TEXTBOOK-BASED AND VIDEO-BASED

INSTRUCTIONAL MATERIAL IN ENHANCING

LEARNERS’ PERFORMANCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 434-449
Document ID: 2023PEMJ868
DOI: 10.5281/zenodo.8116459
Manuscript Accepted: 2023-4-7
Psych Educ, 2023, 10: 434-449, Document ID:2023 PEMJ868, doi:10.5281/zenodo.8116459, ISSN 2822-4353
Research Article

Textbook-Based and Video-Based Instructional Material in

Enhancing Learners’ Performance
Karen A. Escobido*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to enhance learners' performance using textbook-based and video-based instructional materials
and likewise investigated students' perceptions regarding the used of textbook-based and video-based
instructional materials as to object, subjects, tool, rules, community, and division of labor and also examined the
pretest and posttest scores of students in five competencies in BPP such as; preparing sponges and cakes,
preparing, and using fillings, decorating cakes, presenting cakes, and storing cakes for the purpose of
determining the significant difference between the performance of the two groups of respondents. Furthermore,
this research examined the correlation between the academic achievement of the participants in the second
quarter and their perception of the effectiveness of textbook-based and video-based instructional materials.The
present study is quasi-experimental research that employed a descriptive approach. The participants of the study
were 40 Grade 11 students enrolled in the Bread and Pastry Production specialization program for the school
year 2022-2023. The selection of the participants was made through purposive sampling. The participants were
deliberately chosen and divided into two cohorts, each receiving distinct forms of guidance: one group was
provided with textbook-based instruction, while the other was exposed to video-based instruction. The survey
instrument was distributed to the respondents to elicit their viewpoints regarding the viability of instructional
materials based on textbooks and videos concerning subjects, object, tools, outcomes, community, rules, and
division of labor. A 30-item assessment instrument was used in evaluating the participants' academic proficiency
in the five competencies under Bread and Pastry Production. The research revealed significant differences in the
pretest and posttest scores of the two groups of participants in the five competencies. On the other hand, the
pretest scores of the students under textbook based instruction do not significantly differ from the post test except
in decorating cakes. Furthermore, identical outcomes concerning the correlation between second-quarter
achievement and the perceived effectiveness of textbook-based and video-based instruction implying
insignificant relationship between the variables under study.

Keywords: bread and pastry production, learners’ performance, knowledge, and skill,
textbook-based, video-based instructional material

Introduction modules instead of textbooks, as some of the delivered

textbooks in schools remain quarantined on the
Teaching in today's mainstream is difficult after a bookshelves.
pandemic because of the transition from online
learning to hybrid learning to in-person sessions. As to DepEd order no. 44, section 2022, distance
Learning gaps caused by the worldwide disaster learning must not be permitted now that schools have
necessitated a more significant shift in teachers' returned to full implementation or 5-day in-person
teaching and learning practices. Relying on text-based classes. It raises the question of whether things will
resources and technology is essential to bridge the return to normal. Do school textbooks have a role in
distance caused by the pandemic. Text-based materials the teaching and learning sessions? Do textbooks
are supplemental material for teaching and learning contribute significantly to students' academic
throughout this crisis. Therefore, DepEd took the performance? Why isn't textbook learning considered
opportunity to provide access to high-quality learning a strategy, even though practically every teacher still
resources by reproducing existing text-based materials employs it? Utilizing textbooks remains the
in either non-print or printed formats. (Do no. 18, s. cornerstone of efficient classroom practice despite the
2020). All learning transactions happen in text-based opposition of many academics. The textbook translates
materials in the form of self-learning modules, the official objectives into a guide for teachers with
especially those schools in the far-flung area where an resources that can be utilized every day; however,
internet connection may not be possible. Students rely teachers are free to make their own decisions regarding
more on printed formats because this is what they can how to use the textbook. The pandemic's radical
afford; aside from no internet connection, gadgets' reforms to the educational landscape have embraced
non-availability is also considered. On the forefront of the critical feature of technology. Technology paved
pandemic challenges in education are self-learning the way how students to adjust the manner they learn.
The widespread usage of digital devices has expedited

