STUDENTS ACADEMIC PERFORMANCE IN VIDEO-BASED INSTRUCTION

IN LEARNING COMPUTER SYSTEM SERVICING

A Research
Presented to the
Faculty of the College of Industrial Education
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Batangas Satellite Campus

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN INDUSTRIAL EDUCATION
Major in Information and Communication Technology

Allan Phol C. Alejandre

Liberty S. Braza
Annie P. Evangelista
Shaeana Mae C. Mañago
Rolly M. Mauleon

BSIE-ICT 4A TUPB

FEBRUARY 2023
 ii

Republic of the Philippines

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Brgy. Bungahan Cuenca Batangas

APPROVAL SHEET

This thesis entitled “STUDENTS ACADEMIC PERFORMANCE IN

VIDEO-BASED INSTRUCTION IN LEARNING COMPUTER SYSTEM
SERVICING” prepared and submitted by ALLAN PHOL C. ALEJANDRE,
LIBERTY S. BRAZA, ANNIE P. EVANGELISTA, SHAEANA MAE C.
MAÑAGO and ROLLY M. MAULEON in partial fulfillment of the requirements
for the degree of BACHELOR OF SCIENCE IN INDUSTRIAL EDUCATION,
MAJOR IN INFORMATION AND COMMUNICATION TECHNOLOGY, is
hereby approved and accepted.

DIANNE VILLAR, LPT

Thesis Adviser

RONNEL ARBUTANTE, LPT JUSTIN KYLO-MARC ORPIA, LPT (sgd.)

Member, Oral Defense Panel Member, Oral Defense Panel

REINZE L. VITO, MAIE

Course Facilitator, Thesis Writing

Accepted in partial fulfillment of the requirements for the degree, BACHELOR OF

SCIENCE IN INDUSTRIAL EDUCATION, major in INFORMATION AND
COMMUNICATION TECHNOLOGY, at the College of Industrial Education,
Technological University of the Philippines.

DR. NEIL ANDREW F. CALAYAG

Head, PIE Department

DR. ROMEO S. EBONITE

College Dean
Date:
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ACKNOWLEDGEMENT

The researchers would like to express their deepest gratitude to the persons

mentioned below for their assistance and support in this study.

To our family, who gave moral and financial support, as well as time,

understanding, and patience;

To the TUP Batangas students who have given their full cooperation and

willingness to complete this study;

To Prof. Rey G. Pasia, who shared his ideas and helped us make this study

a success;

To the members of the panel, Prof. Ronnel Arbutante, and Prof. Justin

Kylo-Marc Orpia, thank you for your enthusiastic support, recommendations, and

improvements in this study;

To Prof. Dianne Villar, our thesis adviser, who generously shared her

ideas, advice, expertise, encouragement, guidance, and time throughout this

study, allowing us to improve the study and broaden our knowledge while

conducting this research;

To Prof. Reinze L. Vito, our course facilitator ProfEd 14 -Thesis Writing, for

understanding our difficulties and motivating us to complete this research;

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To Dr. Neil Andrew F. Calayag, Professional Industrial Education

Department head for giving support and encouragement to make this study

possible;

To Dr. Romeo S. Ebonite, College Dean for supporting this academic

achievement;

Above all, we are thankful to our Almighty God for guiding us, for His

eternal love, and for providing strength as we complete this study.

The Researchers
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DEDICATION

This research is dedicated to those who have shown us love,

encouragement, and patience throughout the process. We could not have finished

this study without the assistance of these people.

To our siblings, thank you for your moral, financial, unending help, and

concern throughout this study. Also, thank you for being understanding and

patient, especially while we were working on the paper.

And to our parents, who adored and raised us. We are extremely grateful

to everyone who encouraged and pushed us to begin our journey, as well as to

everyone who helped us conquer our difficulties during this study.

The Researchers
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ABSTRACT

This study aimed to determine the importance of video-based instruction for

the improvement of student learning. The main purpose of this research is to find

out the significance difference of the academic performance of the students in

video-based instruction in learning Computer System Servicing in terms of sex.

The study utilized descriptive research design as it sought to determine whether

the degree of association between this variable is significant which described the

demographic profile of the respondents and determined the difference of student

academic performance towards video-based instruction, where the researchers

constructed a survey questionnaire to collect the demographic as well as the

student academic performance towards video-based instruction through Likert

scale. Based on the study, it was revealed that out of 50 respondents, seventeen

(17) students believed that video-based instruction assesses understanding

concerning the activities and topics. However, twenty-seven (27) respondents

stated that video-based instruction assesses comprehension while five

respondents stated that video-based instruction assesses the understanding

regarding the topic. The parameter used to evaluate the result was the difference

between sex in terms of student academic performance in video-based instruction.

The study's findings revealed that student gender plays a significant role in

differences in student academic performance with video-based instruction. This

study showed that respondents could benefit from video-based instruction in

learning computer system servicing. Future researchers will serve as a cross

reference, providing an overview or background on video-based instruction and

 vii

student academic performance for teachers to consider improving and upgrading

their teaching strategy and style by incorporating video-based instruction into their

lessons.
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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION v

ABSTRACT vi

TABLE OF CONTENTS viii

LIST OF TABLES xi

LIST OF FIGURES xii

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction . . . . . . . . 1

Background of the study . . . . . . 3

Statement of the problem . . . . . . 5

Scope and limitation of the study . . . . 6

CHAPTER 2: REVIEW OF RELATED LITERATURE

Review of Related literature. . . . . . 8

Theoretical Framework . . . . . . 15
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Conceptual Framework . . . . . . 16

Research Hypotheses . . . . . . 17

Operational Definition of Terms . . . . 18

CHAPTER 3: METHODOLOGY

Research Design . . . . . . 20

Research Locale . . . . . . 21

Population and Sample . . . . 21

The Instrument . . . . . . 22

Data Gathering Procedures . . . . . 23

Statistical Treatment . . . . . . 24

Ethical Consideration . . . . . . 25

CHAPTER 4: RESULTS AND DISCUSSION

Distribution of the Respondents According to Sex . . 26

Student’s Academic Performance in Video-Based Instruction

in Learning CSS. . . . . . . . 27
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Students’ Academic Performance based on Sex . . 31

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATION

Summary of Findings . . . . . . 34

Conclusions . . . . . . 35

Recommendations . . . . . . 36

REFERENCES . . . . . . 38

APPENDICES

A. Letter to the Program Coordinator . . . . . 42

B. Letter to the Respondents . . . . . . 43

C. Survey Questionnaire . . . . . . 44

D. Certificate of Validation . . . . . . 46

E. Certificate of Similarity Index Using Turnitin . . . 49

F. Certificate of Grammarian . . . . . 50

G. Documentation . . . . . . 51

H. Data Coding . . . . . . 56

I. Curriculum Vitae . . . . . . 72
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LIST OF TABLES

Table Title Page

1 Sex of the Respondents . . . . . 26

2 Respondents’ Academic Performance in Video-Based in

Learning CSS . . . . . . . 27

3 Scale . . . . . . . . 28

4 Verbal Interpretation . . . . . . 28

5 Legend . . . . . . . . 28

6 Test of Normality . . . . . . . 30

7 Summary of Statistics for Students’ Academic Performance

Based on Sex . . . . . . . 31

8 Anova Test for Students’ Academic Performance Based on

Sex . . . . . . . 32
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LIST OF FIGURES

Figure Title Page

1 Research Paradigm . . . . . . 16
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter provides a brief introduction and background of the study in

relation to its international and local context, as well as the study’s objectives,

significance, scope, and limitations.

