Group A - Action Research
Group A - Action Research
Group A - Action Research
An Action Research
Presented to the
College of Education
Mindanao State University
General Santos City
_____________________________________________
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education
By:
Gapor, Asria E.
Panizales, Dyna Rose
Prete, Divine Love
Sinsuat, Norhaya
Suazo, Kaye Mae
Tordillo, Mary Sheresh G.
JUNE 2022
II. ABSTRACT
Face to face learning engagement of students and teachers within the school has
been suspended due to the COVID-19 pandemic. This pandemonium has paved the
the continuity and quality of education. This study focused on EdPuzzle Website as
Platform for Asynchronous Modular Learning during the Grade 5 Pupils’ Knowledge
Acquisition to the Fatima Central Elementary School. The subjects of this study were
selected fifteen (15) Grade 5 pupils of Fatima Central Elementary School. This study
sought to find out the responses of the pupils in the application of EdPuzzle in the
study of research to determine the significant relationship between the two variables
which is the students’ perception and responses in the application of EdPuzzle during
the application of EdPuzzle website. The data collected were then analyzed using
frequency count, percentage, mean and t-test for two independent variables. The result
of the study revealed that the learners have a high level of academic performance in
significantly different when compared using t-test for independent samples. Hence, this
study concludes that EdPuzzle can result in better academic performance of the
Learning Module. This action research recommends that the Department of Education
The researchers would like to express their deepest gratitude to the following
individuals who offered their great help and full assistance for the success of this study:
Dr. Jovar G. Pantao, their adviser, who gave priceless expertise, guidance, and
The action research mentors of this group, Ma’am Lorena Fajartin and Ma’am
Jennifer Ruiz, for helping us to expand our ideas on what and how we will be able to
The Grade five (5) pupils of Fatima Central Elementary School l who served as
the respondents of the study and gave time in answering the questionnaires upon which
The researchers’ parents and guardians, siblings, family, and friends for the
financial and moral support, and for the unending love and care.
Above all, to the Almighty God Allah, whose love is abundant over them, for the
knowledge, skills, for the blessings, answered prayers and for sending the people that
progress, plan next steps, and track the learning that is taking place. The definition can
vary from person to person, but the purpose of assessment should always put the child
first. Distance learning is unique in that it allows students to learn at their own speed in
the comfort of their own home. Self-paced instruction via videos and online exercises is
presentation on Assessment Technologies there are many online applications that allow
for formative assessment, one of these is the EdPuzzle. It is a free online application
assessment tool that enables teachers and students to make interactive web movies,
create or adapt films for their students to interact and engage with by incorporating
Moreover, EdPuzzle interactive movies can be created using videos from websites such
as YouTube, TED, Vimeo, and National Geographic. It was one of the things that was
on Common Sense Education's list of the "Top Tech Tools for Formative Assessment."
monitoring the progress of the learners through giving them modular assessment.
Students can contact the teacher via email, phone, text message, or instant messaging.
The teacher will provide remedial activities for kids who are having difficulty. Because
education takes place at home, parents play an important role as facilitators. Their key
role in modular learning is to connect with and guide their child. (2020, Flip Science)
However, in a study conducted by (Olivo, 2021), parents indicated that the time allotted
for completing learning activities was insufficient due to the large number of activities.
Furthermore, several parents stated that some themes in the modules are difficult for
them to understand and that they are unable to assist and guide their children in
answering the learning activities. The study then suggested that the learning activities
be reviewed and that seminars be held for parents to help them support their children
Additionally, according to the study findings of Sema et al. (2021), the group that
used EdPuzzle as a Web 2.0 tool performed much better than the group that did not use
Ekmekçi, 2014; Hursen, 2020; Korkmaz et al., 2019; Malinina, 2016; Sezer, 2015;
Silverajah & Govindaraj, 2018). Hursen (2020), in particular, studied the impact of
found comparable results. Shelby and Fralish (2021) discovered a substantial difference
in student success between groups that utilized and did not use EdPuzzle when
As the Covid-19 still on track, students are having a hard time in understanding
the asynchronous modular lesson as well as answering their activities and what more in
answering their assessment. With that, the researchers view this as an issue in how the
students could perform well in the studies especially in the new normal setting. Schools
and teachers confront a variety of challenges when it comes to distant learning. As they
strive to make learning engaging in this new context, they face a new set of obstacles.
