The Effects of Audio Video Lesson On Senior High Schools in Southern Leyte Daganganmatunog

THE EFFECTS OF AUDIO-VIDEO LESSON ON SENIOR HIGH SCHOOLS IN
SOUTHERN LEYTE
A THESIS
Presented to the
Faculty of Southern Leyte State University Department
SOUTHERN LEYTE STATE UNNIVERSITY
Hinunangan Campus, Ambacon, Hinunangan, Southern Leyte
In Partial Fulfillment
Of the Subject Requirements in RESEARCH 2 (UNDERGRADUATE THESIS)
By
Dagangan, Edgar Jr. L.
Matunog, Faye A.
(Bachelor of Technology and Livelihood Education – ICT 4)
(A.Y. 2022-2023)
I
APPROVAL SHEET
The thesis entitled “The Effects of Audio-Video Lesson on Senior High

Schools in Southern Leyte” prepared and submitted by Edgar L. Dagangan Jr.
and Faye A. Matunog has been examined and is recommended for approval and
acceptance.
STUDENT RESEARCH COMMITTEE
MONDANI R. MANUN-OG
Adviser
MADELYN B. MANUN-OG ANGELICA G. MANTILLA

Member Member
--------------------------------------------------------------------------------------------------------
APPROVED by the committee on Oral Defense with a grade of PASSED on

January 18, 3023.
DR. JOHN PAUL R. GAPASIN

Chairman
DR. MARY BETH TIO-SALUDSOD MONDANI R. MANUN-OG

Member Member
MARY D. ALMINE MERYL V. CAPAPAS

Member Member
--------------------------------------------------------------------------------------------------------
ACCEPTED AND APPROVED in partial fulfillment of the requirements in Bachelor

of Technology and Livelihood Education.
DR. MARY BETH TIO-SALUDSOD DR. JOHN PAUL R. GAPASIN

Head Education Department College Dean
Date: January 18, 2023 Date: January 18, 2023
II
ACKNOWLEDGEMENT
We would like to appreciate the support and contributions of various
individuals who helped us realize the success of this research. We would like to
appreciate our adviser, Engr. Mondani R. Manun-og, Chair Program of Bachelor
of Technology and Livelihood Education (BTLED), and members of our Student
Research Committee (SRC), Mrs. Madelyn B. Manun-og and Ms. Angelica G.
Mantilla. Their insights into the development of this research are immeasurable.
And we would like to extend our most sincere gratitude for their encouragement
during our study. We sincerely thank all the grade 11 students in Mercedes
National High School and Silago National Vocational High School who took part
in our research. Their feedback on the research questions led to the success of
our research. We are thankful to our family for their support during our studies.
May the Almighty God bless you all
III
ABSTRACT
The study aimed to investigate the effects of audio-video lessons (AVL) on
grade 11 students in National High Schools in Silago, Southern Leyte. It
examined how the effect influences their interests, motivations, emotions, and
academic performance. A total of 155 students participated in the study using a
descriptive quantitative design method. The study used a cluster sampling
technique and uses a researcher-made questionnaire. Results showed that most
of the respondents agreed that AVL affected their interests, motivations,
emotions, and academic performance, with study habits improving the most. The
study also found a significant difference between the sexes in terms of emotions
while learning with AVL, with males being more emotional than females. It can
be concluded that AVL is an effective tool for classroom instruction. And this
study could inform the implementation of AVL in classrooms, and further
research on the psychological effects of AVL is recommended.
Keywords Audio Video Lesson, Audio Visual, Effect, Learning, Video
IV
TABLE OF CONTENTS
CHAPTERS Pages
CHAPTER I: INTRODUCTION 1
Rationale of the Study 1
Background of the Study 3
Objectives 9
Significance of the Study 10
CHAPTER II: LITERATURE REVIEW 12
Related Literature and Studies 12
Effects of Audio Video Lesson in Science 12
Interests 17
Motivations 18
Emotions 18
Academic Performance 19
Theoretical and Conceptual Framework 25
Definition of Terms 27
CHAPTER III: RESEARCH METHODOLOGY 30
Research Design 30
Research Environment 30
Research Respondents and Sampling Procedure 31
Research Instruments 32
Data Gathering Procedure 33
Data Analysis Procedure 33
CHAPTER IV: PRESENTATION, ANALYSIS, INTERPRETATION OF DATA 34

Demographic Profile of Grade 11 Students 34
Effects of Audio Video Lesson on Grade 11 students 36
Interests 36
Motivations 38
Emotions 40
Performance 42
Areas that Improve through the Use of Audio Video Lesson 43
45
The significant difference between sex and the effects of AVL
CHAPTER V: SUMMARY CONCLUSION AND RECOMMENDATIONS 48
Summary 48
Conclusion 49
Recommendations 50
BIBLIOGRAPHY 51
APPENDICES 60
Appendix I: Transmittal Letter 60
Appendix II: Survey Questionnaire for Students 62
Appendix III: Student Research Committee (SRC) 69
Appendix IV: Approval Sheet 70
LIST OF TABLES Pages
Table 1: Some of the ways video can be used to support learning (Source: 14
adapted from Bates 2013)
Table 2. Respondents of the Study 32
Table 3: Demographic’ Profile (N = 155) 34
Table 4: The respondent’s hobbies 35
Table 5: The effect of the audio-video lesson in terms of interest 36
Table 6: The effect of the audio-video lesson in terms of motivations 38
Table 7: The effect of the audio-video lesson in terms of emotions 40
Table 8: The effect of the audio-video lesson in terms of academic 42
performance
Table 9: Descriptive Measures of students’ preference on areas that 43
improve through the use of Audio Video Lessons (N=155)
Table 10: The significant difference between sex and the effects of AVL 45
LIST OF FIGURES Pages
Figure 1: Conceptual Framework of the Study 27
Figure 2: Google Map of Mercedes National High School 30

Figure 3: Google Map of Silago National Vocational High School 31
1
Chapter I
INTRODUCTION
Rationale of the Study
A brand-new virus named Corona, also known as covid 19, surprised the
world at the end of 2019. This virus spread throughout the Philippines from
March 2020 until it peaked in August. According to Prayudha (2021), Covid 19
started to develop in the Philippines in March 2020. The infection is still
circulating today, though. Everyone on earth experiences stresses and worry as a
result of this infection. Both urban and rural residents are impacted by this
pandemic (Syah, 2020). The COVID-19 pandemic has brought many facets of life
to a stop. The education sector is one factor that has a significant impact. The
global system, including the educational system, is impacted by this
circumstance (Schleicher, 2020). But in addition to major corporations, the
Philippines government also contributes to and cares about the educational
system (Basilaia & Kvavadze, 2020). Due to the pandemic, many educational
processes have ceased in schools. To solve this issue, the government and
educators have adopted a policy that substitutes online learning for face-to-face
instruction. Everything is now online, as opposed to before when they learned
and were taught in classes (Daniel, 2020). (Krishnapatria, 2020). To stop the
spread of Covid 19, the government should close all schools, universities, and
other public areas (Bhamani et al, 2020). The COVID-19 pandemic forced the
closure of all schools worldwide, according to their announcements (Nasr, 2020).
Utilizing the internet to its fullest extent while learning on electronic devices
including computers, laptops, tablets, and smartphones is referred to as "e-

2
learning" (Stern, 2018). (Atmojo & Nugroho, 2020). Since it is well known that
this virus spreads so quickly, it is vital to restrict human activity generally, better
known as physical distance. This approach is used to lessen the spread of the
coronavirus, particularly in the educational setting where it is necessary to study
in a way that can lessen its spread and when online learning is used.
Teachers can engage students' interest in studying during online classes
through a variety of methods. Utilizing video-based learning is one strategy that
teachers can adopt. Learning that incorporates various types of video to help
students comprehend the subject matter is known as "video-based learning."
Students can benefit from videos by seeing how something works and by seeing
facts and details that are challenging to describe through text or still images.
Videos can also grab students' interest, inspiring and engrossing them to work
more collaboratively. Thus, using movies can result in improved learning
outcomes. Additionally, video can promote many learning styles, particularly for
kids who identify as "visual learners" (Yousef, et. Al., 2014). In comparison to
learning that uses no media at all, online learning that incorporates learning
videos seems to foster a better environment, interest, and motivation for
students. As a result, the use of instructional films in the teaching and learning of
English will be more enjoyable and successful in assisting students in
understanding the course material. According to Ronchetti (2010), video has
some intuitive benefits, making it a more effective medium for teaching students.
When researchers are doing reviews, there is a lack of published studies
at the secondary level, so the researchers want to conduct a parallel study to

3
examine the effects of audio-video lessons on grade 11 students in Senior High
Schools in Silago, Southern Leyte. With this in mind, a study determines the
effects of audio-video lessons on the interests, motivations, and academic
performance of grade 11 students at Mercedes National High School and Silago
National Vocational High School. Additionally, to identify the areas where the
Audio Video Lesson (AVL) has improved (through the information acquired from
the survey responses of the students), this study will offer insights into
establishing plans and policy inputs to improve the learning and teaching
techniques in learning.
Background of the Study
Recent research on video as a teaching aid has been incredibly scant. The
majority of the research is out of date and no longer accurate. According to
studies conducted in the 1950s through the 1980s, a video was a costly new
technology that was seldom ever used in classrooms and was not useful for
classroom use. At the time, making a video require both a costly camera and the
technical know-how to operate it. To shoot the video, a set with appropriate and
specialized lighting has to be created or acquired. The video then needed to be
edited and converted to a format that was usable at a specialized studio. To carry
out this operation, a lot of specialized machinery was needed, as well as skilled
personnel. The majority of teachers' budgets and skill sets frequently fell far
short of these standards.
Cottingham's study didn't reveal that video was progressively becoming
more common in college classrooms until 1986. Cottingham (1986) conducted a

