GSJ: Volume 10, Issue 9, September 2022

ISSN 2320-9186 353

GSJ: Volume 10, Issue 9, September 2022, Online: ISSN 2320-9186

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EFFECTIVENESS OF SUPPLEMENTARY MATERIALS IN

DEVELOPING VOCABULARY COMPETENCE
UTILIZING VIDEO LESSONS AMONG
GRADE 5 LEARNERS
ESTRELLA A. ANDRES
CORNELIO C. ROLLO, PhD
AURELIO C. CAGANG, PhD
[email protected]

Ramon Magsaysay Memorial Colleges, Graduate School

General Santos City, Philippines

Abstract. This study aimed to find out whether utilizing video lessons was effective in improving the vocabulary competence of
Grade 5 learners. The subjects of the study were forty (40) learners of Saavedra Saway Central Elementary School for the school
year 2020-2021 in General Santos City, Philippines. The study used the experimental single-group design using Pre-Test and Post-
Test. Frequency counts and t-test for uncorrelated sample was used to treat the data gathered. The findings of the study revealed
that most of the Grade 5 learners improved in their vocabulary competence after the use of supplementary material. Nevertheless,
these supplementary materials were useful and should be utilized by teachers to help students improve their vocabulary
competence.

Keywords: Supplementary materials, education, developing vocabulary competence, video lessons, grade 5 learners, experimental
single-group design, pre-test, post-test, Philippines

--- --- --- --- -- -- -- --

1. INTRODUCTION According to the Elementary and Secondary

Education in the new normal created issues and Education Act of 2001, the K-12 education program aims to
problems. It demands a pressing need to innovate and establish innovative and creative best practices through
implement effective teaching strategies utilizing different
supplementary materials. The sudden learning transition has digitized instructional materials to help learners accomplish
prompted the teachers and learners to pave the way for specified learning goals. However, one of the challenges the
digital tools such as YouTube, Google classroom, and other Filipino teachers face is the availability of appropriate and
online platforms to provide continuous learning among digitized instructional materials.
learners. Hence, multimedia instruction is crucial in helping According to DepEd Undersecretary, every school
education still be possible during Corona Virus Disease year, one of the problems that the agency faces is the lack of
(COVID) -crisis (Asaad, 2019). learning materials because the budget is insufficient. With this
Vocabulary Knowledge was regarded as a problem at hand, educators needed to find innovative and
fundamental key to reading comprehension and certainly one creative ways to increase learners' vocabulary to improve
of the most critical competencies a child must learn in school. their reading comprehension (Barlette and Strough, 2018).
The ability to read and understand the meaning of words is a The use of multimedia instruction can be a part of a
strong indication of the learners' academic achievement. learning system because it has a lot of pedagogical benefits to
Thus, the subject's significance makes it necessary to offer. In the absence of face-to-face in-person learning,
carefully choose relevant instructional materials to teach to instructional videos can help learners who are now required to
the learners (Clark and Mayer, 2017; Sherman, 2021). embrace independent and self-paced learning. With the use of
_________________ the videos, learners can pause, rewind and re-watch them to
learn at their own pace (Aldoobie, 2016; Klupiec, Pope,
Taylor, Carroll, Ward, and Celi, 2019).
Estrella A. Andres, Ramon Magsaysay Memorial Colleges, General For this reason, the researcher aims to develop
Santos City, Philippines instructional videos on vocabulary as an instrument of

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 GSJ: Volume 10, Issue 9, September 2022
ISSN 2320-9186 354

instruction in improving learners' reading comprehension. The Scores, and the second box shows the dependent variable,
instructional videos to be designed may serve as the Post-test Scores. They are presented to demonstrate
supplementary teaching materials for the teaching-learning whether using video lessons have effectively
process (Bravo, Amante-Gracia, Simo, Enache, and Independent Variable Dependent Variable
Fernandez, 2021).

