Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

The COVID-19 pandemic has had a profound impact on our society, primarily

due to the health risks it presents. One of the areas profoundly affected is education, with

the suspension of classes implemented to prevent further spread of the virus. Despite calls

for an academic moratorium during the coronavirus outbreak, the Department of

Education maintains that the continuity of education should not be compromised. In

response to these unprecedented challenges, Philippine schools have transitioned from

traditional face-to-face instruction to a distance learning strategy. This new approach

involves teachers and students engaging in instructional activities while physically

separated from each other, with the lessons being delivered through non-traditional face-

to-face platforms. This shift in the education system was highlighted by Bonz

Magsambol (2020).

According to Hernando-Malipot (2020), among the various alternative learning

modalities offered by the Department of Education (DepEd), the modular distance

learning option was the most preferred by students. Based on the initial results of the

Learner Enrollment and Survey Forms (LESFs) distributed during the enrollment period,

it was found that 7.2 million enrollees opted for modular distance learning, TV & Radio-

based instruction, and other modalities, while only 2 million enrollees preferred online

learning for the school year 2020-2021. Anthony (2020) highlighted that modular

distance learning is an individualized form of instruction that allows learners to utilize

self-learning modules in either printed or digital format. Learners can access these
 2

learning materials on various devices such as computers, tablet PCs, smartphones, CDs,

USB storage, and computer-based offline E-Books. Learners also have the option to seek

assistance from teachers through channels like e-mail, telephone, text message, instant

messaging, or messenger platforms.

Mathematics is often regarded as a challenging subject, despite its significance in

our daily lives. This perception can be attributed to the abstract nature of mathematics, as

noted by Malik (2012). When students hold a negative perception of mathematics, their

performance in the subject tends to suffer. However, research by Wasike et al. (2013)

suggests that improving students' positive perception towards mathematics can lead to

enhanced performance in the subject. According to Antony Charles (no date), the

modular approach in mathematics learning has proven to be an effective and efficient tool

for empowering students to learn mathematics independently. Jazim and Rahmawati

(2017) affirmed that the use of modules in mathematics learning contributes to improved

understanding of the subject matter. They further explained that this approach encourages

active participation in discussions, particularly among students with high academic

ability. Additionally, the modular approach is beneficial for students with limited

mathematical background and low motivation, as highlighted by Abramovits et al.

(2012).

While the modular approach has its benefits, it alone may not suffice to fully cater

to the students' needs and provide a comprehensive understanding of mathematical

concepts. This highlights the necessity for additional video courses that delve deeper into

the subjects discussed. The use of videos in educational settings presents many benefits.

They are a valuable tool for all involved due to their accessibility and authenticity.
 3

Videos offer an experiential learning approach, often providing a richer context than

printed materials alone. Students can visualize and audibly engage with the lessons being

taught, processing the information as they would in real-life situations. Furthermore, they

serve as a resource that can be accessed from any location, given internet access or

storage transfer capabilities, on a range of portable devices and laptops.

Videos offer the advantage of allowing you to pause, rewind, and replay as many

times as needed, enhancing your ability to retain information. They can be revisited even

after a lesson is finished, making them particularly beneficial for subjects that involve

complex topics and require a strong imaginative grasp. In addition, videos contribute to

improving proficiency and digital literacy, which are essential skills in today's modern

world.

In response to the challenges posed by the COVID-19 pandemic, Mindanao State

University-Saguiaran Community High School, particularly in Grade 7, implemented a

modular distance learning approach for the 2021-2022 school year. This approach was

carefully designed to effectively adjust to the new normal classroom setting and the

evolving teaching-learning process. By adopting the modular approach, students were

able to continue their education from the safety and convenience of their own homes,

minimizing physical contact with teachers and relying on their parents or guardians as

learning facilitators.

The objective of this research is to examine the potential impact of a video lesson-

assisted modular instruction learning strategy on the conceptual understanding and

interest in mathematics among grade 7 students. Additionally, this study aims to offer

educators a comprehensive framework for enhancing the teaching-learning process even

 4

beyond the pandemic, and to provide guidance on its effective implementation to

encourage teachers to embrace this approach. The ultimate goal of this research is to

investigate whether self-learning modules and video lessons can effectively foster

students' conceptual understanding and interest in mathematics, despite the challenges

posed by distance learning during the pandemic.

Statement of the Problem

Generally, this study investigated the effects of Grade 7 students’ conceptual

understanding and interest in Mathematics. Specifically, it sought answer to the following

questions:

1. What are the students’ conceptual understanding levels on the Mathematics

topic domains of the study before and after intervention?

2. Is there a significant difference in the distribution of students to the conceptual

understanding levels before and after intervention?

3. Is there a significant difference of the students’ pretest and posttest mean score

in the conceptual understanding test?