4
survey of seven small community colleges with 2,500 or fewer full-time students,
and all reported using video in the classroom heavily and increasingly. It is
important to remember that Smeltszer (1988) found a weakly favorable link
between the use of videos and a student-centered teaching strategy. Since
educational scholars switched to studying computers in the 1990s, research on
these insights never received the attention it deserved.
The main drawback of E-lectures, according to Demetriadis and
Pombortsis (2007), is the absence of direct communication between lecturers
and students. While reducing the majority of the restrictions discussed in the
research, using video in the online hybrid classroom provided opportunities for
student-teacher engagement.
Researchers Schwan and Riempp (2004) and Zhang, Zhou, Briggs, and
Nunamaker (2006) discovered that including an interactive component in the
video—such as stop, pause, play, and rewind—reduced the number of time
students needed to learn because they could go over crucial or poorly
understood material. Thankfully, these features are now included in the majority
of computer-based media players. These tests also showed that while using the
movie with interactive controls, the students generally rated increased
satisfaction.
It takes more than just learning a few facts and memorizing some
language to comprehend and apply the information. The pupil must be able to
assimilate the information on a deeper level to properly comprehend it. "Active
learning acknowledges that individuals must interact with the material and with
others, expose existing assumptions, draw connections between ideas, and

5
create new knowledge from their experiences" (Ueckert & Gess-Newsome,
2008). Students that use active learning strategies must go beyond a
straightforward "follow the steps assignment" and apply the knowledge to a
genuine issue. For students in sectors like technology that are changing quickly,
this is an essential ability.
Additionally, Evans and Foster (1997) note that they were unable to
quantify the videos' effectiveness as a learning catalyst. By examining the impact
of employing video as a teaching tool in a North Carolina Community College
system classroom, this research will close the knowledge gap. Even though
numerous studies on media usage have been carried out over time, their scope
has frequently been very broad, seeking to record all technologies utilized by
college faculty members. This study, on the other hand, focuses exclusively on
the use of video to present and demonstrate new skills and approaches as well as
to enhance course content.
While video use is a useful instructional tool for all students, its benefits
for particular student demographics are constantly receiving more attention.
These media are "highly appreciated as instructional tools," and are "considered
as especially successful for addressing visual learners and special groups,"
according to a Corporation for Public Broadcasting survey (CBP, 1997). TV and
video are "extremely helpful" for teaching pupils who have learning difficulties
or socio-economic disadvantages, according to more than half of the teachers
questioned.
What "literacy" means in this era of quickly advancing information and
communication technologies, notably the Internet, has drawn growing attention

6
from researchers over the past 10 years. What abilities do students need to
understand, interpret, and evaluate information in a world where the print is no
longer the primary method of communication? These "new literacies" are a
moving target because new technologies are emerging quickly. This has led to a
lot of thinking about what literacy abilities students need to properly "read" and
utilize tools like multimedia websites, video editors, virtual worlds, etc (see
Semali, 2001; Coiro, 2003; Leu, Kinzer, Coiro & Cammack, 2004).
According to Kay (2012), videos are categorized into many categories based
on their preparation, various presentation approaches, and educational
objectives (such as instructional videos, video courses, e-lessons, screen
captures, vodcasts (video podcasts), and web broadcasts (webcasts). Videos may
offer information, previews, or brief presentations about a particular subject, but
they can even capture an entire class period (Kay, 2012). As information and
communication technology advance, another method of using movies in the
educational process is as teaching aids. Videos were used in this study as
technological learning aids. Videos are utilized as learning resources to aid in the
learning process and the professional growth of instructors through curricula.
Videos present a variety of learning data simultaneously, such as visuals,
movement, and sound, to create opportunities for in-depth learning. This
ensures control over information reception and permits learning to proceed at
individual rates (Greenberg and Zanetis, 2012).
The definition of "involvement" in the classroom is frequently linked to
specific actions like answering or asking questions (Mustapha, Rahman, & Yunus,
2010). In the case of college students, increasing students' participation in the

7
classroom is thought to be crucial to improving students' critical thinking
abilities and their comprehension of classroom content (Loftin, Davis, & Hartin,
2010). Boylan (2010) claims that the idea of participation utilized to look into
both the moment-to-moment participation in social practice and the way these
moments connect over time to strengthen the learner's relationship and shape
their identity. Traditional educational strategies are no longer sufficient to
address fast-evolving technology and environmental changes (Ayçiçek, 2018).
Students using digital gadgets in the classroom is one strategy that has improved
students' engagement with the material and involvement in class (Klette et al.,
2018). Students at Applied Science University (ASU) urged to participate in class
discussions to comprehend better the subjects covered and to develop the
communication skills necessary for future employment. Last year, ASU's
Principles of Marketing course assigned participation grades based on each
student's attendance. Due to the pupils' evident reluctance to participate, either
by answering questions or making comments. After thinking about the UK
Professional Standards Framework (UK PSF), the researcher was inspired to
gauge participation levels and create a motivating activity that might encourage
students to participate (A1). In the Principles of Marketing course, they also
wanted to use these exercises for practical teaching and learning (K2). In the end,
it is expected that this sequential activity will use the PSF's second value (V2),
which encourages learners to participate in the ASU.
Scholars have been interested in this widespread issue, so they have
suggested answers and introduced many new approaches. For instance, Jacobs
(2012) demonstrated how employing videos in a higher education setting could
increase participation in the classroom. Researchers have also found that using
8
educational videos is a crucial strategy for improving student engagement in the
classroom. All disciplines of higher education endorse such a strategy (M. Sherin
& Elizabeth, 2009; Zhang, Zhou, Briggs, & Nunamaker, 2006; M. G. Sherin & Han,
2004). Multiple scholars have empirically examined this relationship and found
that educational films increase student engagement in the classroom and can be
a successful strategy for quickening educational advancement (Baker, Lang, &
O'Reilly, 2009). Based on this, the researcher hopes to employ educational videos
to encourage students to attend Principles of Marketing classes. The purpose of
this action research is to investigate how educational films affect students'
participation in the classroom. This action research also tries to provide light on
the causes of the kids' lack of classroom participation.
The system approach, on the other hand, is an attempt to bring all sides
of a problem together to achieve specified objectives for Sustainable
Development Goals, also known as SDGs:
1. Quality education (SDG4) involves assisting governments in
mobilizing resources and implementing innovative and context-
appropriate solutions for providing education remotely using high-
tech, low-tech, and no-tech methods.
2. Decent work and economic growth (SDG8), especially long-term and
inclusive growth, may propel progress, generate decent jobs for
everybody, and raise living standards.
3. Industries, innovation, and infrastructure or known as (SDG9), as well
as inclusive and sustainable industrialization, may harness economic
factors that generate employment and income that are dynamic and
9
competitive. They are crucial in introducing and promoting new
technologies, facilitating international trade, and resource efficiency.
4. Partnership for the goals, the SDG17 can only be fulfilled via solid
global collaboration and cooperation.
A successful development strategy necessitates international, regional,
and national collaboration and local levels based on similar principles and
values, as well as a shared vision and goals that prioritize people and the
environment.
OBJECTIVES

Generally, this study seeks to find out the effects of Audio Video Lesson of
Senior High Schools in the School Year 2022-2023 in National High Schools in
Silago, Southern Leyte.
Specifically, this study aims to:
a. Determine the demographic profile of Grade 11 students in terms of:
i. Age;
ii. Sex;
iii. Family monthly income;
iv. Family structure; and
v. Hobby.
b. Find out the practical effects of the Audio Video Lessons on the Grade 11
students in terms of how it influences there:

10
i. Interests;
ii. Motivations;
iii. Emotions; and
iv. Academic Performance.
c. Determine which areas have improved as a result of using Audio Video
Lessons in learning.
d. Determine the significant difference between sex (male & female) and the
effects of AVL in terms of:
i. Interest
ii. Motivation
iii. Emotions
iv. Academic Performance
SIGNIFICANCE OF THE STUDY
The study will serve as input and be beneficial to the following entities.
Department of Education (DepEd). The result of the study could be a basis
for formulating plans and policies.
Southern Leyte State University (SLSU). The study's findings could be used
as one of the research's accomplishments, assisting the target.
Future Researchers. The results will help to enhance the understanding of
this innovation and create a solution for future generations of learners.

11
Teachers. It could serve as enlightenment with the result of the study. And
they enlighten us about the needs and demonstrate their strategies for
meeting them.
Students. The results of this study will help the students benefit from these
audio-video lessons as a tool for learning aids to exercise their mental well-
being and help motivate and take an interest in their lessons.