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Research Article

the development of video technology in education in previous discussion has led the researcher to study
supporting students learning and teachers' video-based and textbook-based instruction as part of
development (Sablić, Mirosavljević Škugor,2020). instructional delivery in T.V.L., particularly BREAD
Video is the fundamental approach that satisfies the AND PASTRY PRODUCTION, especially in dealing
demands of learners today and in the future. Video can with the performance task of preparing gateaux, tortes,
improve how today's learners learn and assimilate and cakes. As a T.V.L. teacher, students in our
lessons while assisting educators in addressing the community are having difficulty learning the concepts
obstacles posed by various learning styles (Greenberg and context of this course. The teacher must strengthen
& Zaretis, 2012). Technology advancements are instructional delivery strategies, such as text-based
pushing teachers and students to embrace e-learning education and modern instruction, that promote critical
programs (Kolekar et al., 2018), enormously thinking, creativity, and imagination in the core
contributing to students' learning (Sloan & Lewis, competencies. In addition to emulating learning
2014). Considering the rapidly changing technological through visuals (e.g., videos), students also learn
world, classrooms are gaining more from technology through written text instruction. The abilities of
by integrating it into student learning. Nowadays, students should be kinesthetically developed using
students are more engaged and at ease with whichever method is applicable. This reason has led
technology; therefore, this must be our priority. the researcher to conduct an academic study.
(Carsten, Mallon, Bataineh, Al-Bataineh,2021).
Research Questions:
Teachers teaching skill-based subjects like
Technology, Vocational and Livelihood (T.V.L.) This study aimed to enhance learners' performance
Home Economics Strand has the most considerable using textbook and video-based instructional material.
adjustment in the new-set up. Teachers had felt the In this view, the research will seek to answer the
struggle in teaching specialized subjects because these following questions:
happened to be experiential learning. T.V.L. is about
practical skills and job-ready; these require a skill. As 1. What is the profile of the respondents in terms of:
a result, in a hybrid learning set-up, teachers struggle 1.1 Age;
to discover the most straightforward approach to 1.2 Sex;
provide the skills. Teachers must develop innovative 1.3 Family Income; and
techniques and solutions to provide high-quality 1.4 Availability of gadgets/devices?
education while tackling the pandemic's problems. 2. What is the perception of the students to textbook
Teachers, at their capability and accessibility, make all based and video-based instructional materials in terms
learning possible with technology. They incorporate of:
three dimensional instructional materials to engage 2.1 Subject;
learners in active learning. All students with and 2.2 Object;
without a powerfully dominant modality preference 2.3 Tool;
benefit from instructions that include video. 2.4 Outcome;
Incorporating videos in teaching skill-subject is a 2.5 Community;
powerful device that will make students’ learn the 2.6 Rules; and
actual performance they are expected to do in the 2.7 Division of Labor?
performance tasks required. 3. What are the pretest and posttest scores of the
student’s using textbook based and video-based
Due to the two-year pandemic, during which students instruction as of the following competencies?
read their modules at home and are now gradually 3.1 Preparing sponges and cakes;
returning to school to learn, the researcher sought to 3.2 Preparing and using fillings;
incorporate images, sounds, and explanations through 3.3 Decorating Cakes;
video-based instruction so that students would learn 3.4 Presenting Cakes; and
differently than they had in the past. Using video- 3.5 Storing Cakes?
based instruction, students will have enough time to 4. What is the performance of the respondents during
review, repeat, pause, and rewind the lesson. Students the second quarter?
learn more efficiently and retain information when 5. Are the pretest and posttest scores of the
they watch video-based training because they are not respondents exposed to video-based instruction
simply reading to learn; they also see the steps, tools, significantly different?
equipment, and explanations. It will enable them to be 6. Are the pretest and posttest scores of respondents
ready for the course's performance requirements. The exposed to textbook-based instruction significantly

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Research Article

utilized the population of the TVL-HOME

different? ECONOMICS GRADE 11 student enrolment S.Y.:
7. Are the posttest scores of the two group of 2022—2023.
respondents significantly differ in the following
competencies? Research Instrument
7.1 Preparing sponges and cakes;
7.2 Preparing and using fillings; The instrument used in the study was a survey
7.3 Decorating Cakes; questionnaire and pretest and posttest, mainly
7.4 Presenting Cakes; and gathering responses based on the presented video-
7.5 Storing Cakes? based instruction and textbook-based instruction in
8. Is the performance (2nd Quarter Grade) of the line with the competency during the 2nd quarter in
respondents significantly related to the perceived video Bread and Pastry Production. The test and survey
and textbook based instruction? questionnaire were part of the data gathering. The
researcher made 30-item multiple-choice questions.
The instrument was self-made by the teacher and will
Methodology be checked and validated by the senior teacher
specialized in the field. The video-based instruction
was presented to three (3) teachers in TLE/TVL
Research Design afterward. They answered the prepared survey
questionnaire. The researcher noted all the inputs,
The study utilized a descriptive quasi-experimental recommendations, and suggestions to improve the
method of research using a quantitative approach. A survey questions and video and textbook based.
quasi-experimental design, like an actual experiment, Teachers' experts in the field also validated the topic's
seeks to establish a cause-and-effect link between an contents and competency. The test items were taken
independent and dependent variable. Unlike a real from each learning outcome of the core competencies
investigation, a quasi-experiment does not rely on of the specialized subject Bread and Pastry Production
random assignment. Instead, subjects were grouped NCII and are aligned with the K-12 Curriculum:
according to non-random criteria. preparing sponges and cakes, filling, and frostings,
decorating cakes, presenting cakes, storing cakes. In
Respondents of the Study
the self-made test, the researcher aims to find the
significant difference between textbook and video-
The researcher conducted this research in Calantas
based instruction in enhancing learners' performance.
National High School Macalelon, Quezon Senior High
Moreover, the researcher also utilized a survey
School Department, T.V.L. Track, specializing in
questionnaire to gather students' perceptions of these
Home Economics, Bread, and Pastry Production,
two entities as to subject, object, tools, outcome,
comprising 40 Grade 11 students.The respondents
community, rules, and division of labor.The researcher
were taken from two groups, the experimental group
created a video-based instruction comprising topics,
receiving the treatment, video-based instruction, and
objectives, tools, materials, ingredients, and
the control group receiving text-based instruction or
procedures. This instructional video taught
traditional method of instruction. The purposive
performance-based tasks in Bread and Pastry
sampling technique was used in this study.
Production in preparing sponge cakes, filling,
decorating, and presenting cakes. The created
Population and Sampling Technique
instructional video aims to determine the adequacy of
strategic tools regarding the subject, object, tools,
The researcher chose all the Grade 11 senior high
outcome, community, rules, and division of
school students in T.V.L.- home Economics strand as
labor.Furthermore, the research developed a text-based
the respondents in this Study. The students that took
material in the form of a task sheet where
part in the Study were conducting classes in two
performance-based tasks, rules, rubrics are the
sessions. Session A was taking classes every Monday -
components.
Tuesday while Session B was every Wednesday-
Thursday, both same time 1:00-4:00 pm. The course Research Procedures
Bread and pastry production should be taught 8 hours
a week. Both classes comprise 4 hours in 2 days, and The researcher requested permission to conduct the
both total 8 hours in 2-day sessions. The researcher study by sending a letter to the office of the School
Division Superintendent Officer-in-Charge Sir Elias A.