1.1. Research Questions Pre-Test Score Post-Test

Scores
This study aimed to find out whether the use of video
lessons was effective in developing vocabulary competence
among the Grade 5 learners of Saavedra Saway Central
Elementary School. Figure1. Conceptual Framework
Specifically, the study determined the following:
1. What are the pre-test scores of Grade 5 learners in
2. METHOD
vocabulary before utilizing video lessons?
2. What are the post-test scores of Grade 5 learners in 2.1 Research Design
vocabulary after utilizing video lessons? This study utilized the single group pre-test and
3. Is there a significant difference between the pre-test post-test experimental design in educational research. It
and post-test mean gain scores of Grade 5 learners involved an experimental group. According to Ardales (2008),
in vocabulary utilizing video lessons? as cited by Glenn (2016) the one-group pretest-post-test
1.2. Theoretical Framework design is without a control group. However, it has a pretest or
a baseline observation (O1), which allows the investigator to
This study was anchored on the Behavioral Learning
determine the effects of the treatment by comparing the
Theory by Skinner (1967). Understanding how to encourage
pretest and post-test (O2) results. This design is subject to
and assist learners in the classroom requires knowledge of
validity treats history, maturity, testing, instrumentation, and
behavioral learning theory. A response to the correct stimulus
statistical regression.
transfers information from teachers to learners. In behavioral
The construction of supplementary materials using
learning, students are passive participants; teachers provide
the video lessons was the basis for determining the
them with information as part of a stimulus-response system.
vocabulary competence of grade 5 learners. They underwent
The teachers teach the learners how to react and respond to
the Pre-test and Post-test.
various stimuli using behaviorism. It must be done frequently
The data-gathering tool included a validation tool to
to remind students of the behavior that a teacher is looking
determine the level of validity of the constructed vocabulary
for. In behavioral learning theory, positive reinforcement is
test for Grade 5 learners. Developing a vocabulary test
crucial. Without positive reinforcement, the learners will soon
assessed the vocabulary competence of Grade 5 learners.
abandon their solutions if they do not appear to be working.
Lastly, the validity of the instructional videos in terms of
Secondly, this study was also anchored on the
content quality, instructional quality, and technical quality
Cognitive Learning Theory by Jean Piaget (1952). According
was determined using the Department of Education (DepEd)
to the cognitive development theory, children's intelligence
Rating sheet for Non-Print Supplementary Materials during
evolves through time. Learning is only one aspect of a child's
the evaluation.
cognitive development. The youngsters must develop a
The research and development method produces a
mental model of the world or construct. Children go through
particular product and tests its effectiveness. Research
phases of cognitive development due to the interaction of
development is defined as a purpose to result in the effects
natural abilities and external circumstances. Piaget proposed
and ends with an evaluation process. Figure 1 shows the
four stages of cognitive development in his theory.
research design.
Sensorimotor stage: birth to two years, Preoperational stage:
two to seven years, Concrete operational stage: seven to Experimental Group O1 –x O2
eleven years, and Formal operational setting: twelve years
and up. The steps' order is invariant across cultures and where:
follows the same invariant called unchangeable order. The
children go through the same phases in the same order but at
O1 refers to the pre-test result in the vocabulary of the
different rates.
experimental group
Lastly, the Constructivist Learning Theory by John
Dewey (1974). The primary premise of constructivist theory is
that when people gain experience, they learn from what they O2 refers to the post-test result in the vocabulary of the
already know. That is, humans, derive meaning from their experimental group
experiences. Constructivist thinking is based on Piaget and
Vygotsky's cognitive ideas in numerous ways. The children X refers to video lessons as treatment
learn actively from Piaget, construct systems, assimilate and
accommodate all types of science, etc. Thus, one can say that
the "top-down" and "bottom-up" learning methodology is born 2.2 Research Locale
of constructivist thinking. It implies that the teacher will The researcher conducted the study in Saavedra
present the central idea first, and the learners will receive the Saway Central Elementary School, Division of General Santos
details. In this way of thinking, the teacher does not teach the City. The school is one of the oldest schools in the Labangal
details since they are challenging to comprehend. According District. The Barangay is located in a place dominated by both
to constructivism theory, the learner should place a premium the Christians and Muslims who live together in peace and
on the learning process. The learners, not the others, are harmony. Fishing is the everyday livelihood of the people, and
responsible for actively expanding their knowledge. They tuna as their main product.
must be accountable for their progress.
1.3. Conceptual Framework 2.3 Research Respondents