Because this is a new learning environment, teachers must reconsider how to satisfy
the demands of their pupils. Students are dealing with social and emotional
consequences of the coronavirus pandemic, in developing new routines and tactics and
using this time to build new ways for focusing and learning (Atez et. al, 2021).
Maintaining healthy relationships with their families is critical, especially when studying
from a distance.
Moreover, the researchers tried to find ways or tools that could help the students,
teachers and parents in addressing the issue or problems obtained in this asynchronous
modular distant learning. However, we must keep students' attention, encourage them
to think about the material, and provide opportunities for them to respond, that’s why we
utilized EdPuzzle as our prototype in this study. Using EdPuzzle, we can enhance
active learning by adding questions, notes, and comments to videos using this tool. In
addition, we can put these at various places during the film to elicit feedback from
students before proceeding. Students will need to listen actively, especially if they need
to answer questions regarding the subject (Hill, 2020). It is simple to consume online
content passively.
assessment and measurement course to create video enriched course content, provide
timid and formative feedback, and track student performance, as well as to investigate
the impact of using EdPuzzle on student performance and achievement. Therefore, this
during the distant learning of grade 5 pupils’ knowledge acquisition in Fatima Central
Elementary School located at the Barangay Fatima, General Santos City. The
researchers will find the significant difference between self-learning modules and the
through assessment.
Statement of the Problem
This study aims to determine the pupils’ knowledge acquisition of the selected
Grade 5 pupils of Fatima Central Elementary School in the Modular (Digital) Instruction
in using the EdPuzzle Website. Specifically, it seeks answers to the following questions:
This study sought to compare the academic performance of the learners in self-
learning module Modular (Digital) Learning and EdPuzzle in Modular (Digital) Learning.
The result of the study may be beneficial to the teacher to make use of the
Also, the result of the study will benefit pupils by engaging and developing their
interest in learning through digital instruction amidst the challenge of the COVID-19
crisis.
Furthermore, parents may use this study to gain ideas on how to guide their
children in using online educational platforms. It will also develop their interest in
Hypothesis
directed learning during the modular learning using Simplified Self-Learning Module and
EdPuzzle.
directed learning during the modular learning using Simplified Self-Learning Module and
EdPuzzle.
V. INNOVATION, INTERVENTION, STRATEGY
This chapter presents the process of innovation and intervention before, during,
and after the implementation of the proposed prototype. Thus, it also tackles the
Innovation
Feedba
ck an
2. Teach and Learnin d
(Consu g
Speak about the ltation o
Innovation propose f
d Action
Resear
ch to t
Cases and New Assigne he
Education Set-up d
Mentors
)
3. Create a
prototype
1. Observe and
Document Innovative
Practice
Annotating Teaching
New Practices Demonstration to
EdPuzzle
5. Pre-
implementation
Create changes 4. Implement
(Self-learning Concept in New
Module) in practice
Organization
Post-
implementation
(EdPuzzle)
STEP 1: Observe and Document Innovative Practice
EdPuzzle. In addition, they were teaching and speaking about these limitations with
Grade 5 teachers and pupils in Fatima Central Elementary School. This communication
innovations arose in practice. The visibility Tordillo, et al. had from planning, writing,
modular learning concerned with improving self-directed learning provided them with
learning methods. At this stage of the innovation action research cycle, identified the
problem and proposed possible solutions for holistic learning amidst new educational
set-up.
Tordillo et al. began to elaborate the case and propose new possible innovation
Research mentors. To show the proposed innovation, the researchers prepared their
hardcopy of the action research draft using the format given by their ELC 102 Adviser.