INTRODUCTION

The twenty first century is often regarded as a generation of technology.

Technology, today, plays a very essential position in people’s lifestyles. It makes

paintings simpler and less time-consuming. The effect of generation may be felt in

each viable discipline, one such discipline, is education. Technology has

undeniably changed the way people live. It has had a huge impact on people's

lives and has completely changed the way they live. Technology, without a doubt,

plays an important role in all aspects of life. From generation to execution, several

guide tasks can be automated. Furthermore, with today's generation's assistance,

many complex and important tactics can be carried out with fewer problems and

higher performance. The importance of generation in colleges cannot be

overstated. Indeed, the introduction of computer systems into education

modernized the teaching and learning environment, particularly in higher

education institutions. The use of generation has made the process of coaching

and learning more enjoyable (Raja, R., & Nagasubramani P.C., 2018).

Due to its wide availability and convenience in terms of timing, remote online

learning and teaching has long been regarded as a promising educational practice
 2

for the future. Many universities have increased their use of remote online learning

and teaching in anticipation of the 2020 COVID-19 pandemic (Adedoyin et al.,

2020).

Recently, because of the COVID-19 pandemic’s forced campus lockdown,

a rapidly growing number of studies on remote online learning and teaching flipped

college courses have been reported (Yen et al., 2020). The lockdown provides an

excellent research environment for quantitative and qualitative studies of remote

online learning and teaching, which may shed light on future education.

According to Bognar et al., (2019), among these are the flipped remote

online learning and teaching, which promotes student-centered activities such as

discussions, presentations, interactive feedback, and critical thinking exercises.

It is often beneficial to present content in a variety of ways to address learner

preferences and complex topics. Instructional videos are a different way to present

information and are recommended for all modes of delivery, not just online

learning. Video allows students to review content, revisit difficult topics, and

engage in more active learning with the instructor. Adding instructor-led videos to

the course also allows one to convey information through both auditory and visual

channels, creating a multisensory learning environment (Buffalo.edu.2023).

Video-based learning is a well-known and growing e-learning trend. Its

shorter, crisper, and more engaging nature is what makes it trendy right now, and

it will quickly become a learning staple, changing the way the association members

learn (Crowd Wisdom Team, 2017).

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In addition to Khan’s research, S.H. (2019), video-based instruction can

provide a consistent form of instruction as well as communicate certain concepts

in a visual and realistic manner. It is the recording, manipulation, and display of

moving images, especially in a format suitable for display on a television. It may

also be beneficial to look through lesson plans from other institutions for ideas on

how video has been used effectively to illustrate specific topics. Furthermore, in

terms of knowledge acquisition, video education has been shown to outperform

traditional methods.

Background of the Study

Video-based learning has long been used to supplement classroom

instruction, with the first application taking place during WWII. Several recent

technological advances, such as the rapid expansion of high-speed internet

access in homes, schools, and personal devices such as tablets and smartphones,

have had a significant impact on environmental change. In higher education and

learning, the use of video is becoming more prevalent. Researchers have noticed

an "explosion" of online guides, as well as a rapidly evolving understanding of how

video can be used to enhance learning (Carmichael, M., Reid, A., Karpicke, J.

(n.d).

According to Hanzic’s research, L.V. (2019), videos are more visually

appealing than print materials alone. The novices can observe and listen to the

concept being taught and process it in the same way that they process their daily

interactions.
 4

Video-based instruction is the creation of videos by a teacher outside of class

contact hours that teach a specific concept or content. Implementing video-

primarily based total preparation provides numerous benefits, including increased

pupil independence and decreased reliance on adult assistance, consistent

preparation for students, and minimal education for adults who assist with video-

based instruction.

Video instruction is used in a variety of ways and for a variety of purposes.

For example, videos are used to help teacher candidates observe their classroom

management skills by watching their own teaching process and to identify

educational strategies by observing the educational experiences of their

colleagues. Based on their preparation, different presentation techniques, and

educational goals, videos are classified into various categories (such as

educational videos, video classes, e-lessons, screen captures, vodcasts (video

podcasts), and web broadcasts (webcast). Another way that videos are used in the

instructional process is as learning tools, which is in line with the advancement of

information and communication technologies. This study made use of videos as

technological learning aids. Videos, as learning tools, support the learning process

and are used in teacher professional development in accordance with educational

programs. By combining various learning data such as images, movement, and

sound, videos enable in-depth learning. This allows for individual paces of learning

and ensures control over information reception (Kosterelioglu. I., 2017).

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In addition to Shamshir’s, M. et al. (2021), as the world enters a new era of

continuous technological innovation, it has produced a true revolution in the field

of communication. During the COVID-19 period, students were unable to attend

scheduled lectures due to technical issues such as inability to connect to the

Internet and power shortages. As a result, they prefer to watch videos to make up

for missed lectures.

Hence, this prompted the researchers to determine the students’ academic

performance in video-based instruction in learning Computer System Servicing the

information and knowledge. In addition, this study helps the Technological

University of the Philippines-Batangas as one of the tools used in learning video-

based instruction. Furthermore, the findings which this study revealed may benefit

for maximizing the utilization of videos in educational purposes. This study will

determine if video-based instruction will be considered as one of the learning and

instructional materials for education. This study may help teachers to determine

the weaknesses and strengths of video-based instruction to a student learning.

Aside from that, to identify if video-based instruction or material is applicable for

both teachers and students. This study may help them have an additional type of

instruction used in their teaching.

Statement of the Problem

This study generally aimed to identify the extent of academic performance

of learners in video-based instruction. Specifically, this study sought to answer the

following questions:
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1. What is the sex of the respondents?

2. What is the student extent of academic performance towards video-based

instruction?

3. Is there a significant difference between sex in terms of student academic

performance in video-based instruction?

Scope and Delimitation of the Study

The research about “Students’ Academic Performance in Video-Based

Instruction in Learning Computer System Servicing” aimed to determine the

importance of video-based instruction for the improvement of students learning. In

addition, it aimed to know how the video-based instruction affects the student

academic performance from learning. The main purpose of this research is to find

out the significant difference of the academic performance of the students in video-

based instruction in learning Computer System Servicing in terms of sex.

