The Effect of Video Presentation and Printed Reading Materials on Pupils’ Comprehension Skills

The study on the Effect of Video Presentation and Printed Reading Materials on the Pupils’ Comprehension skills was conducted on the pupils of St. Scholastica’s Academy in Bacolod City, Negros Occidental Philippines. This study was only limited to the Four Levels of Comprehension namely: Literal, Inferential, Evaluative, and Appreciative Comprehension. Based on the results of the tests, it showed that there was an increase in scores. The pretest scores of the Experimental Group is 4.53 the Controlled Group is 4.47. The posttest score of both groups is 5.08. Results presented that the Controlled Group has a higher mean difference. The Mean and T-Test: Paired Two Sample for Means were used to interpret the data gathered. Comparing the two values, the T-test shows that the difference of 0.056 between the values is not significant wherein the p-value is equivalent to 0.862. It was recommended that the administrators must ensure that the educators must be prepared in implementing technology inside the classroom. The teachers must check the current standing of the pupils to determine the strength and weaknesses in comprehension. The parents should let their children explore technology and books; and further studies must focus on the upper level to determine if there are changes on the different grade levels as well determine the factors that affect the student’s learning: motivation, learning style and strategies, learning environment, and classroom pedagogy.


Four Levels of Comprehension
There are four levels/stages of comprehension namely: Literal, Inferential, Evaluative, and Appreciative Comprehension.
The first level is Literal. According to Heyman (2012), this refers to the ability to understand what is being read. This requires that the child understands the subject matter and the language used to convey it. As social creatures, we often engage in story-telling practices in our homes and so the ability to understand a story is usually a naturally developing skill. Furthermore, the reader can remember ideas and information that are directly stated in the textbook material. Literal Level produces knowledge of what the author said. The students decode words, determine what each word means in a given context, and recognize that there is some relationship among words that represent what the author has said. At this level, the learners are expected to identify the basic information and follow simple instructions; they form ideas or meanings directly stated in the selection. These ideas are elicited by questions beginning with what, when, where, who, and more (Tizon, 2011).
The second is the Inferential Comprehension. This forces the student to build his or her understanding of the subject matter by using the facts presented to read between the lines for the true meaning of what was meant (Heyman, 2012). Bureros (2014) also added that inferential comprehension is the reader's ability to extract ideas and information not directly stated in the textbook material, using prior or background knowledge to assist in such understanding.
In the Evaluative Level, the students give reaction, judgment, and evaluation of what is written. This involves how they can distinguish the literal meaning of words from suggestions or intentions expressed in the selection. It further calls for the reader's judgment on the wisdom, validity, or propriety of one's statement or literary output. It ultimately deals with the evaluation of what is read (Tizon, 2011). The child is required to apply what he has learned from reading to real-life events or situations. You can encourage this kind of interaction with texts by either asking your child what kind of connections they see (i.e., text to text, text to world, text to self, etc.) or by encouraging them to act based on the application they see (Heyman, 2012).
Lastly, the Appreciative Comprehension where it is based on the student's feelings towards the material or author. It is considered more abstract than any of the other levels because personality, likes, www.scholink.org/ojs/index.php/asir Applied Science and Innovative Research Vol. 4, No. 4, 2020 22 Published by SCHOLINK INC. and dislikes can affect this level. Creation need not necessarily be writing an original story but could include activities like creating a commercial, writing a play, writing a poem from the perspective of a character, etc. (Heyman, 2012). It is the reader's "emotional" response to the content of the textbook material read. This level of comprehension also includes creating new ideas from what was learned in school and life (Bureros, 2014)

