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ISSN: 2584-0452 (Online)
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Volume – II Issue - VI (June) 2024
Frequency: Monthly

TEACHERS COMPETENCY IN THE DEVELOPMENT OF VIDEO LESSONS IN

MAPEH
Laarni Joy S. Aguilar

Faculty of the Institute of Graduate and Advanced Studies in partial Fulfillment for the Degree Master of Arts in
Physical Education and Sports, Urdaneta City University

| Received: 18.05.2024 | Accepted: 22.05.2024 | Published: 10.06.2024

*Corresponding author: Laarni Joy S. Aguilar
Faculty of the Institute of Graduate and Advanced Studies in partial Fulfillment for the Degree Master of Arts in
Physical Education and Sports, Urdaneta City University

Abstract
Although instructional videos are frequently employed as the major form of delivery for teaching in MAPEH subjects, many
concerns about how to plan and create video lessons remain unsolved despite their widespread use in formal learning
environments. Hence, this study determined the competency level of the MAPEH teachers in the development of video lessons in the
Division of Pangasinan II. It also identified the profile of the respondents in the Division of Pangasinan II in terms of their highest
educational attainment, position, years of teaching service, software used in constructing video lessons, gadgets used in teaching
and number of trainings and seminars attended on computer and video-aided lessons. Items along engagement, effectiveness,
authenticity, inspired teaching, and inclusivity were the view grounds in identifying their competency level. It also determined the
significant difference between the competency level of the MAPEH teachers in the development of video lessons across their profile
variables and further identified the extent of seriousness of the challenges encountered by the MAPEH teachers in the development
of video lessons along personal-related, peer-related, administration-related and community-related as the basis in crafting the
LAC session to sustain the competency of the MAPEH teachers in the development of video lessons. There were 112 respondents
that were considered in the study.
The study found out that most of the MAPEH teachers are Teacher III who are still on the process of completing their Master’s
degree, have been in the teaching service for about five years, utilize Wondershare Filmora X to edit their video lessons with their
laptops and had attended 1-2 trainings on computer and video-aided lessons. The respondents have high competency in developing
their video lessons intended for MAPEH-related classroom educational purposes. The position of the teachers differs in their
ability to develop video lessons. Challenges met by the MAPEH teachers are just moderate and still can be managed accordingly..

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DOI: 10.5281/zenodo.11550815
The LAC Session is intended to enhance the competency level of the MAPEH teachers in the development of MAPEH-related video
lessons.
The researcher strongly recommended that since educational attainment is very important to all teachers in an institution, they are
modestly encouraged to complete their Master’s degree since most of them are still on their way to finishing it. Anyway, this
educational achievement could also be used in their promotion. Though the level is high as regards their competency in developing
video lessons, there is always room for improvement to make it very high. The plans, implementation, and evaluation mechanisms
to improve more on this matter should be considered by the curriculum planners. Challenges, though found to be just moderate,
must be attended with much focus and attention to have a more effective delivery of the subject matter with the use of the video
lessons. Prospective research studies may be conducted to further evaluate the profile variables which are not correlated to the
present study. The study also highly recommends the adoption or integration of the training design to sustain the competency of the
MAPEH teachers in the development of their video lessons.
Keywords: competency, video lessons development, engagement, effectiveness, authenticity, inspired teaching, and inclusivity.

