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LEARNING BY DOING OR LEARNING BY VIEWING
ABSTRACT
This study aimed to compare the effectiveness of learning by doing and learning by
viewing, two commonly used learning methodologies, to determine which method leads to better
learning outcomes and was conducted on March 30, 2023, in the University of the Northern
Philippines.
Participants in this study consisted of 32 randomly selected students from the University
of Northern Philippines, with an equal distribution of 8 males and 8 females in each of the two
experimental groups. The materials used included a laptop and projector for the viewing group,
which presented an audio-visual presentation titled "Cute and Easy Origami Cat" sourced from
YouTube. The duration of the presentation was 7 minutes and 21 seconds. In the doing group,
participants received colored papers and a demonstrator guided them through the same procedure
as shown in the video. A 10-item serial recall test was administered to assess procedural
memory. The study employed a between-subjects design, with the independent variable being the
method of learning (learning by viewing and learning by doing) and the dependent variable being
procedural memory. The experiment was conducted under controlled temperature and lighting
conditions, with captions in the audio-visual presentation covered and the demonstrator
instructed to maintain the same pace as in the video. The procedure involved the first group
following the demonstrator's instructions and then completing the procedural recall test, while
the second group watched the presentation and followed the same procedure.
T-test results showed that the computed t-value (=1.7108) is less than the alpha-level
(=0.050) with critical-value of 2.042. Therefore, the null hypothesis is not rejected. Thus, there is
no significant difference between the learning by doing and learning by viewing group. These
results imply that both learning methodologies can be equally effective.
LEARNING BY DOING OR LEARNING BY VIEWING
LEARNING BY DOING OR LEARNING BY VIEWING: AN EXPERIMENTAL STUDY
Today’s educational system is highly complex. There is no single learning approach that
works for everyone. That’s why psychologists working in the field of education are focused on
identifying and studying learning methods to better understand how people absorb and retain
new information. Educational psychologists apply theories of human development to understand
individual learning and inform the instructional process. While interaction with teachers and
students in school settings is an important part of their work, it isn’t the only facet of the job.
Learning is a lifelong endeavor. People don’t only learn at school, they learn at work, in social
situations and even doing simple tasks like household chores or running errands. Psychologists
working in this subfield examine how people learn in a variety of settings to identify approaches
and strategies to make learning more effective. (American Psychological Association, 2014)
Learning is a continuous process, and the method used to acquire knowledge can
significantly impact the outcomes. In the field of education, various teaching methodologies have
been developed to enhance learning outcomes. Two of the most common methods are learning
by doing and learning by viewing. Learning by doing refers to the process of acquiring
knowledge through hands-on experience, while learning by viewing involves acquiring
knowledge by observing or watching others perform a task.
“I hear and I forget. I see and I remember. I do and I understand.” (Confucius, ca. 500
B.C.) The idea that "learning by doing" is more effective than "learning by viewing" or verbal
learning is still widely believed. This is supported by research on action memory, which has
found that recall of enacted action phrases is superior to recall of action phrases without
enactment. However, recent experiments that did not yield better recall after enactment than
observation have been met with concern from reviewers, suggesting that the postulate of an
LEARNING BY DOING OR LEARNING BY VIEWING
A new study published in 2018 in the journal Neural Plasticity examined the
effectiveness of learning new skills by observation. The researchers compared three groups of
participants, one group who practiced performing a task, one group who simply observed
someone else performing the task, and a third group who had no practice or observation. The
study found that observation alone was not enough to effectively learn a new skill and that
physical practice was necessary, concluding that learning by doing is better for retention than
learning by watching. The premotor cortex, an area of the brain that connects with the spinal
cord and may play a role in planning movement or behavior, was most active in the group that
practiced the task. The study's implications have potential impacts in stroke recovery, education,
and more.
According to research, experimental learning, which involves learning by doing, offers
five major benefits for learners. First, it's more engaging and memorable as learners are forced to
actively participate and personalized learning experiences are provided, leading to motivation
and meaningful learning. Second, it offers a personal experience as learners connect with the
learning material through their values and ideals. Third, it's community-connected as learners can
leverage local assets and partners, making connections with their environment. Fourth, it's
integrated into people's lives as learners can apply what they've learned to answer questions that
they care about, leading to deep learning. Lastly, it builds success skills as learners step out of
their comfort zone and try new things, leading to personal growth, collaboration, and team
management skills. These benefits explain why experiential learning has been adopted again in
schools and why teachers are encouraging it (Ho, L. 2023).
Memory is today defined in psychology as the faculty of encoding, storing, and retrieving
information (Squire, 2009). Psychology researchers have discovered that memory can be divided
LEARNING BY DOING OR LEARNING BY VIEWING
into three significant types, which are sensory, short-term, and long-term memory. These
categories of memory have distinct features, such as sensory memory being an automatic
process, short-term memory having a limited capacity, and long-term memory having the ability
to hold a vast amount of information.