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Research Article

Results and Discussion

Table 1. Distribution of two groups of Respondents

Alicaya Jr. Attached to the letter was the data sharing as to Age and Sex
agreement form, which was then notarized in the
public attorney's office to legally bind the document
between the researcher and the department. Following
this event, another request letter was sent to the public-
school administrator in Macalelon, District, requesting
that the researcher conduct the study at the school. The
supervisor then gave his approval. The researcher
wasted no time in delivering another letter to the
officer-in-charge of Calantas National High School,
Ms. Victoria N. Seño, who affixed her signature to the
signed consent from the district supervisor's office.
The r e s ea r ch er d e l i b e r a t e l y s tar ted the
experimen tation.
Table 1 shows the distribution for two groups of
The researcher selected the students based on their respondents as to age and sex. Taken from the table
groupings. Students who participated in the study
above, 14 (70%) were from 14-16 years old, followed
signed an informed consent to value their human
by 4 (20%) for 17-19 years old. There was 1 (5%)
interest and voluntary participation. The students were
purposively assigned into two groups: experimental respondent at the age of 20-22 years old and 23 years
and control groups. The control group received old from the Textbook-based group. While from the
textbook-based instruction and video-based instruction video-based group, there were 15 (75%), mostly 14-15
as the treatment. A test was given to determine the years old, and 5 (25%) were 17-19. From 20-22 years
student's academic performance in Bread and Pastry and 23 years old, no respondents aged in this category.
Production before and after receiving the video-based This result implies that respondents were at their
instruction. The same test was given to the control
appropriate age according to their grade level. The
group. The result was gathered and recorded
simultaneously. The impact was analyzed and
respondents were mostly in their teenage years, and
tabulated to determine the effect of textbook and they were in the moment of active and still enthusiastic
video-based instruction.After the test, the survey to learn.
questionnaire was given to assess the adequacy and
acceptability of the textbook and video-based This table also discusses the partition of the
instruction on enhancing learners' Bread and Pastry respondents in terms of their sex, wherein 14 (70%)
Production performance in terms of subject, object, male and 6 (30%) female students were included in the
tools, outcome, community, rules, and division of
textbook-based group. While 17, or 85%, were male,
labor. The survey questionnaire will use a 5-point
and only three, or (15%) were female in the video-
Likert scale, 5- strongly agree; 4; agree; 3 neither
agree nor disagree; 2 disagree, and one strongly based group.
disagrees.During the performance-based task, the
textbook-based group was given task-based sheets The result further showed that the students more likely
containing the same information as the video-based belonged to the male category. This implies that
group. After the competency has been demonstrated nowadays, females are interested in baking and males
through performance-based tasks, the output was are as well; maybe we are in a society where gender
evaluated using holistic rubrics. equality is strengthened, and men can also do what
women can.

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Research Article

Table 2. Distribution of two groups of respondents student should be left behind. Everyone should be
asto Family Income, and Availability of Gadgets exposed to digital learning. As quickly as technology
evolves, our students adapt to it at the same rate.
Parents, educators, and students should collaborate to
create a variety of learning opportunities related to the
use of digital devices.

Table 3. Perception of the respondents to textbook-

based and video-based material as to subject.

Table 2 shows that most respondents receive less than

5,000 family income. It confirms that data gathered
from the textbook-based group has 15 respondents
(75%) with low family income, while 5 or 25%
received more than 5,000. On the other hand, the
video-based group has a much lower number of
families receiving lower than 5,000 monthly incomes
with a difference of 2. In contrast, 6 (30%) received
5,000 to 10,000, and only one was compensated,
amounting to 15,000 to 20,000. The results reveal that
respondents are from low-income families. Table 3 presented the perception of the respondents as
to textbook-based and video-based material as to
The table also shows that 18 students or 53% of them subject. The result shows that students were stimulated
owned smartphones Only 1 (0.02%) owned a tablet by the textbook-based and video based with a mean of
and 2 or (0.05%) owned a laptop, while 9 or (26%) 3.90 and 4.10 which are both interpreted as Agree.
were still using basic phones and 4 (18%) has Students were eager to learn the lesson from reading
television from the textbook based group. On the other the textbook and watching the video, which is both
hand, the video-based group has 17 students 50% were interpreted as Agree with the mean of 3.90 and 4.30.
owners of smartphones, one (1 or 0.02%) has a tablet, Students were satisfied with the textbook-based
and a laptop, 4 or 12% them has basic phones, and 12 material and video presented which are both
or 35% of them has a television. The result shows that interpreted as Agree with the mean of 3.75 and 4.25.
the respondents rarely owned digital devices used in Students can perform baking tasks by reading
school and at home. Students’ families were not all textbooks and by watching videos with a mean of 4.25
capable of buying digital devices due to low family and 4.10 both interpreted as Agree. Students easily
income. understand the lesson in preparing bread and pastry
through the help of textbooks and videos with a mean
In today's world, having access to various digital of 4.05 and 4.25 both interpreted as Agree. Students’
gadgets has become an essential component in perceptions of textbook-based and video-based as to
teaching and learning process. Providing a cellphone, the Subject are both interpreted as Agree with an
tablet computer, or any other digital gadget that can average mean of 3.97 and 4.20, respectively.
assist a child in adjusting to new technological
developments in an educational environment is an
As a result, teachers should be child centered. Learners
expense that should be borne by the parents. The
are the most significant aspect of the classroom; they are
parents should seek outside funding for this purpose. the primary focus of the teaching and learning process.
Most educational resources available today are Whatever teaching strategies teachers employ, students
available in digital formats, such as e-books, digital are easily motivated to learn. They are all enthusiastic to
modules, and video lessons. understand the subject, which is why they can simply
complete the activities or performance tasks assigned to
In a world where technology changes rapidly, no them.