Introduction
Background of the Study
Students will benefit from, learn from, and retain information from populations; as a result, teachers must stay current with these
the lesson more if they are more interested, engaged, and actively changes. Evaluating the current knowledge, attitudes, skills, and
participating in each learning session. Video offers an engaging positive aspects of the instructors' practice can help identify what
learning method and is a very adaptable media. The option to needs to be updated, altered, or improved.
pause, resume, and rewind is absolutely vital. It offers the option to In like manner, technology is widely used in companies, schools,
pause each video and ask students to explain or argue a historical and homes nowadays because it promotes learning and advances
point of reference or anticipate the conclusion of a demonstration. knowledge. Integration is the use of technology to improve,
Rewinding a portion of the film to go over it again will help kids emphasize, present, and gauge how well students comprehend a
grasp a crucial lesson (Varela et.al, 2018). It makes sure to syllabus or a program. (Edutopia, 2017). The use of video as a tool
increase interaction by having students reproduce exercises, for transformation in the classroom has gone through a special
participate in debates, or repeat experiments and demonstrations in cycle of acceptance over time. Videos in educational resources
the classroom. Like other teaching tools or resources, videos foster student collaboration and creativity. Students who have
should be prepared for use in the classroom by teachers. It is access to video may be more motivated and experience studying in
important to plan out reinforcement activities, construct a more interesting setting. Based on a true event, using video in the
instructional sequences, and identify specific learning objectives in classroom has enabled Broadmeadows students and teachers to
advance. However, it is crucial to choose the best online assist with broadcasting school announcements, use pre-recorded
educational video source so that each teacher may be sure of the lessons to address teacher shortages, and improve self-directed
caliber of the information and teaching being delivered. By learning using Internet-based digital video (Greenberg et al., 2018)
allowing them to quickly identify and choose the appropriate video
for the lesson and make use of the other resources offered by that Furthermore, Mendoza et. al (2015) determined how well video
service to improve the learning outcomes, the quality, and the presentations help students learn. This resulted from the
advantages of each lesson, using the right online educational video improvements in student wisdom that the globe has to give in
service should help teachers or parents reduce the amount of time terms of adjustments and updates. Educational movies are
spent on lesson preparation (zaneeducation, 2020) frequently used by teachers and even students to help them
understand, compare, and learn new ideas. The demands of today's
To maximize student learning, teachers must have expertise in a and tomorrow's learners are only just starting to be met by the
wide-ranging array of competencies in an especially complex usage of video. It's not new to use videos in the classroom.
environment where hundreds of critical decisions are required each Students who have access to video may be more motivated and
day (Jackson, 2019). experience studying in a more interesting setting.
Teachers need to improve knowledge and skills to enhance, On the same wavelength, Mayer et. al (2020), identified the five
improve and explore their teaching practices. Many of the studies ways video can have a powerful impact on teaching and learning:
on competencies of teachers focus on the teaching role of teachers First, Engagement: video learning benefits students on several
in the classroom rather than teachers’ competencies. Teachers’ levels, including motivation and learning depth, and it can
competencies have been broadening with respect to reform studies particularly affect their capacity to lead discussions and spot
in education, development of teacher education, scientific results of issues.; Second, Effectiveness: Both sides of the classroom can
educational science and other fields. benefit from video learning, and teachers can use it to set up time
Ou et.al (2019) stressed that it has always been an old-age problem and space for it. The ability to reuse and change videos after they
to make sure that there are highly qualified teachers in every have been made frees up classroom time for in-person interactions
school and to figure out the best way to define and prepare these and conversations with students; Third, Authenticity: Without
qualified teachers. However, as time passes, courses are revised to ever being in the same room, video engages both the student and
meet the needs of society, employers, and a variety of student the instructor in a one-on-one conversation. Fourth, Inspired
Thinking: The understanding and retention of new information
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greatly benefits from the use of both visual and aural cues. Fifth, In his paper, Sykes (2019) pointed out that there is growing
Video for All (Inclusivity): By enabling both general and special emphasis on teaching methods due to concerns about the status of
education teachers to instruct pupils at their own pace, video can the American educational system. Online learning environments
help close this training gap. To acquire and remember information, are becoming more prevalent in most higher education institutions,
students can watch video numerous times. Additionally, students and more video content is being sought for these environments.
who are deaf can read the video's captions. Internet-related infrastructure has gotten cheaper and more
powerful. The efficacy of employing video as a teaching tool isn't
In the middle of the COVID-19 pandemic, teachers are having
clear yet, though. Without more investigation, video will continue
difficulties using video-based education as instructional learning
to be an expensive gamble for a system that is already having
tools for students. These include a lack of knowledge about how to
trouble. The goal of this study is to compare the effectiveness of
use video-based lessons as a teaching tool in the classroom, a lack
using video content as a primary teaching strategy versus more
of teaching tools like laptops and cellphones that can be used to
conventional lecture-based classes in terms of student learning
access information in video-based lessons, difficulty creating
results.
video-based lessons due to poor internet connections, learners'
short attention spans and lack of interest in watching videos, and Ghavifekr (2016) examined teachers' opinions on how well ICT
the time and expense required of students, especially during integration supports teaching and learning in the classroom. The
pandemics when not all students can afford it. The study was findings showed that ICT integration is quite effective for
successful in surfacing the teachers' solutions to the challenges instructors and students alike. Findings show that one of the key
associated with using video-based instruction as instructional elements in the success of technology-based teaching and learning
learning materials, including seeking help from the ICT is teachers who are well-prepared with ICT tools and resources.
Coordinator and well-trained teachers to learn how to create and Additionally, it was shown that teacher professional development
use video-based materials for teaching purposes, understanding the training programs were crucial in improving the caliber of students'
needs of students, accessing ideas through watching YouTube to learning.
gain different ideas for creating interactive video-based lessons,
In a special edition on "Developments and Trends in Learning with
and developing videos. Therefore, it is advised that teachers use
Instructional Video," Logan et. al (2018) reviewed the papers. In
creativity while creating video courses and other types of
particular, it concentrated on fundamental findings regarding which
instructional teaching materials that are appropriate for students.
instructional features or learner characteristics do not improve
The Department of Education has to increase its assistance in
learning with instructional video (e.g., matching the instructor's
educating teachers about the many technology instruments utilized
gender to the learner's gender; having the instructor's face on the
in the teaching-learning process. In order to effectively teach
screen; adding practice without feedback; inserting pauses
students who are digital natives, teachers should work to advance
throughout the video). Examples of these features or learner
their technological skills in computer manipulation. More
attributes include breaking the lesson into segments pace by the
professional development must be offered, and an atmosphere must
learner and recording from both first- and third-person
be created where teachers can integrate these materials into their
perspectives.
lessons, according to the departmental administration,
policymakers, and educators. The perspectives and experiences of Despite the widespread usage of instructional videos in both formal
teachers using video-based classes from various schools and and informal learning environments, many concerns about how to
divisions may potentially be the subject of similar investigations. plan and construct video lessons—which are frequently utilized as
the principal mode of instruction in online courses—remain
According to McGhee (2020), when participants are encouraged to
unsolved.
participate in generative learning activities, they are more likely to
learn from a video lecture or demonstration. People retain more Enhancing the teaching and learning processes, particularly what
information from a video lecture when the instructor alternates takes place during the classes, is a crucial component in raising the
between looking at the audience and the board while lecturing as standard of education. The lesson is the most crucial component of
opposed to just the board or just the audience, and they retain more the delivery of the curriculum and the learning process. However,
information from a video documentary when the words are printed there are a number of approaches available to determine what
(or printed and spoken) rather than spoken in their second happens in a class. Studies based on video recordings of teacher
language. and student activities, however, are one of the approaches that have
demonstrated to systematically document what is happening inside
The study of Umayam (2022) looked at teacher-learners' comments
the classroom. Additionally, video classes have demonstrated to
on the use of video creation in their K–12 classrooms for proof of
be highly useful as a method to improve the caliber of instruction.
content learning, as well as the elements that helped teachers
(Varela et.al, 2018)
employ video production and the difficulties they encountered. The
results showed successful subject learning outcomes as determined It is within these prevailing concepts that the researcher intended to
by standardized assessments, rubrics, and personal experience. The determine the MAPEH teachers’ competency in the development
employment of alternate evaluation methods, student motivation of video lessons in the Division of Pangasinan II.
and engagement, links to curriculum, and changes in teacher
identity were all enhanced by integrating video creation. Teachers Theoretical/Conceptual Framework
have to deal with equipment, logistical, and time-related problems. This study was based on Kolb's theory of experiential learning,
The study came to the conclusion that video creation has a according to which knowledge is formed by transforming
significant role to play in K–12 content learning when seen as an experience. According to this, learning necessitates the acquisition
instructional approach rather than a subject of study. of abstract notions that can later be used flexibly in a variety of
contexts. As a result, experience is transformed to produce

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DOI: 10.5281/zenodo.11550815
knowledge. Around the world, it has inspired the work of Research Hypothesis
educators, instructional designers, and learning and development
There is a significant difference between the competency level of
specialists. The idea serves as a beneficial framework for
the MAPEH teachers in the development of video lessons across
developing efficient training interventions since it encourages both
their profile variables that was tested at .05 level of significance. of
educators and students to comprehend various learning styles.
the fourth industrial revolution in
The constructivism theory, another significant learning theory used
by educators to support student learning, is also the foundation for Methodology
this study. Although it has the concept that active learning requires This chapter presents the research design and strategy, the
physical activity and hands-on experiences, this is not true. For population of the study, data gathering instruments, procedure, and
learning to be successful, the mind must be engaged. statistical treatment.

