CONTEXTUALIZED VIDEO LESSONS IN TEACHING

CHEMISTRY FOR GRADE 9 LEARNERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 719-729
Document ID: 2023PEMJ1098
DOI: 10.5281/zenodo.8274872
Manuscript Accepted: 2023-22-8
Psych Educ, 2023, 12: 719-729, Document ID:2023 PEMJ1098, doi:10.5281/zenodo.8274872, ISSN 2822-4353
Research Article

Contextualized Video Lessons in Teaching Chemistry for Grade 9 Learners

Noel B. Tongohan*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to develop and evaluate the Contextualized Video Lessons in Teaching Chemistry
for Grade 9 Learners at Tanay West National High School, Tanay, Rizal. The study used descriptive-
evaluative and quasi-experimental research design utilizing two instruments, such as questionnaire-
checklist and teacher-made pre-test and post-test. The respondents were composed of twenty (20)
Science teachers and ten (10) ICT experts, while the developed contextualized video lessons were
utilized among thirty (30) grade 9 learners in an online class. Mean was used to determine the
evaluation of the developed contextualized video lessons in terms of content, instructional, and
technical quality, and error found, while dependent t-test was used to determine the significant
difference on the performance of grade 9 learners before and after the exposure to the developed
video lessons. Based on the summary of findings, the following conclusions were drawn: the
developed contextualized video lessons have followed and aligned with the suggested competencies
and were engaging and commendable as evaluated by the respondents. The developed material
obtained an excellent rating as evaluated by the Science teachers and ICT experts, which can be used
as a supporting instructional material to enrich learning and can be assessed for its effectiveness
using different variables.

Keywords: development and evaluation, chemistry, contextualized, video lessons, instructional materials

Introduction new settings in teaching, especially online classes,

must ensure that students are engaged, wherein, they
are directed and well-motivated (Lagua, 2020).The
Education is a privilege that everyone must have, as it need for development and progress in education,
is one of the fundamental human rights that lies at the especially in science and technology where the
heart of United Nations Educational, Scientific and curricula must be equipped with the latest trends and
Cultural Organization (UNESCO) mission, and that is information. Relative to this, DepEd Order No. 35, s.
being preserved in the Universal Declaration of 2016, which is known as “The Learning Action Cell as
Human Rights (UDHR) and many other international a K to 12 Basic Education Program School-Based
human rights associations. Wherein, UNESCO defines Continuing Professional Development Strategy for the
education as “an empowering right on which Improvement of Teaching and Learning”, Section 15.4
marginalized children and adults can lift themselves states that:
out of poverty and participate fully in society”
(UNESCO, Right to Education). “Teachers must enrich lessons with simple integration
strategies utilizing Information and Communications
To provide a quality education is the common goal of Technology (ICT) that are developmentally
each institution, which is greatly affected by the appropriate. Instruction and assessment processes can
challenges brought by this pandemic; issues that are be made more collaborative with ICT, which teachers
needed to be carefully and properly built with the can implement with the tools and equipment available
educational system in the “new normal” here in the in their schools.” It emphasizes that basic education
Philippines (Angara, 2020). Everyone experienced the institutions must develop and produce instructional
changes in their community, including the educational materials that can enrich the learning of learners.
system that is happening now, where both teachers and Especially now in the new normal where they can be
students need to transform their mindset and adopt the in a modular distance learning (MDL) or online
new settings on the teaching-learning process (Lagua, distance learning (ODL), considering the differences
2020). on their mode of learning but still anchored on the
budget of work (BOW) and most essential learning
The Department of Education (DepEd) implements competencies (MELCs) provided by the Department of
different online learning resources such as DepEd Education.
Commons website and Learning Resources and
Management Development System (LRMDS) to As stated on the Regional Memorandum No. 306, s.
address this quarantine issues (Angara, 2020). This 2020 which is also known as “Guidelines on the

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Research Article

Implementation of MELC PIVOT 4A Budget of Work computation, such as the mole concept and percentage
(BOW) in All Learning Areas for Key Stages 1 to 4”, composition are the most interesting to learn, yet
the Regional Office of Region IV-A CALABARZON difficult to understand.
presents the time allocation in teaching the MELCs
and enabling competencies in the different learning The contextualized video lessons, which serve like an
areas from Kindergarten to Senior High School. online lecture are intended for learners who have
Particularly on the Second Quarter of Science 9, which difficulties in science subjects, specifically in
includes the following lessons in Chemistry: chemistry which is designed to be learner-friendly that
Electronic Structure of Matter and Quantum Model of can be used online or offline. The examples and
the Atom, Chemical Bonding and the Formation of explanations are purposively contextualized for the
Ions, The Carbon Atom and Organic Compounds, and ease of learners, and in belief that this method of
The Mole Concept and Percentage Composition, presenting the subject matter among learners can
which is composed of seven (7) most essential learning provide positive outcomes and can help them on their
competencies. learning.

