CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

2.1 Review of Related Literature and Studies

In the era of No Child Left Behind, any educational initiative must result in

increased student achievement as measured by systematic, empirical research. Television

has been evaluated for over 50 years for its educational value, and an ever-increasing

body of research indicates that television and video are effective teaching tools, with

positive outcomes in both academic and affective learning. A survey of this research

conducted in 2004 by the Corporation for Public Broadcasting concluded that “children’s

8 viewing of educational television has been shown to support significant and lasting

learning gains” and that “a positive relationship has been found between childhood

viewing of educational television and cognitive performance at both preschooler and

college levels” (p. 2).

A variety of other studies have supported the use of video with older students and

in a variety of content areas and social skills. Some of these include:

• A study by Rockman et al. (1996) of the academic impact of home and school

viewing of Bill Nye the Science Guy showed that students who watched the program

were able to provide more complete and complex explanations of scientific concepts after

viewing the show. Additionally, the gaps in knowledge base between boys and girls and

between minority and majority students were smaller and closer to parity after viewing

the program.
 • A study of the impact of Cyberchase on children’s problem-solving skills found

that viewers outperformed nonveiwers in solving problems and produced more

sophisticated solutions (Fisch, 2003).

• In two unrelated studies, the use of video to “anchor” instruction to a shared

classroom experience resulted in improved vocabulary use, greater understanding of plot

and characterization and increased ability to draw inferences based on historical

information (Barron, 1989).

• A six-week study on the use of instructional television with eighth grade

students found that students in the classes which included the television programming 10

outperformed the control groups in test scores, writing assignments, in variety and

creativity of problem-solving skills, and in their engagement in class discussion (Barnes,

1997).

2.2 Synthesis

The relevance of the related literature and studies to this current study is use of

instructional video is not new in the education system. The researcher already know that

home schooling is already used in different institutions before this distance learning

implemented in the Philippines. Based on the related literature and studies videos can

help to developed learning among students. During this new normal self-learning module

is given to the students and without the presence of their teacher they need to answer the

question and activities as prescribed in the modules. Most of the students cannot

understand the lessons clearly. So, with the use of instructional as like said in the related

literature and studies it can help them to upgrade their academic performance.
2.3 Theoretical Framework

The theoretical background that would be demonstrated in the next section

and relevant for this research included research on the use of instructional video as a

supporting tool in teaching, learning, and understanding process of the students in their

self-learning modular-based instruction.

There is a pervasive belief, increasingly being challenged by research, that

television and video viewing is a passive activity in which viewers are only superficially

reactive to what they are watching, and one that will, over time, hamper or displace

academic achievement. However, recent studies support the theory that viewing is instead

an active process, one which can be “an ongoing and highly interconnected process of

monitoring and comprehending” and “a complex, cognitive activity that develops and

matures with the child’s development to promote learning” (Marshall, 2002, p. 7).

Mayer (2001) explains that viewing, while it may appear to be passive, can

involve the high cognitive activity necessary for active learning: “well-designed

multimedia instructional messages can promote active cognitive processing in students,

even when learners seem to be behaviorally inactive” (p. 19). The content and context of

the viewing are both crucial elements for engaging students as active learners. Content

should be age- and skill-appropriate, as “the content one watches may be a truer

determinant of future academic success than the amount of time one spends watching

television” (Stanovitch & Cunningham, as cited in CPB, 2004, p. 8). Other aspects of

video that have been demonstrated to engage students in active learning are its address to

multiple forms of intelligence, its use of multiple modes for content delivery and its

emotional appeal to viewers.

varying strengths and preferences, at least eight discrete intelligences: linguistic,

logicalmathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and

naturalistic (Gardner, 2006). “The relative strengths and weaknesses among and between

these intelligences dictate the ways in which individuals take in information, perceive the

world, and learn” (Marshall, 2002, p. 8). This represents a great departure from the

traditional view of intelligence, which recognizes only verbal and computational ability

(Brualdi, 1996).

Gardner’s theory suggests that the way subject matter is conveyed will influence

that individual’s ability to learn, and that teachers need to take all these intelligences into

account when planning instruction (Brualdi, 1996). While traditional textbooks often take

a primarily linguistic approach to learning, video’s multiple modes can take a variety of

approaches, such as aesthetic, logical or narrational, in addition to linguistic, thus

addressing the needs of a broader range of learners: “These ‘multiple entry points’ into

the content are especially valuable in a formal educational setting, as they offer greater

accommodation to the multiple intelligences of a diverse group of students” (Corporation

for Public Broadcasting, 2004, p. 7).

There are three widely accepted types of learning styles: aptitude-based, which

draws on Gardner’s theory of multiple intelligences; personality-based, measured by

using the Meyers-Briggs test; and sensory-based, which looks to the modalities through

which students take in information (Pruitt, 2005; Miller, 2001). What all these

conceptions of learning styles express is the need to expand instruction beyond single

modes of instruction.
 There are three primary modalities through which people take in information:

visual, auditory and tactile. Silverman (2006) relates these three modalities to how

students process information, deriving three basic learning styles: visual-spatial,

auditorysequential and tactile-kinesthetic. Visual-spatial learners take in new information

through visualization of the whole concept and think in holistic, often three-dimensional,

images. Auditory-sequential learners, by contrast, think in words, processed auditorally,

and generally learn in a sequential, step-by-step process. Finally, tactile-kinesthetic

learners take in information through physical touch and sensation, and they benefit from

demonstration or application more than from verbal explanations.