Lastly, it has also been emphasized as a serious drawback of the Research Design and Strategy
present study because Robert Gagné educational circumstances or This descriptive study sought to determine the competency level of
situations that promote learning. Getting the learner's attention: the MAPEH teachers in the development of video lessons in the
The learning process must be launched by getting the learner's Division of Pangasinan II. Descriptive research, according to
attention. This can be accomplished in a number of ways, such as Dudovskiy (2013), is an account of things as they are right now
by posing a fascinating question or making use of multimedia without the researcher having any control over the variables.
components. Descriptive research gives researchers a complete picture of the
These theories are related to the present study because these call traits of the variables under study in their natural environment,
for the creation of knowledge through learning and experiences enabling them to fully examine the variables.
and construction of something that could benefit others. Given the premises of the research design, the researcher described
the profile of the MAPEH teachers in terms of their highest
Statement of the Problem educational attainment, position, years of teaching service as
This study determined the competency level of the MAPEH
MAPEH teacher, software used in constructing video lessons,
teachers in the development of video lessons in the Division of
gadgets used in teaching, and number of trainings and seminars
Pangasinan II.
attended on computer and video-aided lessons, the competency
level in the development of video lessons of the MAPEH teachers;
1. What is the profile of the MAPEH Teachers in the Division of
after which, a test of difference between the competency level in
Pangasinan II in terms of their:
the development of video lessons of the MAPEH teachers across
a. highest educational attainment;
their profile variables were also used to anchor on the challenges
b. position;
encountered by the MAPEH teachers in the development of video
c. years of teaching service as MAPEH teacher;
lessons in their teaching and learning of students as basis in
d. software used in constructing video lessons;
proposing a LAC session that sustain their competency in
e. gadgets used in teaching; and
developing video lessons.
f. number of trainings and seminars attended on computer
and video-aided lessons? Population and Locale of the Study
The number of respondents for this study based on the data from
2. What is the competency level of the MAPEH teachers in the the EPS-Division Office and by having thorough and rough
development of video lessons along: interview among various schools in the division. A total of one-
a. engagement; hundred twelve (112) MAPEH teachers were considered from the
b. effectiveness; schools within the Division II of Pangasinan.
c. authenticity;
d. inspired teaching; and Data Gathering Tool
e. inclusivity? This study made use of a researcher-made survey questionnaire
which were patterned from related literature and studies of the
3. Is there a significant difference between the competency level study. The researcher formulated the instrument through intensive
of the MAPEH teachers in the development of video lessons consultation with experts with the supervision of the adviser. The
across their profile variables? questionnaire composed of the profile of the teachers, the 4-point
Likert scale on the competency level and also the 4-point Likert
4. What is the extent of seriousness of the challenges scale on the challenges encountered by the MAPEH teachers in the
encountered by the MAPEH teachers in the development of development of video lessons.
video lessons along:
The statements for the Likert scale on the competency level in the
a. personal-related; development of video lessons was based on Memorandum No. 233,
b. peer-related; S. 2020 as regards Evaluation of Video Lessons, DO 42, S. 2016
c. administration-related; and reflecting the Policy Guidelines on Daily Lesson Preparation for
d. community-related? Basic Education Program as well as from the different memoranda
5. What LAC session is proposed to sustain the competency of and orders released by the Department of Education, namely,
the MAPEH teachers in the development of video lessons? DepEd Order no. 12 series of 2020 on the Adoption of the Basic
Education Learning Continuity Plan for School Year 2020-2021,
and DepEd Order no. 18 series of 2020 on the Policy Guidelines

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DOI: 10.5281/zenodo.11550815
for the Provision of Learning Resources in the Implementation of Baccalaureate Degree holders, respectively. Moreover, fifteen (15)
the Basic Education Learning Continuity Plan (BE-LCP). or 24.11% have Doctoral units. This data imply that the
respondents intend to pursue graduate studies yet still some of
Results and Discussion
them are still bachelor's degree holders. One will be better to make
Profile of the MAPEH Teachers data-driven decisions for the students and, in the end, establish
themselves as an expert educator across school environments by
Highest Educational Attainment. It could be gleaned on the table
understanding the needs of the current educational landscape and
that most of the MAPEH teachers have MA units as supported by
obtaining a master's or doctoral degree in education that provides
the frequency of 52 or 46.43%. Twenty-seven (27) or 24.11% and
with practical, transferable classroom skills (Mcklaine, 2020)
18 or 16.07% are Master’s Degree and

Table 1: Profile of the Respondents N=112

Profile Items Frequency Percentage

Highest Educational Attainment

DA/PhD/EdD

with Doctoral units 15 13.39

Master’s Degree 27 24.11

with MA units 52 46.43

Baccalaureate Degree 18 16.07

Position

Teacher I 42 34.43

Teacher II 3 2.68

Teacher III 57 36.72

Master Teacher I 5 4.64

Master Teacher II 4 3.57

Head Teacher I 1 0.89

Years of teaching service as MAPEH teacher

1-5 years 44 39.28

6-10 years 30 26.78

11-15 years 12 10.71

16-20 years 6 5 .36

21 and above 20 17.86

Software used in constructing video lessons

Adobe Premiere Pro 18 16.07

Cyberlink Power Director 365 6 5.36

Wondershare Filmora X 38 33.93

Adobe Premiere Elements 1 0.89

VideoProc 4 3.57

Corel Video Studio Ultimate 1 0.89

Gadgets used in Teaching

laptop 103 91.96

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 iPad 1 0.89

Smartphones 46 41.07

Smart TV 53 47.32

Touch screen LED TV 25 22.32

Number of trainings and seminars attended on computer and video-aided lessons

5-6 3 2.68

3-4 20 17.86

1-2 67 59.82

0 22 19.64

Position. The table shows that most of the respondents are Teacher III as supported by the frequency of 57 or 36.72%. Forty-two (42) or 4.43%
are still Teacher I and 5 or 4.64% are Master Teacher I.
Years of Service as MAPEH Teacher. Most of the respondents have 1-5 years in service as indicated by the frequency of 44 or 39.28%. Thirty
(30) or 26.78% and 20 or 17.86% have 6-10 years and 21 years and above, respectively. The experienced teachers are still of significant number.
Ladd (2018) mentioned that on average, more experienced teachers are more successful in improving student accomplishment than less
experienced colleagues. As they gain experience, teachers perform better. Younger teachers are frequently mentored by more seasoned
educators, who also aid in building and sustaining a supportive school climate.
Software Used in Constructing Video Lessons. The tables shows that most of the respondents utilize Wondershare Filmora X as their medium
in constructing their video lessons as evidenced by the frequency of 38 or 33.93%. While 18 or 16.07% use Adobe Premiere Pro, six (6) or
5.36% use Cyberlink Power Director 365. The data imply that with the variety of software that are readily available on the internet, the
teachers have their choice as to what software is to be used depending on their orientation, exposure and expertise.
Gadgets used in Teaching. The table shows that majority of the respondents use laptop as their main gadget in teaching (103 or 91.96%). Fifty-
three (53) or 47.32% and 46 or 41.07% utilize Smart TV and Smartphones, respectively. This implies that the teachers are teachy and have
profound knowledge as to the utilization of gadgets used in teaching.

Number of Trainings and Seminars Attended on Computer and Video-Aided Lessons.

Most of the MAPEH teachers have attended 1-2 seminars (67 or 59.82%). Twenty (20) or 17.86% have participated 3-4 trainings and seminars.
However, twenty-two (22) or 19.64% never had the attendance to seminars or trainings on computer and video-aided lessons. This suggests that
because there are not many people attending trainings and seminars related to this, their need to gain knowledge and skills pertinent to their
personal and professional development objectives appears to be unmet.

Competency Level in the Development of Video Lessons of the MAPEH Teachers

Along Engagement
The table shows that the MAPEH teachers are highly competent in developing video lessons along engagement as indicated by the weighted
mean of 3.47. This means that the lessons made are engaging and the students show active participation. The goal of the instructional content is
to captivate students' curiosity so that they will actively engage with the subject matter in a dynamic and interactive learning environment.
Consequently, the students exhibit fervent and engaged engagement in the educational process.
Table 2.a. Competency Level in the Development of Video Lessons of the MAPEH Teachers along Engagement
No. Indicator Frequency Mean Descriptive Rank
Through the developed video lessons, the teachers… Equivalent
4 3 2 1

1 provoke creative thinking and promote deeper 47 52 13 0 3.30 HC 8

learning.