This Memorandum serves as the foundation of the Research Questions

competencies need to be taught in the region with its
allocated time. This can help the researcher identify This study aims to formulate, validate, and determine
the competencies to be used in this study, specifically the evaluation of Contextualized Video Lessons in
in Grade 9 Chemistry, and provide the lessons which Teaching Chemistry for Grade 9 Learners. And to be
need to be discussed within the given quarter. These specific, it sought to answer the following questions:
MELCs are extracted from the previous Curriculum
Guide to help the learners on this pandemic, which 1. How are the contextualized video lessons in
also serves as the guide among teachers to address the chemistry for grade 9 learners developed?
needs of each learner amidst this new normal. 2. How do the respondents evaluate the developed
contextualized video lessons in chemistry for grade 9
These guidelines were used to develop the learners, in terms of:
contextualized video lessons and conduct this study, 2.1 Science Teachers;
since there is a scarcity in the instructional materials 2.1.1 Content Quality;
both in the modular and online distance learning, 2.1.2 Instructional Quality; and
where the schools need to reproduce modules to 2.1.3 Error Found?
address the lack of printed materials.Based on the 2.2 ICT Experts;
observation and personal experiences of the 2.2.1 Technical Quality?
researcher, science is one of the subjects that obtained 3. How do the grade 9 learners perform before and
a low-test results from the previous school years, after the exposure to the developed contextualized
together with Mathematics and English. The English, video lessons in chemistry for grade 9 learner with
Science, and Mathematics (En-Sci-Ma) subjects are respect to the following lessons:
considered to be the most challenging subjects among 3.1 Electronic Structure of Matter;
learners, since that these subjects involve 3.2 Chemical Bonding;
comprehension and analysis, as well as computation 3.3 Carbon Compounds; and
and conceptualization that require deeper 3.4 The Mole Concept?
understanding and critical thinking. 4. Is there a significant difference on the performance
of grade 9 learners before and after the exposure to the
The observation on test results is aligned with the developed contextualized video lessons in chemistry
same results of other science teachers in different for grad e 9 learn er s, with resp ect to the
grade levels, which is consulted by the Science abovemen tion ed lessons?
Department Chair. The test results which provide the
learners outcome assessment (LOA) for each quarter
Literature Review
shows that among the field of sciences that is being
taught for a school year, chemistry subject obtained
the lowest test result, which is also the same with the Contextualized Video Lessons
results gathered by the science teachers in different
grade levels. Grade 9 learners find chemistry subject Contextualized teaching and learning builds upon a
exciting and challenging at the same time, and as similar concept of putting academic activities into
described by most of them, lessons that include perspective to achieve the best teaching and learning