12
Chapter II
REVIEW OF LITERATURE
The reviews presented in the following sections inspired the researcher
to study the effects of an audio-video lesson on Grade 11 students.
Effects of Audio Video Lesson in Students
According to research results on the topic, the usage of movies or other
multimedia assets in education promotes learning. It offers greater benefits for
student learning when compared to traditional education (Greenberg and
Zanetis, 2012). It is emphasized that the use of videos in teaching and learning
environments is effective in three ways: they offer cognitive benefits (better and
more thorough learning, improved memory), psychological benefits (motivation,
a sense of accomplishment from learning), and knowledge visualization (Pekda,
2010).
Alkan (1983) asserts that including movies in the classroom benefits
students. The advantages of films include promoting learning in dimensions of
movement, color, and sound, supporting the transfer of outside-of-class
experiences to class, and encouraging concrete and long-lasting learning. Videos
also offer group learning opportunities. Mayer (2001) asserts that multimedia
13
components that appeal to a variety of senses, including instructional movies,
raise student attention and motivation.
In Dale's (1946) experience, using films as teaching resources has been
found to provide additional benefits. The learning will be simpler and more
profound the more senses are engaged in the learning environment. Videos
utilized in learning environments will, in this case, ensure the effectiveness of the
hearing and vision senses by allowing interaction between the video and the
students, as opposed to the content delivered in the classroom during traditional
presentations.
The usefulness of employing videos in teaching is well demonstrated by
studies on the use of various types of movies in education. Videos have
educational benefits such as permitting interaction with the material, enabling
knowledge transmission in the mind, and enhancing recollection (Greenberg and
Zanetis, 2012). Videos used for instruction have a cognitive and practical
influence, according to Berk (2009). In this context, he makes the case that using
videos in the classroom could have a variety of positive outcomes, including
picking students' interests, enhancing their ability to focus, giving highly relaxed
students who lack interest learning strategies, fostering imagination, fostering
creativity, and improving comprehension.
Additionally, Mitra, Jones, Barrett, and Williamson (2010) emphasized
how using videos—which have both visual and auditory components—enables
students to actively engage with the subject matter, ensures that the content is
more meaningful, and strengthens learning by allowing associations between the
video's content and other contexts. Videos are said to be more successful than
face-to-face instruction when compared because they support the process,

14
according to research. Hakkarainen, Saarelainen, and Ruokamo (2007)
contrasted face-to-face instruction with instruction through online videos in two
separate classes and found that the latter resulted in more meaningful learning
and positive attitudes toward the learning process.
It was found that lessons using videos have a high student potential,
despite classification discrepancies. The usage of video clips in the teaching
process is thought to benefit the teachers since they show real-world examples
and offer lasting learning.
Another well-liked method for involving students and improving learning
is video. A movie can now be created and edited by anyone with a digital camera,
webcam, tablet, or smartphone. More than 4 billion hours of video are seen on
YouTube each month, and 72 hours of new videos are posted every minute,
demonstrating the ubiquitous use of video online (YouTube 2013). Videos are a
great method to explain and further develop ideas, show how to do something,
or see learning in action.
Video can be used in a variety of ways to develop engaging, memorable,
and inclusive learning experiences. A collection of numerous approaches to using
films to promote learning is shown in Table 2.
Table 1
Some of the ways video can be used to support learning (Source: adapted from
Bates 2013)
Educational purpose Examples

To demonstrate experiments or Sodium (version 1) - Periodic Table of
experimental situations Videos2
To illustrate abstract principles What’s In a Candle Flame?3
through the use of specially
15
constructed physical models

To illustrate principles involving Interactive, rotatable model of
three-dimensional space tetragonal perovskite structure4
To use animated, slow-motion, or Awesome HD Slinky Slow-Mo5
speeded-up video to demonstrate
changes over time
To demonstrate decision-making Conflicts in the Workplace: Sources &
processes Solutions6
To change student attitudes by Tough Guise: Violence, Media and the
presenting material from a different Crisis in Masculinity7
perspective
To demonstrate methods or Physics of a golf swing8
techniques of performance
To interpret artistic performance Leroy Curwood & Zoe Marsh
Choreography – ‘Brother’ Matt Corby9
To demonstrate practical activities A notched-bar impact test of
aluminium, carried out at room
temperature10
To synthesise, summarise or Ottawa Charter11
condense contextually and media rich
information relevant to the course.
According to Mayer (2001), viewing can involve the high levels of
cognitive activity required for active learning, even though it may seem passive
to the observer. "Well-designed multimedia instructional messages can promote
active cognitive processing in students, even when learners seem to be
behaviorally inactive". Both the viewing's content and environment are essential
components for activating pupils as active learners. Since "the material one
views may be a truer driver of future academic performance than the quantity of
time one spends watching television," programming should be age- and skill-
appropriate (Stanovitch & Cunningham, as cited in CPB, 2004). Other elements of
a video that have been shown to encourage students to participate in active
learning include its appeal to viewers' emotions, its use of several content
delivery methods, and its attention to four different types of intelligence.

16
Gardner's theory states that a human has at least eight distinct
intelligence, according to Gardner's multiple intelligences, in varying degrees of
strength and preference: linguistic, logical, mathematical, spatial, musical, bodily-
kinesthetic, interpersonal, intrapersonal, and naturalistic (Gardner, 2006). The
relative strengths and weaknesses among and across this intelligence
"determine how people learn, see the environment, and process information"
(Marshall, 2002). This is a significant deviation from the conventional
understanding of intelligence, which solely values verbal and computational
skills (Brualdi, 1996). According to Gardner's theory, a student's capacity to
learn will be influenced by the way that a subject is presented, so when teachers
prepare lessons, they must take all of this intelligence into consideration
(Brualdi, 1996). Traditional textbooks frequently adopt a primarily linguistic
approach to teaching; in contrast, video's multiple modes can adopt a variety of
approaches, such as aesthetic, logical, or narrational, in addition to linguistic
ones, thereby meeting the needs of a wider range of learners: "These multiple
entry points into the content are especially valuable in a formal educational
setting, as they offer greater accommodation to the multiple intelligences of a
diverse group of students" (CPB, 2004).
For visually-oriented learners, the advantages of video—where much of
the knowledge is graphically communicated—are instantly obvious (CPB, 1997;
Denning, no date). With sound and speech included, the video also helps auditory
learners, and it can give tactile learners exhibits they wouldn't normally be able
to see in a classroom.
According to DepEd directive No. 72 from September 2011, out of about
5,600 secondary schools, 67.10 percent received scores in the "below average"
17
range (26 to 50% accurate) on the second-year high school students' National
Achievement Test. Maypangdan National High School received a troubling MPS
of 47.09 percent in the 2014 National Achievement Test results for Science
compared to their previous MPS. The researcher discovered a consistent decline
in the school's National Achievement Test scores over the previous four years.
Due to the decrease in Science MPS, the researcher was forced to develop
instructional strategies to improve student and teacher performance in the
relevant topic, such as employing audio-visual aids in science education at
Maypandan National High School. According to Mishra (2001), using these
educational tools can demonstrate real-world and practical activities that can
also be used to record risky and expensive experiments for use in presentations
and repeat usage. Despite being expensive, Tooth (2000) noted that videos are
beneficial when skill demonstrations in the real world are needed. However,
according to Jung (2005), using previously produced video materials again can
result in cost savings. According to Fatunmbi (2005), introducing audio-visual
aids has improved teaching and learning. He asserted that virtually every
learning discipline could benefit from using audio-visual resources to give actual
experiences. It can be configured to repeat instructions and examples as often as
possible, making learning for students more accessible, realistic, and concrete.
Therefore, this study aimed to determine whether audio-visual aids to learning
improved a few Maypangdan National High School grade 8 pupils' academic
performance in Science.
Interests
Visual aids capture students' attention and make it easier for teachers to
convey concepts. In the classroom, visual aids are those educational tools that
18
support the teaching and learning process. The term "audio visual aids" is
defined by Singh (2005) as "any gadget which via sight and sound increase the
individual s' practice, other than that acquired by reading." The instructional
tools that are utilized in the classroom to promote learning are known as visual
aids. Instructional aids include models, charts, film strips, projectors, radios,
televisions, and maps. (Instead, 2004). Visual aids are potent tools that "infuse
the past with an air of actuality," distributing actual knowledge to learners and
retaining their attention as they aid in comprehending historical wonders.
Through the visual and aural senses, they make demands on the mind. One of the
factors that roots student engagement in the class is the use of visual aids as
teaching aids because when students look at a visual model or aid, it is measured
as a form of contribution.
Motivations
A difficult process. It can be characterized as a shift in character, an
evolution of generally stable conduct over time, partly influenced by knowledge.
Learning can result from newly acquired abilities, principles, perceptions,
knowledge, facts, and information available to oneself (Adeyanju, 1997).
Different teaching and learning tools can reinforce learning because they excite,
motivate, and temporarily focus students' attention during the educational
process, making it more enjoyable and effective.
Emotions
In our daily lives, we integrate data from various sensory modalities,
including vision, hearing, touch, and more, to build our perception of the outside
world. For instance, vision and touch offer essential details about the cup's shape
when we hold a cup in our hands. Multisensory integration is when stimuli from
19
various sensory modalities interact to create a meaningful and coherent image.
The McGurk effect (i.e., audio-visual integration) established the multisensory
integration effect. According to McGurk and MacDonald's research, people also
claimed to hear [da] when a film of a young woman repeating the syllable [ba]
was layered onto the lip movements as [ga]. Numerous researchers have begun
to look into the brain basis of audio-visual integration in the wake of this
discovery. Calvert et al. discovered that the effects of audio-visual integration
began at a young age.
Further investigating this issue, Calvert et al. reexamined the neurological
basis of audio-visual integration. They discovered a region of the heteromodal
cortex in the left superior temporal sulcus that significantly enhanced its supra-
additive response to audio-visual inputs. According to an increasing number of
electrophysiologiclal studies, numerous neural regions, including the left inferior
frontal gyrus, the left somatosensory association cortex, the left supramarginal
cortex, and the superior temporal gyrus, have all been implicated in audio-visual
integration in recent years.
Numerous studies have demonstrated the ability to integrate information
from several sensory modalities, including emotional information. The study of
how audio-visual integration affects emotion was also a good fit for the McGurk
effect. In a study, de Gelder looked at how the emotional content of speech tone
and facial expression can be combined. The findings demonstrated that facial
emotion evaluation was influenced by auditory information and that efficient
integration would occur even when there was a conflict between the emotional
information from the visual and auditory modalities. In the assessment of fear,
the same effect was more pronounced. Whether the visual stimulus was
20
terrifying or neutral, the subjective self-rating revealed more fear when
accompanied by a fearful voice. However, there was no such impact on
evaluating faces discovered for joyful voices.
Academic Performance
The introduction of visual aids encourages movement and could improve
control. According to the well-known Chinese proverb, "one sight is worth a
hundred words," we acquire knowledge through our intellects. (Jain, 2004)
According to a different adage, "if we hear, we forget; if we see, we remember;
and if we do something, we know it." Using visual aids in the classroom improves
learning outcomes. The use of visual aids in the teaching and learning process
has a variety of values, according to Kishore (2003), who stated that they
"stimulate thinking and cognizance" (Mohanty, 2001). Visual aids allow speakers
to deliver a more polished and reliable presentation. While specific ideas and
educational goals will be simple for pupils to grasp, others will require thinking
critically to ensure that vital learning aims are accomplished. The teaching
profession is full of unlimited opportunities to better students' academic lives.
One method to improve lesson planning and provide students with more
opportunities to assimilate topic material is using visual aids in the classroom
(Kunari, 2006). Visual aids display a unit of knowledge through both aural and
visual cues to facilitate learning. They help make learning practice more
authentic, active, and essential by making the knowledge more concretely
accessible. They aid in the textbooks' research and support the teacher's job. The
cornerstone of all learning is representing the senses and perceptible objects so