Printed Reading Materials
Textbooks have long been used in classrooms from the first grade through the university level. It is considered one of the oldest sources of learning material. Paper books are still a popular choice among instructors and many students still prefer them (Robinson, 2011).
A study was commissioned by Reading Is Fundament al (RIF) and conducted by Learning Point Associates found that access to print materials can improve children's reading performance. The findings suggested that providing children with print materials help the learners read better. It is also considered as an instrument in helping children learn the basics of reading. Providing children with reading materials allows them to develop basic reading skills such as letter and word identification, phonemic awareness, and completion of sentences. Furthermore, it causes children to read more and for longer lengths of time.
Giving children print materials leads to more shared reading between parents and children. Children receiving books also read more frequently and for longer periods. And finally, access to print materials produces improved attitudes toward reading and learning among children. Children with greater access to books and other print materials-through either borrowing books or receiving books to own-express more enjoyment of books, reading, and academics.

Use of Multimedia/Video Presentation
With the development of technology, the use of multimedia has been steadily growing. With the help of a computer, it can make better progress in reading. Multimedia is changing how people will go to learn, providing different presentation modes, such as the audio, the video, and the video subtitle, and so on (Chan, Lei, & Lena, 2014). Al-Seghayer (2001) also mentioned that the adoption of technology is regarded as the most exciting development stemming from the participation of advanced technology in education. Video presentations can not only arouse the students' enthusiasm, keep longer attention, but also widen their horizons, deepen the impression, inspire their imagination (Benbunan-Fich, 2002).
Students need to develop their reading, comprehension, and learning skills. They need to develop one set of skills to build their competence in reading and learning from paper. And these students also need to develop a completely different set of skills: digital literacy, and navigation skills. In an increasingly digital world, it would be irresponsible of schools to neglect the development of the child's digital literacy skills (Salter, 2013).
Videos are processed by the brain 60,000 times faster than text. According to Margalit (2015), these are meant to be consumed in short bursts, while literature, for example, is meant to be "sat with". Videos are sprints, while texts are walks. Because of this very different tone and purpose as a matter of design, it's unfair to criticize videos as "less rigorous" than texts, just as it would be misleading to say that video is universally "more engaging" than text (Heick, 2014).
In addition, videos can provide students with more deeply engaging educational experiences that help them learn better and remember longer (Griffin, 2012;Hillner, 2012;National Teacher Training Institute, 2012). While teachers have long shown rented or purchased films produced specifically for the classroom, the internet (especially YouTube) provides easy and free access to a multitude of videos with varying degrees of educational content. Videos can present common experiences which all students can then discuss. They also provide the opportunity to take "field trips" to various -even impossible-places from inside the body to around the world across the galaxy.
Some studies of the effectiveness of video informal learning environments have yielded some confusing ideas as content acquired via video consumption doesn't easily transfer to the medium of text (Fisch 2002). This doesn't mean students aren't learning from the video (or the text for that matter), but it rather suggests that the design of each medium may impact how the brain processes and stores the lessons from the said medium, disrupting seamless transfer from one form to another.

Research Design
This study made use of a quasi-experimental design. According to Sevilla (2012), quasi-experimental consists of two groups and gives a pretest and posttest. This design is commonly used in groups with participants naturally assembled such as those in the classroom. An advantage of the design is that classes are chosen "as is", possible effects of reactive arrangements are minimized. A quasi-experimental design is an empirical study used to estimate the casual impact of an intervention on its target population and allows the researcher to control the assignment (Dinardo, 2008).
Since this study is aimed to determine the effect of video presentation on the pupils' comprehension skills, this design is used.

Subjects of the Study
The subjects in this study were the Grade Three pupils from St. Scholastica's Academy -Bacolod,

School
Year 2016-2017. The five classes among the six sections were heterogeneously grouped with a variety of academic abilities, socioeconomic status, and interests.
The table presented is a cross-tabulation of the two groups to determine if the respondents are matched by the number of pupils according to sex and as a whole.

Sampling Technique
Simple random sampling is the sampling technique in determining the two groups of subjects. Each section is chosen entirely by chance (Easton & McColl, 2001). The fishbowl draw was used or also known as the lottery method (Egharevba, 2014).