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Research Article

Table 5. Perception of the respondents on textbook-

based and video-based instructional material as to
tool
Table 4. Perception of the respondents to textbook-
based and video-based material as to object

Table 5 illustrates the perception of the respondents on

Table 4 represents the perception of the respondent to textbook-based and video-based instructional material
textbook-based and video-based material as to Object. as tool. The respondents have different degrees of
Each lesson in the video presentation and textbook- responses regarding this variable. Textbook-based
based instruction was accompanied by specific objects instruction improves their skills in baking generated a
that were both Agreed with a mean of 4.00 and 4.45 mean of 4.10 interpreted as Agree while for the video-
respectively. Objectives of the video presentation and based instruction, it was Strongly Agreed with a mean
textbook-based material are attainable and measurable of 4.55. Textbook-based instruction helps them to
and were both Agreed with the mean of 3.90 and 4.15 practice the skills in baking generated a mean of 4.35
respectively. Objectives stated in behavioral terms interpreted as Agree while Video-based instruction
were Agreed with the mean of 4.00 from the textbook- was verbally interpreted as Strongly Agree with a
based group while 4.50 mean was generated and mean of 4.50. Textbook-based instruction helps them
interpreted as Strongly Agree from the video-based to understand the lesson in preparing cakes and icing
group. The words used for objectives are clear and where interpreted as Agree with a mean of 4.25 while
easily understood were both Agreed with a mean of video-based instruction was interpreted as Strongly
4.05 and 4.30 respectively. The objectives are in line Agree with a mean of 4.55. Textbook-based and video-
with the competencies set by the DepEd and were based instruction helps the students to better
interpreted as Agree with the mean of 4.15 from the understand the lesson and were both interpreted as
Textbook-based group while this was Strongly Agree Agree with the mean of 4.05 and 4.45 respectively.
with the mean of 4.50 from video-based instructional Textbook based gave the students new understanding
material. For the overall perception of the students as that they didn’t have after watching a video lesson was
to OBJECT with the overall mean of 4.02 and 4.38 interpreted as Agree with the mean of 4.10., while
both interpreted as Agree. video-based instruction gave the students a new
understanding that they didn’t have after reading
The result suggests that any teaching and learning lesson material in cake preparation was interpreted as
materials should be accompanied by objectives so that Agree with the mean of 4.45. The overall
students are aware of the required performance they interpretation of the respondent’s perception of
must exhibit in the subject. These standards will textbook-based instruction as to tool was Agree with a
always apply to learning tasks that require teachers to mean of 4.17 and Strongly Agree with a mean of 4.50
provide lessons to the class. Students are in favor that as to video-based instruction.
objectives must be clear and understandable so that
they will become prepared for the individual or group The result implies that video-based learning is
tasks that the teachers wanted them to accomplish to becoming more significant nowadays. “Students in
meet the standard curriculum. baking prefer more of video-based instruction because
they could practice more and helps them improve their
baking skills. Video-based instruction helps the
student to understand better the lesson in preparing

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Research Article

cakes and icings. It concluded that using video average mean of 4.09 and from video-based it was also
material to emulate the steps in baking will boost the interpreted as agree with an average mean of 4.26.
overall knowledge of the procedure. Students were
engrossed entirely in completing a task using video Based on the result both textbook-based and video-
material since they knew what pattern of behavior they based instruction have an agreeable perception of how
needed to follow. the two instructional materials help them to create their
baked output. They better understand the standard
Video lessons as a tool for learning really make the procedure for making sponges and icings using the
students to be engaged in the lesson, they are correct baking tools. Both groups of students can be
interested to learn the instruction and method, as the able to ice a cake as well as producing delicious
teacher demonstrated the process. Learning is easy if it sponge cakes with decorative icings utilizing the two
has visual representation of the expected behavior instructional materials. For them, both strategies
students need to simulate. produce the best results possible. It was the same
impact on the student’s outlook when it comes to the
Table 6. Perception of the respondents to textbook- overall outcome that they produce in baking sponge
based and video-based material as to the outcome cakes with decorative icing and fillings. For them, if
both materials were provided in the performance tasks
whether it is a text-based material or video-based
material, they could produce the same product or
output.