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outcomes. Contextualized learning is a practice that A study conducted on Instructional Quality: Catalyst
endeavors to link theoretical constructs that are taught or Pitfall in Educational Systems’ Aim for High
during learning, to practical, real-world context. It Achievement and Equity, shows that the instructional
recognizes that by embedding instructions in contexts practices that teachers set up have a beneficial impact
that adult learners are familiar with, learners more on a diverse set of outcomes, ranging from individual
readily understand and assimilate those instructions benefits of schooling to broader societal goals like a
(Andriotis, 2017). competitive economy and societal equity. The goal of
their study is to contribute to the current knowledge on
Several studies show the importance and use of video instructional quality and provide direction to
lessons in teaching, even though the results are educational practitioners and policymakers in creating
somehow different from one another, they provide a and providing effective learning environments
common outcome and that is the effectiveness of video (Bellens et al, 2019).
lessons. One study on The Effect of English
Classroom Tasks in Contextualized and Localized on Error Found
Students’ Performance found that students learning
depend significantly on the selection of the task in This includes the conceptual, factual, grammatical, or
English classroom. If noncontextualized tasks are used typographical, and computational errors found in the
for the teaching in localized student performance, they learning material. Analyzing incorrect worked
tend to achieve less learning as compound to those examples is especially beneficial for helping learners
who are taught through contextualized task (Nuraida, develop a conceptual understanding of subject matter
2019). processes. Studying their own errors can also help
learners see when they have chosen incorrect
Content Quality strategies, improving their procedural knowledge
(Digital Promise, 2020). A study conducted on Error-
Content Quality is one of the criteria to determine the Discovery Learning Boosts Student Engagement and
level of acceptability of contextualized video lessons Performance, while Reducing Student Attrition in a
in teaching chemistry for grade 9 learners, which Bioinformatics Course shows that undiagnosed
refers to the ideas and concepts included in the conceptual error is a key factor in STEM education.
material. Learning content is broadly defined as the Design a platform for making it easy for instructors to
topics, themes, beliefs, behaviors, concepts, and facts, discover, share, reuse, remix, and write their own
often grouped within each subject, or learning area target problems, error models, and resolutions (Lee et
under knowledge, skills, values, and attitudes, which al, 2018).
are expected to be learned and form the basis of
teaching and learning (Kumar et al, 2021). In a study Technical Quality
conducted on Effective Educational Videos: Principles
and Guidelines for Maximizing Student Learning from As discussed, and explained in one article, technology
Video Content, the utility of video lessons can be bridges the gap between quarantine and teaching.
maximized by matching modality to content. By using Smartphones have become essential more than just
both the audio/verbal channel and the visual/pictorial being a luxury. Digital tech during this time is a need
channel to convey added information, and by fitting for all. They also stated the benefits of technology to
the information to the most appropriate channel, learners and teachers, which are the following: equips
instructors can enhance the germane cognitive load of learners for their future careers, personalizes learning
a learning experience (Brume, 2017). and teaching approaches, drives down costs overall,
and brings more learning opportunities and boosts
Instructional Quality teamwork and communication (Child Hope
Philippines, 2021).In a study conducted on The
Instructional quality is an elusive concept, but efforts Effective Use of Video in Higher Education, the
to define and measure it typically focus on researcher found that the current impact of technology
instructional inputs, instructional outputs, or the on society and higher education, changes in society
relationship between the two. Inputs for instructional including the ‘wired’ generation and the impact on
quality include behaviors, materials, and traditional roles, including course design, teaching
characteristics of instructors or the instructional methods and the role of the lecturer. This has resulted
process, usually assessed through observations, in many diverse types of videos which have different
curricular artifacts, student artifacts, tests of teaching aspects, functions and uses within the educational
skills, or student surveys (Brown and Kurzweil, 2018). context (Woolfitt, 2015).

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Methodology The subject of the study was the developed