21
they can be appreciated readily, as the great educator Comenius noted (Singh,
2005). Learning resources can take many forms, such as visual aids, auditory
aids, tangible objects, and more (Agun et al., 1977). Visual aids are materials that
may be developed locally or commercially. For instance, they can take the form
of wall charts, for example, images, symbolic materials, or other two-dimensional
objects.
Additionally, there are audio-visual aids. These are instructional tools
similar to television, radio, and other projectors with sound capabilities.
Television and radio shows offer yet another beneficial educational resource.
Teaching and learning resources have benefits beyond simply aiding pupils in
remembering vital information. When properly applied, they promote learning
and keep students' attention. Visual aids can be highly helpful in supporting a
concept, and combining visual and auditory stimuli is especially beneficial
because it involves the two most acute senses (Burrow, 1986). Teachers should
remember that they are similar to philosophical salespeople and that many of
the best strategies for grabbing customers' attention are well worth considering.
One of the main objectives of all instruction is for the pupils to recall as much
information as possible, especially the key elements. Numerous studies have
looked into how well learning resources accomplish this goal. The research
findings reveal a wide range of trends, from modest results that show a 10-15%
improvement in retention to more positive results that show a retention gain of
up to 80%. (Burrow,1986). Because they provide a clear visual representation
and facilitate learning for the student, suitable learning materials can assist in
overcoming some language barrier issues (Chacko, 1981). Learning resources

22
can also be used to explain the connection between tangible things and difficult-
to-understand abstractions. Associations of place, time, size, value, and
frequency can also be depicted visually using symbols, graphs, and diagrams. It is
even possible to illustrate abstract relationships by symbolizing the entangled
elements. If instructional assistants cannot be seen or heard, they serve no use in
the learning process. The volume and quality of speech and sound recordings
should be verified in the actual setting they will be utilized (Chorley, 1966). The
entire class must be able to see any visual assistance. All calligraphy and
illustrations must be large enough for the pupils farthest from the aids to easily
see them. When colors are utilized, they should clearly contrast and be easily
seen. The effectiveness of assistance can be increased by using the proper
sequencing to expand on prior information. Natural patterns of logic and good
institutions frequently dictate the sequencing.
According to Ranasinghe and Leisher (2009), technology integration in
the classroom starts with the teacher's preparation of lessons that use
technology in meaningful and applicable ways. Instead of dictating the
curriculum, technological devices ought to supplement it. According to
Ranasinghe and Leisher, technology should help the instructor foster a
cooperative learning environment. According to Koç (2005), integrating
technology into the curriculum entails teaching academic subjects and
encouraging students' higher-order thinking abilities. Technology advancements
have opened the door for creative teaching methods in the classroom. There
have been notable practical advancements in the design of visual aids for use in
the classroom. The learning environment for pupils in Pakistan has benefited
23
from technological advancements. Educational changes for enhancing abilities
started by The Pakistani Ministry of Higher Education improved the learning
environment in the classroom. University classrooms are furnished with cutting-
edge electronic teaching aids to make learning engaging and creative for
students. However, employing the same materials that make up a syllabus is
advised. Using overlays on slides, dotting techniques on charts and chalkboards,
and marker boards alone can help improve sequencing. Using distinct colors can
emphasize and make preparation for sequencing more obvious (Chorley, 1966).
Additionally, research has been done on how AVRs affect specific
language abilities. These studies either concentrate on the value of AVRs in
improving students' pronunciation skills (Gilakjani, 2011; Ranasinghe & Leisher,
2009), go into detail about how effective AVRs are at improving students'
speaking abilities in the target language (Akir, 2006; Natoli, 2011; Ramin, Reza, &
Nazli, 2014), or examine the value of video instruction in teaching vocabulary
(Gross, 1993; Wright & Haleem, 1991). Additionally, they include listening skills
when examining how visual materials can be used as a teaching approach for
enhancing listening comprehension abilities (Potosi, Loaiza, & Garcia, 2009),
demonstrating that video sessions aid in improving students' motivation and
mastery of listening skills to speak in a conversation. Students in the audio-visual
group demonstrate the most advanced writing abilities. In contrast, the weakest
abilities are seen among students in the video group, according to studies on
language skills that also examine how audio-visual, audio and video tools affect
the writing skills of EL students (Ghaedsharafi & Bagheri, 2012). Other authors
also examine the benefits of audio-visual resources compared to other

24
instructional methods and their classifications and distinctive characteristics
(Asokhia, 2009; Daniel, 2013; McNaught, 2007; Viswanath & Maheswara, 2016).
Ode (2014) noted that audio-visual resources "do not only boost the
motivation of teachers and learners, [but] they [also] provide clarity to the topic
taught and make learning more exciting" while discussing the efficacy of video
materials in the classroom. Ode is one of the authors who assert that video
materials provide worth, improve the appeal of lessons, and make teaching
materials simpler to comprehend. AVRs were praised by Mannan (2005) and
Dike (1989) as instruments for elucidating complicated subjects. According to
Mannan (2005), AVRs "assist the teacher in clarifying, establishing, correlating,
and coordinating accurate concepts, interpretations, and appreciations, and
enable him to create learning more tangible, effective, fascinating, inspirational,
meaningful, and vivid," according to Mannan (2005). Unlike academic texts,
audio-visual resources can give real examples and remove abstraction from
language, but written materials may be ambiguous and full of abstract words and
meanings. Several verbal and non-linguistic clues that are shown in a film are
used to achieve this. With this approach, audiences can better understand
abstract concepts when they are presented with tangible visual examples.
Students can almost quickly test their grasp of a particular video's content when
they view and listen to it at the same time because this simultaneously
stimulates their auditory and visual faculties. They can also rely on various
paralinguistic elements to help them understand the meaning of the study
material and to help them learn their ESP information, such as imitation,
gestures, postures, or attitudes.

25
In addition to these benefits, studies have demonstrated that video
training helps students retain the information being taught (Barry, 2001; Clark &
Lyons, 2004; Njoku, 1980; Paivio & Clark, 1991). For instance, Njoku (1980)
noted that because AVRs affect multiple senses simultaneously, learning is
encouraged and becomes more enduring. Due to the simultaneous use of our
visual and auditory faculties, audio-visual materials help us form powerful
conceptual images in our thoughts. These conceptual images are associations of
visual and verbal cues that, once implanted in our minds, are more likely to
remain there permanently and facilitate easier recall.
THEORETICAL AND CONCEPTUAL FRAMEWORK
To determine the effects of Audio-Video lesson in Grade 11 students.
Learning dominates by various hypotheses that explain learning phenomena in
general. The RAT Model by Dr. Joan Hughes and Visual Auditory Kinaesthetic
learning theory (VAK) by Fleming and Visual will be used as topics to help study
the effects of audio-video lesson in Grade 11 students.
RAT MODEL THEORY
Dr. Joan Hughes established the Replacement, Amplification, or
Transformation, also known as the RAT Model, which allows instructors to
examine their use of technology in the classroom.
1. Technology as Replacement – technology is used to replace and, in no way,
changed established instructional practices, student learning processes, or
content goals. The technology serves merely as a different (digital) means to
the same instructional end. Typically, all that changes are the medium through
26
which a well-established purpose is met. Think of: proxy, stand-in, or
surrogate.
2. Technology as Amplification – technology increases the efficiency,
effectiveness, and productivity of instructional practices, student learning
process, or content goals. The tasks stay fundamentally the same while the
technology extends our capabilities in effectiveness or streaming. Think of:
enlargement (more prominent, more significant, more robust): addition of
detail (fuller, clearer), increase in magnitude, making louder.
3. Technology as transformation – technology reinvents aspects of instruction,
learning, or curriculum in new and original ways. For example, new cognitive
forms could emerge, new people could be involved, or new content may be
accessible. Think of: alteration, change, conversion, revolution, renovation,
makeover, restructure, and reorganize.
Therefore, "replacement" refers to technology that does not alter
educational techniques. Technology is simply another tool to achieve the same
educational goal. When a task remains fundamentally the same, but technology is
used to improve efficiency, effectiveness, and production, it is referred to as
amplification. When technology "reinvents components of instruction, learning,
or curriculum in new and imaginative ways," transformation occurs. While all
these options are viable, amplification and change are more successful than
Replacement. Teachers are urged to reflect on their lessons using the RAT Model
and evaluate classroom technology usage.
VISUAL AUDITORY KINAESTHETIC LEARNING THEORY