4. What are the students’ levels of interest in Mathematics before and after

intervention?

5. Is there a significant difference in the distribution of students to the

mathematics levels of interest before and after intervention?

6. Is there a significant difference in students’ mathematics interest mean score

before and after intervention?

7. What are the students’ experiences in learning Mathematics using video

lessons-assisted modular instruction?

 5

Null Hypotheses

The following is the null hypotheses of the study:

H 01: There is no significant difference in the distribution of students to the conceptual

understanding levels before and after intervention.

H 02: There is no significant difference between the pretest and posttest mean score of

Grade 7 students’ conceptual understanding test.

H 03: There is no significant difference in the distribution of students to the

mathematics levels of interest before and after intervention.

H 04 : There is no significant difference in mathematics interest of the students before

and after intervention.

Significance of the Study

In general, this study offers valuable insights to educational stakeholders regarding

the advantages of innovative teaching methods, specifically the utilization of video lesson-

assisted modular instruction. It serves as a foundational resource for enhancing their

understanding of this teaching strategy. Furthermore, the outcomes of this study are intended

to enhance students' conceptual understanding and foster their interest in mathematics.

More specifically, the findings of this study have the potential to raise awareness and

inspire teachers to explore and implement student-centered and activity-centered innovative

teaching approaches. These approaches aim to captivate students' interests and actively

engage them in the learning process.

Furthermore, the results of this study benefit the following:

 6

Curriculum Developers. The outcomes of this study have the potential to provide

valuable insights that can assist in the development of mathematics instructional materials.

These insights aim to make the learning of mathematics more captivating, interesting, and

engaging for students.

School Administrators. The findings of this study can contribute to addressing the

challenges faced by administrators, particularly in relation to the scarcity of instructional

materials for teaching and learning mathematics. Additionally, these results can inform the

formulation of policies aimed at enhancing mathematics instruction. Furthermore, the study

outcomes can support administrators in allocating budgetary resources to effectively

implement programs in mathematics education.

Teachers. The findings of this study can provide guidance in developing instructional

materials for courses that may present challenges, particularly for students with differing

learning speeds. These results can also be valuable in assessing the effectiveness of video

lessons-assisted modular instruction as a teaching method to enhance teaching competency.

Moreover, the outcomes of this study are anticipated to support teachers in redirecting and

making significant revisions to their mathematics teaching approaches, with the aim of

optimizing the learning experience for students.

Students. The findings of this study can be utilized by students to enhance their

learning experience in mathematics. The study may offer them access to more

comprehensive, motivating, relevant, and engaging learning materials, which can contribute

to better retention of mathematical concepts and formulas. Additionally, the study has the

potential to aid students in developing a deeper conceptual understanding and fostering their

interest in the subject of mathematics.

 7

Future Researchers. The findings of this study have the potential to serve as

valuable and practical references for future researchers. Moreover, this study paves the way

for future investigations in mathematics pedagogy that address the specific needs of both

teachers and learners, offering new avenues for exploration in the field

Theoretical Framework

In the past, there has been a widely accepted belief that watching television and

videos is a passive activity, where viewers simply react on a surface level to the content,

potentially hindering or replacing academic achievement. However, recent research

challenges this perspective and suggests that viewing is actually an active process. It is

regarded as an ongoing and intricately interconnected cognitive activity that involves

monitoring, comprehension, and complex cognitive processes that develop and mature with a

child's growth. This active viewing process has the potential to facilitate learning instead of

impeding it (Marshall, 2002).

According to Mayer (2001), despite its perceived passivity, the act of viewing can

involve the cognitive activity necessary for active learning. Well-designed multimedia

instructional messages can stimulate active cognitive processing in students, even when they

may appear behaviorally inactive. Both the content and context of the viewing experience are

crucial in engaging students as active learners. It is essential for the content to be suitable for

the students' age and skill level, as the content they engage with can have a more significant

impact on their future academic success than the mere amount of time spent watching

television (Stanovitch & Cunningham, 1998). Additionally, video has been found to engage

students in active learning by addressing multiple forms of intelligence, utilizing various

modes of content delivery, and evoking emotional responses from viewers.

 8

Multiple Intelligences

According to Gardner's theory of multiple intelligences, individuals possess a variety

of distinct intelligences, including linguistic, logical-mathematical, spatial, musical, bodily-

kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences (Gardner, 2006). These

intelligences differ in strengths and preferences among individuals and influence how they

absorb information, perceive the world, and learn (Marshall, 2002). This perspective

represents a significant departure from the traditional notion of intelligence, which previously

focused solely on verbal and computational abilities (Brualdi, 1996).