Research Instrument
The study was designed to investigate the effect of the video presentation. The selections that were

Preliminary Phase
The researcher asked the authorization from the school head of St. Scholastica's Academy -Bacolod to allow the researcher to conduct the study. From the five sections of the Grade Three pupils, the researcher chose two groups/sections using Simple Random Sampling. Thus, these formed the control and experimental group.
Research instruments were corrected, constructed, and paraphrased by three validators from Philippine Normal University -Visayas.

Experiment Proper
The researcher conducted a pretest among the control and experimental groups on the same day. It took 30-35 minutes for the pupils to take the test. After checking the pretest and determining the results, the researcher identified the level of comprehension of the pupils.
After conducting the pretest, the pupils were given two days before the intervention started. The experimental and control groups had the same teacher and classroom. The study was conducted in the morning. Three lessons were prepared to present in each section of Grade Three pupils of St.
Scholastica's Academy -Bacolod, School Year 2016-2017. The subjects had one lesson each day.
Thus, the intervention lasted for three days.
In the control group, the teacher-researcher applied the lesson plans using printed materials. In the experimental group, the teacher-researcher applied the lesson using television and laptop.
After the intervention, the researcher conducted a posttest among experimental and control groups.
Pupils were given 30-35 minutes to take the test.

Post Experiment
Score results were recorded in Microsoft Excel. These scores were interpreted by the statistical tools used in this research.

Data Analysis
To analyze and interpret the data on the problem formulated measures of central tendency were utilized.
The mean was used because it is the most reliable measure of central tendency. It is determined by just adding all the scores and dividing the sum by the number of scores added (Rico, 2011). Thus, it will determine the mean gain. The mean rating scale was adapted from Rico (2011), a sample of a behavior rating scale to assess students in oral report, which was used for the mean interpretation to the levels of reading comprehension in the pretests and posttests using video presentation and printed reading materials.
When the mean score falls between 6.50-7.00 this means that the pupils' level of comprehension in using printed reading materials and video presentations is outstanding. If the mean falls in between 5.50-6.49 the pupils' level of comprehension in using printed reading materials and video presentation is good. If the mean falls in between 4.50-5.49, the pupils' level of comprehension in using printed reading materials and video presentation is above average. If the mean falls in between 3.50-4.49, the pupils' level of comprehension in using printed reading materials and video presentation is average. If the mean falls in between 2.50-3.49, the pupils' level comprehension in using printed reading materials and video presentation is below average. If the mean falls in between 1.50-2.49, the pupils' level comprehension in using printed reading materials and video presentation is poor. Lastly, if the mean falls in between 1.00-1.49, the pupils' level comprehension in using printed reading materials and video presentation is extremely poor.
In measuring the significant difference between the mean gains of the experimental and control group, t-test for paired mean is used. The data were analyzed using a computer statistical software called Statistical Package for Social Sciences (SPSS). SPSS is a computer software used by the researcher to analyze and verify the findings of the study. If the value is less than or equal to 0.5, then the result yields a significant relationship. If the value is greater than 0.5, then the result is not significant. Table 3 shows the pupils' total level of comprehension in the pretest. The average score of the experimental group is 4.53 points and the controlled group is 4.47 points out of 7. It implies that both groups have different levels of comprehension skills. However, the difference is minimal. According to Shaywitz (2003), reading is the most complex of human functions. The ability to read is considered an essential basic skill. A lack of skill in reading has a potent effect in other areas (Lyon, 2001). groups. The T-test results show no significant difference in the mean scores between the experimental and controlled groups.

Literal Comprehension
The

Inferential Comprehension
In Table 5, it shows that the Experimental Group gained 1.14 points, while the Controlled group has 1.06 points as their mean, out of 2 points.
The table shows that there is no significant difference in the mean scores of the inferential comprehension of the pupils between the experimental and controlled groups. Wherein t = .628, df = 70, and p-value = .532. This implies that the two groups are comparable at the beginning of the study.
Inferential Comprehension is where the reader's ability to extract ideas and information not directly stated in the textbook material, using prior or background knowledge to assist such understanding (Heyman, 2012). Based on the study of Villarosa (2014), this level of comprehension that the pupils have performed the best and had the highest number of correct points in the iSTAR Teaching Approach.