The preparation and teaching processes motivated this study to understand the
Particularly, the Action Research mentors of Fatima Central Elementary School with
highly diverse backgrounds and experience of educational research are bound to
suggest and recommend the proposed innovation. Taking a new idea to these
early test of the validity and generalizability of the new idea. The Action Research
mentors also used the experiences and their emerging conceptual framework from
these cases to give talks for the enhancement of the said innovation.
even wider audience. Tordillo et. al did this for asynchronous modular learning
and discussed the concept and the role of their pupils in the
Also, tests whether the concept can create value for modular learning in
concept.
a. Before conducting, the researchers oriented the respondents about their role
modules and evaluation forms to the fifteen (15) Grade 5 pupils of Fatima
c. After the orientation, the self-learning modules and evaluation forms were
b. During the implementation, the researchers distributed the link and class code
researchers.
Intervention
communication and engage their students through innovative learning. The researchers
want to design and implement an engaging teaching and learning instruction that would
provide opportunities to boost pupils’ learning interest and motivation through EdPuzzle
website. This website is supported with devices and requires an internet connection.
acquisition of the pupils. This intervention would possibly improve student academic
performance and decrease the disruptive behavior based on the fact that pupils are
teachers.
The action research intervention involved gathering data over the course of one
to four weeks. In keeping with an action research approach, this data took a number of
In week one of self-directed learning instruction, the researcher asked the students to
read and answer the simplified self-learning modules and answer the pre-evaluation. In
week two, the researcher gathered and analyzed the result of the pre-evaluation using
EdPuzzle prototype and explain the process on how to use and access the said
prototype, then require the pupils to answer the post-evaluation. In week 4, the results
Strategy
The researcher used a quantitative research strategy that relies on the collection
and analysis of data gathering to describe and explain the effectiveness of EdPuzzle in
the teaching and learning process. (Gay, Mills, Airasian 2009). Another method is to
examine trends in numerical data, which can only be evaluated using statistics. The
of obtained data.
The comparative study was used in this study. The comparative study was used
to measure how effective EdPuzzle is to the learning process of the students through
comparing the method to the traditional method for self-directed asynchronous modular
design is appropriate for gathering information on how effective the EdPuzzle is in the
learning.
EdPuzzle annotates the notes, questions, and activities for the learners to follow
the discussion. The instruction method followed in this study is through asynchronous
learning, the researcher conducted quantitative research using an evaluation form for
to compare which among this method is interactive and effective, and a survey
skills testing and learning processes are involved to determine the efficacy of the
selected Grade 5 pupils' performance level in each method. EdPuzzle allows students
Assessment
A. Read the temperature for each thermometer in degree Celsius.
This chapter discusses the methodology of the study. This includes the number
of respondents and their qualifications, and the locale of the study. Hence, this also
includes data collection, data analysis, and the statistical treatment used in this study.
Respondents
To achieve good population validity, researchers selected the students from
modular learning that define the population to which they wish to generalize their results
(Gall et al, 2006). This study used convenience sampling as it selects convenience only
from the location and grade level that this study is going to conduct. There are 15 pupils
among the Grade five pupils from Fatima Central Elementary School. These students
are capable of answering the survey questionnaire, have gadgets or mobile phones and
internet connection.
Barangay Fatima, General Santos City. This school has a population of over 6000
students under the administration handled by their respective Principal, Mrs. Nilda D.
Frenila. This school has been contributing for years their warmth and outstanding
Data Collection
In the first phase, the researchers requested permission from the respective
Principal of Fatima Central Elementary School to involve their Grade 5 pupils in this
study. Then, the researchers collected the data regarding the recommended
respondents of the Principal in the Grade 5 level on the school year 2021-2022 to be
In the second phase, after gaining permission to conduct the study and having
the sample populations of the respondents included, the researcher contacted and
reached out to the Grade 5 Teachers and explained briefly the objective of this
research.