This study is limited only for ICT third- and fourth-year students from

Technological University of the Philippines satellite campus of Batangas. It is also

limited on the video-based kind of instruction. However, it delimited from other

students who are not ICT third- and fourth year and not included the other kind of

instructions that can be used for learning improvement.

In this research, the total number of third- and fourth-year students officially

enrolled and taking ICT Major on TUP-B were 50 who were also the targeted

respondents comprising 28 girls and 22 boys. Those students were the suitable
 7

respondents for the study because they take Computer System Servicing (CSS)

subject as part of their prerequisites.

On the other hand, researchers intended to use the survey questionnaire

as a data gathering instrument. The survey questionnaire is a self-made

questionnaire type which is in MS Form. The research instrument was distributed

digitally to the selected students from TUP-B.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is a discussion of the literature and the result of other related

researches to which the present study is related or has some bearing similarity, as

well as the conceptual framework and definition of terms. This gave the author

enough background in understanding the study.

Impact of Video on Higher Education

The Learning and Teaching Environment and Video

According to Umayam, C's article (2022), these are the five reasons why

videos are beneficial and effective in both classroom learning and teaching. The

days of "lecturing" in front of a classroom are long gone. Using video, teachers can

keep students engaged in new and innovative ways.

Five ways video can have a powerful impact on teaching and learning

Engagement

According to studies, video learning improves students' ability to facilitate

discussions and identify problems on multiple levels, including increased

motivation and deeper learning.

Effectiveness

Video learning can create time and space for active learning on both sides

of the classroom. Once created, a video can be reused and updated as

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needed, freeing up time in the classroom for live discussions and student

engagement.

Authenticity

Video engages both the student and the educator in a one-on-one

relationship without them ever being in the same room. According to a compelling

2016 study conducted by the Online Learning Consortium, video assisted

educators in developing and maintaining authentic relationships with students.

Inspired Thinking

Visual cues combined with audio cues play a significant role in new material

comprehension and retention. According to Forrester Research analyst James

McQuivey, one minute of video is equivalent to approximately 1.8 million written

words. When students are exposed to complex content using video in the

classroom, they are forced to think critically.

Video For All

Video can help close this training gap by allowing general and special

education teachers to teach students at their own pace. Students can watch a

video multiple times to learn and retain information. Captions, for example, enable

deaf students to read the video.

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Role of Utilization of Video

Videos provide a more immersive sensory experience than print materials

alone. Learners can see and hear the concept being taught, and they can process

it similarly to how they process their daily interactions. They offer a useful resource

that can be accessed from any location that has an internet connection. Videos

can be watched on a variety of devices such as laptops, tablets, and smartphones.

This allows students to watch at their leisure and from any location. Because

videos can be paused and replayed as many times as necessary, they improve

knowledge retention. They can also be reviewed after the first lesson is finished.

They are extremely helpful in learning all subjects, but especially those that are

complex and/or highly visual, such as step-by-step procedures, problem-solving,

or scientific and mathematical formulas. They boost digital literacy and

communication skills, both of which are essential in the twenty-first century

(nextthoughtstudios, 2020).

Furthermore, video can help students develop skills such as creativity,

sociability, public speaking, civic responsibility, and self-esteem. Knowledge of

oneself and one's culture. Video training can help students improve their

awareness, as well as how to position and convey messages appropriately,

introduce themselves to others, and address the audience. Finally, by

incorporating video into the classroom, students learn to master video, both as a

communication tool and by understanding how to use the technology itself. This

skill is necessary for postgraduate workplace competence.

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Video has been used "offline" to support student learning in a variety of

contexts for many years. "Low-cost educational video" is now defined as a short

demonstration video stream with a purpose that was created in a very short period

of time with few resources and can be used. When used in conjunction with the

rest of the course materials. This type of video enables teachers to eliminate many

common video problems: The required resources (budget and time) are reduced,

the process of updating the video is simplified, and the video can be inserted into

the course intuitively based on the teacher's paradigm. This demonstrates that

motivational and cognitive variables interact to produce learning. Authors

investigating the use of video streaming as a learning tool focused their efforts on

weighing the advantages and disadvantages of this new technological tool.

However, none of these studies looked at the impact of these tools on student

motivation in a qualitative way. An in-depth examination of this effect can assist

teachers in developing content that is compatible with these new technologies,

which, in addition to meeting the educational objectives of comprehension, self-

learning, and effectiveness, should also fully exploit the potential of motivation, as

one of the most important factors in achieving positive results in the learning

process (Bravo, E., Amante, B., Simo, P., Enache, M., and Fernandez, V., n.d.).

The Role of Video in Critical Thinking and Knowledge Development

The use of educational or instructional video in organizational learning

scenarios is becoming more common. The use of video in educational and training

contexts is not new; the first known classroom augmented teaching via film

occurred during World War II; however, recent advances in internet and online
 12

technology have resulted in an explosion in the use of video and 'online' courses

in recent years (Oxford.review.com, n.d.).

Critical Thinking

Critical thinking, or the ability to evaluate situations successfully, is best

developed in the presence of a knowledgeable mind - someone who understands

how to think about the subject at hand. In contrast, video can be an effective

medium for presenting opposing viewpoints and developing critical thinking skills.

Knowledge Development

According to Today’s founder, (2021), the knowledge development process

can be defined as the plans and implementation steps that seek to obtain and

maximize the best and most current knowledge required. This procedure is

concerned with the entire process of knowledge acquisition, distribution, and

utilization.

Knowledge development has been defined as “a process carried out at the

strategic, operational, and tactical levels of command to provide decision makers

with a comprehensive understanding of complex environments, including

relationships and interactions between systems and actors within the engagement

space.” (ita.nato.int n.d.).

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Video and Student Engagement

Video in Education

Educational video has become an important part of higher education,

serving as a content-delivery device in many flipped, blended, and online classes.

Teachers who remember three things can make better use of video as an

educational tool: how to manipulate the cognitive load of the video, how to

maximize pupil engagement with the video, and how to sell active learning from

the video. This essay discusses relevant literature for each of those ideas and

demonstrates realistic methods for teachers to use those ideas while using video

as an academic device.

Educational videos have been shown time and again to be extremely

effective in increasing student engagement and retention. Students report

increased interest and enjoyment, while teachers report improved classroom

results and a deeper understanding of essential content (boclips.com, 2020).

According to research, using brief videos promotes green processing and

memory recall. The visual and auditory nature of videos appeals to a wide

audience and allows each consumer to system statistics in a way that feels natural

to them. To summarize, videos are excellent teachers. Bevan (2020) points out in

his blog that the use of video in education and learning benefits not only students

but also teachers, their affiliates, and the school system.

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Video in Academic Performance

According to Ali (2019), the development of information and communication

technologies (ICT) has created a good source with enormous possibilities. Many

researchers have already confirmed the effectiveness of video in education, which

focuses on the benefits (Rajadell and Garrizon Garzón, 2017) and videos attract

students and are more enjoyable than other technologies like videos.