Table 7. Perception of the respondents to textbook-

based and video-based material as to community

The table above displays the perception of the

respondents to textbook-based and video based as to
outcomes. The respondents both agree on all the
indicators underlying the outcome. The respondents
can bake sponge-based cakes as required by standard
procedures interpreted as Agree from both textbook- The above table shows the perception of the
based and video based with a mean of 4.05 and 4.20 respondents to textbook-based, and video based as to
respectively. Students can be able to make icings, the community. Team members' understanding of their
fillings, and frosting as required to standard procedure roles and responsibilities in the baking tasks were both
both interpreted as Agree with a mean of 3.90 and interpreted as Agree with the mean of 4.10 and 4.45.
4.20. Both groups can be able to produce sponge cake, Working as part of a team motivates the students to do
icing, fillings, and frostings using the correct baking their best was interpreted as Agree with the mean of
tools both interpreted as Agree with the mean of 4.10 3.90 from textbook based and Strongly Agree with the
and 4.30. Students can ice sponge cake using different mean of 4.55 from video-based instruction. Team
decorative techniques both Agreed in the textbook- member's respect and appreciation for each other’s
based group and video-based group with the same contributions were interpreted as Agree with the mean
mean of 4.25. Students can produce delicious and of 3.95 from the textbook based and strongly agreeing
moist sponge cakes with decorative icings and with the mean of 4.55 from the video-based group.
frostings were both interpreted as Agree in textbook Our team encourages teamwork was interpreted as
based and video based with a mean of 4.15 and 4.25. Agree with the mean of 4.00 from the textbook based
The overall interpretation of the respondents as to the and Strongly Agree with the mean of 4.50 from the
outcome from textbook-based was agreed with an video-based group. Students make sure that their work

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contributes to the success of their baking performance the rules’ using video was interpreted as Agree with a
were both interpreted Agree from a textbook and mean of 4.25. Students can perform the task of
video-based group with the mean of 4.10 and 4.45 preparing sponge cakes and frostings by reading the
respectively. The overall interpretation of textbook rules via textbook-based instruction and observing the
based as to community was Agree with a mean of 4.01 rules via video-based instruction were both interpreted
and Strongly Agree from a video-based group with a as Agree with the same mean of 4.35. The overall
mean of 4.50. interpretation of students’ perception of textbook-
based and video-based instruction as to rules was
This result indicates that demonstrating how Agree with the mean of 4.42 and 4.35 respectively.
cooperatively a group activity will be completed with
the assistance of team members is a determinant in the This result suggests that rules which are embedded in
success of a group's performance. It was then textbook-based instruction, can promptly read and
underlined that all the baking duties that would be scan statements by the students especially the scoring
completed would be done as a team where every rubrics. In contrast, rules are displayed on the screen
individual should take part in the allocated activity to as each is presented in video-based instruction were
them. On the other hand, textbook-based material also difficult for the students to follow because it will take
included the duties and responsibilities of group their time browsing the criteria. Students prefer
members; however, this was not fully implemented written rubrics to follow the required tasks in this
because some group members were unaware of their situation readily. Regarding video-based instruction in
tasks and responsibilities. which students observe the teacher demonstrated the
health and safety protocols while performing baking
Table 8. Perception of the respondents to textbook- tasks, were strongly agreed by them because they
based and video-based material as to rules could repeat playing it, and this was only a short task
which are easily remembered when viewed unlike the
rubrics or criteria which include a lot of text in a
statement. For visual learners, images and sounds are
appreciated other than words or text.

Rubrics/ rules that are written in text have an impact

on students because they can promptly ask questions
about anything that is unclear. Learners are wary of
how they are graded using rubrics; consequently, in
textbook-based instruction, they firmly favor simpler
performance if they are familiar with the expected
criteria for scoring the baking task.

Table 9. Perception of the respondents to textbook-

based and video-based material as to the division of
labor
The table shows the students' perception of textbook-
based and video-based instruction as to RULES. The
textbook-based group can perform the activity and
knows the expected criteria for scoring the baking
tasks was interpreted as Strongly Agree with a mean of
4.95. while video-based was interpreted as Agree with
the mean of 4.25. Students were motivated to do the
baking task by following the rubrics were both
interpreted as Agree with the mean of 3.85 and 4.35.
Students can demonstrate the task following the rules
on health and safety procedures was interpreted as
Agree from the textbook based with a mean of 4.15
and strongly Agree from the video based with a mean The table shows the perception of the students to
of 4.55. Students can easily follow the rules of the textbook-based and video-based material as to
tasks using the tasks sheet was interpreted as Agree DIVISION OF LABOR. The tasks were divided
with a mean of 3.80 while students can easily follow

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accordingly, with a mean of 4.70 interpreted as