Moreover, Gardner's theory highlights the crucial role of information presentation in

an individual's learning ability, emphasizing the importance for teachers to consider all the

different intelligences when designing instructional plans (Brualdi, 1996). Unlike traditional

textbooks that often prioritize linguistic approaches to learning, videos have the advantage of

incorporating multiple modes, such as aesthetics, logic, narration, and linguistic elements.

This flexibility enables videos to cater to a broader range of learners by providing multiple

entry points to the content. This inclusive approach is particularly valuable in formal

educational settings as it accommodates the diverse intelligences of students (CPB, 2004).

Multimodal Learning Styles

There are three widely recognized categories of learning styles: aptitude-based, which

aligns with Gardner's theory of multiple intelligences; personality-based, which is assessed

using the Meyers-Briggs test; and sensory-based, which considers the modalities through

which students absorb information (Pruitt, 2005; Miller, 2001). These different perspectives
 9

on learning styles collectively emphasize the importance of diversifying instruction beyond a

single mode of delivery.

The process of absorbing information can be categorized into three main modalities:

visual, auditory, and tactile. Silverman (2006) associates these modalities with distinct ways

in which students process information, resulting in three primary learning styles: visual-

spatial, auditory-sequential, and tactile-kinesthetic. Visual-spatial learners grasp new

information by visualizing the entire concept and think in holistic, three-dimensional images.

Auditory-sequential learners, on the other hand, think in words, process information through

auditory means, and tend to learn in a step-by-step sequential manner. Lastly, tactile-

kinesthetic learners absorb information through physical touch and sensation, benefiting

more from demonstrations or hands-on application rather than verbal explanations.

The advantage of video, which predominantly conveys content visually, is evident for

learners who are visually-oriented (CPB, 1997; Denning, no date). However, video also

offers benefits to auditory learners through the inclusion of sound and speech. Additionally,

it can provide demonstrations that may not be feasible in traditional classroom settings, thus

catering to the needs of tactile learners.

Dual-Channel Learning

According to Mayer (2009), the dual-channel assumption suggests that humans have

separate channels for processing visual and auditory information. The visual-pictorial

channel processes images seen through the eyes, including words displayed on a screen,

while the auditory-verbal channel processes spoken words. Interestingly, all students,

regardless of their modality preference, benefit from instructional videos. Marshall (2002)

refers to the findings of Wiman and Mierhenry (1969) that extend Dale's Cone of Experience,
 10

indicating that people tend to remember 10% of what they read, 20% of what they hear, 30%

of what they see, and 50% of what they hear and see.

Video, as a multimedia format, conveys information through two sensory channels

simultaneously: auditory and visual. It often employs multiple presentation modes, such as

verbal and pictorial representations, including on-screen print and closed-captioning (Mayer,

2001). This multi-modal approach allows video to engage students through different learning

modalities and provide multiple entry points into the content (Gardner, 2006). The richness

of information presented in videos, including images, motion, sound, and sometimes text,

benefits learners by enabling them to learn through both verbal and visual means, observe

real objects and scenes, view sequences in motion, and explore perspectives that may be

challenging to observe in real life (Wetzel, 1994). Researchers generally agree that when

these sources of information are combined, they provide complementary information,

enhancing comprehension (Kozma, 1991 cited in CPB, 2004).

Wood (1995) and Aiex (1999) suggest that videos can promote awareness of the

interrelationship between different modes, such as pictures, movement, sound, and captions.

Kozma (1991) found that a mix of spoken language, text, still images, and moving images in

television and video leads to higher learning gains compared to media that rely primarily on

only one of these symbol systems. Wetzel et al. (1994) conducted a review of research and

concluded that combining sound with either still or moving images resulted in more effective

learning than simply adding motion to still images (CPB, 2004).

Motivation and Affective Learning

The affective-motivational aspects encompass emotions related to specific situations

or interests, as well as motivation related to tasks or subject matter. These aspects can include
 11

the value assigned to a subject or task, the enjoyment experienced, or the intrinsic motivation

to engage in a particular task or situation.

One of the key strengths of television and video is their ability to connect with

viewers on both emotional and cognitive levels. This emotional connection can have a

profound positive impact on motivation and affective learning. These components are not

only important in their own right but also play a significant role in creating conditions that

facilitate cognitive learning.

Marshall (2002) outlines three theories that explain how learning can occur through

well-selected videos. These theories highlight the ability of engaging media to captivate

learners, evoke emotional states, generate interest in a topic, and facilitate the absorption and

processing of information. Arousal Theory explores how communication messages can elicit

varying degrees of general emotional arousal and influence behavior while in this state.

Short-Term Gratification Theory focuses on affective and motivational elements such as

enthusiasm, perseverance, and concentration. Lastly, Interest Stimulation Theory suggests

that entertainment promotes learning and creativity by igniting students' interest and

imagination about a particular topic.