2 induce logical and reflective thinking because of the 51 52 9 0 3.37 HC 7

scenes and visual occurrences

3 encourage memory retention regarding matters on 60 46 6 0 3.48 HC 5.5

Physical Education.

4 enhance student comprehension and discussion 59 48 5 0 3.48 HC 5.5

5 aid in the development of a common base of 62 45 5 0 3.50 HC 3.5

knowledge among students.

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 6 provide a better understanding of the concepts and 71 36 5 0 3.58 HC 1
lessons taught in MAPEH subjects

7 hone the ability to remember well the subject matter 63 44 5 0 3.51 HC 2

8 develop a sense of responsibility among students 63 43 6 0 3.50 HC 3.5

through the videos included in the discussions.

Weighted Mean 3.47 HC

Legend:
3.26 – 4.00 Highly Competent (HC)
1.76 – 2.50 Slightly Competent (SC)
2.51 – 3.25 Moderately Competent (MC)

1.00 – 1.75 Least Competent (LC)

The table further showed that the teachers are highly competent in developing a sense of responsibility among students through the videos
included in the discussions with a mean of 3.50. This implies that their full commitment to do their responsibility in developing video lessons is
very evident.

Additionally, to engage students and support learning, these video lectures frequently include in-video quizzes or self-assessment questions.
This also really demonstrates the creators' dedication to developing practical and effective educational resources. It is also deemed that these
video lessons ignite the drive of the students to have their curiosity to the topic because sometimes they are persuaded with the animations. They
enjoy themselves, are inspired, and gain knowledge via animation. Learning results are enhanced by animated materials, which also increase
student engagement and enthusiasm for learning (Sykes, 2019).

Along Effectiveness
Table 2.b. Competency Level in the Development of Video Lessons of the MAPEH Teachers along Effectiveness
No. Indicators Frequency Mean Descriptive Rank
Through the developed video lessons, the teachers… Equivalent
4 3 2 1
1 give students the opportunity to learn about a whole range of 64 43 5 0 3.58 HC 1.5
skills involved in all components of PE.

2 provide nice break for students to see visually the execution 65 44 3 0 3.55 HC 3
of various skills in sports, dances and other components of
PE.

3 show proper and correct execution of the basic skills 69 40 3 0 3.58 HC 1.5
4 expose students to a variety of language and cultures 58 48 6 0 3.46 HC 7
5 offer better visual effects when images are presented with 48 HC 8
spoken language. 57 7 0 3.44

6 bring the outside world to students to do more 63 43 6 0 3.50 HC 5

7 ignite the energy and vitality to do the return demonstration 63 44 5 0 3.51 HC 4

8 provide powerful social cues and assist with guiding 57 48 5 0 3.48 HC 6

learners’ way for skills increase.

Weighted Mean 3.51 HC

Legend:
3.26 – 4.00 Highly Competent
2.51 – 3.25 Moderately Competent
1.76 – 2.50 Slightly Competent
1.00 – 1.75 Least Competent

It could be gleaned on the table that the MAPEH teachers are highly competent in giving students the opportunity to learn about a whole range
of skills involved in all components of PE as supported by the mean of 3.58. This means that the video lessons created by the teachers really
intend to cater to the holistic skill development of the students. Detailed information is embedded in all the ways of constructing video lessons.
With the help of the teacher and using videos as a teaching tool, students can practice key concepts and abilities while also learning new ones at
their own pace (Robinson, 2021).

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Martin (2021) said in her article that by using a brief video to introduce the topic, teachers can catch students' attention right away.
The videos are purposefully designed to inspire students by giving them a visual representation of how physical education exercises are carried
out step-by-step. This encourages students to get involved and follow along with the

Over-all, the MAPEH teachers are highly competent in the development of video lessons along effectiveness as supported by the weighted mean
of 3.51. This indicates that video lessons utilized by the respondents are effective in the delivery of PE-related lessons. This also suggests that
the respondents believe the video lessons do a good job of communicating material linked to physical education. The video classes are used to
provide lessons in the context of in-person instruction is thought to be an effective and efficient approach. By using video in lectures, students
can learn and explore more information as well as many other cognitive themes (Curtin, 2022).

Along Authenticity

Table 2.c. Competency Level in the Development of Video Lessons of the MAPEH Teachers along Authenticity
No. Indicators Frequency Mean Descriptive Rank
Through the developed video lessons, the teachers… Equivalent
4 3 2 1

1 create video that are real and not copied 50 53 9 0 3.36 HC 7

2 converse with students without boundaries 57 49 6 0 3.45 HC 3

3 encourage students where they can express fully themselves 65 41 6 0 3.52 HC 1

4 provide avenue for unmasking the true selves of students 54 53 5 0 3.43 HC 4.5

5 tend to share clear thoughts without any hold bars 58 46 3 0 3.51 HC 2

6 cultivate genuine concepts of students 56 48 8 0 3.42 HC 6

7 can demand real and heart-grounded perceptions 54 53 1 0 3.43 HC 4.5

Weighted Mean 3.45 HC

Legend:
3.26 – 4.00 Highly Competent
2.51 – 3.25 Moderately Competent
1.76 – 2.50 Slightly Competent
1.00 – 1.75 Least Competent

The table shows that the video lessons of the MAPEH teachers, they encourage students where they can express fully themselves as evidenced
by the mean of 3.52. It is deemed that through videos that the teachers prepared for their lesson, students are persuaded to participate because
they have the model to emulate. The activity becomes easier to each and lesser time for further elaboration. It is believed that the teacher-
produced videos act as persuasive instruments that entice the students to participate by offering a clear example for them to follow. This
simplified method saves time throughout the learning process by reducing the need for extra explanation and increasing the activity's
accessibility for students. On the other hand, the students have to freedom to create more exciting activities on their own. During video
instruction, students can brainstorm and have the opportunity to chime their thoughts (Burns, 2020). Also, through this medium, the students can
cultivate genuine concepts of students (3.42).
Over-all, the MAPEH teachers are highly competent in the development of video lessons along authenticity as supported by the weighted mean
of 3.45. This means that their love for teaching is manifested through their capacity to create video lessons that are real and highly personally
created. Additionally, the fact that they are able to create genuinely engaging and highly customized video lectures suggests that they are
passionate about teaching and the sincere and personalized quality of the educational materials they create reflects their love for their work.
According to Nyu (2022), across all disciplines, the use of video lessons in educational settings is growing quickly. There are some, though, that
are invalid and illegitimate. Video can, however, be used for learning and studying both within and outside of the classroom. It is frequently
appealing as a way to capture course material and deliver direct instruction. Although video is a potent medium, it must be produced
authentically and with a strong pedagogical focus in order to be most effective.