The schematic diagram in figure 1 illustrates two The study’s subjects were 22 boys and 18 girls or
boxes. The first is the independent variable, the Pre-test forty (40) Grade V pupils of Saavedra Saway Central
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 GSJ: Volume 10, Issue 9, September 2022
ISSN 2320-9186 355

Elementary School for the school year 2020-2021. This study First, she computed the variance 𝑆𝑆𝑆𝑆2 of the test
was conducted using a single group design utilizing video scores for the whole group. Second, she determined the
lessons to determine the learners' vocabulary competence. proportion passing each item (𝑝𝑝𝑝𝑝) and failing each item(𝑞𝑞𝑞𝑞).
The researcher employed Census or Total Enumeration in the Third, she multiplied (𝑝𝑝𝑝𝑝) and (𝑞𝑞𝑞𝑞) from each item; and sum for
conduct of the study (Lieberman and Singh, 2017). all the items. It gave the ∑ 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 value. Finally, the researcher
substituted the calculated values in the formula.
Table 1 After that, she computed it to determine whether the
100-item Test Instrument piloted was reliable.
Distribution of Respondents After knowing the instrument's reliability, the
proponent did the item analysis to determine the index of
difficulty and discrimination of each item. To do this, the
Boys Girls Total
researcher strictly followed simple but effective procedures for
22 18 40
item analysis:
First, she arranged the test scores from the highest
2.4 Data Gathering Procedure to the lowest. Second, she got one-third of the papers from
the highest and one-third from the lowest scores. The middle
Before conducting the study, the researcher one-third was set aside. Next, she counted the number of
constructed a 100-item vocabulary test with a specifications students in the upper and lower groups who chose the
table. It was validated by three (3) Master Teachers and options. Then, she recorded the frequency from step 3, and
obtained an overall mean of 4.12, which was described as furthermore, she estimated the index of difficulty. She used
∑ 𝑥𝑥
Very highly valid in its content validity. It was pilot tested on the formula: Index of difficulty = 𝑥𝑥 100
𝑁𝑁
forty (40) randomly selected Grade 5 pupils of Saavedra Where ∑ 𝑥𝑥 is the sum of the correct answer of the
Saway Central Elementary School. upper and lower groups, and N is the number of cases in the
After the pilot test, the results were subjected to upper and lower groups. Difficulty refers to the percentage of
item analysis. Then immediately after the examination, the getting the correct answer to each item. The smaller the ratio,
researcher revised the table of specifications and tested the more complex the item is. The majority criterion (50%
questions to develop a final 50-item vocabulary test. plus one) is the basis for interpreting the difficulty index,
In deciding whether the item was to be retained, whether the item is difficult or easy. When the item has a
revised, or rejected, the researcher referred to the Evaluation 50% difficulty index, it is neither easy nor difficult; the lower
Code for item analysis by Asaad (2019). On the other hand, the percentage, the more difficult it is.
in determining the reliability of the assessment tool, the Finally, the researcher estimated the item
researcher utilized Cronbach's Alpha to check how a set of discriminating power. In assessing the item discriminatory
items were closely related as a group. power, she compared the correct responses from the upper