Evaluative Comprehension
In Table 6, it shows that the Experimental Group gained .69 points, while the Controlled group has .72 points as their mean, out of 1 point. It shows that there is no significant difference in the mean scores of the evaluative comprehension of the pupils between the experimental and controlled groups. Wherein t = .628, df = 70, and p-value = .532. It implies that the two groups are comparable at the beginning of the study. The level of comprehension when the reader's ability is to respond with personal judgments and ideas about the content of the textbook material, using his or her past knowledge and thoughts on the subject is called Evaluative Comprehension (Heyman, 2012). This is the level that the pupils have the lowest ability. Thus, it was recommended that teachers should use methodologies, strategies, and activities that will develop the pupils' levels (Sorrells, 2009).

Level of Reading Comprehension in the Posttests
In Table 8, it shows the pupils' total level of comprehension in the posttest. The average score of the experimental group is 5.08 points and the controlled group is also 5.08 points out of 7. The mean scores of the two groups belong to the range of 4.50-5.49 on the rating scale. Thus, it shows that the comprehension skills of pupils in both groups is above average. Comprehension is the level of understanding of the text. Biancarosa (2005), found the use of technology which can improve the literacy skills and reading comprehension abilities of the students. It helps students construct personal knowledge and makes meaningful learning. However, technology in isolation or lack of student control rarely adds meaning to the lesson. Students need to have personal meaning and make connections for learning (Alessi, 2001).

Posttest Results Based on the Four Levels of Comprehension
The tables show the levels of comprehension of the pupils in the posttest, segregated by level. The T-test results show no significant difference in the mean scores between the experimental and controlled groups.

Literal Comprehension
The

Inferential Comprehension
In Table 10, it shows that the Experimental Group gained 1.53 points, while the Controlled group has 1.58 points as their mean, out of 2 points. It presents that there is no significant difference in the mean scores of the inferential comprehension of the pupils between the experimental and controlled groups.
Wherein t = .405, df = 70, and p-value = .0687. Inferential comprehension is finding information that is not explicitly stated in the passage. Readers should use their experiences and intuition (Khoshima, 2014). A study conducted by Boloori (2010) sought to evaluate the predictive power of critical thinking of EFL learners on their performance on the inferential reading comprehension test. She explored that there was a significant relationship between critical thinking and inferential reading comprehension.

Evaluative Comprehension
In

Appreciative Comprehension
The

Significant Difference in the Scores of Pupils in the Pretests
Despite the difference between the mean scores of the pupils in Table 3, it shows that the mean difference = 0.056 and the p-value = 0.822. It indicates that there is no significant difference between the experimental and controlled groups. The difference is significant only if the p-value is less than 0.05. A study conducted by the Joan Ganz Cooney Center (2013), found that literacy building in children is effective with a printed book because of the centralized focus on the story. However, a study of Beach (2015) indicated that there is a relationship between technology and reading rate in terms of reading comprehension scores.

Significant Difference in the Scores of Pupils in the Posttests
Based on the result, it shows that the mean difference = 0.000 and p-value = 1.000. It indicates that there is no significant difference between the experimental and controlled groups. The difference is significant only if the p-value is less than 0.05. The use of digital video technology can be used that www.scholink.org/ojs/index.php/asir Applied Science and Innovative Research Vol. 4, No. 4, 2020 32 Published by SCHOLINK INC.
enables students to learn (Chuang & Rosenbuch, 2005). On contrary, Mantranga (2007), stated that media do not influence learning, only the content of the materials that cause learning.