27
Theoretically, this study is based on the Visual Auditory kinaesthetic
learning theory (VAK) proposed by Fleming and visual (2006). According to
Fleming, information should be demonstrated using three styles: visual learning,
auditory learning, and kinaesthetic learning. Fleming asserts that using VAK in
pedagogy allows teachers to prepare classes that address each of the three areas.
Fleming suggested that the more a student can learn through a combination of all
the modalities, such as visual and auditory, the more embedded the learning will
be. Visual auditory kinaesthetic (VAK) theory suggests that visual learners
should be encouraged to, among others: visualize the spelling of words or facts to
be memorized and that auditory learners should be encouraged to use verbal
analogies as storytelling to demonstrate their points. To this effect, VAK theory is
suitable for this study because when audio-visual materials are utilized during
teaching and learning, the students will visualize the spellings of words,
memorize facts and use analogies and storytelling to demonstrate their points.
This study will authenticate or refute VAK.
Respondent’s Effects Descriptive

Profile: encountered Statistical
Age with applied Analysis with
Sex Audio Video the usage of: Effects
Family monthly Lesson (AVL): Independent t- encountered
income Interests; Test from applied
Family Motivations; Based on: Audio Video
structure Emotions; and RAT Model Lesson
Academic Theory (AVL) in
Hobby
Performance Visual Auditory Grade 11
Kinaesthetic students
Learning
Theory
Figure 1. Conceptual Framework of the Study

28
Definition of Terms
Academic Performance – It is the evaluation of a student's performance in a
range of academic topics.
Amalgamation – The process, result, or act of joining or combining "The
potential for a merger with a rival."
ASU – This is designed to help graduate students who, as part of their degree
requirements, must complete a thesis, dissertation, or equivalent under the
guidance of their committee chair and successfully defend it.
Audio Video Lesson (AVL) – It is a lesson that includes an instructional video
about a particular subject. It aids in the interactive and engaging presentation of
knowledge by teachers.
Audio Visual Aids – These are devices in the classroom to make learning
engaging and accessible. In situations where conventional teaching fails, these
can assist teachers in conveying messages or information in bits. Additionally, it
encourages people to pursue topics they do not find interesting.
AVR – This allows one to observe the surroundings while incorporating eye-
catching aesthetic features.
Emotions – A multifaceted experience of cognition, physiological feelings, and
action that expresses an item, an occasion, or a situation's significance for the
individual.
29
Empirically – By observation or experience rather than through pure reasoning
or theory. The phrase "Empirically Tested Methods."
Interests – This refers to a desire to give something full attention, to get
involved with and learn more about anything.
Motivations – The word derives from the word "motive," which refers to a
person's needs, wants, or motivations.
Multifarious – Numerous and diverse types of "Many different activities."
RAT Model Theory – This enables educators to evaluate their use of technology
in the classroom.
Reluctance – Lack of desire or inclination to act. She could tell he was not eager
to go on.
Stimuli – Everything or anything that causes an organ or tissue to have a specific
functional reaction. "Brain regions that react to auditory input."
Visual Auditory kinaesthetic learning theory (VAK) – Visual learners absorb
knowledge through sight. Auditory learners take in the knowledge through
sound. Moving helps kinaesthetic learners process knowledge.

30
Chapter III
RESEARCH METHODOLOGY
Research Design
The descriptive quantitative method of research will be used for this
study. The quantitative researcher is the primary tool in the design process
through reflexivity and evaluative abilities to data analysis and decisions about
the course of the study's next phase constantly (Lloyd-Jones, 2003).
Research Environment
The study will be administered at Mercedes National High School (MNHS)
and Silago National Vocational High School (SNVHS) in Silago, Southern Leyte.
The school of MNHS has an area of 2 hectares positioned at roughly 100 feet
31
above sea level overlooking the Pacific Ocean, while the school of SNVHS has an
area of 1.5 hectares close to the coast.
Figure 2. Google Map of Mercedes National High School
Figure 3. Google Map of Silago National Vocational High School
Research Respondents and Sampling Procedure

32
The survey questionnaire will be used to choose respondents for the
study using a cluster sampling technique, which divides a population into
schools and then randomly selects some sample sizes that include the
respondents. The scope of the study will be restricted to Grade 11 at Mercedes
National High School and Silago National Vocational High School for the School
Year 2022–2023. Respondents will not be treated differently by the researcher
because of their age, sex, family income, family size or status, and hobbies. Before
conducting the poll, a formal letter requesting authorization will be sent to the
principals of Silago National Vocational High School and Mercedes National High
School. The survey questionnaire will be sent to students and provided with a
printed copy. Students will be informed that their participation was completely
optional, and that any information collected from them would be handled with
the utmost confidentiality in compliance with the Data Privacy Act (Republic Act
10173). Since they will be disclosing personal information, there can be hazards
associated with their social elements. In the study, no additional risks were
discovered.
Table 2
Respondents of the Study
Respondents Total
Silago National Vocational High School 43
Mercedes National High School 112
TOTAL 155
Research Instruments
33
A survey questionnaire that the researcher devised will be used in the
study. The effects of the audio video lesson in Grade 11 students and the areas
that improve with the usage of the audio video lesson were covered in the survey
questionnaires' Likert scale and checklist items. The survey questionnaires are
divided into three sections: the first section includes a student profile; the second
section evaluates the effect of the audio video lesson on the students; and the last
section lists the areas where the audio video lesson has made a difference.
Students will be asked about their age, sex, household monthly income,
family structure and hobby in the demographic profile. Additionally, the degree
to which an audio-video lesson impacted students' understanding was assessed
using data from a study by Hamby et al. (2013). The Likert scale has five
categories: strongly disagree, disagree, neutral, agree, and strongly agree. There
are 55 statements in total in this evaluation. The sum or mean of all the
components can be the final score which means higher scores indicate more
effects. Additionally, questions about the areas that have improved through
checklist questionnaires use audio-video lessons.
Data Gathering Procedure
A letter of request outlining the parameters and nature of the study will
be delivered to obtain the total number of respondents. The researcher-made
survey will be sent after the transmittal letter is approved.
Then, the principal of each school will receive a letter requesting that the
study be conducted with the students who will be participating in it.
Additionally, respondents will receive a consent form to signify their agreement
to participate.
34
Following the data collection, the researcher will distribute the custom
surveys questionnaire using a printed copy will be provided.
Data Analysis Procedure
Excel will be used to retrieve the data from the survey. The data will be
described using descriptive measurements such as frequency, percentages,
general weighted mean, t-Test. For further investigation, the impacts of the audio
video lesson on Grade 11 students' grades will be determined using multiple
regression modeling. The modeling calculations will all manipulated thru SPSS.
To analyze and assess study findings, SPSS will be used. As a result, it will go over
what the data analysis in the book means and how a researcher may present
these insights to other people.
Since the information will be gathered using a triangulation method, the
results of the survey will guarantee the validity of the conclusions.
Chapter IV
PRESENTATION, ANALYSIS, INTERPRETATION OF DATA
The purpose of the present study was to know the effects of Audio-Video
Lesson in Grade 11 Students in Senior High Schools in Silago Southern Leyte.
Demographic Profile of Grade 11 Students
Table 3
Demographic’ Profile (N = 155)
Frequenc
Profile Item %
y
35
Age
15 1 1
16 89 57
17 38 25
18 12 8
19 4 3
20 7 5
21 4 3
Sex
Male 73 47
Female 82 53
Family
monthly Poor: Less than 10,000.00 71 46
income Low Income but not poor: Between 53 34
10,000.00 to 20,000.00
Lower Middle Class: Between 19 12
20,000.00 to 40,000.00 7 5
Middle Class: Between 40,000.00 to 1 1
80,000.00
Upper Middle Income: Between 1 1
80,000.00 to 130,000.00
3 2
High Income (but not rich): Between
130,000.00-220,000.00
Rich: At least 220,000.00 and above
Family
structure Unconventional 4 3
Grandparent 27 17
Step 1 1
Childless 0 0
Extended 1 1
Single 8 5
Parent Nuclear 114 74
Table 4
The respondent’s hobbies
Frequenc
Profile Item %
y
Hobby
Listening Music 7 5
Adventurous 1 1
Basketball 40 26
Volleyball 16 10
Badminton 8 5
Mobile Games & Online Games 22 14
36
Singing 11 7
Dancing 13 8
Watching Movies 17 11
Softball 2 1
Drawing 9 6
Biking 2 1
Weightlifting 2 1
Playing Instruments 10 6
Painting 2 1
Reading 19 12
Playing Spider 1 1
Sleeping 8 5
Eating 8 5
Writing 2 1
Travel 1 1
Working 1 1
Cooking 2 1
Editing Videos 1 1
Table 3 and Table 4 show the demographic profile and hobbies of the
respondents. The respondents' age ranged from 15 to 21. It indicated that 89 or
57% were aged 16. Mulla (2022) determined that eleventh graders are teens
between 16 and 17 years of age since they are in grade 11 of high school. This is
the typical age indicated as the proper or exact age for Grade 11 students.
Respondents comprised 82 or 53% females, and 73 or 47% males, a total of 155.
It discovered that 71, or 46%, of the family's monthly income, fell into the poor
category, with the majority earning less than PHP10,000.00. Therefore, the
research from Chifeng, L. et. al., 2020 agrees that a family's socioeconomic status
(SES), measured through parents' education, occupation, and income, is
significantly associated with children's self-concept, which influences their
school achievement. The parent nuclear family category accounts for 114
respondents (74%). According to Hackman, 1990 system design and teachers'
prompt behavior were found to have a significant impact on student learning and
satisfaction. This shows that the family structure of students is impacted by the
37
use of audio-video teaching in the classroom. And it also showed that 40 or 26%
of respondents’ hobbies were mostly basketball, and the least majority 1 or 1%
are adventurous, playing spiders, traveling, working, and editing videos.
Stebbins, 1994 agrees that except for the liberal arts enthusiast, who engages in
"the systematic and impassioned pursuit of knowledge for its own sake during
free time," hobby classes are self-explanatory. This implied that the majority of
the students who were studying in Silago National High Schools generally came
from parent-nuclear type with low-income families. The majority of them enjoy
playing basketball as hobbies.
Effects of Audio Video Lesson on Grade 11 students
Table 5
The effect of the audio-video lesson in terms of interest
Interests (n=155)
Interpretation
38
1. I like working out how to get things done 3.51 Agree