The benefits of video—where much of the content is conveyed visually—for

visually-oriented learners is immediately apparent (CPB, 1997; Denning, no date).

However, video also benefits auditory learners, with its inclusion of sound and speech,

and can provide demonstrations not otherwise possible in classrooms for tactile learners.

In fact, all students, both with and without a strongly dominant modality

preference, benefit from instruction that includes video. Marshall (2002) cites the

conclusions of Wiman and Mierhenry (1969), extending Dale’s “Cone of Experience,”

that: “people will generally remember: 10% of what they read 20% of what they hear

30% of what they see 50% of what they hear and see” (pp. 7-8).

Video is a form of multimedia that conveys information through two

simultaneous sensory channels: aural and visual. It often uses multiple presentation

modes, such as verbal and pictorial representations in the case of on-screen print and

closed-captioning (Mayer, 2001). This multiplicity means that video communicates the
same information to students through simultaneous learning modalities and can provide

students with “multiple entry points” (Gardner, 2006) into the content:

The richness of these forms of information [images, motion, sound, and, at times,
benefits learners, by enabling them “…to learn through both verbal and visual
means, to view actual objects and realistic scenes, to see sequences in motion, and
to view perspectives that are difficult or impossible to observe in real life”
(Wetzel, 1994). …Most researchers agree that “…when viewed together, each
source provides additional complementary information,” thus increasing the
chances that comprehension will take place (Kozma, 1991).” (CPB, 2004, p.5)

Citing Wood (1995), Aiex (1999) notes that video can be used “to promote

awareness of the interrelationship between modes (picture, movement, sound, captions)”

(p. 2). Kozma (1991) found that the mix of spoken language, text, still images and

moving images in television and video results in higher learning gains than media that

rely primarily on only one of these symbol systems. Wetzel et al.’s 1994 review of

research concluded that combining sound with either still or moving images resulted in

more learning than simply adding motion to still images (cited in CPB, 2004).

One of the greatest strengths of television and video is the ability to communicate

with viewers on an emotional, as well as a cognitive, level. Because of this ability to

reach viewers’ emotions, video can have a strong positive effect on both motivation and

affective learning. Not only are these important learning components on their own, but

they can also play an important role in creating the conditions through which greater

cognitive learning can take place.

Marshall (2002) details three theories that explain how learning may occur via

well-selected video “based on the ability of the entertaining media to engage the learner,

activate emotional states, initiate interest in a topic, and allow for absorption and
processing of information” (p. 7). Arousal Theory deals with how communication

messages evoke varying degrees of generalized emotional arousal and how concomitant

behavior can be affected while a person is in this state. Short-Term Gratification Theory

deals with affective and motivational components such as enthusiasm, perseverance, and

concentration. Finally, Interest Stimulation Theory posits that entertainment promotes

learning and creativity by sparking a student's interest in and imagination about a topic.

The visual messages of multimedia are processed in a different part of the brain

than that which processes textual and linguistic learning, and the limbic system responds

to these pictures by triggering instinct, emotion, and impulse (Bergsma, 2002, as cited in

CPB, 2004). Memory is, in turn, strongly influenced by emotion, with the result that

educational video has a powerful ability to relay experience and influence cognitive

learning (Noble, 1983, as cited in CPB, 2004).

2.4 Conceptual Framework

INPUT PROCESS RESULT

PRACTICE THE
USE
INSTRUCTIONAL
UNDERSTANDING IMPROVED
VIDEO AS A
THE LESSON ACADEMIC
SUPPORTING TOOL
EASILLY PERFORMANCE
IN SELF-LEARNING
MODULE BASED
INSTRUCTION

RECOMENDATION

Figure 1
 Conceptual Framework on The Use of Instructional Video as a Supporting Tool in

Self-Learning Module-Based Instruction in Araling Panlipunan 7 at Simona

National High School for school year 2021-2022

The first frame shows (input) shows the process of using instructional video

which will be a supporting tool in self-learning modular based instruction for students in

Araling Panlipunan 7 at Simona National High School for school year 2021-2022 as

respondents.

The second frame shows (process) shows the understanding of the lesson easily

which is the desired output expected in this study.

The third frame (result) shows the improved academic performance which is the

desired outcome in the conduct of the study “The Use of Instructional Video as a

Supporting Tool in Self-Learning Module-Based Instruction in Araling Panlipunan 7 at

Simona National High School for school year 2021-2022”

Inclusion of the recommendation is deemed important in this model since it is the

only way to evaluate the response given by the respondents with the desired output.

Through recommendation, the effectiveness of instructional video will be figured.