Difference of Posttest and Pretest Scores
In identifying the differences in the pretest and posttest mean scores for individual pupils, the averages of these differences for both experimental and control groups were then compared.
In Table 13, results show that there was a mean increase in scores of 0.56 for the experimental group and 0.61 for the control group. However, comparing these two values, the t-test shows that although the control group has a higher mean difference, the difference 0f 0.056 between the two values is not significant wherein the p-value is equivalent to 0.862.
Based on the results conducted, it simply shows that there is no significant difference between using video presentations and printed reading materials as instructions inside the classroom. In the Impact study of Cox and Watson (2000) with 2,300 students from 87 classrooms in primary and secondary schools, the results showed that there were small differences in using instructional technology in the students' academic achievement.
Moreover, in the study conducted by Sorrels (2009)  The implementation lasted for three consecutive days, where the teacher used video presentations to one section and using Printed Reading Materials with the other. The test results of the pupils were recorded and observed by the researchers and were subjected to the appropriate statistical tool and presentation, analysis, and interpretation of the data gathered were presented in this chapter.
Based on the summary of data found in Chapter 4, findings were gathered.
The level of reading comprehension in the pretest of the experimental Group gained 4.53 points and the controlled group is 4.47 points out of 7. The comprehension of the pupils belong to the experimental is Above Average and controlled is Average. Despite the difference between the mean scores of the pupils, the mean difference is equal to 0.056 and the p-value = 0.822, it indicates that there is no significant difference between the two groups. The difference is significant only if the p-value is less than 0.05.
The pupils' level of reading comprehension in the posttest of both groups based on the given results present that there is no significant difference. Despite having a different medium of instruction, both groups gained 5.08 points out of 7.
Based on the results of the pretest and posttest of experimental and controlled groups, results show that there was an increase in scores. The pretest of the experimental group is 4.53 points and the posttest is 5.08 points out 0f 7. The pretest of the controlled group is 4.47 points and the posttest is 5.08 points out of 7. Thus, there was an increase in the mean scores of both groups. The experimental group has an increase of 0.56 and 0.61 for the controlled group. Based on the data, the controlled group has a higher mean difference compared to the experimental. However, comparing the two values, the T-test shows that the difference of 0.056 between the two values is not significant wherein the p-value is equivalent to 0.862.
After conducting the tests, the result shows that there was no significant difference between the two participating sections. The reason for this outcome might be the fact that some of the pupils' have limited attention span which leads to not giving focus on the task. Thus, hypothesis 1 is accepted.
Moreover, after the implementation of the intervention, it was observed that the results of the posttest of the controlled and experimental group show that there is no significant difference. Thus, hypothesis 2 is accepted. It is believed that participants have different types of learning strategies to develop their comprehension skills.
Based on the mean scores of the experimental and controlled group, it shows that there is no significant difference between the two pretests and posttests that the researcher conducted. Thus, hypothesis 3 is accepted. The controlled group has a higher mean difference compared to the experimental group.
However, comparing the two values did not yield a significant difference.

Conclusion
Reading is an important factor for students, this generation is exposed to various technologies and devices that make learning fun and easier. There are a lot of ways that incorporate technology because a lot believe that with this, students can adapt, learn, and develop even the most difficult and complex skills. Thus, it is the reason why the researcher came up with this study to determine the effect of video presentation and printed reading materials on pupils' comprehension skills. The researcher implemented the use of video presentations in a group of pupils and printed reading materials in another group. It is to determine if there is any difference in using these instructions in class. Based on the data gathered, there are small gains in each group. However, this does not yield a significant difference. This does not mean pupils are not learning from the materials that were used, but it rather explained that the design of each medium may impact depends how the brain processes and stores the lesson (Fisch, 2002).
There are multiple factors involved in determining the pupils' comprehension levels. Factors such as teaching Philosophy, teacher knowledge and skills, the curriculum, and student's social factor are variables that can be expanded to better understand the effects of technology upon comprehension skills (Sorrells, 2009).