In the third phase, the researcher asked permission from the teachers for the
invitation of this action analysis upon the agreement of the teachers in allowing the
researchers to conduct the action research, the teachers of Fatima Central Elementary
School will let the Grade 5 pupils access the EdPuzzle link that was given by the
researchers. Then, the pupils were tasked to answer the evaluation form to identify the
academic performance of the Grade 5 pupils using the simplified-learning module and
Edpuzzle.
In the fourth phase, after the respondents have submitted their responses, the
researchers analyzed and interpreted the responses of each response to formulate the
findings. The researchers of this study made sure that the privacy and information of
any participants included in this study are confidential and are restricted from being
known and used by anyone unless subjected to approval from the participants. Along
with this, the researchers request permission from the respective Principal of Fatima
methods and the EdPuzzle website. This comparative study used quantitative methods
Typically, comparisons across place and/or time are made with the object of study. Both
trade-off between the availability of similar variables and the number of cases to
involves examining a study subject in light of when looking for patterns of similarities
frequently used. Therefore, this study uses comparative analysis to bring together
differences in the explanatory variables of the students’ perception and responses in the
application of EdPuzzle during Modular (Digital) Learning in order to explain and better
Furthermore, in a statistical treatment, the evaluation form was used to identify
innovation in modular (digital) learning that was distributed to the selected Grade 5
Therefore, using these statistical treatments the researchers can easily identify
EdPuzzle during modular (digital) learning, and thus will evaluate the significant
learning during the modular learning using the two independent variables of (1)
Modules and EdPuzzle, T-test were applied with two-tailed and paired sample statistics.
To assess the pupils’ performance level for self-directed learning using Simplified
This chapter deals with the presentation, analysis, and interpretation of the data
gathered in this study. The various results are presented in the succeeding tables with
previous chapter.
Table 1
PERFORMANCE LEVEL OF SIMPLIFIED SELF-LEARNING MODULES AND
EDPUZZLE
implementation of SLM, out of fifteen (15) pupils, there were four (4) pupils who got a
score of 5 or 50%, there were 5 pupils who got a score of 4 or 40% and there were six
(6) pupils who got a score of 3 or 30%. Thus, it can be described that it does not meet
the expectation of the grading standard with overall means 38.67%. Whilst in the
implementation of Edpuzzle intervention, out of fifteen (15) pupils, there were seven (7)
pupils got a perfect score or 100%, there were three (3) pupils got a score of 9 or 90%,
there were also four (4) pupils got a score of 8 or 80% and there were one (1) pupil got
a score of 7 or 70%. Hence, it can be labeled as outstanding with the overall mean
90.67. Therefore, this study implies that the pupils have a low academic performance
level in modular learning with an overall mean of 38.67% and a proficient academic
with a mean score of 90.67%. This means that EdPuzzle has a relevant impact
Similar to the study of Giyanto et. Al (2020), where the findings revealed that
significantly and is extremely successful in online learning. The study suggests that
Table 2
Significant Difference between the academic performance of selected Grade 5
pupils using Simplified Self-Learning Modules and Edpuzzle
Std.
LEARNING Std. Error
METHOD Mean Deviation Mean T p-value Dcision Conclusion
SLM 38.67 Significantly
2.0000 - Reject
7.74598 0.000 Different at
EDPUZZLE 90.67 0 26.000 Ho.
0.01 level.
From the summary results of Table 2, we can see that the difference in means
for our sample data is 52% (38.67-90.67), and the confidence interval shows that the
true difference in means is between -56.28957 and -47.71043 which means that there is a
significant difference between the two independent variables. So, 95% of the time, the
true difference in means will be different from 0. Our p-value associated with the
difference is 0.000 since the p-value is much smaller than 0.05, which means that the
researchers succeeded to reject the null hypothesis. Therefore, this study implies that
there are 52% significant difference in the performance level of the Grade 5 pupils in
using the proposed prototype named EdPuzzle in self-directed learning during the
asynchronous modular learning than the usual instructional tools of the school which is
the Simplified Self-Learning Module. This means that EdPuzzle has a greater influence
in equipping the pupils with knowledge and skills as they showed better performance
than using the Simplified Self-Learning Module in self-directed learning during the
educational setup.
