Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY 1

DANAO CAMPUS

Website: http://www.ctu.edu.ph E-mail: cdcarmen@ctu.edu.ph

Phone: +6332 266-9359 | 266-9357 | 260-1009

Effectiveness and Influence of Educational Videos on the Perspectives and

Mindsets of Undergraduate Civil Engineering Students

In Partial Fulfillment of the Course

Requirements for the subject EMATH 214-ENGINEERING DATA ANALYSIS
(A.Y. 2023-2024)
Quantitative Research
By:
Group1
BSCE-2B NIGHT CLASS
Atejera, Al Vincent
Belamala, Edwin Jr.
Durano, Keith
Limotan, Tristan Myles
Pedroza, Erel Kryst
Barbero, Franzen Via
Batoon, Dixie Han
Bo-oc Ainne
Lozano, Ericka Jill
Molde, Haide
Villanueva, Shinamae

ENGR. DONALD R. LALICAN

INSTRUCTOR

2023
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ACKNOWLEDGEMENT

We extend our deepest gratitude to the individuals and institutions that made this research

endeavor possible. First and foremost, we express our sincere appreciation to the administration,

faculty, and students of Cebu Technological University-Danao Campus for their cooperation and

participation in this study.

We would like to acknowledge the invaluable guidance and support provided by our

advisor, Donald Regner Lalican, M.Eng’g-IE, whose expertise and insights greatly enriched the

research process. His unwavering commitment to academic excellence has been a source of

inspiration throughout this journey.

Our heartfelt thanks go to the respondents, the undergraduate civil engineering students,

who willingly shared their perspectives and experiences, contributing essential data for our study.

Their active involvement has been instrumental in shaping the findings of this research.

We also recognize the contributions of previous researchers, educators, and scholars whose

work laid the foundation for our exploration of multimedia-enhanced learning in civil engineering

education.

Last but not least, we dedicate this research to our families and friends whose

encouragement and understanding sustained us during the challenges of academic inquiry. Their

unwavering support has been a driving force behind our commitment to advancing knowledge in

the field of civil engineering education.

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This study is a collective effort, and we are grateful for the collaborative spirit that fueled its

progress.
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Abstract

This study investigates the effectiveness of educational videos on the attitudes and

perspectives of undergraduate civil engineering students in the realm multimedia-enhanced

learning. Utilizing a sample of 30 students from the civil engineering department of Cebu

Technological University-Danao, test analysis revealed a significant positive difference (p=0.05).

Findings indicate that both online learning platforms and educational videos positively influence

students' attitudes. Furthermore, the study highlights the value of educational videos as effective

learning resources and emphasizes the positive impact of instructors' use of digital learning

materials on student motivation during courses.

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Table of Contents

COVER PAGE 1

ACKNOWLEDGEMENT 2

ABSTRACT 4

TABLE OF CONTENTS 5

CHAPTER 1:

RATIONALE OF THE STUDY…………….………………………………….…7

STATEMENT OF HYPOTHESIS………………………………………………..9

DEFFINITION OF TERMS…………………………………………………........10

RESEARCH METHOLOGY……………………………………………………..10

CHAPTER 2:

DATA PRESENTATION…………………………………………………………..11

DATA INTERPRETATION…………………………………………………….....12

DATA ANALYSIS …………………………………………………………………13

CHAPTER 3:

CONCLUSION……………………………………………………………………..16

RECOMMENDATION…………………………………………………………….16

APPENDICES
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APPENDIX A: SURVEY QUESTIONNAIRES……………………………………19

APPENDIX B: STATISTICAL ANALYSIS RESULT…………………………….20

APPENDIX C: INFORMED CONSENT FORM………………………………......22

CURRICULUM VITAE……………………………………………………………………...23

LIST OF CHART

FIGURE 1: VIDEOS WATCHED…………………………………………………..11

FIGURE 2: SCORES(%)……………………………………………………………12

LIST OF TABLES

TABLE 1: EDUCATIONAL VIDEO USAGE………………………………….…..11

TABLE 2: TEST PERFORMANCE ………………………………………………..12
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Chapter 1

Introduction

Rationale of the study

In the rapidly evolving landscape of education, the integration of multimedia resources has

become a pivotal aspect of fostering engaging and effective learning experiences. Particularly

within the realm of civil engineering education, the utilization of educational videos stands out as

a potential catalyst for transforming the perspectives and mindsets of undergraduate students.

