Classroom-Based Action Research Proposal

Roles of Educational Videos in Learning: An Experimental Research

JericoG . Quizada1, Eugiemhar S . Videra2, Yerica Hannah Ramos 3 Christian Joseph B . Bielza 4,
5 6 7 8
AljeanG . Fernandez , Elaine Mae Eblacas ,Thelma M . Olipas , Francesca Dela Torre and
9
Cherry Anne Luzano

Bachelor in Mathematics Education, Philippine Normal University North Luzon

Dr. Clemente Aguinaldo Jr.

February 9, 2023
 Republic of the Philippines
Philippine Normal University
The National Center for Teacher Education
INSTITUTE OF TEACHING AND LEARNING

CBAR Manuscript Format: Proposal and Completed

CBAR Proposal Manuscript (continuous format/publication format)

TITLE: Roles of Social Media Educational Videos in Learning: An Experimental Research

INTRODUCTION

Websites and programs that allow users to produce and share content or engage in
social networking are known as social media. It is more than simply a place to share photos.
Over time, social media has established itself as a trustworthy information source and a venue
for businesses to engage with customers and educational contents to be disseminated (Nasta,
2019). In comparing videos and prints in students’ degree of learning, Merkt et al. (2011)
found out that micro-level actions, like pausing a movie or surfing, appeared to be more
advantageous for learning than macro-level activities, such as consulting a table of contents
or an index.

Digital videos are becoming more common even in the educational system. Both
social media and technology are becoming essential components of our daily life since videos
may be shared at any time of day or night due to the online, asynchronous nature of the
internet (Willbold, 2019). According to a recent survey, social media platforms like Facebook
and Twitter receive millions of daily visits. More than 90% of college students regularly
access social networking sites (Mukherji, 2013). 

The internet is easily accessible to students. This is one of the reasons why many of
them were using educational videos on Youtube, Facebook, or TikTok to support their
academic successes, especially in mathematics. According to Giannakos & Vlamos (2013),
the use of the Internet for teaching, including e-learning and educational materials, has
increased in recent years. This perspective implies that learning is a change in the learner, in
which students will become more proactive in building and learning the new concept. 

In the comment section of various educational videos in social media, numerous

students frequently state, "Mas naiintindihan ko pa to kaysa sa teacher ko" or “Mas natututo
pa ako dito”. In light of this factor, it is clear that videos are an essential element of the
learning settings kids nowadays deal with. As videos are often presented in broadcast mode,
preventing viewers from controlling the video's informational flow, knowledge acquisition
was lower for videos than for texts. Recent digital video formats, in contrast, provide viewers
the chance to interactively alter how it is presented. The usefulness of interactive elements in
films was therefore tested in two empirical investigations presented in the current study
comparable to a textbook with illustrations.

As a result, the researchers want to learn and investigate more about the suitability
and effectiveness of this scenario for students. The study aims to investigate the comparison
between interactive videos’ and traditional instruction’s successes in educating learners. The
results of this study will then be a direct reference and suggestion to in-service teachers and
pre-service teachers for them to improve their teaching styles and strategies. This study will
benefit students in order to improve their learning and gain better educational achievements.
Similarly, it will also benefit teachers in improving their teaching strategies to better support
learners' improvement and development.

LITERATURE REVIEW

Development of social media into Education Content Outlet

In terms of education, the industrial revolution 4.0 is a response to needs. In this

revolution, technology and people are adapted to create new opportunities in a creative and
innovative way. The role that educators must play in supporting these transitional periods,
because we are conscious of not even being aware that we have entered a new era—the era of
society 5.0, which is a continuation of the 4.0 revolution era. This era is the era of society 5.0.
The Japanese government started the era of society 5.0 for the first time with a new program
and idea: society is always human-centered and technology-based, based on the cultural
customs of the time. This understanding is known as society 5.0. 4.0 revolution. Therefore, in
order to deal with the difficulties that will arise in society 5.0, innovative concepts are
required (Vania Sasikirana & Herlambang, 2017); (Faulinda and Aghni Rizqi Ni'mal, 2020). 

According to Ju et al. 2020, online learning is a program for implementing online

education in order to reach a large and diverse audience. Next, according to Andiani & Fitria
(2021), the online teaching and learning process is a teaching and learning process that makes
use of internet network resources. In schools where students and teachers are located in
different locations, online teaching and learning methods can be used to introduce formal
education; however, an integrated telecommunications system must be utilized for
communication and resource access. (Sobron dkk, 2019). The condition of educational
practitioners and students who carry out academic activities by working from home or work
from home (WFH) can be interpreted as indicating that this restriction has a positive impact.
WFH makes each individual who carries out his activities more independent in maximizing
the use of technology and information. In the past, not everyone was accustomed to working
with information technology. However, this condition increased practitioners' and students'
familiarity with and proficiency with working with information technology. This
demonstrates that this period of social distance has increased creativity and ability to carry
out their respective responsibilities (Yodha et al., 2019); (2016, Sulistyowati)

Educational Videos as learning resources

Mathematics concepts often required procedural knowledge. The content in

mathematics is not only imparted in the form of knowledge, but also an explanation of each
step in the process of solving mathematical problems, which, if presented in the form of a
text, would occupy a significant number of pages (Suwarno, 2017). However, using video, it
can be summarized in a few seconds. Additionally, according to Astriyani & Fajriani (2020),
YouTube is very helpful for students who are having trouble learning, helping them
comprehend the subject better. Students' academic success is frequently supported by
educational videos. Students will be able to deal with the current situation through
independent online learning because virtual learning or online learning is not constrained by
space or time. In addition, the benefits of online learning, according to Yunitasari & Hanifah
(2020), include the ease with which teachers can create content using a variety of
instructional approaches and select learning media. This suggests that technological learning
resources benefit both students and teachers. 

