ABSTRACT
This study examined the utilization of DepEd TV video lessons and its effect on the academic performance and appreciation of Grade 9 students in Physical Education (Community Fitness) at Donsol National Comprehensive High School. An experimental pretest–posttest control group design was employed, involving seventy-six (76) students divided into control and experimental groups through purposive sampling. The control group received conventional instruction, while the experimental group was exposed to DepEd TV video lessons. Data were gathered using a validated 30-item test and a researcher-developed Video Lesson Appreciation Scale. Statistical tools such as frequency count, weighted mean, and t-test for dependent samples were used in analyzing the data. Findings revealed that students demonstrated a high level of appreciation in terms of visuals, narration, and arrangement, indicating positive reception of the video lessons. Moreover, posttest results showed a statistically significant improvement compared to pretest scores, suggesting that the utilization of DepEd TV video lessons contributed to enhanced learning outcomes. The study concludes that the integration of video-based instruction supports improved student performance and engagement. It is recommended that educators may continuously utilize and optimize DepEd TV lessons to strengthen learner-centered and flexible instructional delivery.
Keywords: DepEd TV, video-based instruction, academic performance, student appreciation, Physical Education 9
INTRODUCTION
Innovative teaching strategies and technology integration have fundamentally reshaped pedagogical practice, compelling educators to move beyond conventional instruction toward more dynamic, learner-centered approaches. In contemporary classrooms, the integration of innovative teaching strategies and technology-mediated resources is no longer supplementary but essential to fostering meaningful, inclusive, and equitable learning experiences. Among these innovations, video-based instruction has emerged as a particularly effective modality, consistently demonstrated by research to enhance learner engagement, motivation, critical thinking, and academic achievement (Sulistyaningrum et al., 2023; Alrefaie et al., 2022). Such evidence-based practices are directly aligned with Sustainable Development Goal 4 (SDG 4), which calls for the provision of quality education for all, underscoring the global urgency of harnessing educational technology to address persistent gaps in instructional quality and access.
Empirical literature substantiates the instructional value of visual and multimedia materials. Studies have established that well-designed educational videos significantly improve learners' comprehension, content retention, and higher-order thinking skills by simultaneously engaging visual and auditory processing pathways (Pham & Nguyen, 2022; Karim & Hassan, 2021). These findings affirm the utility of video-based instruction as a transformative tool capable of enriching both teaching delivery and student learning outcomes across diverse educational contexts.
The relevance of video-based learning gained unprecedented prominence during the COVID-19 pandemic, when educational institutions worldwide were compelled to adopt flexible and remote learning modalities. Researchers across multiple contexts documented how video-based instruction sustained learner engagement and academic continuity during school closures, effectively bridging gaps left by the suspension of face-to-face learning (Joaquin et al., 2021; Toquero, 2021). In the Philippines, this period accelerated institutional shifts toward technology-supported instruction, prompting the Department of Education (DepEd) to institutionalize television-based learning as a long-term strategy for educational resilience. In response, DepEd established DepEd TV - a curriculum-aligned, broadcast-based instructional platform designed to accommodate diverse learning styles, ensure continuity of learning, and extend instructional reach to learners across varied geographic and socioeconomic contexts. This initiative is operationalized under DepEd Orders No. 18, s. 2023, No. 10, s. 2024, and No. 12, s. 2024, which provide the policy framework governing the production, delivery, and utilization of televised lessons at the national level.
This study examined the utilization of DepEd TV Physical Education 9 video lessons at Donsol National Comprehensive High School (DNCHS), particularly in teaching Social and Ballroom Dances. The researcher, who participated in the production of these video lessons, recognized their potential as instructional materials that provide clear and consistent demonstrations of movements and dance steps. This involvement also gave the researcher firsthand knowledge of the instructional design and classroom application of the video lessons.
Physical Education instruction in secondary schools presents distinct challenges that further underscore the need for supplementary instructional resources. These include class disruptions resulting from inclement weather, limited availability of specialized instructional materials, large and heterogeneous class sizes, teacher specialization gaps, and physical constraints that may prevent educators from consistently demonstrating complex movement sequences. In contexts where these challenges are prevalent, video-assisted instruction offers a practical and scalable solution — one that provides learners with accessible, standardized, and repeatable instructional demonstrations regardless of situational limitations (Mabunda & Mangena, 2023; Santos & Reyes, 2022).
By integrating DepEd TV video lessons into the Physical Education curriculum, this study investigates how multimedia instructional materials can address existing gaps in teaching practice while simultaneously enhancing learner engagement and performance. The findings are expected to contribute to the growing body of literature on video-based learning in the Philippine educational context, and to provide evidence-based insights for educators, curriculum designers, and policymakers seeking to optimize the use of DepEd TV as an instructional resource. Ultimately, this study affirms the role of educational technology not merely as a supplement to traditional instruction, but as a substantive driver of quality, inclusive, and resilient physical education for Grade 9 learners at DNCHS.
see PDF attachment for more information