Strongly agree with the mean of 4. 70 from the video
based whereas the textbook-based instruction agreed
with a mean of 4.05. Each member can do their based instruction as to five indicators. In textbook
specified task were both agreed with the mean of 4.00 based instruction all the indicators were perceived as
and 4.30. The difficult tasks that make it simple for the Agree, having the following meaning respectively;
group members to complete were interpreted as Agree subject 3.97, object 4.02, tools 4.17, outcome 4.09,
with a mean of 3.90 from the textbook based and 4.45 community 4.01, rules 4.42, division of labor 4.05.
interpreted as Agree from the video based. The task However, tool, community, division of labor were
assignment is distributed and perceived as both Agree perceived as strongly agree having the mean of 4.50
from textbook-based and video based with the mean of and 4.70, while subject, object, outcome, and rules
4.00 and 4.40 respectively. The tasks are organized were perceived as agree having the mean of 4.20,
and made explicit to ensure activity success were both 4.38,4.26, and 4.35.
agreed with the mean of 4.15 and 4.45. For the overall
This indicates that in video-based instruction, students
interpretation, the video-based group perceived the
concur that video lessons can effectively engage them
division of labor as STRONGLY AGREE (M=4.70,
in the process of learning to bake cakes. They can
SD=0.57) while the textbook-based group as AGREE
work as a team to produce high-quality baked
(M=4.05, SD=0.89).
products. Learners have substantial roles in their
The result expresses how the activity will be divided baking tasks so that everyone has an equal opportunity
among the students following the activity's objective, to perform all the necessary tasks. Indeed, video-based
which is the improvement of performance resulting in instruction can pique students' interest because it helps
the production of an output required in the competency them achieve their goals.
of BREAD AND PASTRY PRODUCTION. The
students who perform the tasks contribute to the Table 11. Pretest and Posttest scores of the
activity's success along with the other group members respondents exposed to textbook based and video-
from which tasks were distributed. In the case of the based instruction in Preparing Sponges and Cakes
video-based instruction, task distribution was evident
in the video instruction, that is why students
successfully done the activity while performing the
individual task among their group. In collaborative
learning it allows students to learn from one another.
They are collaborating to ensure that everyone
participates in the learning task. Every member of the
group has a significant role to accomplish in the
activity, they work as a team in the baking activity that
ensure fairness and equal opportunities among the The table above presents the pretest and post-tests
group members. scores of the respondents on textbook-based and
video-based in preparing sponges and cakes. In the
Table 10. Summary perception of the respondents to pretest scores of the respondents in the textbook based,
textbook-based and video-based material as to subject, 35% of the respondents scored Fair and Good in their
object, tool, outcome, community, rules and division of pretest and 8 or 40% of them scored Good during their
labor posttest. In the case of video-based instruction, almost
11 or 55% of students scored (3-4) interpreted as Fair
in their pretest and 10, or 50% of them scored (5-6)
interpreted as good, 4 or 20% of them as Very Good,
and 3 or 15% of them were excellent in their posttest.
This means that post-test scores improved under both
sets of instructions. The two sets of instructions are
effective in both groups of learners. Nevertheless,
video-based instruction has a notable difference in
This table shows the summary of the overall their pretest and posttest scores.
perception of the students to textbook based and video-

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Table 12. Pretest and Posttest scores of the

The table above presents the pretest and posttest scores
respondents exposed to textbook based and video- of the students in decorating cakes as to textbook-
based instruction in preparing and using fillings. based and video-based instruction. Based on the data
specified from the textbook-based instruction, the
pretest result has 14, or 70% of students scored (0-2)
(Poor), then 5, or 25% of them scored 3-4 (Fair), 1 or
5% of them scored 5-6(Good). Meanwhile, posttest
scores were 10% or 2 students scored (0-2) Poor, 13 or
65% of them scored 3-4 interpreted as Fair, 3 or 15 %
of them scored 5-6 as (Good), then 1 or 5 % were Very
Good and Excellent. However, pretest results
generated from video-based instruction were 55%, or
The table shows the pretest and posttest scores of 11 got a score of 0-2(Poor), 7, or 35% of them
students in preparing and using fillings. Based on the scored 3-4 (Fair), and 2, or 10% of them scored 5-6
data given textbook-based instruction pretest scores (Good). In their posttest, 5 or 25% of them scored
(0-2) (Poor), 10, or 50% of them scored (3-4)
resulted that there were 7 (35%) students scoring 0-2,
(Fair), 3 or 15% scored (5-6) (Good), and 2 or 10%
(Poor), 5(25%) students scoring 3-4 (Fair), 4(20%)
scored (7-8) Very Good. The result demonstrated that
students scored 5-6, Good, 4 or 20% scored 7-8, Very scores of the students increase in the posttest. One
good. Moreover, textbook-based posttest scores of the student became excellent at decorating cakes from a
students generated a frequency of 2 (10%) scored 0-2, textbook basedand none from a video based.
9 (45%) scored 3-4, 6 (30%) scored 5-6, 2 (10%)
scored 7-8, and 1 or 5% scored 9-10. In the video- In this case, students from textbook-based groups
based instruction pretest scores the students generated induce creativity in decorating cakes because they can
a frequency of 8(40%) scored 0-2, and 12 (60%) think critically about the idea of decorating they read
scored 3-4, Furthermore, on the posttest scores, 5 purposely the process and techniques of decorating
(25%) of students got the scores of 3-4; 3 or 15% of cakes, while in video-based no students got excellent
them scored 5-6; 7 or 35% of them scored 7-8, and 5 scores maybe because students that are presented with
or 25% of them scored 9-10. a lot of vivid examples, the process of decorating, their
minds were cluttered with so many ideas, it's hard to
There was a sudden increase in scores in the post-test focus to only one idea in terms of decorating that is
from the textbook based; 2 (10%) scored 0-2, while no why they only got very good in their scores.
respondents scored lower during their post-test in the
video-based group. The results show that most of the Table 14. Pretest and Posttest scores of the
students in their pretest were poor after utilizing the respondents exposed to textbook based and video-
textbook-based instruction, it became Fair in the based instruction in presenting cakes.
posttest. In terms of video-based instruction, students'
pretest scores were poor then they became Very good
in the post-test. The data typically generated an
improvement in scores for the video-based group in
preparing and using filings. Students were more
engag ed on this to pic, the k no w - ho w for
demonstration skills can boost students’ attention
especially when they are presented with video-based
instruction.
The above table shows the pretest and posttest scores
Table 13. Pretest and Posttest scores of the of the students in presenting cakes. From the analysis
respondents exposed to textbook based and video- above under textbook-based instruction pretest scores
it was found out that there were seven students (35%)
based instruction in decorating cakes.
got (0-2) scores, 8 (40%) students got 3-4 scores, 5 or
25 % got 5-6 scores, while in their posttest scores, 6 or
30% of the students got 0-2 scores, 8 or 40% got 3-4
scores, 2 or 10% of the students got 5-6 scores, 1 or
5% got 7-8 scores, and 3 or 15% of them got 9-10
scores. On the other hand, the pretest scores of the

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students under video-based instruction were 13 or Table 16. Performance of the respondents during the
(65%) of them got 0-2 scores, 6 or 30% got 3-4, 1 or 2nd Quarter
5% got 5-6, while their posttest scores were 3 or 15%
of the students got 0-2 scores, 2 or 10% got 3-4 scores,
7 or 35% got 5-6 and 7-8 scores, 1 or 5% of them got
9-10 scores.