contextualized video lessons in teaching chemistry for
grade 9 learners. Due to the scarcity of learning
Research Method and Design materials and cost of its expenses, the contextualized
video lessons were used as a method in presenting the
This study utilized descriptive-evaluative research subject matter, which was done through online or
design since the researcher developed contextualized offline, following the K to 12 Enhanced Basic
video lessons in teaching chemistry for grade 9 Education Curriculum specifically the Most Essential
learners and evaluated. According to Shuttleworth Learning Competencies. The video lessons were
(2018), descriptive research design is a valid method intended to become contextualized so that the learners
for researching specific subjects and as a precursor to can relate on the examples given, as well as be familiar
more quantitative studies. Thus, the aim of descriptive with the discussion, providing a natural way of
research is to give valuable pointers as to what delivering the lessons inside a classroom just like a
variables are worth testing quantitatively. Meanwhile, face-to-face classes.
according to Fox (2016), evaluative research is a type
of research you can use to evaluate a product or The respondents of the conducted study were the
concept and collect data that helps improve your Grade 9 Learners of Tanay West National High School
solution. It also includes various activities, such as in online class, who are the same group of learners that
testing for accessibility, testing the content, assessing had their online distance learning (ODL) class last
desirability, and more. school year, when they were in Grade 8 level. The
respondents were composed of eleven (11) males and
Since science teachers and ICT experts evaluated the nineteen (19) females for a total of thirty (30) grade 9
developed contextualized video lessons in teaching learners.They were selected as the respondents for the
chemistry for grade 9 learners, the researcher used the purpose of implementing the research study since that
data gathered to know the evaluation of the they were the group of learners who were in online
contextualized video lessons. These data provided the class last year, and they were exposed to online
results for the improvement and suggestions to be distance learning setup where they need to use online
incorporated in the developed video lessons, following platforms such as Google forms, Google meet, and
the criteria need to meet as stated in the Department of other online applications to submit and answer
Education Learning Resources Management and questions and activities.The evaluation of the
Development System (DepEd-LRMDS). developed contextualized video lessons in science 9
was described in terms of content quality, instructional
In addition, this study also employs quasi- quality, technical quality, and error found to be
experimental research design among grade 9 learners evaluated by at least twenty (20) Science teachers who
of Tanay West National High School, utilizing single have five (5) years of teaching experience, and ten (10)
group pre-test and post-test. According to Thomas ICT experts who also have five (5) years of working
(2020), like a true experiment, a quasi-experimental experience on their field.
design aims to establish a cause-and-effect relationship
between an independent and dependent variable. Procedure of the Study
However, unlike a true experiment, a quasi-experiment
does not rely on random assignment. Instead, subjects The researcher followed the standard procedure in
are assigned to groups based on non-random criteria, conducting this study, which started with the approved
which is a useful tool in situations where true research title and colloquium. After the colloquium,
experiments cannot be used for ethical or practical revisions and suggestions from the panel were
reasons. The study was utilized among grade 9 incorporated. The researcher presented the revised
learners who are in online class, wherein, teacher- manuscript to the panel members and gave them
made pre-test was administered before the treatment enough time to check the content and attach their
and the teacher-made post-test after the treatment. The respective signatures. Once the manuscript was signed
results gathered from the pre-test and post-test were by all the panel members, the researcher asked for
used to determine the significant difference on the permission to conduct the study from the Office of the
performance of grade 9 learners, before and after the Graduate School.
exposure to the developed contextualized video
lessons. The researcher crafted and developed the
contextualized video lessons following the most
Subject of the Study essential learning competencies to be covered in the

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lessons for almost four (4) months. Consultation with were made following the comments and suggestions of
the science department chair and other science the panel experts for the completion of the manuscript
teachers was also conducted to provide sufficient and subjected for final binding.
evidence that can be used for the conduct of the study,
which was obtained from the test results of the Ethical Considerations
previous school years. The researcher then requested
the appointment of a thesis adviser and asked for As pertaining to ethical considerations in research, the
permission to conduct the study from the Schools researcher strictly followed the Republic Act No.
Division Office of Rizal. 10173 or the Data Privacy Act of 2012, which is a law
that requires any entity involved in data processing to
Afterwards, item analysis was utilized among the implement and review procedures for the collection of
current grade 10 learners to determine the test items to personal data for appropriate data retention policies.
be used in the study, since they have prior knowledge Regarding this, the researcher secured a permit to
on the subject matter, which consist of 80 item conduct the study and to administer the questionnaire
multiple-choice test. The result of item analysis served with ethical approval from all participating individuals
as the baseline data in the test items which were and signed by their respective school principals.
administered among the respondents, consisting of 40
items in a multiple-choice test.After the release of To ensure research integrity, the researcher adhered to
results of item analysis and test construction, the ethical principles and professional standards by
communication letters among school principals and adopting the principles of truthfulness and
science chairperson were distributed and signed. In the confidentiality. This means that the researcher is
administration of the questionnaire checklist, copies bound to the concepts of truth and ensures the absence
were sent to the expert respondents through online or of deception. In addition, the researcher is obliged to
limited face-to-face following the strict health keep the personal information with confidentiality of
protocols, where they were given a week to the persons involved in the conduct of the study.
accomplish the evaluation. The researcher retrieved all
evaluation forms from the science teachers and ICT
Results and Discussion
experts and organized the raw data by subjecting it to
the scoring scheme, then submitted it to the statistical
center for appropriate treatment and interpretation. Development of Contextualized Video Lessons in
Chemistry for Grade 9 Learners
The administration of the developed materials was
done thru online class using Google Meet as its The development of contextualized video lessons in
platform among grade 9 learners within a quarter every chemistry all started from the observation and personal
Friday during their online distance learning (ODL) experience of the researcher among grade 9 learners,
class, whereas, they have a pre-test before the who have least mastered skills in their chemistry
treatment, and a post-test after the treatment, which subject during the second quarter of the previous
was administered during their face-to-face class. The school year. The lessons are included in the least
results from the pre-test and post-test were presented mastered skills and most essential learning
to the Statistical Center of University of Rizal System competencies of DepEd CALABARZON Regional
– Morong, to determine the significant difference Office with their corresponding budget of work.
before and after exposure to the developed
contextualized video lessons in science 9. The idea on how the learners can be assisted on their
chemistry subject with the aid of technology is the
After the release of the results of the evaluation of primary concern of the researcher, hence, factors such
science teachers and ICT experts as well as the pre-test as contextualization, duration, and learning modalities
and post-test of grade 9 learners, the researcher were considered in the development of this material.
accomplished Chapter 4 with the guidance of the The video lessons are intended to be contextualized for
consultant statistician in the interpretation of the the learners can relate on the examples given,
tables, while the Chapter 5 with the assistance of the especially in introducing new lessons that can catch
thesis adviser for the summary of findings, their attention and expected that it can boost their
conclusions, and recommendations.The study was motivation to participate in the discussion.
scheduled to final oral defense to discuss the findings
and provide evidence that supports the results of the The developed video lessons were made using a
research study. After the final oral defense, revisions PowerPoint presentation, supported by graphic

