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| The Use Of Video-Based Instruction And The Effect On Academic Performance In Social Science Class
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Van Louie S. Sapanta, Susan S. Olana, PhD
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Abstract:
This study aimed to investigate the use of Video-Based Instruction and its effect on academic performance in the Grade 11 social science class of Valencia National High School, Division of Valencia City, for the SY 2021-2022. The study sought to find out the learners' level of acceptance and satisfaction when using video-based instruction as means of learning social science concepts, and to determine the significant differences towards their academic performance. The study involved two homogenous grade 11 sections under the Humanities and Social Sciences Strand (HUMSS) of Valencia National High School - Senior High School in the school year 2022-2023 drawn through stratified random sampling techniques to discover any effects of the video-based instruction in the blended learning modality. Furthermore, the study was analyzed using a quasi-experimental method by means of an adopted video lessons in social sciences, self-learning modules (SLM), an adopted questionnaire (Learner-Acceptance Scale and Learner-Satisfaction Scale), and a researcher-made (pretest and posttest). The data gathered showed that video-based instruction is highly accepted for learning social science concepts. Learners are delighted with video-based instruction leading to more comprehensive learning. On the other hand, the study's result also implies a significant difference between the academic performance of learners exposed to video-based instruction and the academic performance of learners not exposed to video-based instruction relevant to their posttest scores, hence, concluding video-based instruction as an effective tool for improving learners' academic performance in social science.
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