The needed data to answer one of the research and lower groups. Using this formula, one could compute the
problems of this study were gathered by developing a index of discrimination quickly:
vocabulary test to assess the vocabulary competence of the Index of discrimination = RU – RL
Grade 5 pupils of Saavedra Saway Central Elementary School. NG
Furthermore, for research problem number two, the Where RU was the proper response of the upper
Department of Education (DepEd) Rating sheet for Non-Print group, RL was the appropriate response of the lower group,
Supplementary Materials was used to evaluate instructional and NG was the member of pupils in each group.
videos' validity on vocabulary competence in terms of content The discriminating power of an item was not more
quality, instructional quality, and technical quality. The Five- than 1.00. A maximum positive discriminatory power is
point Likert Scale was used to interpret the results. revealed by an index of 1.00. It is obtained when all upper
The questionnaire used in this research was a group pupils choose the correct answer and not the lower
researcher's made questionnaire. The researcher made one group. Negative discriminating power was obtained when
hundred (100) questions with the Table of Specification more pupils in the lower group got the correct answers than
(TOS). Experts and three master teachers validated this in the upper group. Moreover, a zero-discriminating power
researcher's completed questionnaire. After the experts had (0.00) attained when the equal frequency of the upper and
finished checking and validating each question, they lower groups received the right answer. The items having
suggested that the researcher should follow Bloom's negative and zero discriminating power should be revised or
Taxonomy of percentages in making the questionnaire and improved.
arranging it into three levels which were 60% of easy Table 2 presents the discrimination index and the
questions and 30% of average queries, and 10% of difficult difficulty of the test item.
questions. The experts validated the final number of
questions being used by the researcher in her study, one Table 2
hundred (100) questions, with the Table of Specifications.
After the experts validated the questionnaire, the researcher Index of Discrimination and Difficulty of test Item
submitted it to her adviser for correction and suggestion and
ensured the reliability of the instruments.
INDEX OF ITEM EVALUATION
The process of obtaining a reliability coefficient in
DISCRIMINATION
this method was determined by Kuder-Richardson Formula
0.40 or higher Very Good Item
20. Hence,
𝑁𝑁 𝑆𝑆𝑆𝑆2 − ∑ 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 0.30 – 0.39 Good Item
� 𝑥𝑥𝑥𝑥 = � �[ 0.20 – 0.29 Marginal Item
𝑁𝑁 − 1 𝑆𝑆𝑆𝑆2
Where N is the number of items, 𝑆𝑆𝑆𝑆2 is the variance 0.19 or below Poor Item
of scores on a test defined as, and 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 is the INDEX OF DIFFICULTY ITEM EVALUATION
product of the proportion of passed and failed for item i. The 0.70 or higher Low Difficulty
symbol pi denotes the proportion of individuals giving item I 0.31 – 0.69 Moderate Difficulty
and the proportion falling by 𝑞𝑞𝑞𝑞, where 𝑞𝑞𝑞𝑞 = 1 − 𝑝𝑝𝑝𝑝. The 0.30 or below High Difficulty
proponent strictly observed the steps in applying the Kuder-
Richard Formula 20:
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 GSJ: Volume 10, Issue 9, September 2022
ISSN 2320-9186 356