efficiently with the help of Audio Video Lessons
(AVL).
2. I like producing designs from my ideas through 3.58 Agree
the use of Audio Video Lessons (AVL).
3. I like working on my problems with the help of 3.34 Neutral
Audio Video Lessons (AVL).
4. I like working with students when learning 3.48 Neutral
5. I like getting the details right when learning 3.67 Agree
3.36 Neutral
6. I like to be different when learning Audio Video
Lessons (AVL). 3.86 Agree
7. I like exploring new ideas for research and
purposes with the help of Audio Video Lessons
(AVL). 3.61 Agree
8. I like helping students learn new skills with the
help of Audio Video Lessons (AVL). 3.68 Agree
9. I like gathering information through using
Audio Video Lessons (AVL). 3.77 Agree
10. I like learning new things through using Audio
Video Lessons (AVL). 3.6 Agree
11. I like using my imagination in my studies with
the help of Audio Video Lessons (AVL). 3.35 Neutral
12. I like organizing things, people, and events with
the help of Audio Video Lessons (AVL). 3.23 Neutral
13. I like making decisions with the help of Audio
Video Lessons (AVL). 3.44 Neutral
14. I like carrying out research projects by using
Audio Video Lessons (AVL). 3.22 Neutral
15. I like questioning established theories through
the use of Audio Video Lessons (AVL). 3.32 Neutral
16. I like analyzing statistical data with the help of
3.7 Agree
17. I like to learn easily the lesson through the use
of Audio Video Lessons (AVL).
Overall Mean 3.51 Agree
Legend: 1.00-1.50 Strongly disagree, 1.51-2.50 Disagree, 2.51-3.50 Neutral, 3.51-
4.50 Agree, 4.51-5.00 Strongly agree
Table 5 showed the effect of the audio-video lesson in terms of interest. It
appeared that two responses revealed both agree and neutral as the description.
It has an overall mean of 3.51 which is equivalent to the description of agree. The
highest and lowest responses on the description of agreeing have indicated a

39
mean of 3.77 and 3.51 which emphasized learning new things through using AVL
and working out how to get things done efficiently with the help of AVL,
respectively. It means that using AVL it working out in learning new things
effectively. Rose's research from 2009 agrees that student opinions of the
utilization of instructor-produced films were largely favorable. And according to
Mustofa's 2018 research, both learning media boost student interest. However,
the film significantly raised student interest. It also showed that the highest and
lowest responses on the description of neutral indicated a mean of 3.36 and 3.22
which emphasized that to be different when learning AVL and questioning
established theories through the use of AVL. With this, when learning AVL it can
construct thoughts and feel differently. According to Wardhana 2021, believe
that video media is an excellent tool for improving their motivation to study
listening. Al-Maroof 2022 discovered that the usage of audio and video content
has several purposes in the field of education. This implied that the majority of
the students who were studying in Silago National High Schools were an
emphasis on learning new things through using AVL. And the majority of them
are different when learning AVL.
Table 6
The effect of the audio-video lesson in terms of motivations
Motivations (n=155)
Interpretation
18. I work hard at school through Audio Video 3.44 Neutral
Lessons (AVL).
19. I am motivated to gain rewards. 3.8 Agree
20. Through learning Audio Video Lessons (AVL) 3.92 Agree
it’s important to me that I improve my skills
this year.
21. I concentrate on my schoolwork with the help 3.4 Neutral
40
of Audio Video Lessons (AVL).

22. I am a responsible student with the help of 3.52 Agree
23. Through learning Audio Video Lessons (AVL) I
complete my schoolwork regularly. 3.57 Agree
take responsibility for working on my goals. 3.74 Agree
25. It is easy for me to communicate my thoughts
and ideas with the help of Audio Video Lessons 3.52 Agree
(AVL).
26. I can learn things taught in Audio Video Lessons 3.66 Agree
(AVL).
27. I am motivated to learn to pass a test. 3.76 Agree
28. I finish whatever I begin through learning 3.53 Agree
29. I am diligent (hardworking and careful) with 3.42 Neutral
the help of Audio Video Lessons (AVL).
30. I can come up with new ideas with the help of 3.55 Agree
31. I like to imagine new ways to do things with the 3.57 Agree
help of Audio Video Lessons (AVL).
32. What I do in school will help me succeed in life 3.74 Agree
through learning Audio Video Lessons (AVL).
33. I am hopeful about my future with the help of 3.68 Agree

Table 6 present the effect of the audio-video lesson in terms of
motivation. Two responses appeared to reveal both agree and neutral as the
description. It has an overall mean of 3.61 which is equivalent to the description
of agree. The highest and lowest responses on the description of agreeing have
indicated a mean of 3.92 and 3.52 which emphasized that through learning AVL
it’s important to me that I improve my skills this year and It is easy for me to
communicate my thoughts and ideas with the help of AVL, being a responsible
student with the help of AVL. It says, with the help of AVL improves skills, easy to
communicate in terms of ideas, and becomes responsible. Choi (2005)

41
discovered that students thought the video-based training was more memorable
than the more conventional text-based instruction. It also showed that the
highest and lowest responses on the description of neutral indicated a mean of
3.44 and 3.4 which emphasized that to work hard at school through AVL and
concentrate on my schoolwork with the help of AVL. Meaning, through AVL
students, work hard and concentrate on schoolwork at school. According to
Seçer 2015, video can be an effective icebreaker and motivator for youngsters.
Furthermore, according to Bravo 2011, the utilization of movies improved
students' motivation. This implied that the majority of the students who were
studying in Silago National High Schools had an emphasis on learning AVL it’s
important to me that I improve my skills this year. And the majority of them
work hard at school through AVL.
Table 7
The effect of the audio-video lesson in terms of emotions
Emotions (n=155)
Interpretation
34. I felt miserable or unhappy when learning 2.65 Neutral
through the use of Audio Video Lessons (AVL).
35. I didn’t enjoy anything at all when learning 2.53 Neutral
through Audio Video Lessons (AVL).
36. I felt so tired I just sat around and did nothing 2.55 Neutral
when learning through Audio Video Lessons
(AVL).
37. I was very restless when learning through the 2.7 Neutral
use of Audio Video Lessons (AVL).
38. I felt I was no good anymore when learning 2.46 Disagree
through Audio Video Lessons (AVL).
2.42 Disagree
39. I cried a lot when learning through the use of
Audio Video Lessons (AVL). 2.88 Neutral
40. I found it hard to think properly or concentrate
(AVL).
41. I hated myself when learning through the use of 2.41 Disagree
42

42. I was a bad person when learning through 2.22 Disagree
43. I felt lonely when learning through the use of 2.52 Neutral
44. I thought I could never be as good as others 2.66 Neutral
(AVL).
45. I did everything wrong when learning through 2.41 Disagree
the use of Audio Video Lessons (AVL).
Overall Mean 2.53 Neutral
Table 7 displayed the effect of the audio-video lesson in terms of
emotions. It appeared that two responses revealed both neutral and disagree
with the description. It has an overall mean of 2.53 which is equivalent to the
description of neutral. The highest and lowest responses on the description of
neutral indicated a mean of 2.88 and 2.52 which emphasized that it was hard to
think properly or concentrate when learning through AVL and felt lonely when
learning through the use of AVL. It means, learning through AVL is hard to think
properly or concentrate, and felt lonely. According to Pirhonen's 2017 research
agree, the majority of students who created instructional videos as part of their
learning process felt emotionally extremely positive about the project and found
it motivated to work on a video they knew will be useful in the future. It also
revealed that the highest and lowest responses on the description of disagreeing
had a mean of 2.46 and 2.22, indicating that I felt I was no longer a good and a
bad person when learning through AVL. Meaning, when learning AVL they felt no
longer like a good and bad person. However, Um (2012) disagrees because
positive emotions in multimedia-based learning support cognitive functions and
learning This implied that the majority of the students who were studying in
43
Silago National High Schools were the emphasis on hard to think properly or
concentrate when learning through AVL. And the majority of them felt I was no
good anymore when learning through AVL.
Table 8
The effect of the audio-video lesson in terms of academic performance
Academic Performance (n=155)

Interpretation
46. My grade is improved when learning through 3.54 Agree
47. I made myself ready in all my subjects with the 3.59 Agree
help of Audio Video Lessons (AVL).
48. Through learning Audio Video Lessons (AVL) I 3.59 Agree
pay attention and listen during every
discussion.
49. I want to get good grades in every subject with 3.75 Agree
the help of Audio Video Lessons (AVL).
50. Through learning Audio Video Lessons (AVL) I 3.48 Neutral
actively participate in every discussion.
3.64 Agree
51. I gain focus with the help of Audio Video
Lessons (AVL). 3.59 Agree
52. I enjoy homework and activities because Audio
Video Lessons (AVL) help me improve my skills
in every subject. 3.56 Agree
exert more effort when I do difficult
assignments. 3.59 Agree
54. Solving problems is a useful hobby for me when
learning Audio Video Lessons (AVL). 3.3 Neutral
55. I receive school-related awards because of
learning through Audio Video Lessons (AVL).
Table 8 showed the effect of the audio-video lesson in terms of academic
performance. Two responses appeared to reveal both agree and neutral as the
description. It has an overall mean of 3.56 which is equivalent to the description