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4.65 with a verbal interpretation of Excellent, as

designs, such as images and illustrations, as well of evaluated by the science teachers.
background music to set the mood of the learners, and
This implies that the contents of video lessons are
each was recorded using Open Broadcaster Software
well-constructed in a manner that can address the
(OBS) Studio. The video lessons are in MP4 file
needs of learners, which can provide better
format which are uploaded in a Google drive, where
the learners can download the lessons, to make it performance among them, and achieve the most
available either online or offline. essential learning competencies using different
elements in presenting the subject matter.
Evaluation of the Science Teachers on the
This is supported by results observed in a study of
Developed Contextualized Video Lessons in
(Brame, 2017) on Effective Educational Videos:
Chemistry for Grade 9 Learners in Terms of
Principles and Guidelines for Maximizing Student
Content Quality, Instructional Quality, Error Learning from Video Content, in which the present
Found and Technical Quality study involved the components of effective education
videos that provide impact on learners’ understanding
Table 1 presents the evaluation of the science teachers and the teaching-learning process as a whole. Since
on the developed contextualized video lessons in watching a video can be a passive experience, it is
chemistry for grade 9 learners in terms of content important to keep in mind the three key components of
quality. effective education videos such as cognitive load,
elements that impact engagement, and elements that
Table 1. Evaluation of the Science Teachers on the
promote active learning.
Developed Contextualized Video Lessons in Chemistry
for Grade 9 Learners in Terms of Content Quality Table 2. Evaluation of the Science Teachers on the
Developed Contextualized Video Lessons in Chemistry
for Grade 9 Learners in Terms of Instructional Quality

This shows the ten indicators for content quality with a

computed mean of 4.55 to 4.75 interpreted as
Excellent. The result confirms that the competencies in
the developed contextualized video lessons are very
sufficiently covered as reflected in the criteria for
content quality, which results to an overall mean of

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This table shows the ten indicators for instructional interpretation of Not Present, as evaluated by the
quality with a computed mean of 4.55 to 4.70 science teachers.
interpreted as Excellent. This results are an overall
mean of 4.60 with a verbal interpretation of Excellent, This implies that the developed contextualized video
which proves that the competencies in the developed lessons are well-planned and have a minimal error,
contextualized video lessons are very sufficiently which includes information that is factual and up to
covered as reflected in the criteria for instructional date with its correct grammar and computation. This
quality, as evaluated by the science teachers. can provide better discussion that can help the learners
to understand the lessons and explain ideas that are
This implies that the instructions made in the easy to understand.
contextualized video lessons can help the learners on
their study, which is aided with graphic designs, This supports the study of (Aboumatar et al, 2021) on
images, illustrations, and background music to Perspective on Reducing Errors in Research, since the
enhance the teaching-learning process. evaluation of the science teachers on error found
shows that error is not present in the developed
This confirms the study of (Ou et al, 2019) on contextualized video lessons, which is the main goal of
Designing and Developing Video Lessons for Online a quality education. A study must promote a culture
Learning: A Seven-Principle Model, where the that encourages admission of errors, discussion of
developed contextualized video lessons were guided underlying causes, and learning from them. This
by principles that established and enriched the learning would require a collective ongoing effort from
experiences of the learners. To ensure learner research mentors to acknowledge that errors do occur
satisfaction and enhance the online learning in well conducted research, encourage reporting of
experience, it is vital that the instructional design and those errors, and support those who report them.
video production are guided by established principles
to create and produce effective videos. Table 4. Composite Table on the Evaluation of the
Science Teachers on the Developed Contextualized
Table 3. Evaluation of the Science Teachers on the Video Lessons in Chemistry for Grade 9 Learners
Developed Contextualized Video Lessons in Chemistry
for Grade 9 Learners in Terms of Error Found and
Other Findings