The proponent retained the items that passed the distribution were utilized to determine the pre-test and post-
difficulty and discrimination index in the item analysis. Other test mean scores. Subproblem number three was treated
items that were marked revise or improve were carried out. using the t-Test for the correlated sample. It was used
The 100-item test underwent face validation. It was validated because the sample size was big.
by three (3) experts who are Master teachers. The instrument
was validated using the following criteria: 1.) clarity of
direction and indicators, 2.) presentation and organization, 3.)
suitability of indicators, 4.) adequacy of indicators per
category, 5.) congruency to the purpose, 6.) impartiality of
the researcher, and, 7.) appropriateness of the options and 3. RESULTS AND DISCUSSION
evaluation rating system. They suggested revising the items
to be valid and reliable through their expertise. The 3.1 Pre-test Scores of Grade 5 Learners in Vocabulary
instrument obtained an overall mean of 4.12 indicating that
the instrument was very good.
The Table below presents the Pre-test Scores of
Out of the 50-item Test in Vocabulary Test in Grade
Grade five learners in Vocabulary before the treatment.
5 that went thorough validation and piloting, the researcher
It can be gleaned that of the forty (40) respondents,
developed an official 30-item Test used in the pre-test and
no learner obtained very high and high scores. Learner
post-test coming from the supplementary materials.
numbers 3, 17, 34, 36, and 38 with obtained scores of 21,
The following were the procedures followed in
24, 21,24, and 24 respectively. These were their scores
conducting the research study:
during the pre-test activity.
The researcher proceeded to ask permission and
As shown, twenty-three learners got low scores
approval from the principal and the barangay to conduct the
during the pre-test, and these were learners 1, 2, 4, 7, 8, 9,
study since it is a COVID-19 pandemic. The acceptance of
10, 16, 20, 21, 22, 23, 24, 25, 29, 30, 31, 32, 33, 35, 37, 39,
IATF from the barangay was needed after the approval. The and 40 with obtained scores of 20,18, 15, 20, 18, 16, 15, 20,
pre-test was conducted on the 40 grade 5 pupils residing in 12, 14, 16, 20, 18, 11, 12, 16, 14, 18, 19, 16, 18, 20, and 20
the different Puroks. It was monitored adequately after the respectively. Out of 40, 12 learners got very low scores, and
conduct of the pre-test. The researcher immediately collected these were learner numbers 5, 6, 11, 12, 13, 14, 15, 18, 19,
the test papers for analysis and interpretation. The test was 26, 27, and 28 with obtained scores of 8, 10, 10, 8, 10, 8, 4,
conducted in every purok following the proper protocol with 8, 10, 9, 10, and 8 respectively.
face masks, social distancing, and alcohol use. In the Generally, the mean of the 40 learners for the pre-
following week, the researcher taught the lesson based on the test was 15.1 or 30.15 percent which was low.
coverage of the study for the first quarter by observing proper Research suggested that instructional videos
protocol again. The scope of the study lasted for two months. increase the learners’ engagement through a learner-centered
It was a weekly activity using the SLM in which the researcher approach. Moreover, with the increasing popularity of
taught the lesson in every purok. Proper reorientation for the multimedia applications and devices such as smartphones and
parents to guide their children in the different coverage laptops, the opportunity to learn is no longer confined to the
lessons under SLMs. After two months of experiments, a post- classroom walls (Fabos, 2021; Thorpe, 2016; Giannakos,
test was conducted to analyze the data, compare the pre-test Chorianopoulos, Ronchetti, Szegedi, and Teasley, 2019).
results, and determine whether the use of SMLs effectively Also, implementing high-quality instructional
improved the academic performance of Grade 5 pupils in materials anchors the work of effective learning. Thus, the
vocabulary. The t-Test of uncorrelated data was used because schools and the government must join forces to ensure that
the respondents 40 belonged to a large population. every teacher and learner access high-quality instructional
Having found the instrument valid and reliable, the materials. Engaging and diverse educational resources
researcher administered the questionnaire. Purok gave the promote learning, foster skills, and accelerate learners’
learners modules for them to answer. But she needed to achievement (Clark and Mayer, 2017; Sweller, 2018; Van
follow the protocol in distributing and retrieving the Self- Merriënboer and Ayres, 2019).
Learning Modules to ensure the health and safety of each Furthermore, instructional technologies as a
individual. The validated questionnaire was conducted aligned systematic process that involves people, procedures, ideas,
with the MELCs for Grade 5 English for the first quarter, and it and devices, which make learning purposeful in the
has a Table of Specification. The researcher prepared classroom. These instructional technologies as teaching aids
instructional materials. A pre-test was conducted in each are rich text materials that combine multimedia such as print,
Purok with the proper guidance of the teacher. They followed
models, mockups, filmstrips slides, transparencies, audio, and
the schedules and protocols to ensure the safety of the
video into one well-thought-out and designed package
learners and teachers during this pandemic. The validity and
(Mayer, 2021; Sherer and Shea, 2021).
comparison were made after conducting the post-test. The
In addition, video-based materials boost learners’
data were recorded and computed appropriately.
creativity and cooperation. Access to videos can encourage
Choose the topics focusing on vocabulary
learners to create meaningful contexts for their learning
competence among Grade 5 learners, create the concept and
experiences. Furthermore, the richness of the type of
split the content into lessons or just small tutorials for a start,
information like pictures, sound, motion, and sometimes text
and create a video platform that would fit the demands and
is beneficial to learners because it enables them to learn both
needs of the learners. In this scenario, the videos were all
through visual and verbal means. It gives them an actual
focused on the vocabulary competence that could enhance
view of physical objects and sceneries, understand sequences
the critical thinking of the Grade 5 learners to respond to the
in motion, and eventually see viewpoints that are not easy to
different learning activities created by the teacher. Then, the
grasp or difficult to perceive in nature (Donkor, 2020; He and
teacher created video lessons and styles. Lastly, she made a
Cooper, 2021).
video lesson plan or outline to provide spontaneity in the
study.
The study used the appropriate tools to analyze and
interpret the gathered data. Appropriate statistical tools were
used for each subproblem in treating the data correctly. For
sub-problems 1 and 2, frequency count and percentage