This study is correlated to the study of Amaaliah (2020), in her study revealed
that there are significant differences in the process data, especially student analytic
skills which have a direct impact on student learning outcomes that increase creativity.
The author also added that from 88.88 percent of students who completed their studies,
addition, the study of Kuckian et., al., (2022) revealed that all of their respondents had a
positive attitude toward EdPuzzle. With the majority of students agreeing or strongly
agreeing that EdPuzzle should be used in most modules, it is clear that participants
One of the most important aspects of EdPuzzle is that instructors can embed
quizzes into the videos for assessing students' knowledge and attention. Multiple-choice
questions that are embedded in the videos can be used for providing immediate
feedback and visual clues (scaffolding) to the students. Feedback which can be
performance (Hattie & Timperley, 2007). In addition, the instructor evaluates the
student's responses to the embedded quizzes in this section. This feature of EdPuzzle
allows conducting formative assessment while using it for an asynchronous class. Each
student can also receive individual feedback based on her/his needs through Edpuzzle
adding a comment menu. Another advantage of EdPuzzle is saving student response
data and video interaction data under the Grade book. This data can also be integrated
knowledge (Turan & Goktas, 2016), and improves academic achievement. Lewis (2019)
and Sarmantayev et al. (2020) stated that stimulation in the form of videos, narratives,
skills.
Conclusion/Reflection
EdPuzzle is a web-based interactive video and formative assessment application
that allows users to trim and add content to existing internet films to focus on certain
learning objectives which this study proposed to utilize upon addressing some
challenges brought by the new normal mode of learning. According to the findings,
skills than just having the SSLM. Students were interested and engaged even
level of the Grade 5 pupils in using the prototype named EdPuzzle in self-directed
learning during the modular learning than the usual instructional tools of the school
which is the Simplified Self-Learning Module. This indicates that EdPuzzle has a higher
impact on equipping students with information and abilities, since they performed better
in self-directed learning throughout the modular learning than the Simplified Self-
Learning Module. Modular materials are not engaging enough than utilizing EdPuzzle
as Modular (Digital) Instruction. It can help and boost more students’ interest and
motivation. EdPuzzle processes the teaching and learning process of the students more
than SSLM.
directed Modular Learning upon the results indicates that pupils’ interests in the lesson
are increased by the EdPuzzle website, they can easily access the lesson anytime
which fosters their communication and collaboration skills while having fun at home.
This means that pupils strongly agree that EdPuzzle can be used as an interactive and
engaging educational method used amidst this pandemic. EdPuzzle is quite effective at
assessment score when using the two independent variables. EdPuzzle's use of online
caters to the needs of individual learners, particularly students who are having a hard
time in coping up lessons. Furthermore, teachers can set learning goals within the
Furthermore, the questions included assisting pupils to engage with the subject and
validate their knowledge. The discussion platform also encourages students to express
their opinions and communicate ideas that are beneficial to their learning. In addition,
and build their self-confidence as they gain success. Finally, they can use the report to
track their progress and reflect on how they might improve their learning practices.
This learning approach through EdPuzzle activities allows students to better
understand the idea being taught while also allowing students to learn at their own
speed. Furthermore, EdPuzzle activities provide additional tools to assist teachers, even
parents and students in learning so that they are not academically abandoned, as is
often in class. Another implication of the research is that slow learners should adopt a
positive attitude toward academic work, as this may have a favorable impact. Thus,
alternative tool in teaching and learning process during Self-directed Modular Learning.
