ABSTRACT
This quasi-experimental study examined the effects of self-learning printed modules and animated video presentations on the Chemistry performance of Grade 10 learners in a city school in Iloilo City during the School Year 2025–2026. Using a researcher-made pretest and post-test instruments, the results revealed that the total pretest performance of Grade 10 learners with the SLPM and SLAVP was described as satisfactory. There was no significant difference between the pretest performance of the Grade 10 learners in Chemistry before using the SLPM and SLAVP. The post-test performance of the Grade 10 learners in Chemistry after using the SLPM and SLAVP were both described as very satisfactory. There was no significant difference between the post-test performance of the Grade 10 learners in Chemistry after using the SLPM and the SLAVP. There was a strong significant difference between the pretest and post-test performance of Grade 10 learners in Chemistry using both the self-learning printed module (SLPM) and the self-learning animated video presentation (SLAVP). There was no significant difference in the mean gain performance of the Grade 10 learners in Chemistry using the SLPM and the SLAVP during the fourth grading of the current school year.
Keywords: Self-learning printed modules, Self-learning animated video presentation, Academic Performance, Learners, Chemistry
INTRODUCTION
Background of the Study
Empirical studies across multiple contexts during the last five years report that animated, and video-based instructional materials generally improve learners’ performance in science subjects—including chemistry—relative to static or solely text-based materials. Experimental and quasi-experimental investigations show higher posttest scores, improved retention, and greater learner engagement following instruction that uses animation, simulation, or teacher-designed video lessons for chemistry topics (Umanah & Atabang, 2025).
In the Philippine and regional context, localized studies and program reports indicate that video-based instruction, teacher-produced animated modules, and virtual laboratory initiatives can boost understanding and retention in chemistry and other sciences—especially when teachers receive training on integrating these resources with inquiry-oriented pedagogy. These localized findings support the broader international evidence that technology’s positive effects are conditional on alignment with curriculum goals, teacher preparedness, and reliable access to devices and connectivity (Roy & Biscocho, 2023).
At the same time, self-learning printed modules (SLMs) remain essential in many educational systems—particularly where internet access is limited. In the Philippines, the Department of Education continues to support modular and blended delivery modalities and issues “ready-to-print” SLMs to ensure continuity of learning; these printed modules are widely used for individualized study and are designed to scaffold learners through explanations, worked examples, and practice tasks aligned to the curriculum. The sustained policy emphasis on modular learning highlights the practical importance of comparing printed SLMs with multimedia alternatives in local classrooms (Deped 2022).
Conversely, animation excels at weaving emotional depth into storytelling, fostering a profound connection between the audience and the narrative. By blending sound, imagery, and plot, it creates a powerful experience that leaves a lasting mental impression. This impact makes animation a highly effective tool for education; it transforms learning into an engaging process that often outperforms traditional methods. According to Jou et al. (2022), educators leverage these dynamic visuals to capture student attention and improve information retention through high-impact graphics.
Comparative research specifically contrasting printed SLMs and animated video presentations in secondary chemistry is still emerging. A handful of recent regionally focused studies report favorable effects for animated or video instruction over static print in targeted chemistry topics (for example, isomerism and reaction concepts), but findings vary depending on the fidelity of the media design, the presence of active learning prompts, and contextual factors such as learner access to devices and facilitation support. This mixed but generally positive evidence base motivates systematic, context-sensitive comparisons among Grade 10 learners (Umanah & Atabang, 2025).
It was along this line that this study was conducted in the hope of improving the performance of learners in Chemistry by giving them an alternative teaching strategy in modular distance learning, which consisted of self-learning printed modules and video presentations where learners were given a thorough discussion of the lesson through videos.
The researcher further believed that both self-learning modules and animated videos could facilitate learners’ needs in a variety of ways, especially in the improvement of their performance. Thus, this study was conducted.
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