Chapter IV
ANALYSIS, PRESENTATION AND INTERPRETATION OF DATA
Results and Discussions
This chapter presents the results of the study in tables,
showing data that were analyzed using appropriate statistical
methods. It includes the presentation, analysis, and
interpretation of the data gathered by the researchers.
Determining the level of learners’ comprehension is
essential in evaluating the effectiveness of instructional
approaches used in the teaching–learning process. In this regard,
Table 1 presents the level of comprehension of Humanities and
Social Sciences learners when documentary videos are utilized as
a teaching strategy. The table shows the data.
Table 1.
Level of Comprehension Using Documentary Video
Comprehension Using Documentary
Respondent Video Learners’ Learning Experience
Section Mean % Mean % Interpretation
Athena High Level of
26.97 84.28 10 83.33
Comprehension
32 12
Legend: 8.00 – 10.00 High; 7.00-5.00 Moderate; 4.00-1.00 Low
Table 1 shows the level of comprehension of the respondents
using documentary videos. The respondents demonstrate a generally
high level of comprehension. Specifically, the respondent Athena
attained a mean score of 26.97, corresponding to 84.28%,
indicating a high level of comprehension. Similarly, the
learners’ learning experience with documentary videos is also
high, with a mean of 10 or 83.33%. These results suggest that
documentary videos are effective in enhancing learners’
understanding of the subject matter, providing a rich audiovisual
context that facilitates engagement and retention of information.
The observed high level of comprehension among learners
aligns with recent literature on the use of video-mediated
instruction in educational settings. Taga (2024) reported that
learners exposed to video lessons achieved significantly higher
academic outcomes and engagement compared to those taught through
traditional methods. Similarly, Shivani et al. (2025) found that
documentary videos increased students’ motivation and active
participation, as well as comprehension, compared to conventional
lecture-based instruction. Moreover, Faustino (2024) highlighted
the effectiveness of educational video lessons in enhancing
engagement and understanding, particularly in remote learning
contexts, emphasizing the role of audiovisual media in supporting
diverse learning styles.
Furthermore, these findings suggest that documentary videos
can improve learner comprehension relative to traditional
teaching methods by providing concrete visual and auditory
representations of concepts, fostering deeper understanding, and
encouraging active engagement with the learning material. This
supports the growing body of research advocating for the
integration of multimedia resources in Humanities and Social
Sciences instruction to complement traditional pedagogical
approaches.
The analysis of learners’ comprehension using documentary
videos, as presented in Table 1, reveals a generally high level
of comprehension among Humanities and Social Sciences learners.
The results indicate that learners demonstrated strong
understanding and positive learning experiences when documentary
videos were integrated into instruction, suggesting that
audiovisual materials effectively support content comprehension.
Building on these findings, Table 2 further examines learners’
comprehension by comparing the results across instructional
approaches, specifically documentary videos and traditional
teaching methods.
Table 2.
Level of Comprehension Using Traditional Teaching
Comprehension Using Documentary Learners’Learning
Respondent Video Experience
Section Mean % Mean % Interpretation
Aphrodite High Level of
26.41 82.53 10.52 87.67
Comprehension
32 12
Legend: 8.00 – 10.00 High; 7.00-5.00 Moderate; 4.00-1.00 Low
Table 2 presents the level of comprehension of Humanities
and Social Sciences learners when traditional teaching methods
are employed. The findings show that the respondent section
Aphrodite attained a mean score of 26.41, equivalent to 82.53%,
which is interpreted as a high level of comprehension. Similarly,
the learners’ learning experience achieved a mean of 10.52 or
87.67%, likewise categorized as high according to the study’s
legend. These results suggest that learners were able to
understand lesson content and actively engage with material
through conventional instructional strategies such as teacher-led
explanations, classroom discussions, and direct interaction.
The high level of comprehension observed aligns with
existing literature on the effectiveness of traditional
instruction. Research by Al‐Mekhlafi and Al‐Jarf (2021) found
that teacher-centered approaches continue to be effective in
facilitating comprehension when instructors actively model
thinking and scaffold learning, particularly in humanities-
related subjects. Similarly, a study by Nguyen and Kulasegaram
(2023) demonstrated that learner comprehension remained high in
traditional lecture settings when combined with structured
questioning, feedback, and interactive class discussion. In
addition, Zainuddin et al. (2022) reported that traditional
teaching strategies help strengthen foundational knowledge and
critical thinking skills, especially when learners are guided
through step-by-step explanations and contextual examples.
Collectively, these studies support the present findings,
indicating that traditional teaching remains a viable approach
for promoting deep understanding among learners, even as
educational technologies continue to evolve.