According to the Moovly 2021 blog, technology has influenced nearly every

aspect of life today, including education. There is a gradual increase in the use of

technology in the classroom over the years, owing largely to pedagogical and

technological trends. Not only do people understand how they learn better, but

they also have the technology to back it up. Its objectives are to investigate the

actual technology used to achieve academic success, assess the role and

significance of technology in education, and its direct relationship to academic

success.

While in the Ingress QR 2020, it stated on the blog How Virtual Learning

Can Affect Academic Performance In 2020 Apart from imparting a chance

approach to learning in the virtual age, online learning provides students with the

opportunity to research new skills or improve current ones. It explains why distance

learning on that question distance learning made training more accessible to a

wider range of people. It is convenient to paint and gain knowledge. The benefit of

online learning is that students can work at a higher level. Furthermore, there is
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less pressure to use devices, apps, and multimedia tool assistants to make

learning more interactive and enjoyable for students.

Computer System Servicing

The Computer System Servicing course will teach how to troubleshoot

issues that may arise while servicing personal computers. Learn the theoretical

and practical computer hardware knowledge needed to troubleshoot a wide range

of hardware, software, and network system issues. Graduates of this program may

find work in computer repair service centers, electronics firms, computer-related

manufacturing operations, computer sales and services, and, eventually, their own

computer servicing businesses.

Computer Systems Servicing (CSS) also includes the knowledge and

abilities required to install and configure computer systems, set up computer

networks and servers, and maintain and repair computer systems and networks.

Theoretical Framework

Theory of Academic Performance

The theory of academic performance (ToP) is derived from Elger (2007) in

the study of Bulogon (2020) and the author defined 'perform' as the ability to

produce a valued result and 'performer' as an individual or a group that engages

in collaboration, with the level of performance as the location in an academic

journey. Elger (2007) defined performance levels as having six components: level

of knowledge, level of skills, level of identity, personal factors, and fixed factors,
 16

and proposed three axioms for effective performance as performer's mindset,

immersion in an enriching environment, and engagement in reflective practice.

Furthermore, improved academic performance leads to an improvement in

academic quality. This process creates an environment in which performance

exceeds the expectations of stakeholders in the academic community. There will

also be a cost reduction, which means that the financial resources required to

produce the desired result will be reduced. Higher academic performance boosts

capability, capacity, knowledge, skills, and motivation. This development speaks

well for the university's awareness and acceptance.

Conceptual Framework

The conceptual structure has a figure below. The study assessed the

variables outlined in the paradigm.

Students’ Academic
Performance in
Sex of the
Video-Based
respondents
Instruction in
Learning CSS

Figure 1: Research Paradigm

The research paradigm is comprised of two boxes that contained the

dependent and independent variables.

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The paradigm illustrates the connection and relationship of the variables in

which the sex profile is the dependent variable while students’ academic

performance in video-based instruction in learning CSS is the independent

variable.

On the first box, the dependent variable holds the sex profile which can vary.

On the second box, the independent variable which is students’ academic

performance in video-based instruction simply illustrates how it was connected on

academic performance of students in learning CSS.

In addition, the proposed paradigm used a straight line to show the

connection of the two variables to one another. The straight line is used to illustrate

how the sex profile of the respondents vary in students’ academic performance in

video-based instruction in learning CSS.

Research Hypotheses

The research hypothesis was presented in the form of a null hypothesis.

The null hypothesis is created based on the nature of the study to test whether the

findings can be rejected or accepted.

H0: There is no significant difference between sex in terms of student academic

performance in video-based instruction.

HA: There is a significant difference between sex in terms of student academic

performance in video-based instruction.

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Operational Definition of Terms

For the information of the study, the subsequent phrases are defined

operationally as used inside the studies.

Autonomy – power and initiative of the respondents.

Computer System Servicing – specific subject matter to be taught to the

respondents.

Learning – outcomes that were gained by the respondents.

Respondents – individuals involved who answered the research instrument for

the completion of the study.

Survey Questionnaire – aimed to determine the student’s academic performance

in video-based instruction in learning Computer System Servicing.

Sex – individual biological identity of the respondents.

Student Academic performance – supports a variety of learning styles and

enables innovative teaching methods.

Video – is an essential component of higher education. It is used in traditional

courses, serves as the foundation for many blended courses, and is frequently the

primary method of information delivery in online courses.

Video- Based – is a learning strategy, the educator plays an important role in

assisting the student to actively create links between previously acquired

 19

knowledge and the development of new knowledge. The active learning required

in the video-based cases aids in the development of critical thinking skills.

Video – Based Instruction – the creation of videos by a teacher outside of class

contact hours that specifically teach a concept or content.

 Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the research methodology of the study, including

research design, the sample, the instrument for data collection, data collection

procedures and statistical treatment of data.

Research Design

This study is quantitative in nature that seeks and yields for a numerical

data. Specifically, the study utilized descriptive research design as it seeks to

determine whether the degree of association between the variables are significant.

According to Mc Combes (2019), it can also be used to investigate one or more

variables. Moreover, this design suits the study as it seeks to understand a

phenomenon, a situation, or a population. It does not involve the manipulation of

certain variables but only observe and measure the variables to investigate them.

This is also used when trying to identify characteristics, categories, and trends.

The most common methods of collecting descriptive research are through case

studies, observations, and survey (Types of Quantitative Design, n.d.).

The descriptive research design is appropriate for this study because the

researcher is primarily interested on describing gender differences of student

academic performance in video-based instruction without attempting to draw a

distinction between them.

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Research Locale

This research is located at the satellite campus of the Technological

University of the Philippines, the university that governs the college school in

Bungahan. This school has classes from first to fourth year and three courses:

Information and Communication Technology, Industrial Arts, and Home

Economics. It is in Bungahan, Cuenca, Batangas.

Population and Sample

The target population of the study are third- and fourth-year ICT students

from Technological University of the Philippines-Batangas Satellite Campus on

S.Y. 2022-2023. The respondents used in this research came from one of the

major courses of TUP-B, which is Information and Communication Technology

(ICT). The researchers considered the specific number of female and male

respondents at that year levels. The respondents of the study were 28 girls and 22

boys with a total of 50 ICT third- and fourth-year students. Since the number of

respondents was 50, the researchers tend to allow all to take part in taking the

survey questionnaire. In relation to this, the researchers were excluded from taking

the survey questionnaire. The third- and fourth-year ICT students were the suitable

and perfect respondents in the study because they are currently taking the

Computer System Servicing Subject. In addition, Technological University of the

Philippines-Batangas was chosen because it is where the respondents are

presently studying and taking the CSS subject. Simple Random Sampling is a

probability sampling that was utilized in the study which allows the researchers to
 22

randomly select the respondents. The 50 respondents were the total number of

students who answered the research instrument.