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 GSJ: Volume 10, Issue 9, September 2022
ISSN 2320-9186 357

Table 3 On the other hand, eighteen learners got high

scores. They were learner numbers 1, 3, 7, 8, 10, 16, 21, 23,
Frequency counts and Percentage Distribution of Pretest 27, 30, 32, 33, 34, 35, 37, 38, 39, and 40 with obtained
Scores of Grade 5 Pupils in Vocabulary scores of 38, 40, 38, 35, 35, 36, 31, 34, 32, 32, 32, 38, 38,
35, 36, 38, 39, and 38, respectively.
Pupil Frequency Percentage Description As shown, sixteen learners got average scores. They
1 20 40 Low were learner numbers 2, 4, 5, 6, 9, 11, 12, 13, 14, 19, 20,
22, 24, 25, 29, and 31 with obtained scores of 30, 25, 21, 24,
2 18 36 Low
30, 25, 21, 24, 25, 22, 24, 28, 30, 28, 23, and 28,
3 21 42 Average respectively.
4 15 30 Low While four learners got lower scores in the post-test.
5 8 16 Very Low They were learner numbers 15, 18, 26, and 28 with scores of
6 10 20 Very Low 18, 20, 18, and 14, respectively, and no learner got very low
7 20 40 Low scores.
8 18 36 Low Generally, the mean score for the post-test of 40
9 16 32 Low learners was 30.2 or 60.15 percent, interpreted as high.
In the study about developing and validating
10 15 30 Low computer-aided instructional material for Elementary Algebra,
11 10 20 Very Low the findings revealed that the performance pre-test and post-
test of the subjects in both Algebraic expressions and first-
12 8 16 Very Low degree equation and inequalities are satisfactory and
13 10 20 Very Low satisfactory, respectively. It would mean that the learners
gain significant knowledge and skills using computer-aided
14 8 16 Very Low
instructional materials in Elementary Algebra (Abdullah, Fook,
15 4 8 Very Low and Lan, 2016; Berk, 2019).
16 20 40 Low Moreover, teacher-developed materials may be
17 24 48 Average digital or non-digital. These materials may include in the
18 8 16 Very Low LRMDS (Learning Resource Management and Development
19 10 20 Very Low System) catalog and or redeveloped for inclusion in the
20 12 24 Low LRMDS repository, where schools are developing materials
21 14 28 Low locally to meet specific Learning Resource/Teacher
22 16 32 Low Resource/Professional Development Material needs they
23 20 40 Low should use the Guidelines and Processes for LRMDS
Development and Production V1.0 to ensure achievement of
24 18 36 Low
educational and technical quality (Hadijah, 2016; Van
25 11 22 Low
Merriënboer and Ayres, 2019).
26 9 18 Very Low Furthermore, the Department of Education (DepEd)
27 10 20 Very Low Rating sheet for Non-Print Supplementary Materials was used
to evaluate the validity of the educational videos for
28 8 16 Very Low vocabulary competence. The device consisted of the following
29 12 24 Low criteria: content quality, instructional quality, and technical
quality. Content quality refers to the appropriateness and
30 16 32 Low consistency of the content of the instructional videos and
31 14 28 Low which should be linked with the learning competencies
32 18 36 Low intended for English subjects in grade 5 (Bravo, Amante-
33 19 38 Low Garcia, Simo, Enache, and Fernandez, 2021; Klupiec, Pope,
34 21 42 Average Taylor, Carroll, Ward, and Celi, 2019).
35 16 32 Low
36 24 48 Average Table 4