Along Inspired Thinking

It emphasizes how important it is to ignite students' passion for learning and how MAPEH teachers should look beyond conventional lecture
formats to more creative approaches. Adding video lessons is seen to have the potential to be a major catalyst for a classroom revolution in
education. It is indeed very important to ignite the passion of the students to learn. Therefore, the MAPEH teachers should really innovate their
strategies away from just doing lecture method, and these video lessons can be a matter of a higher educational revolution in the classroom.
Through video lessons, this increases student motivation and enthusiasm (3.64) and boosts confidence because execution is transpired in the
videos (3.64).

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On the same note, the respondents are highly competent in developing the innovative imagination of students that leads to being resourceful with
a mean of 3.53. This implies that since video lessons can also generate creativity and intellectual imagery, the students can also be motivated to
make inspiring activities though their ingenuity like making practicum that are a modification of the given instructions in the video lessons
prepared by the teacher. This shows that students may be motivated to participate in creative activities, such altering practicum exercises based
on the instructions provided in the teacher-prepared video lectures, since video lessons have the ability to foster creativity and intellectual
imagery. The study conducted by Bjørke’s, et. al (2020) on the final theme, "social-emotional learning," identified elements of students' learning
through video lessons that eventually result in all students being capable of cooperating with peers to complete academic tasks in physical
education with creativity and resourcefulness.

Table 2.d. Competency Level in the Development of Video Lessons of the MAPEH Teachers along Inspired Thinking
No. Indicators Frequency Mean Descriptive Rank
Through the developed video lessons, the teachers… Equivalent
4 3 2 1

1 help gain attention and maintain student interest in the 72 40 0 0 3.60 HC 5

theories and concepts under discussion.

2 increase student motivation and enthusiasm. 76 36 0 0 3.64 HC 2.5

3 boost confidence because execution is transpired in the 75 34 3 0 3.64 HC 2.5

videos.

4 allow benefit in locating best practices for constructing 66 40 6 0 3.53 HC 7.5

videos

5 connect learners with events that are culturally relevant. 69 40 3 0 3.58 HC 6

6 develop the desire of the students to learn more 76 34 2 0 3.66 HC 1

7 link the emotions if the scenes have strong emotional 66 43 3 0 3.61 HC 4

content

8 develop innovative imagination that leads to being 63 46 3 0 3.53 HC 5.5

resourceful.

Weighted Mean 3.60 HC

Legend:
3.26 – 4.00 Highly Competent
2.51 – 3.25 Moderately Competent
1.76 – 2.50 Slightly Competent
1.00 – 1.75 Least Competent

To ensure relevance and engagement, video classes introduce students to current events that are significant within their cultural context. Students
are given a dynamic and real-world link to improve their grasp of the subject matter by mixing current issues into the subject. As a result, a
benefit of using these is that teachers must keep their examples and resources current. It can be used to link concepts learned in class to actual
policies and events (Green, 2020).
The teachers also have high competence in creating video lessons to develop innovative imagination that leads to being resourceful as indicated
by the mean of 3.53. Students that are creative thinkers are more equipped to imagine, invent, and react to unforeseen or changing
circumstances. This also shows that encouraging creativity helps the students to develop their capacity for imagination as well as important skills
for dealing with uncertainty and adjusting to changing circumstances. All students have had to be innovative in their approaches to work,
teaching, and learning. It is very important to encourage the students to have the sense of creative thinking (Escandor, 2022)

Along Videos for All: Inclusivity

The table shows that through the video lessons of the MAPEH teachers, they assessed themselves as highly competent in increasing the
participation of students of color in school life as supported by the mean of 3.58. The data imply that all students are urged to join in all PE
activities whatever is the gender, race, beliefs , forms and angles of their lives. This inclusive approach places a strong emphasis on giving all
students, regardless of their backgrounds or traits, equal opportunities and involvement.

Table 2.e. Competency Level in the Development of Video Lessons of the MAPEH Teachers along Videos for All: Inclusivity
No. Indicators Frequency Mean Descriptive Rank
Through the developed video lessons, the teachers… Equivalent
4 3 2 1

1 engage students of all ages and abilities 65 41 6 0 3.52 HC 3

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 2 offer greater accommodation of thoughts of diverse learning 59 49 3 0 3.47 HC 7
styles and develop quantitative reasoning.

3 enhance students’ ability to participate in a pluralistic, 61 45 6 0 3.49 HC 6

interdependent global community.

4 increase the participation of students of color in school life. 69 39 4 0 3.58 HC 1

5 ensure that students of underrepresented populations have the 61 48 3 0 3.51 HC 4.5

support they need to be academically successful.

6 build relationships and develop multicultural skills with 61 47 4 0 3.56 HC 2

members from diverse backgrounds.

7 Avoid stereotyping 57 52 3 0 3.51 HC 4.5

Weighted Mean 3.52 HC

Legend:
3.26 – 4.00 Highly Competent
2.51 – 3.25 Moderately Competent
1.76 – 2.50 Slightly Competent
1.00 – 1.75 Least Competent
Inclusion is a condition where all children, regardless of ability or disability, have the right to be respected and appreciated as valuable members
of the school community, fully participate in all school activities, and interact with peers of all ability levels with opportunities to form
friendships (CDC, 2021)
Moreover, the respondents are highly competent in building relationships and developing multicultural skills with members from diverse
backgrounds (3.56). The respondents exhibit a strong degree of proficiency in forming relationships and developing intercultural competencies
that indicate their capacity to interact productively with people from a variety of backgrounds. This ability illustrates a crucial facet of the
respondents' interpersonal and intercultural competencies by indicating that they are capable of navigating and cultivating meaningful
interactions in multicultural environments.

The MAPEH teachers demonstrate a high degree of proficiency in involving the students of all ages and skill levels in an effective manner to
demonstrate their adaptability and variety in teaching a range of demographics. This also implies that they have the talents required to address
the particular requirements and learning preferences of the students of all ages and ability levels in establishing a welcoming and encouraging
learning environment. Curtin (2022) mentioned that the curriculum, in particular those elements where videos are used as a teaching tool, and the
teacher both affect how well-taught a class is. Teachers must have the ambition to grow and improve through professional development and
continuous learning toward students' academic progress since they are the main drivers in achieving the specified goals in the curriculum. The
kind of teaching should be along with and caters all ages.
The teachers' proficiency in producing video courses highlights their dedication to offering academic support that is customized to meet the
requirements of students from underrepresented groups. This calls for a fair and inclusive strategy that recognizes the significance of
guaranteeing every student's academic success regardless of their background or representation. Underrepresented students require ongoing
assistance from other students, staff, and faculty members in order to close the achievement gap even during discussions and other PE activities.
Peer mentoring gives college students access to the academic and social assistance of fellow, more seasoned students (Nyu, 2022)
Avoid stereotyping is also given an attention when teaching using video lessons (3.51). A deliberate attempt is made to steer clear of
stereotyping when using video in the classroom. This shows a dedication to advancing impartial and inclusive education and an understanding of
the need of avoiding stereotypes in the curriculum. Stereotypes are Shortcuts. They uniformly apply a known or held belief about a group to all
of its members. Stereotypes might be neutral or positive, although we typically see them negatively. (O’Brien, 2019)
Likewise, video lessons made by teachers enhance students’ ability to participate in a pluralistic, interdependent global community (3.49).
Teachers' video lectures are an important part of helping students become more capable of participating and making contributions in a
multicultural, global community. This shows that the teaching strategy encourages a wider viewpoint and gives students the tools they need to
participate effectively in a pluralistic society. A pluralistic and global community makes sure that students from underrepresented groups have
the resources they need to succeed academically, fosters connections and the development of multicultural competencies with people from
different backgrounds, improves students' capacity and raises the presence of students of color on schools (Osborne, et, al, 2020)

Over-all, the MAPEH teachers are highly competent in the development of video lessons along inclusivity as supported by the weighted mean of
3.52. This suggests that teachers of MAPEH (Music, Arts, Physical Education, and Health) are highly skilled at producing inclusive video
lessons that their lesson plans are made to accommodate a range of learning styles and requirements and guarantee that every student receives a
thorough and easily accessible education.

