a survey rating scale patterned from Ballesteros (2021), containing
the following elements: clarity, usefulness, language, style, illustrations,
and suitability. The experts’ and respondents’ comments and suggestions
were considered in revising and improving the material.
Importance of the Study
This study would be beneficial to the following groups of individuals.
Teachers. The results of this study could help them reflect on their
teaching methodologies and consider the alternative delivery modes of
learning, including the use of ICT-based learning materials. Using learning
videos in teaching Mathematics 3 would benefit the teachers during
emergencies and crises, like the current pandemic, and even when dealing
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with the repercussions of these crises as situations move to normalcy.
These materials would also allow them to integrate Information and
Communications Technology (ICT) in their function as classroom teachers
and help them catch up with the 21st-century trends. Nonetheless, the
videos created based on these competencies could guide other teachers
to craft their learning videos that could address further learning.
Learners. The video lessons could be used by learners at home as
a form of instruction during the pandemic and could serve as review
materials at home. By this, the materials could promote self-directed
learning through varied learning experiences and activities, allowing them
to work independently.
School Heads. The findings of this study could help them plan and
implement programs towards building a teaching-learning environment that
would provide optimum benefit for the teachers and the learners. This
study could also increase their awareness of the importance of the learning
videos, which teachers could adopt amid the transformations and
classroom transitions in the 21st-century.
Parents. This study’s output could assure the parents of the quality
of learning their children could receive through the developed materials
even outside the conventional classroom. This could inspire them to
financially extend their support in purchasing the needed equipment to facilitate
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this learning platform within their home environment. Also, the video
lessons would help them support their children’s morale and efficiently
address the learning gaps their children experience in these challenging
times.
Curriculum support material developers. This study could be
their basis for improving the existing curriculum materials, which will be
used by the learners that will aid them in coping with the skills needed in a
specific grade level.
Other Researchers. Through this study, other researchers would be
provided with the necessary information and ideas in conducting similar
studies.
Definition of Terms
For clearer understanding and appreciation, the following terms are
defined as how they are used in this study:
Content Validation. This term refers to the process undertaken by
a panel of experts proficient in mathematics content and ICT. The
material’s validity was assessed according to instructional design and
presentation and organization, accuracy and timeliness of information,
language, and technical design.
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Instructional Design and Presentation and
Organization. This criterion covers the material’s suitability,
appropriateness, compliance of contents to learners' level of
development, learning goals and objectives, thinking skills,
values, and traits. It also includes the presentation and
organization of concepts with motivational strategies and
opportunities for practice.
Accuracy and Timeliness of Information. This focuses
on the script’s accuracy in concepts, facts, grammar,
computation, information, and typography.
Language. This refers to the appropriate use of language,
including vocabulary, sentences, paragraphs, transitional words
or devices, presentation of ideas, instructions, and activities.
Technical Design. This aspect of content validity refers to
the quality use of visuals, sounds, and other technicalities in
making the video lessons.
Guided Online/Offline Active Learning (GOAL) Video.
This is the material produced after the study. Each video
content involved the MELCs identified through the survey on the
learners’ mastery level. The video lessons contain illustrations
and pictures that discuss concepts or ideas using the learners’
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home language. Likewise, the researcher included sounds,
motion graphics, and clipart appropriate to learners’
developmental needs to make the videos appealing and
interesting. Moreover, the entirety of each video involves five
major elements, namely:
Lesson Targets (Puntiria). This provides a glance at the
competency, curriculum code, and specific objectives for a
particular lesson.
Lesson Start-Up (Gutigot). This exposes the motivation
activity that initiates, guides, and maintains goal-oriented
behaviors of the learners.
Lesson Dialog (Wagas). This pertains to the logical
discussion of the competencies or learning objectives
incorporated and developed in each video. Likewise, the
appropriate strategies were applied in promoting mathematical
skills among the learners.
Lesson Actions (Aramid). This refers to culturally-
appropriate activities that measure the learner’s understanding
of the lesson.
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Lesson Reference (Dakamat). This provides helpful
references that can substantiate or supplement the topic
discussed.
Level of Mastery. This pertains to the extent of proficiency of the
Grade 3 learners on the different learning competencies in Mathematics as
assessed by the teacher-respondents.
Level of Acceptability. This is the extent of evaluation of the 20 key
teachers in Mathematics 3 on the acceptability of the video lessons
measured in terms of clarity, usefulness, language and style, illustrations,
and suitability.
Clarity. This criterion reference for acceptability focuses
on using clear and relevant details, concepts, and procedures in
doing the activities.
Usefulness. This term refers to the practicality of the
learning videos in supporting the end-users in attaining the
learning competencies.
Language. This pertains to the appropriate use of the
language throughout each video episode.
Illustrations. It articulates the use of graphics, layouts,
pictures, or diagrams that are appropriate and related to the
concepts developed.
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Suitability. This term refers to the relevance and
appropriateness of the Guided Online/Offline Active Learning
(GOAL) Videos to the learners’ level of learning needs,
opportunities, and interests.
Most Essential Learning Competencies (MELCs). These are the
vital competencies that the learners must acquire as the country
anticipates the learning delivery challenges during the pandemic (Deped
Commons, 2020).