The Instrument

The study only used one research instrument to gather and provide data on

the variables that were studied. A survey questionnaire was used to determine the

student’s academic performance in video-based instruction in learning Computer

System Servicing. This instrument enables the researchers to seek for the answers

for their research questions. The instrument was furthered described in the

succeeding paragraphs.

The self-made questionnaire by the researchers is the structured type of

questionnaire which is the quantitative method that seeks to gather a numerical

data. The survey questionnaire aimed to determine the student’s academic

performance in video-based instruction in learning Computer System Servicing. In

addition, to find out the significant difference of academic performance of students

in video-based instructions in terms of gender.

The researchers used a survey questionnaire as the data gathering

instrument which comprises of two parts. Part 1 sought to gather data with regard

to the sex of the respondents that includes their sex. Part 2 of the survey

questionnaire sought to determine the student academic performance in video-

based instruction in learning CSS. This part of the questionnaire is composed of

10 statements that the respondents took to rate. The possible responses for this
 23

part are limited only to a five-point Likert Scale: (5) Great Extent, (4) Moderate

Extent, (3) Slight Extent, (2) Least Extent, and (1) Poor Extent.

The self-made survey questionnaire of the researchers was digitally

distributed to the ICT Third Year students of Technological University of the

Philippines – Batangas through MS Form. This instrument was administered to

fully know how video-based instruction could uplift student’s academic

engagement.

With regard to the reliability and validity of questionnaire, the researchers

give the honor to Mrs. Mary Jane M. Asuncion a former Teacher III, Ms. Jenny Lou

M. Guansing and Mr. Mac Millan C. Tobeo both Teacher I to validate the

questionnaire’s content and composition. The researchers also conducted a pilot

testing of the questionnaire to all ICT students in TUP Batangas to assess the

reliability of it. Upon the results of the pilot testing of the questionnaire, the

researchers found that based on the result of the Cronbach alpha which had the

result of 0.87, it had the internal consistency of good. As a result, the video-based

instruction in learning has a good relation in student academic performance.

Data Gathering Procedures

The following steps describe the procedure for gathering the necessary data

for the study.

1. The researchers obtained permission from the University to obtain a list of third-

and fourth-Year College students from whom samples were drawn.

 24

Furthermore, permission was sought from the concerned school officials as well

as the respondents.

2. The questionnaires were distributed to the selected samples by sending the link

to their classes with permission from the facilitating professor and a note of

university approval upon validation.

3. Questionnaires were retrieved on the same day they were distributed to ensure

that a higher percentage of questionnaires was returned.

4. Rest assured that all data and information gathered were kept strictly

confidential.

Statistical Treatment of Data

The following statistical tools were used to answer the questions posed in

the problem statement:

1. To present and analyze data about the respondents’ sex profile, and most

important information on the variables from the respondents, frequency and

percentage counts were used.

2. To represent respondent’s response to the research questions, frequency and

percentage were computed, while the weighted mean and rank were used to

determine the verbal interpretation to represent each respondent’s student

academic performance in video-based instruction in learning CSS, as well as to

obtain smoothed data and enhanced accuracy.

3. The Shapiro-wilk normality test was used to determine if the data comes from

normal distribution or not.

 25

4. The Anova test was used to determine the sex differences in students’ academic

performance with video-based instruction in learning CSS.

Ethical Considerations

It is important that participants’ identities be kept confidential or anonymous,

and the assurances go beyond protecting their names to include the avoidance of

using self-identifying statements and information. Anonymity and confidentiality

are critical steps in protecting participants from harm.

Participant anonymity and participant confidentiality are two terms that are

frequently used interchangeably when they are not. Participant anonymity means

that the researcher is unaware of the participant’s identity (e.g., when using

anonymous surveys, the participant identity is truly unknown to the researchers).

Participant confidentiality means that the researcher is aware of the participant’s

identity, but the data has been de-identified, and the identity is kept private (e.g.,

interviews, where the participant identities are known to the researcher, therefore,

only confidentiality, not anonymity, can be offered).

The potential for harm to participants, the researcher, the larger community,

and the institution must be considered in the research design. Physical, resource

loss (including time), emotional, and reputational harm can all occur. When

considering the potential for harm, the approach should be to eliminate, isolate,

and minimize the risk in descending order, with participants fully informed of the

risks.
 Chapter 4

ANALYSIS AND INTERPRETATION OF DATA

This study is concerned with the analysis of the results. It contains the data

collection, presentation, analysis, and interpretation of data gathered from the

answers of the distributed questionnaire. The data was presented in tabular form

in accordance with the specific questions posited on the problem of the statement.

The findings of the study are divided into two sections. The first section covers

the sex profiling of the respondents, specifically the sex. The second section

focuses on students’ academic performance in video-based instruction in learning

CSS.

1. Distribution of Respondents According to Sex

Table 1
Sex of the Respondents
Percentage
Gender Frequency (%)
Male 22 40.00%
Female 28 60.00%
Total 50 100.00%

The frequency and percentage of the respondents by sex are displayed in

Table 1. A total of fifty respondents took part in the survey. The researchers' ideal

outcome would be to determine which sex contributed the most to the study's

success. Based on the table, 22 or 40% are male while 28 or 60% are female.

Therefore, most of the respondents who answered the questionnaire are female.
 27

2. Student’s Academic Performance in Video-Based Instruction in Learning

CSS.

Table 2
Respondents’ Academic Performance in Video-Based in Learning CSS
Video – PE LE SE ME GE WM R VI
Based (1) (2) (3) (4) (5)
Instructi f % f % f % f % f %
ons in
CSS . . .
Q1. 0 0% 1 2% 8 16 30 60 11 22 3.93 9 ME
% % %

Q2 0 0% 0 0% 9 18 28 56 13 26 4.08 7 ME
% % %

Q3 0 0% 0 0% 6 12 28 56 16 32 4.15 4 ME
% % %

Q4 0 0% 1 2% 11 22 17 34 21 42 4.03 8 ME
% % %

Q5 0 0% 0 0% 6 12 27 54 17 34 4.25 1 ME
% % %

Q6. 0 0% 0 0% 6 12 24 48 20 40 4.18 3 ME
% % %

Q7 0 0% 2 4% 11 22 28 56 9 18 3.80 10 ME
% % %

Q8. 0 0% 0 0% 6 12 28 56 16 32 4.10 6 ME
% % %

Q9 0 0% 1 2% 6 12 27 54 16 32 4.23 2 ME
% % %

Q10 0 0% 0 0% 6 12 28 56 16 32 4.15 4 ME
% % %

Average Mean 4.09

 28

Table 3
Scale
1.00 – 1.85 PE

1.86 – 2.70 LE

2.71 – 3.55 SE

3.56 – 4.40 ME

4.41 – 5.00 GE

Table 4
Verbal Interpretation
PE Poor Extent

LE Least Extent

SE Slightly Extent

ME Moderate Extent

GE Great Extent

Table 5
Legend
f frequency

% Percentage

WM Weighted Mean

R Rank

Q1 Allows autonomy over learning.