37 18 36 Low Frequency counts and Percentage Distribution of Post-

test Scores of Grade 5 Pupils in Vocabulary
38 24 48 Average Pupil Frequency Percentage Description
39 20 40 Low 1 38 70 High
40 20 40 Low 2 30 60 Average
Total 603 1, 206 3 40 80 High
Mean 15.1 30.15 Low 4 25 50 Average
Score 5 21 42 Average
6 24 48 Average
3.2 Post-test Scores of Grade 5 Learners in Vocabulary 7 38 76 High
Table 4 on page 50 presents the post-test scores of 8 35 70 High
Grade 5 learners in vocabulary after the treatment. The 9 30 60 Average
frequency counts and percentage distribution were used in
analyzing the data. 10 35 70 High
It can be observed that an improvement was 11 25 50 Average
reflected, and it was found that out of 40 respondents, two 12 21 42 Average
learners got very high scores, and these were learners 13 24 48 Average
numbers 17 and 36, with obtained scores of 42. Compared to 14 25 50 Average
the pre-test, no learner got a very high score.
15 18 36 Low

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 GSJ: Volume 10, Issue 9, September 2022
ISSN 2320-9186 358

16 36 72 High Pre- 22.54 1.69

test 3
17 42 84 Very High
Score 9 significant Reject
18 20 40 Low versus
19 22 44 Average Post- H03
test
20 24 40 Average Score
21 31 62 High
22 28 56 Average
23 34 68 High
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24 30 60 Average
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26 18 36 Low evaluation of instructional videos in eduwebtv:
27 32 64 High Technical qualities, pedagogical aspects, engagement
and perceived impact on learning. Journal of
28 14 28 Low
Educational Technology, 10(2), 101-113.
29 23 46 Average
[2] Aldoobie, N. (2016). ADDIE Model. American International
30 32 64 High
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31 28 56 Average [3] Al‐Ansari, H. (2016). Internet use by the faculty members
32 32 64 High of Kuwait University. The electronic library.
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34 38 76 High
split-attention formats on L2 students’ cognitive
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36 42 84 Very High [5] Asaad, A. (2019). Measurement and evaluation concept
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38 38 76 High [6] Bartlett, R. M., & Strough, J. (2018). Multimedia versus
39 39 78 High traditional course instruction in introductory social
40 38 76 High psychology. Teaching of Psychology, 30(4), 335-338.
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Table 4 shows the effectiveness of instructional
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videos in improving the competence of Grade 5 learners in
Contemporary is
vocabulary with uncorrelated data utilized since the
[9] Berk, R. A. (2019). Multimedia teaching with video clips:
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Supplementary resource resources are optional;
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