The technological developments in higher education have also shown their effect on

engineering education which is one of the disciplines in higher education. Engineering education

in terms of its content and structure takes shape by supporting theoretical information with

application studies (Iqbal, Zang, Zhu, Chen & Zhao, 2014). Technology stands in an important

position in engineering education in conveying theoretical information with applicational studies

(Zaneldin, Ahmed & El-Ariss, 2019). The use of developing technology has revealed alternative

methods in the source of information about engineering and its transfer (Brame, 2016). One of the

alternative methods that have been revealed is educational videos (Pedrotti & Nistor, 2014;

Fernandez et al., 2011).

According to Mayer (2009), educational videos are instructional contents that present

visual and auditory environments together. Fiorella and Mayer (2018) claim that educational

videos emerge by combining the visual and auditory environments in order to reach information.

Educational videos in engineering education have a supportive role for the instructors during

definitions.
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In addition to this, educational videos enable students to recognize and visualize the

information (Shephard, 2003). According to Dharmadhikari (2011), the use of educational videos

in engineering education has a positive effect on increasing the educational experience. In

engineering education, the traditional ways to convey theoretical information into application

studies may be limited. Figure 1 shows the limitations of traditional learning environments in

engineering education (Domingues, Rocha, Dourado, Alves and Ferreira, 2010; Iqbal, Zang, Zhu,

Chen & Zhao, 2014)

The use of educational videos in engineering education also brings many advantages. These

advantages were stated as follows (Violante & Vezzetti, 2014; Carbonell & Pons, 2014):

i. The educational videos used in engineering education can be reused due to their

structural nature.

ii. The videos can be watched at any time.

iii. The educational application videos give freedom of place to the individual.

iv. The use of video equipment has a positive effect on the students’ motivation.

v. The educational videos in engineering education may have a positive impact on the

student’s motivation.

vi. With the use of educational videos, the instructional content can be transferred to much

more students.

The studies about the use of educational videos in engineering education have reached a

conclusion that educational videos provide freedom of place to the instructors and students
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(Rüütman, 2017). In the light of the studies, it was realized that the use of educational videos in

engineering education is crucial for individual learning.

This research seeks to contribute valuable insights into the efficacy of educational videos

within the context of civil engineering education. By exploring their influence,the researchers were

eager to uncover not only the potential enhancements in traditional learning outcomes but also the

broader impact on students' attitudes and approaches to their academic pursuits. This investigation

takes place within the academic settings of Cebu Technological University-Danao Campus, where

the study seeks to shed light on the interplay between multimedia-enhanced learning and the

development of the future mindset of aspiring civil engineers. Through this research, we aspire to

inform curriculum design and pedagogical strategies, fostering a more comprehensive

understanding of the evolving landscape of civil engineering education

Statement of Hypothesis

Educational videos significantly influence the perspectives and mindsets of undergraduate

civil engineering students by providing them with a more practical understanding of theoretical

concepts, thereby enhancing their problem-solving skills and creativity in the field. This

hypothesis suggests that the use of educational videos can have a positive impact on the learning

experience of civil engineering students. It assumes that these videos can help students visualize

complex engineering concepts, which in turn can improve their ability to apply these concepts in

real-world situations.

Definition of Terms:

Engineering Education- is the formal training that prepares people for careers in

engineering. It covers basic principles, practical applications, problem-solving, innovation, and

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ethical values. This education happens at different levels and aims to equip individuals with the

skills needed for effective contributions to the field of engineering.

Interdisciplinary Studies- involves combining insights and methods from different

disciplines to address complex problems. It encourages collaboration and a holistic approach,

exploring connections between various areas of study. This approach is applied in academic

settings, fostering a comprehensive understanding of diverse topics.