Q2 Aid in exercising creativity.

Q3 Helps understand certain concept and

topics.

Q4 Helps develop communication skills.

 29

Legend

Q5 Assesses understanding regarding the

activities and topics.

Q6 Stimulates cognitive process of

thinking, reasoning, problem solving,
decision making and creating.

Q7 Stimulates stronger course

performance.

Q8 Motivates and improve attitude

towards academic matters.

Q9 Share’s ideas and concept to peers.

Q10 Reduces cognitive overload and

maximizes retention.

Table 2 shows the respondents academic performance in the video-based

instructions in learning Computer System Servicing. This tables tells that question

number 5 got the first place in the ranking with the highest weighted mean 4.25 on

the given data which shows that this question is positively involved on students’

academic performance towards video-based instructions. The weighted mean of

4.25 has equivalent interpretation of Moderate Extent. It is followed by question 9

with a weighted mean of 4.23 and ranked as the second. The weighted mean of

4.23 has an equivalent interpretation of Moderate Extent. Meanwhile, question 7

got the lowest place on the table with the weighted mean of 3.80 which has an

interpretation of Moderate Extent.

Based on the findings, it assessed the understanding of students regarding

the activities and topics and have the highest rate. Therefore, video-based

instruction has a relevant role on the student’s academic performance in learning

 30

Computer System Servicing. Similarly, from a blog at nextthought studios, videos,

as opposed to print materials, provide a more immersive sensory experience.

Learners can see and hear what is being taught, and they can process it in the

same way that they do their daily interactions. They provide a useful resource that

is accessible from any location with an internet connection. Laptops, tablets, and

smartphones can all be used to watch videos. This enables students to view at

their leisure and from any location. Because videos can be paused and replayed

as many times as needed, they improve knowledge retention. They can also be

reviewed after the first lesson.

Table 6
Test of Normality
PARAMETER VALUE

P-value 0.07272

W 0.9579

Sample size 50

Average (x̅) 4.142

Median 4.15

Sample Standard deviation (S) 0.5075

Sum of Squares 12.6218

B 3.4772

Hypotheses

H0: Normal distribution

H1: Other distribution

 31

Table 6 displays the results of the Shapiro-Wilk normality test. According to

the findings, the observed effect size KS - D is small, at 0.0902. This demonstrates

that the magnitude of the difference between the sample and normal distributions

is small. The p-value equals 0.07272, (P(x≤1.4558) = 0.9273). It means that the

chance of type I error, rejecting a correct H0, is too high: 0.07272 (7.27%). The

larger the p-value the more it supports H0. The test statistic W equals 0.9579,

which is within the 95% region of acceptance: [0.954: 1]. Since p-value > α, the H0

is accepted. It is assumed that the data is normally distributed. In other words, the

difference between the data sample and the normal distribution is not big enough

to be statistically significant.

3. Students’ Academic Performance Based on Sex

Table 7
Summary of Statistics for Students’ Academic
Performance Based on Sex

Groups Count Sum Average Variance

Male 22 88.5 4.0227 0.2923
Female 28 118.6 4.2357 0.2194

Table 7 summarizes the academic performance of students based on sex.

According to the table, majority of those who completed the survey questionnaire

are female, with an average of 4.23 and a variance of 0.21.

 32

Table 8

Anova Test for Students’ Academic Performance Based on Sex

P-
Source of Variation SS df MS F value F crit
Between Groups 0.5589 1 0.5589 2.2239 0.1424 4.0427
Within Groups 12.063 48 0.2513

Total 12.622 49

Table 8 indicates that the p-value 0.1424 is greater than 0.05, so the null

hypothesis of the one-way anova test for students' academic performance based

on sex is accepted. In this case, it can be concluded that there is a sufficient

evidence to say that there is no significant difference between genders in terms of

student academic performance in video-based instruction. Since the overall F

value of 2.2239 is less than the F crit value of 4.0427, the null hypothesis is

accepted. Similarly, in Ingress (2020), the benefit of online learning is that students

can work at a higher level.

In addition, it shows that female has a greater mean which equivalent to

4.23 with the variance of 0.21 while male has the lowest mean of 4.02 with the

variance of 0.29. Therefore, it shows that most female students are gaining a lot

of knowledge when it comes to their academic performance in video-based

instruction learning Computer System Servicing. Furthermore, there is less

pressure to use devices, apps, and multimedia tool assistants to make learning

more interactive and enjoyable for students. In addition, many researchers have

already confirmed the effectiveness of video in education, which focuses on the

 33

benefits (Rajadell and Garrizon Garzón, 2017) and videos attract students and are

more enjoyable than other technologies like videos.

The theory of academic performance (ToP) is derived from Elger (2007) in

the study of Bulogon (2020) and the author defined 'perform' as the ability to

produce a valued result, and 'performer' as an individual or a group that

collaborates, with performance level indicating where one is on an academic

journey. Furthermore, improved academic performance results in improved

academic quality. This process fosters an environment in which performance

exceeds academic stakeholders' expectations. There will also be cost savings,

which means that fewer financial resources will be needed to achieve the desired

result. Academic achievement improves capability, capacity, knowledge, skills,

and motivation. This progression is positive for the university's awareness and

acceptance.
 Chapter 5

Summary of Findings, Conclusion and Recommendation

This chapter presents the summary of findings, conclusion drawn, and

recommendations.

Summary of Findings

Data collected by the questionnaire were analyzed using the descriptive

statistical analyses such as frequency, percent, mean and T-test with two-sample

assuming equal variances.

1. Sex of the Respondents

The respondents of the study were assessed in terms of gender. It shows

that 28(60%) are female and 22(40%) are male. Therefore, most of the

respondents that answered the questionnaire came from female respondents.

2. Student’s Academic Performance in Video-Based Instruction in Learning

CSS.

Based on the findings, it showed that question number 5 which assessed

understanding regarding the activities and topics ranked first with the highest

weighted mean of 4.25 which shows that this question is positively involved on

students’ academic performance towards video-based instructions. The weighted

mean of 4.25 has an equivalent interpretation of Moderate Extent. Followed by

question 9 which is shares ideas and concept to

 35

peers with a weighted mean of 4.23 and ranked as the second. The weighted mean

of 4.23 has an equivalent interpretation of Moderate Extent. Meanwhile, question

7 got the lowest place on the table with the weighted mean of 3.80 which has an

interpretation of Moderate Extent.

3. Student’s academic performance based on sex in video-based instruction

in learning CSS.

According to the study’s result, the respondents said the student’s sex has

a significant role on the differences of the student academic performance in video-

based instruction, with the computed p-value of 0.1424 which is greater than 0.05

which led to the acceptance of the null hypothesis of the one-way anova test for

students' academic performance based on sex. Therefore, it showed that most

female students are gaining a lot of knowledge when it comes to their academic

performance in video-based instruction learning Computer System Servicing.

