Effects on the Use of Captioned Video Materials among the Grade IV Pupils in Mindanao State University-Integrated Laboratory School

Abstract

In today’s society, the interest of 21st century learners or millennial learners on the use of technology will continue to embed the learning process. The interconnected and digital world demands a lot of learner’s todays. It is in this context that K-12 Curriculum provided that the students will be globally competent and technologically-equipped at the end of complete schooling. Thus, because of those kinds of learners today, an innovative reading strategy is needed to draw from the learners their interest to subsequently improve their school performance. It is in this sense that the use of interactive educational captioned video materials is virtually perfect to this condition. The purpose of this study is to explore the effectiveness of captioned video materials as reading strategy in learning their sub skills, namely: pronunciation, spelling, vocabulary, and comprehension through quasi-experimental study. To do this, (1) Experimental group viewed the interactive captioned video materials, and (2) Control group viewed the interactive non-captioned video materials. To ensure the homogeneity of participants and as basis for dividing into two groups, a test (pre-test) that is derived from lessons in the Module made and compiled by the researcher was given to participants before application of the intervention. The pre-and post-assessment were then analyzed and interpreted using Z-test and T-test of correlated mean. Furthermore, this study seeks to confirm or reject the hypothesis if there is no significant difference between the pre-test and post-test performances of the participants. Finally, using captioned video materials is markedly recognized to have facilitated learning. It help vocabulary widen, correct spelling, good pronunciation and actions which are not fully understand are supplemented by stated captions. Moreover, this serves as eye opener to recommend that the captioned video materials must be adopted as reading strategy in teaching English. With the results, the research had to recommend future researchers to consider this study as start to be more resourceful enough to further investigate effects of viewing especially into other subject areas.