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 Table 2.f. Summary Table on the Competency Level in the Development of Video Lessons of the MAPEH Teachers
Area Mean Descriptive Equivalent

Engagement 3.47 Highly Competent

Effectiveness 3.51 Highly Competent

Authenticity 3.45 Highly Competent

Inspired thinking 3.60 Highly Competent

Inclusivity 3.52 Highly Competent

Overall Average Weighted Mean 3.51 Highly Competent

The table shows that the MAPEH teachers are highly competent in all areas of concern namely Engagement (3.47), Effectiveness (3.51),
Authenticity (3.45), Inspired thinking (3.60) and Inclusivity (3.52). With a rating of 3.47 out of 4, this shows that MAPEH teachers exhibit
considerable competency in a number of areas, including their capacity to effectively engage pupils. They also do a great job at producing real-
world educational materials and are skilled at inspired thinking. The general high evaluation in all of these categories imply that MAPEH
educators are competent and successful in providing inclusive, captivating, and real education. This further implies that the teachers really go
with the times of educational change and instructional shift of not just having their classes the traditional methods but has moved to a more
engaging way of delivering their lessons through video lessons.
Roslaniec (2018) mentioned that students of all ages and abilities must engaged in video lessons, which also motivate with real-world
material, give context for comprehension, expose to a diversity of languages and cultures, and offer cultural and novel concepts.

Significant Difference Between the Competency Level of the MAPEH Teachers in the Development of Video Lessons Across Their
Profile Variables

Table 3.a. Result of Test Difference Between the Competency Level of the MAPEH Teachers in the Development of Video Lessons
Across Their Profile Variables
Source F/t Significance

Highest Educational Attainment 2.591 .076

Position 4.881* .001

Years of teaching service as MAPEH teacher 3.004 .064

Software used in constructing video lessons 5.46 .065

Gadgets used in teaching 3.546 .060

Number of trainings and seminars attended on computer and 2.036 .060

video-aided lessons

In comparing the level of competency of the MAPEH teachers in the development of video lessons across the categories of their profile
variables, as observed in Table 3.a., when grouped, it shows that they do not differ in highest educational attainment, years of teaching service as
MAPEH teacher, software used in constructing video lessons, gadgets used in teaching and number of trainings and seminars attended on
computer and video-aided lessons. This suggests that, when grouped by various profile variables, such as highest educational attainment, years
of teaching service, software and gadgets used, and the number of computer and video-aided lesson-related trainings and seminars attended,
there is no significant difference in the competency of MAPEH teachers in developing video lessons, based on the observations presented in
Table 3.a. The research indicates that the MAPEH teachers developed video courses with a consistent degree of skill across these parameters.

However, it could be gleaned on the table that the positions held by the MAPEH teachers had the significant difference on their competency
level in the development of video lessons as supported by the computed value of 4.881 with the significance value of .001 which is lower than
the level of probability set at 5%. This means that the higher the position, the higher the level of competency level in the development of video
lessons. This clarifies even more why MAPEH teachers' proficiency levels in creating video courses vary greatly depending on the roles they
occupy. The calculated value of significance value indicates that the teachers' positions have a statistically significant impact on how well they
are able to create video lectures.

Result of the Post Hoc Comparison Competency Level of the MAPEH Teachers in the Development of Video Lessons Across Categories
of Position

Table 3.b. Result of the Post Hoc Comparison Competency Level of the MAPEH Teachers in the Development of Video Lessons
Across Categories of Position
Compared Categories Mean Difference Significance

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Teacher I Teacher II .417 .076
Teacher III .021 .990
Master Teacher I -.083 .149
Master Teacher II .136 .149
Head Teacher I .219 .333

Teacher II Teacher III .115 .234

Master Teacher I .104 .235
Master Teacher II .337 .996
Head Teacher I .345 .999

Teacher III Master Teacher I .291* .001

Master Teacher II .337 .657
Head Teacher I .345 .996

Master Teacher I Master Teacher II .291 .089

Head Teacher I .456 .490

Master Teacher II Head Teacher I .345 .999

In terms of position, the post hoc analysis as shown in Table 3.b, only the difference between the Teacher III and Master Teacher I is considered
significant. The difference in the competency level which is 0.219 (sig=.001) shows that the Teacher III are more competent in teachers in the
development of video lessons compared to the Master Teacher I. This suggests that the ability level for creating video lessons varies
significantly between Teacher III and Master Teacher I jobs.

EXTENT OF SERIOUSNESS OF THE CHALLENGES ENCOUNTERED BY THE MAPEH TEACHERS IN THE DEVELOPMENT
OF VIDEO LESSONS
Along Personal-related Challenges
Table 4.a. Personal-related Challenges
No. Challenges Frequency Mean DE Rank

4 3 2 1

1 No enough budget to have the gadgets needed 51 49 10 2 3.30 HS 3

2 Limited knowledge on how to use applications to develop videos 37 57 14 4 3.13 MS 6

3 High prize of the application because of online charges 53 42 11 1 3.22 MS 5

4 Overloaded with work that impedes the development of video lessons 53 48 9 2 3.35 HS 1

5 No ample time to create because of other chores at home to attend to 51 49 11 1 3.33 HS 2

6 Limited awareness of the process using various video applications 42 50 14 1 3.27 HS 4

7 No knowledge in editing and less resources for raw clips 40 44 21 7 3.04 MS 7

Weighted Mean 3.23 MS

Legend:
DE= Descriptive Equivalent
3.26 – 4.00 - Highly Serious
2.51 – 3.25 - Moderately Serious
1.76 – 2.50 - Less Serious
1.00 – 1.75 - Least Serious
The table shows that overloaded with work that impedes the development of video lessons has been a highly serious problem of the teachers as
supported by the mean of 3.35. This indicates that the time and lot of paper works have been an issue to cover such accomplishment. However,
with the number of teachers who have the video lessons, they still find time to manage and create such. The teachers' major challenge of having
too much work on their plates seriously impedes their capacity to create video lessons. This shows that teachers' ability to provide instructional

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content using video approaches effectively is negatively impacted by their workload. Pope (2022) and a colleague discovered that doing too
much work can reduce effectiveness and even have the opposite impact. They referenced earlier study showing that the benefits of doing too
much labor plateau.