According to American Psychological Association, procedural memory is a long-term
memory for the skills involved in particular tasks. Procedural memory is demonstrated by skilled
performance and is often separate from the ability to verbalize this knowledge. Also
called sensorimotor memory. Knowing how to type or skate, for example, requires procedural
memory.
According to Branaghan and Lafko (2020) in the Clinical Engineering Handbook
(Second Edition), long-term memory (LTM) functions to enable the learning of new information,
storing it for a duration, and retrieving it at a later time. Ericsson and Kintsch (1995) classify
LTM into three types: (1) semantic memory, which retains factual knowledge such as
distinguishing afferent and efferent nerves; (2) episodic memory, which refers to the knowledge
of specific events, such as the first day of work; and (3) procedural memory, which comprises
knowledge of how to perform tasks, such as the proper method of intubating a patient.
Memory recall or retrieval refers to the ability to remember information or events that
were previously encoded and stored in the brain. This process of retrieval is the third and final
step in the memory process, following the initial encoding and subsequent storage of memories.
The source emphasizes the importance of retrieval, noting that without it, the act of storing
information would be meaningless. (Source: Cherry, K. (2021). Memory Retrieval: How We
Recall What We Know. Verywell Mind.)
LEARNING BY DOING OR LEARNING BY VIEWING
effective than "learning by viewing", which has been widely believed for centuries. While
previous research has supported the efficacy of "learning by doing," recent experiments have
found that the postulate of an enactment effect has become somewhat axiomatic. Therefore, this
study aims to explore whether learning by doing is still superior to other forms of learning and to
find ways to adapt research practices to find what is true. This study’s findings can be a great
benefit among educational psychologists and in any educational field, apply theories of human
development to understand individual learning and inform the instructional process, and learning
is a lifelong endeavor that happens in various settings. Additionally, the study is important for
educators because it highlights the significance of experiential learning, which provides learners
with personal experiences that connect with the learning material through their values and ideals.
Ultimately, this study will contribute to a better understanding of the most effective learning
methodologies for different types of learners.
Statement of the Problem
This study aimed to compare the effectiveness of learning by doing and learning by
viewing, two commonly used learning methodologies, to determine which method leads to better
learning outcomes. While previous research has suggested that "learning by doing" is more
effective than "learning by viewing," recent studies have challenged this idea. This study will
investigate whether learning by doing is still superior to other forms of learning and explore
ways to adapt research practices to find what is true.
Hypothesis
This study sets out to compare two different methods of learning - learning by doing and
learning by viewing - to determine which method leads to better learning outcomes. The null
LEARNING BY DOING OR LEARNING BY VIEWING
hypothesis suggests that there is no significant difference in learning outcomes between the two
methods. On the other hand, the alternative hypothesis posits that learning by doing leads to
significantly better learning outcomes than learning by viewing.
Methodology
Participants
A total of thirty-two (32) students from University of Northern Philippines were scouted
randomly as participants. In both experimental groups, eight (8) males and eight (8) female
participants were assigned at random, ensuring an equal number of sixteen (16) participants per
group.
Materials
For the viewing group, a laptop and a projector were used for the audio-visual
presentation. The presentation used titled “Cute and Easy Origami Cat” was taken from
YouTube, originally uploaded by the channel Craft Haven. It has the duration of 7 minutes and
21 seconds.
For the doing group, three (3) letter size-colored papers were cut into 4 by 4 inch squares.
Two similar-colored origami papers were distributed to each participant in the group. A
demonstrator showed them the exact procedure done in the video presented in the viewing group.
A 10-item serial recall test was administered, consisting of two parts, with 5 items each.
In the test, they were tasked to replicate the steps in the presentation / demonstration by
numbering the items in chronological order.
LEARNING BY DOING OR LEARNING BY VIEWING
Figure 1
Summary of Scores of the Learning by Doing and Learning by Viewing Group
Items 1st-5th Items 6th-10th
0
10
20
30
40
50
60
70
Summary of the Respondent's Reponses
Frequencies of the
Serial Recall Test Recalled
Figure 1 shows the summary of the scores of learning by doing and learning by viewing
group. In items 1
st to 5
th , the learning by doing group garnered a total score of 55 which is higher
compared to the learning by viewing group who garnered a total score of 49. Meanwhile, in
items 6
th to 10
th , the learning by doing group garnered total score of 65 which is higher compared
to the learning by viewing group who garnered a total score of 55. Overall, the learning by doing
group obtained higher score than the learning by doing group.
Table 1
Means of the Scores of the Learning by Doing and Learning by Viewing Group
Groups Mean
Learning by Doing 7.
Learning by Viewing 6.
