Advisers

Michael L. Bersamin, LPT

Discipline

Education

Abstract

This study investigated the effectiveness of educational video as an instructional tool in teaching Goal-setting to selected Grade 12 HUMSS students at Bestlink College of the Philippines. Anchored on Richard E. Mayer’s Cognitive Theory of Multimedia Learning, the research explored how the principles of dual-channel input, limited capacity, and active processing influence students’ comprehension, engagement, and retention of Goal-setting concepts. The study used a quasi-experimental design involving two Grade 12 HUMSS sections comprising sixty-two (62) students selected through purposive sampling. Participants completed a pretest, received a video-based lesson on goal setting, and completed a posttest. A structured questionnaire measured perceptions of multimedia presentation, sensory processing, and cognitive engagement. Frequency distribution, weighted mean, and a t-test were used in the analysis. The mean score increased from 20.32 on the pretest to 27.98 on the posttest. The computed t-value was 21.64 at p < 0.05, indicating a statistically significant difference. Students also reported high satisfaction with the educational video in terms of dual-channel input (WM = 3.61), limited capacity (WM = 3.61), and active processing (WM = 3.64). The findings indicate that the educational video supported understanding, motivation, and reflective learning by integrating visual and auditory information. Reported challenges included overreliance on technology, limited opportunities for open dialogue with facilitators, and reduced collaborative activity. The researchers recommend complementing video-based lessons with interactive discussion and reflective exercises.

Keywords

senior high school, goal setting, cognitive load, multimedia learning, career awareness, educational video, humss strand, pretest and posttest, dual-channel processing, active processing