Likewise, a problem as regards ample time to create video lessons because of other chores at home to attend to has been assessed as highly
serious with the mean of 3.33. This imply that even the work at home influences their time to produce lessons. The problem of not having
enough time to create video lectures because of other household chores has been deemed to be extremely serious. This implies that the
difficulties associated with handling household tasks have a substantial influence on the teachers' capacity to set aside sufficient time for the
creation of video lectures.
It is also very true and has been transpired on the table that there has been a limited awareness of the process using various video applications as
evidenced by the mean of 3.27. The teachers admitted that they have exposure to Wondershare Filmora X and Adobe Premiere Pro. However, it
is just only the nature of the application, but the process, navigation and the other plotting techniques are not yet very familiar to them.
Over-all, the MAPEH teachers encountered moderately serious personal challenges as indicated by the mean of 3.23. This means that their
personal problems in the creation of video lessons are just with right amount and still manageable. Green (2020) cited that the teacher education
programs are failing to prepare teachers to analyze, modify, and enact high-quality instructional materials effectively.

Along Peer-related Challenges

It could be gleaned on the table that the MAPEH teachers have moderately serious per-related challenges as supported by the weighted mean of
2.78. This indicates that the teachers have a good relationship with their peers. Kaufman, et. al (2018) revealed in their study that compared to
past generations, teachers today are more engaged in collaboration.

Table 4.b. Peer-related Challenges

No. Challenges Frequency Mean DE Rank

4 3 2 1

1 No sharing of resources 31 50 23 8 2.92 MS 2

2 Selfishness to train the other teachers 28 42 28 14 2.75 MS 5

3 Mismatch of the required time to create the video together. 33 54 20 5 3.02 MS 1

4 Jealousy among other teachers 22 39 27 24 2.76 MS 4

5 Filming does not go to plan because of division and conflict 32 48 23 9 2.91 MS 3

6 Unhealthy and bad competitions in the department 21 38 32 21 2.52 MS 7

7 Less intention to collaborate 21 42 29 20 2.57 MS 6

Weighted Mean 2.78 MS

Legend:
DE=Descriptive Equivalent
3.26 – 4.00 - Highly Serious
2.51 – 3.25 - Moderately Serious
1.76 – 2.50 - Less Serious
1.00 – 1.75 - Least Serious
As to the specific indicators, a mismatch of the required time to create the video together has been deemed as moderately serious challenge
(3.02). Teachers in MAPEH are facing a somewhat major issue with the amount of time needed for group video production not matching up.
This implies that a significant barrier to teachers working together to create video lessons is the disparity in time availability for collaborative
efforts.
Moreover, jealousy among other teachers has been assessed as a challenge as indicated by the mean of 2.76. This implies that there is always a
point that teachers have this feeling due to professional resentment and personal grudge if it is. This shows that interpersonal dynamics,
particularly jealousy, could be a barrier for the MAPEH teaching community which could have an impact on overall professional relationships
and collaboration. Cure (2021) mentioned that a crucial tool in a teacher's toolkit is the capacity to comprehend and interpret emotions. It is
dangerous for them to ignore jealousy and envy since these emotions have a significant impact on how others behave, produce quality work, and
connect with one another.

Table 4.c. Administration-related Challenges

No. Frequency Mean DE Rank
Challenges 4 3 2 1

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 1 No provision of the equipment needed in the construction of the 38 50 20 4 3.08 MS 3
videos
2 No monitoring and coaching processes 37 41 19 15 2.98 MS 4
3 Less training program for teachers along video making and 39 51 16 6 3.09 MS 2
editing.
4 Bombardment of classwork that leads to having no time to do 51 51 7 3 3.33 HS 1
video lessons

5 Discrimination of the ability to construct video lessons 29 46 26 11 2.83 MS 5

6 Low level of appreciation of the resources or videos created 28 51 24 9 1.97 LS 7

7 Less emotional support to be motivated in making videos for 30 47 25 10 2.33 MS 6

lessons
Weighted Mean 2.80 MS

Legend:
DE= Descriptive Equivalent

3.26 – 4.00 - Highly Serious

2.51 – 3.25 - Moderately Serious
1.76 – 2.50 - Less Serious
1.00 – 1.75 - Least Serious
The table shows that bombardment of classwork that leads to having no time to do video lessons has been assessed as highly serious challenge as
indicated by the mean of 3.33. This implies that the administration gives a lot of work to do that hinders the creation of video lessons. The
deluge of classwork, in particular, has been assessed as a very substantial barrier for teachers, severely impeding their capacity to set aside time
for making videos courses. This implies that a significant barrier to the successful adoption of video-based teaching approaches is the
overwhelming workload. An important part of the job as a teacher is making sure everyone on the team has the right amount of work (Knight,
2019).
Moreover, it has also shown on the table that no provision of the equipment needed in the construction of the videos (3.08), no monitoring and
coaching processes (2.98) and less training program for teachers along video making and editing (3.09) have been assessed as moderately
serious. This implies that in order to improve the teachers' competency in creating video lessons, it is imperative to address these concerns,
which include equipment provision, supervision, and training.
Teachers of MAPEH encounter somewhat severe administrative hurdles when creating video classes. This shows that there are administrative
barriers that, although not very serious, nevertheless stand in the way of their successful adoption of video-based teaching strategies. This
implies that the administration is still very supportive of the teachers. Blanchet (2022) said that teachers may weather a challenging year by
focusing on their strengths, which administrators should encourage because when they are not, they lose their influence and become irritated.

Table 4.d. Community-related Challenges

No. Frequency Mean DE Rank
Challenges 4 3 2 1

1 Less concern for the developed video lessons 23 56 24 9 2.83 MS 1

2 Do not share inputs for the betterment of the video lessons 25 47 41 9 2.78 MS 2

3 Selfishness 25 45 23 19 2.70 MS 6.5

4 Less support for the teachers 28 46 22 16 2.70 MS 6.5

5 No dolling out of resources for the video lessons 23 49 30 10 2.75 MS 3

6 Insensitivity 22 52 25 13 2.74 MS 4

7 Discrimination and no collaboration 24 47 27 14 2.72 MS 5

Weighted Mean 2.75 MS

Legend:
DE= Descriptive Equivalent
3.26 – 4.00 - Highly Serious
Copyright © ISRG Publishers. All rights Reserved. 41
DOI: 10.5281/zenodo.11550815
2.51 – 3.25 - Moderately Serious
1.76 – 2.50 - Less Serious
1.00 – 1.75 - Least Serious

It could be gleaned on the table that less concern for the developed video lessons has been noted as a moderately serious community-related
challenge as supported by the mean of 2.83. This implies that the community is of no concern to the developed material. This shows that
MAPEH teachers' support for the video lesson initiatives and community participation may not be as strong as it could be, which presents a
significant barrier to the adoption and integration of video-based teaching approaches in the larger community. Schools and the community
should make an effort to get together and work together (O’Brien, 2019).
This means that the community has less concern to the classroom management, IM operations and outputs of the teachers most especially on the
use of technology and videos in the field of instruction. Confirming with the results of the study, the study of Kahn (2020) indicated that (1)
community involvement takes the form of "paguyuban" in each class, suggestions for school initiatives, involvement of religious leaders in
religious celebrations, observation of children's learning at home, and promotion of schools; and (2) schools can increase community
involvement by including the community in their activities, using social media to spread the word about them, conducting house calls, and
holding events.