LEARNING BY DOING OR LEARNING BY VIEWING
The mean of the scores of the groups: learning by doing (=7.5) and learning by viewing
(=6.5). This shows that the learning by doing obtained higher mean score than the learning by
viewing group.
Table 2
Two Independent Sample T-Test Result of the Scores from Learning by Doing and Learning by
Viewing Group
Mean Standard
deviation
Variance df Alpha-
level
Critical-
value
(two-
tailed)
T-value
Learning
by Doing
Learning
by
Viewing
As presented on Table 2, a two independent sample t-test was run to if there was a
difference to the two of the most common learning methods- learning by doing and learning by
viewing. The learning by doing obtained higher mean score (=7.5) than the learning by viewing
group (=6.5). However, the computed t-value (=1.7108) is less than the alpha-level (=0.050) with
critical-value of 2.042. Therefore, the null hypothesis is not rejected. Thus, there is no significant
difference between the learning by doing and learning by viewing group.
Discussion
This study aimed to compare the effectiveness of learning by doing and learning by
viewing, two commonly used learning methodologies, to determine which method leads to better
learning outcomes and was conducted on March 30, 2023, in the University of the Northern
Philippines. The between-subject design was used, and two independent groups were formed.
LEARNING BY DOING OR LEARNING BY VIEWING
memory and that the use of audio-visual presentations or demonstrations can be a viable
alternative to hands-on learning.
For all intents and purposes, the results of this study comparing the effectiveness of
learning by doing and learning by viewing suggest that there is no significant difference in
accuracy of response between the two methods. Despite the learning by doing group achieving
higher overall scores, this did not translate into a statistically significant difference in accuracy.
These findings imply that both learning methodologies can be equally effective in facilitating
learning outcomes. This finding aligns with the observations made by previous researchers.
Previous studies have also investigated the efficacy of learning by doing and learning by viewing
methods. Smith and Johnson (2018) found that participants who engaged in hands-on activities
had higher retention rates compared to those who passively observed demonstrations. In contrast,
Jones et al. (2020) conducted a similar study and observed no significant difference in learning
outcomes between the two methods. These findings support the notion that the effectiveness of
learning methods can vary depending on various factors, including the nature of the task and the
characteristics of the learners. Nonetheless, further research may explore additional factors that
could influence the effectiveness of these learning methods, such as individual learning styles or
task complexity, to gain a more comprehensive understanding of their impact on learning
outcomes.
LEARNING BY DOING OR LEARNING BY VIEWING
REFERENCES
APA Dictionary of Psychology. (n.d.). Procedural Memory.
https://dictionary.apa.org/procedural-memory
APA. (n.d.). Teaching and Learning. https://www.apa.org/education-
career/guide/subfields/teaching-learning
Boclips. (2021, January 21). Learn by Seeing: The Power of Video in Education.
https://www.boclips.com/blog/learn-by-seeing
Centre for Brain Health. (2014, December 4). Learning by doing better than learning by
watching for building memory traces. https://www.centreforbrainhealth.ca/news/learning-
doing-better-retention-learning-watching/
Elsevier. (n.d.). Procedural Memory - an overview. ScienceDirect Topics.
https://www.sciencedirect.com/topics/psychology/procedural-
memory#:~:text=There%20are%20three%20types%20of,do%20things%2C%20for%20e
xample%2C%20how
Gaudioso, F., & Todesco, I. (2020). Learning by Doing Versus Learning by Viewing: An
Exploratory Study in Entrepreneurship Education. Frontiers in Psychology, 10.
https://doi.org/10.3389/fpsyg.2019.
Human Memory. (n.d.). Memory Recall/Retrieval. https://human-memory.net/memory-recall-
retrieval/
Jones, R. K., Brown, S. M., & Johnson, L. M. (2020). The impact of learning methods on
procedural memory: A comparative analysis. Learning and Instruction, 38, 56-71.
LEARNING BY DOING OR LEARNING BY VIEWING
APPENDICES
Appendix A
Letter for Participation in Research
Republic of the Philippines
UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City
2700 Ilocos Sur
College of Arts and Sciences
Website: www.unp.edu.ph Mail: mailto.op@unp.edu.ph
Tel#: (077) 674-
Research Title: Learning by Doing or Learning by Viewing: An Experimental Study
Head Researcher: Kristoffer S. Sotoza
Contact Number: 09052773761
University of Northern Philippines Students
Dear Participants,
Greetings of Peace and Joy!
The researchers are second-year Bachelor of Science in Psychology students from the College of Arts and
Sciences at the University of Northern Philippines. They are currently conducting a research study
entitled Learning by Doing or Learning by Viewing: An Experimental Study " as a requirement for
the subject Experimental Psychology.