The study reveals that both textbook-based and video-

based instruction enhance learning scores. In contrast,
the percentage of improvement was greater for video-
based instruction. Students who received video-based
instruction saw the actual cake presentation, making it
more appealing for them to replicate what they were The above table presents the performance of the
supposed to do. Students under video-based instruction respondents during the 2nd Quarter as textbook-based
may be better at cake presentation than those under and video based. The data shows that most students
textbook-based instruction because they can see how got 35% satisfactory grades, 35% very satisfactory,
cakes are presented rather than just reading about it. and 30% outstanding in the textbook based. However,
students got 30% satisfactory grades, 25% Very
Table 15. Pretest and Posttest scores of the Satisfactory, and 45% outstanding grades. The results
respondents exposed to textbook based and video- indicate that students all performed better exposed to
based instruction in storing cakes. the two instructions. Students who have experienced
video-based instruction have a slightly higher
percentage of outstanding results. This suggests that
video-based instruction enhances their performance
during the second quarter.

Table 17. Significant difference between pretest and

posttest scores of respondents exposed to video-based
instruction.

Table 15 shows the pretest and posttest scores of the

respondents in storing cakes. Textbook-based group
pretest generated a frequency of 11 (55%) students
scored 0-2; (Poor), 8 (40%) of the students scored
(5-6), and 1 (5%) scored (9-10) Excellent. During their
post-test, 6(30%) of the students scored (3-4) (Fair),
12(60%) scored (3-4) (Fair), and 2(10%) (Poor)
students scored (9-10) Excellent. In the case of the
video-based instruction the scores in their pretest
resulted in 10 (50%) students scoring (0-2) (Poor), and
10 (50%) scored (5-6) (Good) whereas in their The table shows the significant difference between the
posttest, students got (0-2) or 9 (45%) (Poor), and 11 pretest and posttest scores of the respondents exposed
(55%) of students scored (5-6) Good. to video-based instruction across the five
competencies. It was evident that there were
The research indicates that, for storing cakes, students significant differences between the pre-and post-tests
performed very well with textbooks than with videos. for each competency. In preparing sponges and cakes
It demonstrates that textual content may be a viable it generated a mean result of 2.85 in the pretest and
alternative to video-based training, as students may 6.10 mean in the posttest, were significant at 0.000.
quickly return pages and read the material with a page However, in terms of preparing and using fillings, it
flip. Instead of providing the information via a slide or has a pretest mean of 2.65 and a posttest mean of 6.85,
pictures, they can readily follow the procedures for which were significant at 0.000. Whereas decorating
storing and digesting the text. cakes have a pretest mean of 2.45 and the posttest

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Research Article

mean of 3.75 are significant at 0.016. Nevertheless,

presenting cakes with a pretest mean of 2.70 and a
posttest mean of 6.10, were significant at 0.000. The table above shows the significant difference
Conversely, in terms of storing cakes the pretest means between the pretest and post-test scores of the
of 2.50 and a posttest mean of 2.75, were not respondents exposed to textbook-based instruction. In
significant at 0.772. As a result, three competencies terms of preparing sponges and cakes, the mean pretest
such as preparing sponges and cakes, preparing, and of 3.90 and the mean posttest of 5.20 were not
using fillings, decorating cakes, and presenting cakes significant at 0.100. In the case of preparing and using
for video-based instruction were all significant at 0.05 fillings, the mean pretest of 3.80 and the mean posttest
level while storing cakes show no significance. The of 4.50 were not significant at 0.270. In decorating
results indicate that the difference between the pretest cakes, the mean pretest of 2.10 and mean posttest of
and post-test scores of the respondents exposed to 4.15 were significant at 0.001. In presenting cakes, the
video-based instruction was partially significant. mean pretest of 3.60 and mean posttest of 4.30 were
not significant at 0.420. In storing cakes, the mean
Based on the result presented, indicates that among pretest of 2.50 and the mean posttest of 4.00 were not
five competencies, four of them are substantial through significant at 0.163. From that result, only decorating
video-based instruction. Presenting the lessons through cakes was significant at a 0.05 level of significance,
videos, when it deals with the demonstration of skills, while the rest of the competencies show no
is one way of showing a clear picture of the expected significance as to textbook-based instruction.
performance. Video-based lessons created by the
researcher display all five competencies. But students According to the results, the most notable aspect of the
were all engaged only in four competencies because textbook group is the cake-decorating activity, as this
these four competencies are much more exciting than is where students were able to visualize the outcome of
storing cakes. Students were much more interested in their reading. Students in this group were enthusiastic
preparing sponges, fillings, decorating, and presenting about decorating because, to them, cakes are
other than storing cakes based on the video-based decorated; as a result, they meticulously read the
instruction. Not all subjects are loved and favorite by material to understand the process or strategy of
our students, there are only one or two from their decorating, which resulted in a significant difference in
subjects that are their point of interest, the same holds their test scores.
in this instance resulting in not all the five
competencies receiving their focus. The researcher's textbook-based material includes
supplementary learning resources in the form of a task
The video lecture on storing cakes consists solely of page containing a cake illustration. This written
animated text, with the proper storing technique material contains a comprehensive list of ingredients
flashing across the screen as the video played. Due to and procedures, as well as a cake model. Students in
technical issues, video-based cake storage instruction this section were eager to recreate the confection
does not result in a significant difference in cake depicted in the material. They study it thoroughly to
storage. It demonstrates that when using video-based produce identical output to what they have visualized.
instruction, we should limit the amount of text and
focus on demonstrating the proper method to perform Table 19. Significant difference between Posttest
a specific task. That visual learners acquire knowledge scores of students exposed to textbook-based and
through images as opposed to words or text. video-based.
Enhancing students' ability to comprehend text-based
or written material is a crucial objective for educators
in the modern era.