Conclusion

This study gives the conclusion and recommendations conducted by the

researchers about the students’ academic performance towards video-based

instruction in learning CSS.

The research about “Students’ Academic Performance in Video- Based

Instruction in Learning CSS “ aimed to identify the academic performance of

students towards video-based instruction in terms of gender. This research was

conducted to find out the importance of video-based instruction for improving

 36

students' learning. Aside from that, it is important to distinguish students’ academic

performance in video-based instruction.

1. According to the data, the majority of the survey respondents are female

based on their demographic profile.

2. Based on the study, it concluded that video-based instruction has benefits

as compared to conventional learning in the classroom environment. Because as

what the data gathered showed, assessing understanding regarding the activities

and topics is the highest ranking. That shows video-based instruction has a

significant role in learning CSS because it allows for more processing in memory

recall. The visual and auditory nature of videos appeals with the wide audience

and allows each user to process information in a way that is natural to them.

3. Based on the Anova test, the research also shows that video-based

instruction plays a significant role in CSS learning whether one is in the mode of

online learning or not. It indicates that the respondents are receiving academic

performance advice.

Recommendation

After a thorough, analysis of data, the following recommendations are

hereby made and presented

1. For the nation to be consider this as a learning and instructional material for

education.
 37

2. For educational institution to consider another alternative instructional material

for implementing curriculum content aside from synchronous learning

education.

3. For the teachers to consider improving and upgrading their teaching strategy

and style by incorporating video-based instruction into their lessons.

4. For students to provide an opportunity for them to continue learning through

video-based instruction.

5. Future researchers will utilize this study as a cross reference, providing them

with an overview or background on video-based instruction and student

academic performance.
 38

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 41

APPENDICES
 42

Appendix A

Letter to the Program Coordinator

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES – BATANGAS

Brgy, Bungahan, Cuenca, Batangas

January 10, 2023

PROF. RENATO S. SANDOVAL

Program Coordinator
Technological University of the Philippines – Batangas

Sir:

We, the members of Group 3 in BSIE – ICT 4A class are in the process of writing
a thesis entitled: “ STUDENTS ACADEMIC PERFORMANCE IN VIDEO-BASED
INSTRUCTION IN LEARNING COMPUTER SYSTEM SERVICING” in partial
fulfillment of the course requirement in our ProfEd 14 (Thesis Writing) this first
semester of S.Y. 2022 -2023.
In this connection, may we request permission from your good office to allow us to
conduct the study using the questionnaire developed and prepared by the
Researcher and Validated by our Thesis Adviser for the current school year.

Your outmost approval will be highly appreciated.

Respectfully yours,

ANNIE P. EVANGELISTA
Group Representative

Noted by: Approved by:

MS. REINZE L. VITO, MAIE RENATO S. SANDOVAL

Course Facilitator Program Coordinator
 43

Appendix B

Letter to the Respondents

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES – BATANGAS

Brgy, Bungahan, Cuenca, Batangas

January 15, 2023

Greetings!

We, the members of Group 3 in BSIE – ICT 4A class are in the process of writing
a thesis entitled: “ STUDENTS ACADEMIC PERFORMANCE IN VIDEO-BASED
INSTRUCTION IN LEARNING COMPUTER SYSTEM SERVICING” in partial
fulfillment of the course requirement in our ProfEd 14 (Thesis Writing) this first
semester of S.Y. 2022 – 2023.

In this connection, may we request may we request you to fill up the Google form
survey questionnaire attached. Your answers in these questionnaires shall be
treated professionally and will be kept with the highest degree of confidentiality.

Your outmost approval will be highly appreciated.

Respectfully yours,

ALLAN PHOL C. ALEJANDRE

LIBERTY S. BRAZA
ANNIE P. EVANGELISTA
SHEANA MAE C. MAÑAGO
ROLLY M. MAULEON
Researchers

Noted by:

MS. REINZE L. VITO

Course Facilitator
 44

Appendix C

Survey Questionnaire

Part 1: Profiling

Name (Optional): ______________________________________

1. Gender:

○ Male

○ Female

Part 2: Student Academic Performance in Video-Based Instruction

Direction: Check the box that describes the extent of your academic performance
in video-based instructions of CSS.

Responses:

5 – Great Extent 4 – Moderate Extent

3 – Slight Extent 2 – Least Extent

1 – Poor Extent

Items Great Moderate Slight Least Poor

Extent Extent Extent Extent Extent

(5) (4) (3) (2) (1)

Video – Based Instructions
in CSS . . .
 45

1. Allows autonomy over

learning.

2. Aid in exercising
creativity.

3. Helps understand certain

concept and topics.

4. Helps develop
communication skills.

5. Assesses understanding
regarding the activities and
topics.

6. Stimulates cognitive
process of thinking,
reasoning, problem solving,
decision making and
creating.

7. Stimulates stronger
course performance.

8. Motivates and improve

attitude towards academic
matters.

9. Share’s ideas and

concept to peers.

10. Reduces cognitive

overload and maximizes
retention.
 46

Appendix D

Certificate of Instrument Validation

This is to certify that I have

validated the instrument

of the study entitled

Students’ Academic Performance in Video-Based Instruction in Learning

Computer System Servicing

Prepared by

Alejandre, Allan Phol C.

Braza, Liberty S.
Evangelista, Annie P.
Mañago, Shaeana Mae C.
Mauleon, Rolly M.

and I have found it complete

and satisfactory with respect to face

and content validity

MARY JANE M. ASUNCION

Name of the Validator

(Signature above printed name)

CUENCA CENTRAL
SCHOOL/09488265962
Affiliation / Contact No.

January 12, 2023

Date
 47

This is to certify that I have

validated the instrument

of the study entitled

Students’ Academic Performance in Video-Based Instruction in Learning

Computer System Servicing

Prepared by

Alejandre, Allan Phol C.

Braza, Liberty S.
Evangelista, Annie P.
Mañago, Shaeana Mae C.
Mauleon, Rolly M.

and I have found it complete

and satisfactory with respect to face

and content validity

JENNY LOU M. GUANSING

Name of the Validator

(Signature above printed name)

SAN LUIS SENIOR HIGH SCHOOL/09202039937

Affiliation / Contact No.

January 12, 2023

Date
 48

This is to certify that I have

validated the instrument

of the study entitled

Students’ Academic Performance in Video-Based Instruction in Learning

Computer System Servicing

Prepared by

Alejandre, Allan Phol C.

Braza, Liberty S.
Evangelista, Annie P.
Mañago, Shaeana Mae C.
Mauleon, Rolly M.

and I have found it complete

and satisfactory with respect to face

and content validity

MAC MILLAN C. TOBEO

Name of the Validator

(Signature above printed name)

ALUPAY NATIONAL HIGH SCHOOL/09617235501

Affiliation / Contact No.