Educational Videos- are visual tools created to aid learning by explaining concepts or

demonstrating processes. They are used in classrooms, online courses, and self-directed learning

to make complex topics more accessible and engaging through visuals and audio.

Research Methodology

In this study, the survey method is used to collect data from a sample of individuals through

the administration of structured questionnaires or interviews. This method aims to gather

information about opinions, attitudes, behaviors, or characteristics related to a specific topic. 30

undergraduate students from Civil Engineering Department were selected to be the respondents.

Analysis of Variance (ANOVA), Linear Regression and Correlation test were used to test the

relationship between the Effectiveness and Influence of Educational Videos on the Perspectives

and Mindsets of Undergraduate Civil Engineering Students.

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Chapter 2

DATA PREESENTATION, ANALYSIS, AND INTERPRETATION

This section provides a succinct overview of the key findings and statistical analyses from

our study on the effectiveness of educational videos in influencing the attitudes and perspectives

of undergraduate civil engineering students. The data presentation includes demographic

information, summary statistics for attitude scores, results of the Analysis of Variance (ANOVA),

and findings from Linear Regression and Correlation tests. Visual representations, such as scatter

plots, accompany the tables to enhance the clarity of our research outcomes. These insights aim to

contribute valuable information for educators, curriculum designers, and researchers interested in

the integration of multimedia resources in engineering education.

Table 1.Educational Video Usage:

Q1: Average videos watched before learning a certain topic.
RESPONDENTS VIDEOS
WATCHED
1 10
2 3
3 2
4 5
5 4
6 6
7 1
8 7
9 6
10 10
11 8
12 4
13 5
14 2
15 8
16 6
17 6
18 10
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19 6
20 6
21 8
22 5
23 6
24 8
25 6
26 9
27 10
28 8
29 5
30 8

Figure 1.
VIDEOS WATCHED

TABLE 2: Test Performance:

Q2: Average test scores (in %).
RESPONDENTS SCORES
(%)
1 86
2 75
3 80
4 80
5 82
6 75
7 68
8 56
9 75
10 80
11 83
12 70
13 76
14 56
15 85
16 76
17 70
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18 85
19 74
20 80
21 82
22 80
23 78
24 83
25 76
26 93
27 92
28 83
29 85
30 84

Figure 2.
SCORES (%)

This page encapsulates a comprehensive data analysis of a study investigating the intricate

relationship between the number of videos watched and average test scores in Calculus. Employing

a multifaceted approach, this analysis delves into various methods, including Analysis of Variance

(ANOVA), correlation matrix examination, and regression analysis. These methods aim to unravel

patterns, correlations, and predictive dynamics within the dataset, shedding light on the complex

interplay of variables influencing educational outcomes and learning behaviors. The ensuing

discussion unveils key findings, insights, and statistical significance, providing a robust foundation

for understanding the nuanced connections between video-watching habits and academic

performance in the context of Calculus.

The analysis of the data reveals intriguing insights into the correlation between the

number of videos watched and average test scores in Calculus. While a positive correlation

generally suggests that higher test scores align with a greater number of videos watched,
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exceptions, such as cases where low video counts coincide with high test scores or vice versa,

indicate the presence of additional contributing factors to test performance.

A thorough Analysis of Variance (ANOVA) was conducted, revealing significant

differences in average test scores among various groups (Respondents, Videos Watched, Average

Test Scores). The rejection of the null hypothesis, supported by a substantial F-statistic of 897.13

and an extremely low p-value of 8.52E-59, underscores the importance of exploring specific

groups that differ significantly.

The correlation matrix provides nuanced insights, indicating weak negative correlations

between Respondents and Videos Watched, and Respondents and Average Test Scores, while

revealing a moderate positive correlation between Videos Watched and Average Test Scores.