Over-all, the MAPEH teachers have moderately serious community-related challenges in the development of video lessons as supported by the
average weighted mean of 2.75. This indicates that still the community offer their services for the development of the schools particularly the
classroom activities of the teachers. Nebor (2019) mentioned that since teachers are the foundation of the educational system, their role in
fostering a positive school-community relationship is crucial. Teachers are the people who put school policy into practice. In order to maintain
public support, teachers must also be ready to present themselves in the best light under any situations. The community's opinions of the teacher
have an impact on their opinions of the school, which in turn have an impact on student morale, school resources, and community support for the
school as a whole.

Table 4.e. Summary Table on the Extent of Seriousness of the Challenges Encountered by the MAPEH Teachers in the Development of
Video Lessons
Areas of Challenges Mean Descriptive Equivalent

Personal-related 3.23 Moderately Serious

Peer-related 2.78 Moderately Serious

Administration-related 2.80 Moderately Serious

Community-related 2.75 Moderately Serious

Overall Average Weighted Mean 2.89 Moderately Serious

difficulties are manageable and able to be controlled. The findings
The table shows that the personal-related challenges have been
of the study of Honra (2022) demonstrated that reported difficulties
assessed as moderate as indicated by the mean of 3.23. This means
faced by teachers do not significantly relate to coping techniques as
that the problems ae still tolerable and being able to be managed.
a whole.
Teachers encountered moderate levels of difficulty creating
effective daily lesson plans, very high levels of difficulty finding
personal laptops for academic use, and high levels of difficulty Conclusions and Recommendations
with the following: a lack of computer units in schools for ICT Conclusions
integration; large class sizes; damaged or obsolete computer units; From the salient findings, conclusions drawn are as follows:
absenteeism; and conceptualizing English-language classroom
1. Most of the MAPEH teachers are Teacher III who are
rules (Nemenzo, 2018)
still on the process of completing their Master’s degree,
Further, the MAPEH teachers have also evaluated that the peer- have been in the teaching service for about five years,
related problems were moderately serious a supported by the mean utilize Wondershare Filmora X to edit their video lessons
of 2.78. Clark (2019) stressed that the voices of teachers who with their laptops and had attended 1-2 trainings on
designed educational experiences for students in rural areas have computer and video-aided lessons.
been largely excluded in the existing body of peer collaboration is 2. The respondents have high competency in developing
a concern where this endeavor looked into how instructors in their video lessons intended for MAPEH-related
schools were using peer collaboration practices. classroom educational purposes.
3. The position of the teachers differs in their ability to
Finally, the table shows that all the areas of challenges encountered
develop video lessons.
by the MAPEH teachers in the development of video lessons have
4. Challenges met by the MAPEH teachers are just
been assessed as moderate as evidenced by the weighted mean of
moderate and still can be managed accordingly.
2.89. It follows that all of the difficulties MAPEH teachers
5. The LAC SESSION is intended to enhance the
encountered when creating video lessons were rated as moderate
competency level of the MAPEH teachers in the
overall. This implies a moderate degree of difficulty in all areas,
development of MAPEH-related video lessons.
pointing to areas that require work and development without any
one area being unduly difficult. This data imply that these

Copyright © ISRG Publishers. All rights Reserved. 42

DOI: 10.5281/zenodo.11550815
Recommendations https://www.edutopia.org/article/making-sure-every-
student-has-voice-classroom
Based on the conclusions, the recommendations are as follows:
10. Clark, Nitasha M. (2019), Implementing Peer
1. Since educational attainment is very important to all Collaboration Strategies: A Case Study of Rural Title I
teachers in an institution, they are modestly encouraged Elementary School Teachers,
to complete their Master’s degree since most of them are https://www.researchgate.net/publication/346487281_
still on their way to finishing it. Anyway, this 11. Cruse, Emily (2019), Using Educational Video in the
educational achievement could also be used in their Classroom: Theory, Research and Practice,
promotion. https://www.safarimontage.com/pdfs/training/UsingEduc
ationalVideoInTheClassroom.pdf
2. Though the level is high as regards their competency in
12. Cure, Laurie (2021), Eliminate Jealousy in the
developing video lessons, there is always room for
Workplace,
improvement to make it very high. The plans,
https://www.shrm.org/executive/resources/articles/pages/
implementation, and evaluation mechanisms to improve
jealousy-at-work.aspx
more on this matter should be considered by the
13. Curtin, Doug (2022), How Do Videos Help Students
curriculum planners.
Learn In PE, https://plt4m.com//how-do-videos-help-
3. Challenges, though found to be just moderate, must be
students-learn/
attended with much focus and attention to have a more
14. deped.gov.ph(2021), On addressing discrimination,
effective delivery of the subject matter with the use of
https://www.deped.gov.ph/2021/02/09/on-addressing-
the video lessons.
discrimination/
4. Prospective research studies may be conducted to further
15. Edutopia. (2017), Effect of Video on the Teaching,
evaluate the profile variables which are not correlated to
http://www.edutopia.org/technology-integration-guide-
the present study.
description
5. The study highly recommends the adoption or integration
16. Escandor, Imelda (2022), The Effectiveness of Video-
of the LAC session to sustain the competency of the
based Lessons as Instructional Materials in Light of the
MAPEH teacher in the development of their video
Covid-19 Pandemic,
lessons.
https://www.grin.com/document/1248070
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24. Logan, Fiorella & Mayer, Richard E. (2018), What http://diwalearningtown.com/qualityteacher/diwa-
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Learning, https://www.nyu.edu/faculty/teaching-and- The following people deserve special recognition:
learning-resources/strategies-for-teaching-with-
The Dean of the Graduate School, Dr. Virgilio U. Manzano, for
tech/video-teaching-and-learning/guidelines-for-
his desire for all graduate students to be able to finish their
video.html
master’s degree.
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connections, https://www.edutopia.org/community- and support as well as his numerous time and effort which
parent-involvement-essential-anne-obrien encouraged the researcher to pursue this study;
35. Osborne, Renata & Belmont, Rachel Saraiva (2020),
The members of the panel, Dr. Myla V. Lalicon, Dr. Hanan D.
Obstacles for physical education teachers in public
Macaraeg, and Dr. Russell B. Dolendo, for their substantive
schools: an unsustainable situation,
suggestions, supervision, and concern;
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and developing video lessons for online learning: A
Above all, the Lord God Almighty, for giving the writer the
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passion, wisdom, strength, determination, and dedication to fulfill
doi:10.24059/olj.v23i2.144
her most cherished dream.
37. Pangalangan, Anna Bettina (2020), Teaching MAPEH in
the Digital Age,

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DOI: 10.5281/zenodo.11550815