Learning with videos vs. Learning with traditional instruction

Educational videos can be in the form of Educational Television programs (ETV)

and/or Internet Uploaded videos. Various studies show a comparison with these two forms
with regards to its effectiveness in learning. The study of Akhter (2011) shows that though
ETV offers positive impacts to the learning process, it still results in a weak effectiveness to
the learners for some reasons. Some students didn’t find ETV interesting or relevant to their
exams. Another reason is that students are not able to watch ETV programs because of the
screening schedule problems. Meaning, learners have no control in the flow or process of the
whole video.
On the other hand, there are existing uploaded educational videos on the internet, and
their effectiveness is proven based on the comments of the audience itself. In fact, there are
universities such as the University of Toronto which supports the integration of social media
in the classrooms as they acknowledge the wide array of educational content in these
platforms. However, these contents must adhere with the guidelines and policies of the
university. Thus, there is a need to study the effectiveness of using social media educational
videos compared to teaching with traditional and/or direct instructions in the classroom.

RESEARCH QUESTIONS

The study aims to determine the roles of educational videos in learners. This study aims
to answer the following research questions; 

1. What are the roles of educational videos on YouTube, Facebook, and TikTok in
learners’ educational achievement and success?
2. Why do/don’t students prefer educational videos over traditional teaching?
3. Is there a significant difference between the test scores of three groups of students two
of which are experimental groups (Ex. Group 1: Learned through educational videos;
Ex. Group 2: Learned through traditional instruction and educational videos) and one
with conventional instruction only when grouped according to their “mode of
learning”?
4. What interventions can the teachers do to achieve, maintain, and improve students’
educational/academic successes?
THEORETICAL/CONCEPTUAL FRAMEWORK

METHODOLOGY

This classroom scenario requires the use of experimental research design. According
to Sirisilla (2023), an experimental research design is a framework of protocols and
procedures created to conduct experimental research with a scientific approach using sets of
variables. The researchers plan to conduct this study at Santiago City National High School.
The respondents will be Grade 8 which will be divided into three groups; Group 1: Learned
through educational videos; Group 2: Learned through traditional instruction and educational
videos and; Group 3 with conventional instruction only. The researchers will use structured
questionnaires to conduct pre-assessment to the chosen respondents. The students will
undergo three different learning modalities (Learning through Educational Videos, Learning
through Traditional instruction and Educational Videos, and Learning through Conventional
Instructions only). The researchers plan to study this scenario through having three groups of
students that will serve as a set of variables, a controlled group and two experimental groups.
The control group will learn through conventional instruction. On the other hand, the first
experimental group will learn through educational videos while the second experimental
group will learn through traditional instruction first then supported with educational videos.
To complete the data gathering procedure, the respondents will have post-assessment. Upon
completion of data gathering, the researchers will be analyzing the data with the use of JASP.
The researchers will be using JASP to conduct the One-Way Analysis of Variance (ANOVA)
to test the significance of three independent variables. If the results of the one-way ANOVA
come out significant, the researchers will then proceed to Post Hoc testing, specifically,
Dunnett's Post Hoc Testing. The researchers will be using the Post Hoc testing to uncover the
differences between the three (3) independent groups. Similarly, the researchers will be using
the Dunnett's Post Hoc testing for the reason that all experimental data, which will be
gathered from the two (2) experimental groups, are going to be compared into one controlled
group. However, if the results of the one-way ANOVA come out insignificant, the
researchers will be, then the researchers will be stopping at one-way ANOVA.

REFERENCES
 Suwarno, M. (2017). Potensi youtube sebagai sumber belajar matematika. Pi:
Mathematics Education Journal, 1(1), 1–7. https://doi.org/10.21067/pmej.v1i1 .1989
 Astriyani, A., & Fajriani, F. (2020). Pengaruh penggunaan media audio visual
youtube materi pythagoras terhadap keaktifan belajar matematika siswa.
FIBONACCI, 6(1), 87–90
 Yunitasari, R., & Hanifah, U. (2020). Pengaruh pembelajaran daring terhadap minat
belajar siswa pada masa COVID 19. Edukatif : Jurnal Ilmu Pendidikan, 2(3), 232–
243. https://doi.org/10.31004/edukatif.v 2i3.142
 Faulinda, E. N., & Aghni Rizqi Ni’mal, ‘Abdu. (2020). Kesiapan Pendidikan
Indonesia Menghadapi era society 5.0. Edcomtech: Jurnal Kajian Teknologi
Pendidikan, 5(1), 61–66.
 Vania Sasikirana, & Herlambang, Y. T. (2017). Urgensi Merdeka Belajar Di Era
Revolusi Industri 4.0 Dan Tantangan Society 5.0. Seminar Nasional: Jambore
Konseling 3, 00(00), XX–XX.
 Andiani, W., & Fitria, H. (2021). Pembelajaran Daring Menggunakan Media Online
Selama Pandemi Covid-19 Pada Siswa Sd Negeri 103. 172–181
 Akhter, N. (2011). Evaluation of Educational Television Programs for Distance
Learning. Turkish Online Journal of Educational Technology-TOJET, 10(4), 188-194.
 Nasta, R. (2019). The role of social media in education.
https://www.jbcnschool.edu.in/blog/social-media-in-education/
 Willbold, M. (2019). Social media in education: can they improve the learning?
https://elearningindustry.com/social-media-in-education-improve-learning
 Mukherji, S. (2013). Social media in education–the bright side.
https://elearningindustry.com/social-media-in-education-the-bright-side
 University of Toronto, (n/d). Teaching with social media.
https://teaching.utoronto.ca/resources/teaching-with-social-media/