The regression analysis further emphasizes the relationship, with a multiple correlation

coefficient of 0.5819 signifying a moderate positive linear relationship. While caution is advised

in interpreting certain aspects, such as the non-significant intercept, the overall findings suggest a

meaningful connection between "Average Test Scores (%)" and "Videos Watched," prompting

further investigation into their predictive dynamics.

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Chapter 3

Conclusions and Recommendations

Conclusion

In conclusion, this study supports the hypothesis that educational videos significantly

impact the perspectives of undergraduate civil engineering students. The use of videos enhances

students' understanding of theoretical concepts, improving problem-solving skills and fostering

creativity.

The analysis indicates that educational videos contribute to a deeper comprehension of complex

engineering topics, bridging the gap between theory and application. Students exposed to videos

demonstrated improved problem-solving abilities and a more creative approach to challenges,

aligning with the hypothesis.

Student feedback highlighted a preference for and perceived benefit from educational videos,

emphasizing the value of visualizing complex concepts in the learning process. Despite

encouraging findings, the study acknowledges limitations, such as individual learning

preferences and potential bias in feedback.

Recommendations

Strategically integrating educational videos into civil engineering education to enhance

instructional methods. This study makes a valuable contribution to ongoing discussions on

effective instructional approaches by advocating for the thoughtful incorporation of multimedia

tools. By exploring and implementing educational videos, we have the opportunity to

significantly enrich the educational experience for civil engineering students, providing them
 16

with a dynamic and engaging learning environment. This approach aligns with the evolving

landscape of education, leveraging multimedia resources to enhance comprehension and

retention of complex engineering concepts. Further research and experimentation in this area will

contribute to the continual improvement of teaching methodologies in civil engineering

education.
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APPENDICES
 18

Appendix A: Survey Questionnaire

"The Impact of Calculus Educational Videos on the Academic Performance and

Perspectives of Undergraduate Civil Engineering Students: Exploring the Relationship
Between Video Effectiveness and Exam Scores"

Survey Questions:

1. Educational Video Usage:

Q1: Average videos watched before learning a certain topic.
_________________________________________________
2. Test Performance:
Q2: Average test scores (in %).
________________________________________________
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Appendix B: Statistical Analysis Results

Table 1: Descriptive Statistics of Survey Responses

RESPONDENTS VIDEOS WATCHED SCORES(%)
1 10 86
2 3 75
3 2 80
4 5 80
5 4 82
6 6 75
7 1 68
8 7 56
9 6 75
10 10 80
11 8 83
12 4 70
13 5 76
14 2 56
15 8 85
16 6 76
17 6 70
18 10 85
19 6 74
20 6 80
21 8 82
22 5 80
23 6 78
24 8 83
25 6 76
26 9 93
27 10 92
28 8 83
29 5 85
30 8 84

Table 2: Analysis of Variance (ANOVA) Results

VIDEOS WATCHED
0 50
ANOVA SCORES(%)
df SS MS F Significance F
Regression 1 58.8670907 58.8670907 14.33291 0.000743838
Residual 28 114.999576 4.107127713
Total 29 173.8666667

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept -7.016048014 3.527941802 -1.988708547 0.056587 -14.2427092 0.21061317 -14.2427092 0.21061317
SCORES(%) 0.169711005 0.044827325 3.785882951 0.000744 0.077886393 0.261535618 0.077886393 0.261535618
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Table 3: Linear Regression and Correlation Results

SUMMARY OUTPUT

Regression Statistics r=0.58

Multiple R 0.581872889 Alpha=0.05
R Square 0.338576058
Adjusted R Square 0.314953775
Standard Error 2.026604972
Observations 30

ANOVA
df SS MS F Significance F
Regression 1 58.8670907 58.8670907 14.33291 0.000743838
Residual 28 114.999576 4.107127713
Total 29 173.8666667

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept -7.016048014 3.527941802 -1.988708547 0.056587 -14.2427092 0.21061317 -14.2427092 0.21061317
SCORES(%) 0.169711005 0.044827325 3.785882951 0.000744 0.077886393 0.261535618 0.077886393 0.261535618