January 12, 2023

Date
 49

Appendix E

Certificate of Similarity Index Using Turnitin

Republic of the Philippines

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
COLLEGE OF INDUSTRIAL EDUCATION

CERTIFICATE OF SIMILARITY INDEX USING TURNITIN

This is to certify that thesis entitled " STUDENTS ACADEMIC

PERFORMANCE IN VIDEO-BASED INSTRUCTION IN LEARNING COMPUTER

SYSTEM SERVICING " authored by ALLAN PHOL C. ALEJANDRE, LIBERTY

S. BRAZA, ANNIE P. EVANGELISTA, SHAEANA MAE C. MAŇAGO, and

ROLLY M. MAULEON has been subjected to similarity index using turnitin with

less than 20% similarity index, processed by the course facilitator, MS. REINZE L.

VITO.

Certified correct by:

Ms. Reinze L. Vito

Facilitator, Thesis Writing Course

_______________________
Date
 50

Appendix F

Certificate of Grammarian’s

Republic of the Philippines

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
COLLEGE OF INDUSTRIAL EDUCATION

CERTIFICATE OF GRAMMARIAN’S

This is to certify that the thesis entitled STUDENTS ACADEMIC

PERFORMANCE IN VIDEO-BASED INSTRUCTION IN LEARNING COMPUTER

SYSTEM SERVICING of ALLAN PHOL C. ALEJANDRE, LIBERTY S. BRAZA,

ANNIE P. EVANGELISTA, SHAEANA MAE C. MAÑAGO and ROLLY M.

MAULEON has been thoroughly edited in form and content by the undersigned.

REAGAN PINEDA RAMIREZ, LPT

Name of Editor

04/ MAR/ 23
_______________________
Date
 51

Appendix G

Documentation

Thesis Consultation with the Adviser

52
 53

Topic Defense
 54

Title Proposal Defense Chapters 1-3

 55

Final Defense Chapters 1-5

 56

Appendix H

Data Coding

Pilot Testing
57
58
 59

Pilot Testing with Cronbach’s Alpha

 60

Final Survey
61
62
 63

Variable Matrix
 64

Final Survey with Cronbach’s Alpha

 65

Research Question 1

Research Question 2
 66

Research Question 3
67
68
 69

Normality Test
70
71
 72

Curriculum Vitae

ALEJANDRE, ALLAN PHOL C.

Labac, Cuenca, Batangas

09163001395
allanphol.alejandre@tup.edu.ph

PERSONAL INFORMATION

Birthday: July 05, 1991

Birthplace: Manila

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Married

Father’s Name: Apolonio L. Alejandre

Mother’s Name: Leni C. Alejandre

EDUCATIONAL BACKGROUND

Tertiary TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

Bachelor of Science in Industrial Education
Major in Information and Communication Technology
Brgy. Bungahan, Cuenca, Batangas
2019 – Present

Secondary FLORA A. YLAGAN HIGH SCHOOL

Quezon City
2004 - 2008

Primary SAN ANTONIO ELEMENTARY SCHOOL

Quezon City
1997 – 2002

LABAC ELEMENTARY SCHOOL

Cuenca, Batangas
2002 - 2003
 73

Curriculum Vitae

BRAZA, LIBERTY S.

Alitagtag, Batangas
09656814258
liberty.braza@tup.edu.ph

PERSONAL INFORMATION

Birthday: February 25, 1993

Birthplace: Alitagtag, Batangas

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father’s Name: Joaquin Braza

Mother’s Name: Marites Braza

EDUCATIONAL BACKGROUND

Tertiary TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

Bachelor of Science in Industrial Education
Major in Information and Communication Technology
Brgy. Bungahan, Cuenca, Batangas
2019 – Present

Secondary ALITAGTAG NATIONAL HIGH SCHOOL

Dominador West, Alitagtag Batangas
2005 - 2009

Primary DALIPIT ELEMENTARY SCHOOL

Dalipit West, Alitagtag, Batangas
2000 - 2005
 74

Curriculum Vitae

EVANGELISTA, ANNIE P.

Natunuan, San Jose, Batangas

09977949182
annie.evangelista@tup.edu.ph

PERSONAL INFORMATION

Birthday: December 15, 2000

Birth Place: Batangas Regional Hospital

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father’s Name: Augusto D. Evangelista

Mother’s Name: ( Deceased )

EDUCATIONAL BACKGROUND

Tertiary TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

Bachelor of Science in Industrial Education
Major in Information and Communication Technology
Brgy. Bungahan, Cuenca, Batangas
2019 – Present

Secondary DR. BONIFACIO A. MASILUNGAN NATIONAL HIGH SCHOOL

Senior High Diploma
Lalayat, San Jose, Batangas
2017 - 2019

BALETE NATIONAL HIGH SCHOOL

Grade 10 - Completer
Balete, Batangas City
2013 - 2017

Primary TUGTUG ELEMENTARY SCHOOL

Tugtug, San Jose, Batangas
2007 - 2013
 75

Curriculum Vitae

MAÑAGO, SHAEANA MAE C.

Rosario, Batangas
09633557615
shaeanamae.mañago@tup.edu.ph

PERSONAL INFORMATION

Birthday: May 21, 2000

Birthplace: Daet, Camarines, Norte

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father’s Name: Mariano R. Mañago

Mother’s Name: Gloria C. Mañago

EDUCATIONAL BACKGROUND

Tertiary TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

Bachelor of Science in Industrial Education
Major in Information and Communication Technology
Brgy. Bungahan, Cuenca, Batangas
2019 – Present

Secondary ALUPAY NATIONAL HIGH SCHOOL

Senior High Diploma
Alupay, Rosario, Batangas
2017 -2019

JUNIOR MACALAMCAM -B NATIONAL HIGH SCHOOL

Grade 10 - Completer
Macalamcam-B, Rosario, Batangas
2013 -2017

Primary PINAGSIBAAN ELEMENTARY SCHOOL

Pinagsibaan, Rosario, Batangas
2006 – 2013
 76

Curriculum Vitae

MAULEON, ROLLY M.

San Felipe, Cuenca, Batangas

09652810364
rolly.mauleon@tup.edu.ph

PERSONAL INFORMATION

Birthday: April 29, 2000

Birthplace: Lemery, Batangas

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father’s Name: Rodolfo M. Mauleon

Mother’s Name: Erlinda M. Mauleon

EDUCATIONAL BACKGROUND

Tertiary TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

Bachelor of Science in Industrial Education
Major in Information and Communication Technology
Brgy. Bungahan, Cuenca, Batangas
2019 – Present

Secondary FERMIN LA ROSA NATIONAL HIGH SCHOOL

Dita Cuenca Batangas
2013 - 2016

Primary CUENCA CENTRAL ELEMENTARY SCHOOL

Cuenca Batangas
2006 - 2013