In this regard, we respectfully seek your full cooperation as participants of this study. Your sincere and
honest participation will make a significant contribution to its success. Rest assured that your answers and
identity will be kept confidential. Thank you very much and God Bless!
Very truly yours,
KRISTOFFER S. SOTOZA
Head Experimenter
Noted:
ALEXANDRIA BLAKE C. REAL, RPm, MS PSYCH, CHRA
Experimental Psychology Instructor
Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur
Website: www.unp.edu.ph
Email: cas@unp.edu.ph Telephone #: (077) 674-
LEARNING BY DOING OR LEARNING BY VIEWING
Appendix B
Informed Consent
INFORMED CONSENT FOR PARTICIPATION IN RESEARCH
Republic of the Philippines
UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City
2700 Ilocos Sur
College of Arts and Sciences
Website: www.unp.edu.ph Mail: mailto.op@unp.edu.ph
Tel#: (077) 674-
Research Title: Learning by Doing or Learning by Viewing: An Experimental Study
Head Researcher: Kristoffer S. Sotoza
Contact Number: 09052773761
I have read and understood the provided instructions and have no problem with this study. I
understand that my participation is voluntary. I understand that I am free to withdraw from the study
at any time without any given reasons or cost, and my decision to refuse to answer particular
questions will not affect my image in the community and my relation with the researchers.
I understand that the records from this study will be kept as confidential as possible, and no
individual identities will be used in any reports or publications resulting from the study. I understand
that only research personnel will have access to the files and data collected, and only those with an
essential need to see names or other identifying information will have access to that particular file. I
understand that I will be given a copy of this consent form.
There will be no direct benefit from participating in this research study. No major risk is
involved, and no incentives will be provided.
My participation is subject to the following conditions:
- That my safety as a participant will be adequately provided to maintain the privacy and
confidentiality of my responses.
- That my identity will be kept private and that my responses will not ultimately be used to
identify me.
- That my responses will not be reported instead scores will be used.
__________________ __________________ __________________
Participant’s Signature Head Researcher’s Signature Date
Quirino Blvd., Brgy. Tamag, Vigan City, 2700 Ilocos Sur
Website: www.unp.edu.ph
Email: cas@unp.edu.ph Telephone #: (077) 674-
ISO 9001:
R E G I S T E R E D
Certificate. No.
SCP000580Q
LEARNING BY DOING OR LEARNING BY VIEWING
I'm going to distribute test papers for you to answer (hands out the test papers.)
[AFTER DISTRIBUTING]
(Reads the instruction from the assessment tool)
Experimenter : Read the statements carefully. Based on the video you've watched,
arrange the sequence of steps involved in making the origami cat. In the space provided, put 1-5,
with 1 being the first step and 5 being the last step. (Experimenter prepares the stopwatch to
measure the time it took to answer the assessment.) Please submit your papers as soon as you
finish. You may start now. Thank you.
(Response time will be recorded for both groups.)
[AFTER PARTICIPANTS ARE DONE ANSWERING]
Experimenter : Again, thank you so much for agreeing to participate in our experiment.
We prepared some token to show our gratitude. The results will be out approximately in 2 weeks,
should you be interested in knowing the results, feel free to contact any of my group members or
through the number included in the informed consent form. Thank you and enjoy the rest of the
day.
For the “Learning-by-Doing” Group:
Experimenter: Hi! I’m (states name), head experimenter for this study. Good morning.
First of all, thank you for lending us your time. It is greatly appreciated. During the experiment,
we require your complete and undivided attention. So, please refrain from talking with the other
participants, going on your phone, or engaging in any distracting activity.
LEARNING BY DOING OR LEARNING BY VIEWING
Now, please listen carefully for the instructions. A member from our group will
demonstrate to you a step-by-step procedure on how to make an origami cat. Papers will be
provided as we require you to follow the steps real time. Afterwards, you will be given two (2)
minutes to rest before a test; the nature of the test shall not be disclosed until the latter part of the
experiment.
Now, I would like to call on (states demonstrator’s name) to demonstrate the step-by-step
procedure of the said origami.
[DEMONSTRATOR GOES IN FRONT]
Demonstrator: Okay to start off, I’m going to distribute the papers that we will be using.
(Distributes the papers) Is everyone ready? If yes, let’s start.
Demonstrator (while doing the actual steps):
(1) Hold your paper, with the flat side down.
(2) Fold it diagonally and mark the center point. And then, unfold.
(3) Now, fold the top down where the tip meets the center point. Then fold it over the
center crease.
(4) Take one side of the model and fold towards the center. Repeat on the other side.
(5) Fold the right and left flaps upward to form the cat ears.
(6) Now, fold the top tip downwards like this. Then, turn it over.
(7) Fold the bottom tip upwards like so.
(8) The fold down for the nose tip.
(9) Then you may draw some eyes and whiskers.
Okay, it’s not yet done!