The visual messages conveyed through multimedia are processed in a different part of

the brain compared to textual and linguistic learning. The limbic system responds to these

visual stimuli by triggering instincts, emotions, and impulses (Bergsma, 2002, as cited in

CPB, 2004). Emotion strongly influences memory, thus educational videos have a

remarkable ability to convey experiences and impact cognitive learning (Noble, 1983, as

cited in CPB, 2004).

Conceptual Framework
 12

This study involved the investigation on the effects of the independent variable on the

dependent variables. The independent variable is the teaching strategy with the use of video

lessons-assisted modular instruction. The dependent variables are the students’ conceptual

understanding and interest in Mathematics.

The flow of how the independent variables affect the dependent variables is shown in

Figure 1. The arrows show that the instructional strategy in the form of video lessons-assisted

modular instruction affects the students’ conceptual understanding and interest in

mathematics. The dependent variables are presumed to be affected by the independent

variables.

In the video lessons-assisted modular instruction, the teacher-researcher acquired

online video lessons that were studied by the students at home or elsewhere via the internet

or other information transfer tools. Activities and assignments were done at home which was

guided by the parents or guardians. Supplementary written modules was also provided and

studied by the students at home.

To provide a clear presentation of the direction of the study, the research paradigm

illustrates the conceptual framework of the study as shown in Figure 1.

Independent Variable Dependent Variables

Conceptual Understanding
Instructional Approach in Mathematics

Video Lessons-Assisted
Modular Instruction

Interest in Mathematics
 13

Figure 1. Research Paradigm

The arrows show that the independent variables affects students’ conceptual

understanding and interest in mathematics as hypothesized.

Scope and Limitation

This study was conducted in one intact section of Grade 7 students who were

officially enrolled in school year 2021-2022 at the Mindanao State University – Saguiaran

Community High School, Saguiaran, Lanao del Sur. This study was conducted in the

duration of the second grading period from December 2021 to February of 2022. The topics

discussed during the intervention period were aligned in the K-12 curriculum of the

Department of Education (DepEd) for Grade 7 students. The adapted modules used were the

Alternative Delivery Mode (ADM) modules made by the Department of Education (DepEd)

Region 10.

The topic domain included in the study is limited only to Algebraic Expressions

covered in Grade 7, specifically Basic Terms in Algebra, Translation of Verbal Phrases to

Mathematical Phrases and Vice Versa, Evaluating Algebraic Expressions, Addition and

Subtraction of Polynomials, Laws of Exponents, Multiplication of Polynomials, Division of

Polynomials, Special Products and Solving Word Problems Involving Algebraic Expressions.

Definition of Terms

For better understanding of the study, the following terms are defined conceptually

and operationally.

Conceptual Understanding. As described by Dan Meyer (2018), conceptual

understanding in mathematics refers to a comprehensive and practical comprehension of

 14

mathematical concepts. It involves more than just memorizing isolated facts and methods. In

the context of this study, conceptual understanding is measured through the students' scores

on the Conceptual Understanding Test (CUT), which was specifically developed by the

researcher. The assessment of conceptual understanding was conducted using video lessons-

assisted modular instruction.

Educational Video. Video is a visual medium that can effectively leverage its visual

content to enhance learning. This can be achieved through visual demonstrations, the

presentation of evidence, the dramatization of events and concepts, and the ability to evoke

emotions. In the context of this study, video refers to the online educational videos that

provide an overview of the topics covered in the printed modules. These videos offer a

detailed presentation of important concepts related to the emphasized topic.

Gain Scores. In general, the term "gain score" refers to the disparity between the

pretest and posttest scores of a particular measure (Web definitions, 2011). In the context of

this study, the difference score specifically pertains to the variance between the pretest and

posttest scores obtained from the Conceptual Understanding Test and Mathematics Interest

assessments.

Interest. Interest plays a significant role in motivating learning, shaping academic

and career paths, and is crucial for achieving academic success. It encompasses both a

psychological state of attention and emotional connection to a specific object or topic, as well

as a long-term inclination to continuously engage with it (Harackiewicz et al., 2016). In the

context of this study, interest was assessed by utilizing raw scores from the Mathematics

Interest Inventory, which was adapted from Snow (2011).

 15

Reflective Journal. A reflective journal serves as a personal space to record daily

reflections. It provides an opportunity to document both positive and negative experiences,

allowing for self-reflection and learning from past events. By keeping a reflective journal,

one can identify significant learning moments that have occurred in their life (Web

definitions, 2022). The same definition of a reflective journal was used in this study.

Modular Instruction. An alternative instructional design refers to a teaching

approach that utilizes specifically developed instructional materials tailored to meet the needs

of students. In the context of this study, it pertains to the adapted DepEd Region 10

Alternative Delivery Mode modules. These modules provide a comprehensive presentation

of the topic, including activities, evaluations, weekly assessments, and open-ended questions.