Table 18. Significant difference between pretest and

posttest scores of respondents exposed to textbook-
based instruction.

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Research Article

Presented in the table is the test of significance based instruction.

between post-test scores of students as to textbook-
based and video-based instructions. In preparing and Table 20. Significant Relationship between the
using fillings, a mean of 5.20 in textbook-based and a student’s 2nd Quarter Grade performance and
mean of 6.10 in video-based were not significant at Perception of the respondents on Textbook-based and
0.104. While preparing and using fillings, the mean of video-based instructional material
4.50 in textbook-based and 6.85 in video-based was
significant at 0.001. Decorating cakes resulted in a
mean of 4.15 in textbook-based and 4.30 in video-
based were not significant at 0.526. However, in
presenting cakes it has a mean of 4.30 in the textbook
based and a mean of 6.10 in video-based were not
significant at 0.051. Nevertheless, storing cakes has a
mean of 4.00 in textbook-based and 2.75 in video-
based were not significant at 0.170. As an overall
result from the generated mean only preparing and
using fillings shows significance between the posttest
scores of the students exposed to textbook-based and
Table 20 discloses the significant relationship between
video-based instruction while other competencies
the second quarter grade performance and the
show no significance.
perception of the respondents on textbook-based and
video-based instructional material. From the data
The results indicate that each instruction was
given, among the 7 indicators only Object has a
significant in its level. It also depends on how pupils
significant relationship to the second quarter average
respond to the instructional strategy. The diversity of
in textbook-based instruction, while all the indicators
learners has different points of the manner in acquiring
show no significance to the second quarter average in
knowledge. Instructors cannot remain in their comfort
video-based instruction.
zone; they must consider a range of means by which
students will comprehend the material. While not all
The result implies that 2nd quarterly grade of the
competencies could be acquired through video-based
respondents in Bread and Pastry Production is not
content in this instance, textbooks can be an effective related to the perceived indicators except the object.
learning tool that should be adaptable to how students The learners’ perception is not affected by their 2 nd
learn. quarter grades. Other variables seem to be not related
to the perceived indicators, maybe because they
Preparing fillings and icing is an important part of
focused on the required competencies during their
cake decorating because it determines cake design and
performance tasks. The students’ perception as to
presentation. If any of this fail, cakes cannot be
object has a significant relationship to the 2 nd Quarter
decorated; icing and frostings must be stable to be
Grade because the object or the objectives must be
spreadable on sponge cakes. This is the reason why it
specific, attainable, and measurable, just like a 2nd
led to significant results among other competencies in
quarter grade, the students' perception to object is
terms of their post test scores.
highly correlated with the 2nd quarter grade. Both
things are related because they can be attained and
The researcher's video-based instructional material
evaluated. Teachers use instructional materials and
depicts the process, procedure, and ingredients used in
methods with the intent of helping students reach the
producing and utilizing fillings. The researcher
goals they have set for each lesson. The same thing to
demonstrated effectively how to make simmered icing
students who sought better grades did the same thing
and chocolate ganache for cake decoration. All the
by setting goals and working toward them.
students were enthusiastic about how fillings are
created. Making icing and fillings is one of the most
Well-written objectives in planned lessons or activities
thrilling aspects of cake-making because this is where are highly valued and may have an effect on the
students can observe the dramatic changes in the learner's progress, as this is where our target is based if
stages of egg whites as they transform from a foam to the learners accomplish the lesson's objectives.
a pipeable consistency. They were able to easily
follow the instructions and create successful icings and
fillings for their sponge cakes because they were able
to repeat and reverse the process when using video-

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Objectives are a means of assessing the competence of instructional material and textbook-based instruction
learners. If learners have met the objectives for a as intervention material. (5)The study also
competency, they have attained the mastery level; recommends further conduct of the same survey to
otherwise, they have not demonstrated mastery of the validate the result of this research. (6)The researcher
competency. Thus, objectives have a substantial also recommends that parents assist their children in
relationship with the learner's performance in the accessing devices that are now essential to learning,
second quarter. If they perform well in class, they recognizing that technology is an integral part of
understand the lesson's objectives. learning engagement. (7)The researcher recommends
that school administrators provide ongoing technical
assistance to facilitate the development of programs
Conclusion
and projects that utilize video-based lessons and
textbook-based instruction.
Based on the findings, the researcher has drawn the
following conclusions: (1) This study found a References
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