Recommendations
2. The school may provide a webinar or training for teachers on utilizing the
3. The teachers may consider using the Edpuzzle Website for the subjects
0. Pre-
implementation
Phase
Clear and
4. To give a wide
permission letter to Conduct a disseminati First
the office of principal meeting on of (1st)
to conduct the with the Action information week of
program. action Researc about May
research h Adviser research 2022
adviser guidelines
School and
Giving Principal funding.
permission
letter to the Finalization
school Person of all action
principal involved research.
above
Check mentione
action d
research
proposals.
0. Implementati
on Phase
Create a Monitoring
2. To give adequate video Tools
time for the generated Problems
respondents to using were
watch and learn from Edpuzzle identified.
the video generated and let the Intervention
by the researchers students s and First
using the Edpuzzle explore and scaffolding (1st) to
website. exchange were Third
learning successfull (3rd)
information. y done. week of
May
2022
Give
3. To monitor the intervention
progress of using ,
Edpuzzle as a enrichment
platform for or
intervention and reinforceme
identify problems nt activities
encountered by the to the
researchers, and respondent
provide scaffolding. s.
Conduct a
meeting
with the
selected
Grade 5
teacher.
0. Post-
implementation
Phase
1. 1. Evaluation of the
gathered data based Conduct a Master Action First
on the given final Teachers researchers (1st)
Edpuzzle evaluation meeting were able week of
form. with the Researc to submit it June
grade 5 hers to the 2022.
teacher. adviser.
Prepared by:
Mary Sheresh Tordillo
Dyna Rose Panizales
Divine Love Prete
Kaye Mae Suazo
Asria Gapor
Norhaya Sinsuat
Action Research Researchers
Approved:
JOVAR S. PANTAO NILDA D. FRENILA
Research Action Adviser Principal
Republic of the
Philippines
Department of
Education
Fatima Central
Elementary School
Fatima, Uhaw, General Santos City
LORENA FAJARTIN
JENNIFER RUIZ
Action Research Mentor
Members:
Mary Sheresh Tordillo
Dyna Rose Panizales
Divine Love Prete
Kaye Mae Suazo
Asria Gapor
Norhaya Sinsuat
X. REFERENCES
Atez Et. Al (2021). Challenges In The Modular Learning Delivery To The Learners In
Far Flung Areas. E-Issn No : 2455-295x | Volume : 7 | Issue : 9 | September
2021 (Iesrj.Com)
Online Tools For Teaching &Learning. Retrieved From: Edpuzzle | Online Tools For
Teaching & Learning (Umass.Edu)
Sema Et. Al (2021). Impact Of Edpuzzle Use On The Assessment And Measurement
Course Achievement. Retrieved From: Impact Of Edpuzzle Use On The
Assessment And Measurement Course Achievement (Hayefjournal.Org)
Giyanto, Heliawaty, L., & Rubini, B. (2020). The effectiveness of online learning by
EdPuzzle in polymer materials on students’ problem-solving skills. IOP
Conference Series: Materials Science and Engineering, 959(1), 012006.
https://doi.org/10.1088/1757-899x/959/1/012006
Kuckian, Sachin & Joe, Mr & Anil, Vineetha. (2022). Utilization of ED Puzzle: An
interactive tool in teaching practices. International Journal of Special Education.
37. 2022-1633.
Lewis H 2019 Supporting the development of young children’s metacognition through
the use of video-stimulated reflective dialogue Early Child Development and Care
189 1842-1858
Pickvance, C. (2005). The four varieties of comparative analysis: the case of
environmental regulation. Journal of Housing and the Built Environment, 16, 7-
28.
Sarmantayev A S, Ishanov P, Sadykov K, Abdrakhmanov Z, Imanbetov A and Iskakov
M 2020Space Cul. India 7 255
Turan Z., & Goktas, Y. (2016). The Flipped Classroom: Instructional efficiency and
impact of achievement and cognitive load levels. Journal of E-Learning and
Knowledge Society, 12(4).
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational
Research, 77(1), 81-112.