44
of agree. The highest and lowest responses on the description of agreeing have
indicated a mean of 3.75 and 3.54 which emphasized that getting good grades in
every subject with the help of AVL and grade is improved when learning through
AVL. It means, with the help of AVL they have good grades in every subject and
their grade was improved. Lu (2008) agrees that students get good grades
through AVL because the teacher's contribution to a student-centered audio-
video speaking class has a significant effect on the development of students'
language competency as well as their listening and speaking skills. It also showed
that the highest and lowest responses on the description of neutral indicated a
mean of 3.48 and 3.3 which emphasized that through learning AVL I actively
participate in every discussion and receive school-related awards because of
learning through AVL. It says, through AVL the students receive school-related
awards by actively participating in every discussion. In the broadcast classroom,
student learning and pleasure were found to be impacted by system design and
instructor immediacy behavior, according to Hackman in 1990. According to
Syynimaa 2019, using pre-recorded lectures improved marks in a statistically
meaningful way. This implied that the majority of the students who were
studying at Silago National High School were the emphasis on getting good
grades in every subject with the help of AVL. And the majority of them through
learning AVL actively participate in every discussion.
Areas that Improve through the Use of Audio Video Lesson
Table 9
Descriptive Measures of students’ preference on areas that improve through the
use of Audio Video Lessons (N=155)

45
Frequency % Rating
Study Habit 91 59 1
Analysis 34 22 7
Creativity 63 41 2
Communication Skills 61 39 3
Interest 46 30 5
Strategy 49 32 4
Critical Thinking 41 26 6
Table 9 displays the preferred areas where AVL is used to improve
performance. It appeared that the majority is study habits 91 or 59% which is
emphasized as the most improved area through the use of audio-video lessons,
followed by creativity with 63 or 41%, communication skills 61 or 39%, strategy
with 49 or 32%, interest with 46 or 30%, critical thinking 41 or 26%, and
analysis 34 or 22%). Giannakos 2016 found that usage patterns affect students'
attitudes to video lectures as a learning tool, and students' attitudes could affect
their study habits. Turan 2020 found that five constructs (ease of use, usefulness,
enjoyment, intention, computer self-efficacy, and relative advantage) account for
38% of the variance in intention to use video lessons, and students' intention to
use video lessons could affect their study habits. And According to Thoresen's
1966 research, teachers who watched videotaped snippets of their classroom
discussion sessions with a counselor said it helped them alter their behavior in
the classroom. It stands to reason that these changes in teacher behavior might
have an impact on students' study habits. This implied that the majority of the
students who were studying at Silago National High School were an emphasis on
study habits. And the majority is analysis when it comes to improving the usage
46
of AVL. Therefore, real-world applications are provided when students study
AVL to help them develop their critical thinking, interest, and other skills.
Table 10
2-Tailed test (
Mean Standard df =153 , α=0.05)
Sex n t
(M) Deviation (SD) Critical Value
p-value
(CV)
Interest
Male 73 3.49 0.51
-0.61 -1.98 0.54
Female 82 3.54 0.58
Motivation
Male 73 3.59 0.55
-0.55 -1.98 0.58
Female 82 3.64 0.60
Emotion
Male 73 2.77 0.72
4.21 1.98 0.00004
Female 82 2.32 0.60
Male 73 3.59 0.59
0.53 1.98 0.6
Female 82 3.54 0.65
The 82 female grade 11 students have a mean score (M = 3.54, SD = 0.58)
that is comparable to the mean score (M = 3.49, SD = 0.51) of the 73 male grade
11 students. This difference is not significant because the computed t (153) value
is -0.61, and the p-value (0.54) is greater than 0.05. In other words, the student's
interest in AVL is not influenced based on sex (male or female).
The mean score (M = 3.64, SD = 0.60) of the 82 female grade 11 students
is comparable to the mean score (M = 3.59, SD = 0.55) of the 73 male grade 11
students. This difference is not significant because the computed t (153) value is
47
-0.55, and the p-value (0.58) is greater than 0.05. In other words, sex does not
influence students' motivation for AVL.
The 73 male grade 11 students have a higher mean score (M = 2.77, SD =
0.72) compared to the mean score (M = 2.32, SD = 0.60) of the 82 female grade
11 students. This difference is significant because the computed t (153) value is
4.21 and the p-value (0.00004) is less than 0.05. In other words, males are more
emotional than female grade 11 students.
The mean score (M = 3.54, SD = 0.65) of the 82 female grade 11 students
is close to the mean score (M = 3.59, SD = 0.59) of the 73 male grade 11 students.
This difference is not significant because the computed t (153) value is 0.53, and
the p-value (0.60) is greater than the alpha value (0.05). In other words, sex does
not influence academic performance on the AVL.
Based on the results Ghazvini (2011) agrees, girls demonstrated internal
locus of control, used attitude, motivation, time management, anxiety, and self-
testing methods more frequently, and performed better in the literature.
Although Panferov found that video lectures are less effective than in-person
lectures, Goetz (2013) discovered that the eight teaching characteristics
(understandability, illustration, enthusiasm, fostering attention, lack of clarity,
difficulty, pace, level of expectation) represented two factors, referred to as
supportive presentation style (e.g., comprising a variety of visual aids) regardless
of emotional valence, learning performance in the spoken-text group was
unaffected by emotional valence or arousal.
This implied that the majority of the students who were studying in Silago
National High Schools were the emphasis on the emotional states of more male
48
than female students who are emotional while they are learning AVL. As a result,
there is only a significant difference in emotions when learning AVL between
male and female students in grade 11. Additionally, when it comes to learning
activities, girls are more adaptable than boys.

49
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
The respondents' demographic profile. The majority of the students who
were studying at Silago National High Schools generally came from parent-
nuclear types with low-income families. The majority of them enjoy playing
basketball as a hobby.
Effects of AVL on grade 11 students' interests, motivations, emotions, and
academic performance. In terms of interests, the majority of the students who
were studying at Silago National High School, through using AVL worked out in
learning new things effectively. And the majority of them, when learning AVL can
construct thoughts and feel differently. Motivations, the majority of the students
with the help of AVL improve their skills, easy to communicate in terms of ideas,
and become responsible. And through AVL students work hard and concentrate
on schoolwork at school. Emotions, the majority of students learning through
AVL is hard to think properly or concentrate and felt lonely, and when learning
AVL they felt no longer a good or bad person. And in academic performance, the
majority of the students with the help of AVL have good grades in every subject,
and grade was improved, and through AVL the students receive school-related
awards by actively participating in every discussion.
Areas that improved through the use of AVL. According to the results, it
would therefore not be difficult to evaluate a student's academic success because

50
it helps students learn and retain topics more effectively and for longer periods.
This is a clear indication that learning AVL affects study habits.
And the significant difference between sex and the effects of AVL. As a
result, there is a significant difference in emotions when learning AVL between
male and female students in grade 11. However, there are no significant
differences among grade 11 students in terms of their motivations, interests, or
academic achievement. And they found out that males are more emotional than
females among grade 11 students.
Conclusion
This study explored the effects of audio-video lessons on grade 11
students in senior high schools in Silago, Southern Leyte. From this exploration,
the following conclusions have been drawn: the majority of the respondents’
responses agreed that there is an effect of the audio-video lesson in terms of
interests, motivations, emotions, and academic performance. And it was found
that the areas that improved the most were study habits. Also, there is a
significant difference between sex and emotions in learning audio-visual lessons.
It revealed that males are more emotional than females among grade 11
students. Thus, this study could be an avenue for the school administration to
take into consideration when crafting an improvement in the policies towards
integrating AVL in the classroom. Therefore, it concluded that learning through
AVL is a valuable tool for learning in the classroom.

51
Recommendations
Based on the findings of the study, it has recommended the following:
1. The study suggests that AVL can be an effective tool in the classroom, and
the school administration should consider incorporating AVL into their
curriculum.
2. Teachers should be trained in the use of AVL, and the use of AVL in the
classroom should be continually monitored and evaluated.
3. The school administration should provide the necessary resources and
equipment for the effective implementation of AVL-based instruction.
4. Future research should focus on the psychological effects of AVL on
students, as well as the factors that contribute to the success of AVL-based
instruction.
5. The school should also consider the development of student-centered
AVL materials that are tailored to the specific needs of the students.
6. Moreover, the school should also consider the availability of internet
connectivity and the device availability for students to access the AVL
lessons.
7. The school should also consider the feedback from the students regarding
the AVL lessons and make necessary adjustments.

