Teacher-Produced Video Instruction and Its Effectiveness on Competency Development of ALS Learners in TVL Program
DOI:
https://doi.org/10.5281/zenodo.21888518Keywords:
Academic Performance, Alternative Learning System (ALS), Learning Outcomes, Teacher-Generated Video Lessons, TVL CookeryAbstract
This study investigated the effectiveness of teacher-generated video lessons in enhancing the learning outcomes of Alternative Learning System (ALS) learners enrolled in the Technical-Vocational-Livelihood (TVL) Cookery program at Kabacan National High School. The study was anchored on the growing need for innovative instructional strategies that support flexible and meaningful learning experiences among ALS learners. Using a pre-experimental one-group pretest-posttest research design, the study involved 48 ALS learners selected through total enumeration. Data were gathered using a validated 40-item achievement test to measure academic performance and a practical performance assessment rubric to evaluate learners’ cookery skills. Descriptive statistics, including mean and standard deviation, were employed to describe learners’ performance, while the Paired Samples t-test was used to determine significant differences between pretest and posttest scores. Results revealed a substantial improvement in learners’ academic achievement after exposure to the teacher-generated video lessons. The mean pretest score of 23.06 (SD = 3.33), interpreted as Developing, increased to a mean posttest score of 31.85 (SD = 3.73), interpreted as Proficient. Statistical analysis showed a highly significant difference between the pretest and posttest scores (t = 19.35, p < .001), indicating that the intervention effectively enhanced learners’ knowledge and understanding of cookery concepts. In terms of practical competencies, learners attained a composite mean score of 3.50, described as Very Satisfactory, demonstrating effective acquisition of essential cookery skills. Moreover, the teacher-generated video lessons received a Very Satisfactory overall evaluation (M = 4.18), with Relevance of Content obtaining the highest rating among the assessed indicators. The study concludes that teacher-generated video lessons are effective instructional tools that significantly improve both the academic performance and practical competencies of ALS learners in TVL Cookery and may be integrated into instructional practices to promote better learning outcomes.
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