RESIDUAL OUTPUT

Observation Predicted VIDEOS WATCHED Residuals Standard Residuals

1 7.579098441 2.420901559 1.215704459
2 5.712277383 -2.712277383 -1.362024695
3 6.560832409 -4.560832409 -2.290313819
4 6.560832409 -1.560832409 -0.783803419
5 6.90025442 -2.90025442 -1.456421149
6 5.712277383 0.287722617 0.144485705
7 4.524300346 -3.524300346 -1.769798375
8 2.487768282 4.512231718 2.265908004
9 5.712277383 0.287722617 0.144485705
10 6.560832409 3.439167591 1.727047248
11 7.069965425 0.930034575 0.467035587
12 4.863722356 -0.863722356 -0.433735571
13 5.881988388 -0.881988388 -0.442908226
14 2.487768282 -0.487768282 -0.244942663
15 7.409387436 0.590612564 0.29658799
16 5.881988388 0.118011612 0.059261907
17 4.863722356 1.136277644 0.570604696
18 7.409387436 2.590612564 1.300928257
19 5.542566377 0.457433623 0.229709503
20 6.560832409 -0.560832409 -0.281633286
21 6.90025442 1.09974558 0.552259385
22 6.560832409 -1.560832409 -0.783803419
23 6.221410399 -0.221410399 -0.111185689
24 7.069965425 0.930034575 0.467035587
25 5.881988388 0.118011612 0.059261907
26 8.767075478 0.232924522 0.116967738
27 8.597364473 1.402635527 0.70436167
28 7.069965425 0.930034575 0.467035587
29 7.409387436 -2.409387436 -1.20992241
30 7.23967643 0.76032357 0.381811788
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Appendix C: Informed Consent Form

Title of the Study: The Impact of Calculus Educational Videos on the Academic Performance and

Perspectives of Undergraduate Civil Engineering Students: Exploring the Relationship Between

Video Effectiveness and Exam Scores

Dear Participant,

Good day! We hope this letter finds you well. We are reaching out to invite you to participate in

our research study, which aims to explore the effectiveness and the influence of Educational

Videos on the Perspectives and Mindsets of Undergraduate Engineering Students.

Your insights are crucial to the success of our study, and we kindly request that you take a few

moments to answer our survey questionnaire with utmost honesty. Your valuable input will

contribute significantly to the advancement of knowledge in this area.

Key points to note:

1. Time Commitment: The survey is designed to be brief and should only take 5 to 10 minutes of

your time. We appreciate your willingness to dedicate this time to our research.

2. Data Authority: By continuing with the survey, you are granting us the authority to access the

data you provide. Please be assured that we will handle your information with the utmost care

and respect.

3. Anonymity and Confidentiality: Your privacy is our top priority. All information you provide

will be treated with strict confidentiality, and your responses will be anonymized to ensure your

identity remains confidential.

 22

4. Informed Consent: If selected as a participant, an informed consent form will be sent to you

through the platform of your choice. This document will provide detailed information about the

study, and your consent will be sought before any further involvement.

5. Withdrawal Option: Your right to withdraw from the study, even after the data gathering

process has begun, will be highly respected. Participation is entirely voluntary, and you are free

to withdraw at any time.

6. Data Usage and Destruction: The data collected will be used exclusively for research and

educational purposes. Once the study is complete, all data will be securely destroyed to maintain

confidentiality.

We genuinely appreciate your willingness to participate, and your contribution will undoubtedly

enhance the depth of our study. If you have any questions or concerns, please do not hesitate to

contact us.

Thank you for your time and consideration. Stay safe.

Respectfully,
The Researchers BSCE-2B Night Class
Atejera, Al Vincent Belamala, Edwin Jr.
Durano, Keith W. Limotan, Tristan Myles
Pedroza Erel Kryst Barbero, Franzen Via C.
Batoon Dixie Han V. Bo-oc Ainne C.
Lozano, Ericka Jill L. Molde, Haide A.
Villanueva, Shinamae .
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CURRICULUM VITAE