52
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APPENDICES
Appendix I: Transmittal Letter

62
63
64
Appendix II: Survey Questionnaire for Students
QUESTIONNAIRE
Dear Respondents:
The researcher is working on a study entitled “The Effects of Audio-Video

Lessons on Grade 11 Students in Senior High School in Silago Southern
Leyte.” The data that is to be gathered from this questionnaire will be of great
help to our study. Please accomplish the questionnaire to the best of your utmost
honesty. Rest assured that your information will be kept confidential. Thank you.
☐I have read and understand the purpose and I agree to participate in this
survey. I am aware that my participation is a great help to the study and that all
data gathered will be treated with confidentiality.
FAYE A. MATUNOG
Team Leader
_____________________________________________________________________________________________
PART 1: RESPONDENTS PROFILE
Name: __________________________________ Age: __________ Sex: ☐Female ☐Male

Family monthly income: ☐Poor: Less than 10,000.00
☐Low Income but not poor: Between 10,000.00 to
20,000.00
☐Lower Middle Class: Between 20,000.00 to 40,000.00
☐Middle Class: Between 40,000.00 to 80,000.00
☐Upper Middle Income: Between 80,000.00 to
130,000.00
☐High Income (but not rich): Between 130,000.00 –
220,000.00
☐Rich: At least 220,000.00 and above
Family structure: ☐Unconventional ☐Grandparent ☐Step ☐Childless
☐Extended ☐Single
☐Parent Nuclear
Hobby: _________________________________________
PART 2: FIND OUT THE EFFECTS OF AUDIO VIDEO LESSON ON GRADE 11
STUDENTS
Instruction: Listed below is a statement about the effects of Audio Video Lessons
on grade 11 students that encountered in terms of interests, motivations,
emotions, and academic performance. For each one, please indicate whether you
strongly disagree, disagree, are neutral, agree, or strongly agree with it.
PARTICULAR Strongly Disagre Neutral Agree Strongly

Disagree e Agree
(1) (3) (4) (5)
65
(2)
Interests
1. I like working out
how to get things
done efficiently with
the help of Audio
Video Lessons (AVL).
2. I like producing
designs from my
ideas through the use
of Audio Video
Lessons (AVL).
3. I like working on my
problems with the
help of Audio Video
Lessons (AVL).
4. I like working with
students when
learning Audio Video
Lessons (AVL).
5. I like getting the
details right when
Lessons (AVL).
6. I like to be different
when learning Audio
7. I like exploring new
ideas for research
and purposes with
the help of Audio
8. I like helping
students learn new
skills with the help of
Audio Video Lessons
(AVL).
9. I like gathering
information through
using Audio Video
Lessons (AVL).
10. I like learning new
things through using
Audio Video Lessons
(AVL).
11. I like using my
imagination in my
studies with the help
of Audio Video
66
Lessons (AVL).
12. I like organizing
things, people, and
events with the help
of Audio Video
Lessons (AVL).
13. I like making
decisions with the
help of Audio Video
Lessons (AVL).
14. I like carrying out
research projects by
using Audio Video
Lessons (AVL).
15. I like questioning
established theories
through the use of
Audio Video Lessons
(AVL).
16. I like analyzing
statistical data with
the help of Audio
17. I like to learn easily
the lesson through
the use of Audio
Motivations
18. I work hard at school
through Audio Video
Lessons (AVL).
19. I am motivated to
gain rewards.
20. Through learning
Audio Video Lessons
(AVL) it’s important
to me that I improve
my skills this year.
21. I concentrate on my
schoolwork with the
help of Audio Video
Lessons (AVL).
22. I am a responsible
student with the help
of Audio Video
Lessons (AVL).
Audio Video Lessons
(AVL) I complete my
67
schoolwork
regularly.
Audio Video Lessons
(AVL) I take
responsibility for
working on my goals.
25. It is easy for me to
communicate my
thoughts and ideas
with the help of
Audio Video Lessons
(AVL).
26. I can learn things
taught in Audio Video
Lessons (AVL).
27. I am motivated to
learn to pass a test.
28. I finish whatever I
begin through
Lessons (AVL).
29. I am diligent
(hardworking and
careful) with the help
of Audio Video
Lessons (AVL).
30. I can come up with
new ideas with the
help of Audio Video
Lessons (AVL).
31. I like to imagine new
ways to do things
with the help of
Audio Video Lessons
(AVL).
32. What I do in school
will help me succeed
in life through
Lessons (AVL).
33. I am hopeful about
my future with the
help of Audio Video
Lessons (AVL).
Emotions
34. I felt miserable or
unhappy when
learning through the
68
use of Audio Video

Lessons (AVL).
35. I didn’t enjoy
anything at all when
learning through
Audio Video Lessons
(AVL).
36. I felt so tired I just sat
around and did
nothing when
learning through
Audio Video Lessons
(AVL).
37. I was very restless
when learning
through the use of
Audio Video Lessons
(AVL).
38. I felt I was no good
anymore when
learning through
Audio Video Lessons
(AVL).
39. I cried a lot when
use of Audio Video
Lessons (AVL).
40. I found it hard to
think properly or
concentrate when
learning through
Audio Video Lessons
(AVL).
41. I hated myself when
use of Audio Video
Lessons (AVL).
42. I was a bad person
when learning
through Audio Video
Lessons (AVL).
43. I felt lonely when
use of Audio Video
Lessons (AVL).
44. I thought I could
never be as good as
others when learning
through Audio Video
69
Lessons (AVL).
45. I did everything
wrong when learning
through the use of
Audio Video Lessons
(AVL).
46. My grade is
improved when
learning through
Audio Video Lessons
(AVL).
47. I made myself ready
in all my subjects
with the help of
Audio Video Lessons
(AVL).
Audio Video Lessons
(AVL) I pay attention
and listen during
every discussion.
49. I want to get good
grades in every
subject with the help
of Audio Video
Lessons (AVL).
Audio Video Lessons
(AVL) I actively
participate in every
discussion.
51. I gain focus with the
help of Audio Video
Lessons (AVL).
52. I enjoy homework
and activities
because Audio Video
Lessons (AVL) help
me improve my skills
in every subject.
Audio Video Lessons
(AVL) I exert more
effort when I do
difficult assignments.
54. Solving problems is a
useful hobby for me
when learning Audio
70

55. I receive school-
related awards
because of learning
through Audio Video
Lessons (AVL).
PART 3: DETERMINE THE AREAS THAT IMPROVE THROUGH THE USE OF

AUDIO VIDEO LESSON
Instruction: You can check one or more for your preferences.

In what areas improves the most through the use of Audio Video Lesson (AVL)?
☐Study habit
☐Analysis
☐Creativity
☐Communication skills
☐Interest
☐Strategy
☐Critical thinking
71
Appendix III: Student Research Committee (SRC)

72
Appendix lV: Approval Sheet

73
P a g e | 74

The Effects of Audio Video Lesson On Senior High Schools in Southern Leyte Daganganmatunog

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THE EFFECTS OF AUDIO-VIDEO LESSON ON SENIOR HIGH SCHOOLS IN

(Bachelor of Technology and Livelihood Education – ICT 4)

The thesis entitled “The Effects of Audio-Video Lesson on Senior High

MADELYN B. MANUN-OG ANGELICA G. MANTILLA

APPROVED by the committee on Oral Defense with a grade of PASSED on

DR. JOHN PAUL R. GAPASIN

DR. MARY BETH TIO-SALUDSOD MONDANI R. MANUN-OG

MARY D. ALMINE MERYL V. CAPAPAS

ACCEPTED AND APPROVED in partial fulfillment of the requirements in Bachelor

DR. MARY BETH TIO-SALUDSOD DR. JOHN PAUL R. GAPASIN

Date: January 18, 2023 Date: January 18, 2023

We would like to appreciate the support and contributions of various

appreciate our adviser, Engr. Mondani R. Manun-og, Chair Program of Bachelor

of Technology and Livelihood Education (BTLED), and members of our Student

Research Committee (SRC), Mrs. Madelyn B. Manun-og and Ms. Angelica G.

May the Almighty God bless you all

The study aimed to investigate the effects of audio-video lessons (AVL) on

grade 11 students in National High Schools in Silago, Southern Leyte. It

academic performance. A total of 155 students participated in the study using a

descriptive quantitative design method. The study used a cluster sampling

technique and uses a researcher-made questionnaire. Results showed that most

of the respondents agreed that AVL affected their interests, motivations,

study could inform the implementation of AVL in classrooms, and further

research on the psychological effects of AVL is recommended.

Keywords Audio Video Lesson, Audio Visual, Effect, Learning, Video

Rationale of the Study 1

Background of the Study 3

Significance of the Study 10

CHAPTER II: LITERATURE REVIEW 12

Related Literature and Studies 12

Effects of Audio Video Lesson in Science 12

Theoretical and Conceptual Framework 25

CHAPTER III: RESEARCH METHODOLOGY 30

Research Respondents and Sampling Procedure 31

Data Gathering Procedure 33

Data Analysis Procedure 33

CHAPTER IV: PRESENTATION, ANALYSIS, INTERPRETATION OF DATA 34

Effects of Audio Video Lesson on Grade 11 students 36

Areas that Improve through the Use of Audio Video Lesson 43

CHAPTER V: SUMMARY CONCLUSION AND RECOMMENDATIONS 48

Appendix I: Transmittal Letter 60

Appendix II: Survey Questionnaire for Students 62

Appendix III: Student Research Committee (SRC) 69

Appendix IV: Approval Sheet 70

LIST OF TABLES Pages

Table 2. Respondents of the Study 32

Table 3: Demographic’ Profile (N = 155) 34

Table 4: The respondent’s hobbies 35

Table 5: The effect of the audio-video lesson in terms of interest 36

Table 6: The effect of the audio-video lesson in terms of motivations 38

Table 7: The effect of the audio-video lesson in terms of emotions 40

Table 8: The effect of the audio-video lesson in terms of academic 42

Table 9: Descriptive Measures of students’ preference on areas that 43

improve through the use of Audio Video Lessons (N=155)

LIST OF FIGURES Pages

Figure 1: Conceptual Framework of the Study 27

Figure 2: Google Map of Mercedes National High School 30

Rationale of the Study

March 2020 until it peaked in August. According to Prayudha (2021), Covid 19