This results to a computed mean of 4.65 and 4.60 to

content quality and instructional quality, respectively,
with a verbal interpretation of excellent, while a
computed mean of 4.55 to error found and other
findings with a verbal interpretation of Not Present.
This provides a grand mean of 4.60 for content quality,
instructional quality, error found and other findings
with a verbal interpretation of Excellent.

This implies that the developed contextualized video

lessons are aligned with the criteria as suggested from
the DepEd Learning Resources Management and
This table shows the six indicators for error found and Development System, and these are crafted in a
other findings with a computed mean of 4.45 to 4.60 manner that can boost the motivation and enhance the
interpreted as Not Present. The result confirms that the understanding of learners on their chemistry subject.
competencies in the developed contextualized video The developed contextualized video lessons in terms
lessons are very sufficiently covered as reflected in of content and technical quality, as well as error found,
criteria for error found and other findings, which and other findings suggest that the materials can
results to an overall mean of 4.55 with a verbal

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improve the learner’s performance and provide them

various options and activities to enrich their learning.
Table 5. Evaluation of the ICT Experts on the
This confirms the study of (Sogunro, 2017) on Quality Developed Contextualized Video Lessons in Chemistry
Instruction as a Motivating Factor in Higher Education for Grade 9 Learners in Terms of Technical Quality
and the study of (Kosterelioglu, 2016) on Student
Views on Learning Environments Enriched by Video
Clips, on which, the developed material was evaluated
by the science teachers and found that it follows the
indicators that need to meet as regard to educational
video lessons, resulting to an excellent rating and not
present for the error in the material.

Student’s motivation to learn is piqued by the quality

of the instruction received, that is, when the quality of
instruction is high, a student’s motivation to learn
increases. Video clips as supporting materials during
classes had the greatest effects on providing
memorability, facilitating learning, arousing interest
towards educational class, and ensuring student
interest or attention that ensured relevance by
providing visual and animation support.

Evaluation of the ICT Experts on the Developed

Contextualized Video Lessons in Chemistry for
Grade 9 Learners in Terms of Technical Quality

This table 5 shows the eleven indicators for technical

quality with a computed mean of 4.70 to 5.00
interpreted as Excellent. The result confirms that the
competencies in the developed contextualized video
lessons are very sufficiently covered as reflected in the
criteria for technical quality, which shows the different
elements in creating educational video lessons such as Level of Performance of Grade 9 Learners Before
audio, graphic designs, illustrations, and sound effects. and After E x p o s u r e to the D e v e l o p e d
Contextualized Video Lessons in Chemistry with
This implies that the developed material is congruent Respect to the Different Lessons
to the technical aspects of creating educational video
lessons, which contributes to the teaching- learning Table 6. Level of Performance of the Learners Before
process. This can provide visual presentations that are and After Exposure to the
easy to interpret and understand with audio that can
guide the learners on their lessons. Developed Contextualized Video Lessons in Chemistry
for Grade 9
This is supported by results observed in a study of
(Brame, 2017) on Effective Educational Videos, since
that the contextualized video lessons provide pictures
that enriched learning with the video clip of the
teacher who discussed the lesson and guide the
learners to answer and follow the procedures stated on
the developed material. Animation of a process on
screen while narrating it uses both channels to This table shows the performance of learners before
elucidate the process, it can also be helpful to provide and after exposure to the developed contextualized
an illustration and visual elements that add to the video lessons in chemistry for grade 9 with the topics
lesson, which can not only promote student
understanding but also engagement with the lesson.

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electronic structure of matter, chemical bonding, Significant Difference on the Performance of Grade
carbon compounds, and the mole concept. As regards 9 Learners Before and After the Exposure to the
to the computed mean of the four topics in chemistry, Developed Contextualized Video Lessons in
chemical bonding obtained the lowest mean, before Chemistry
and after exposure to the developed contextualized
video lessons. However, the increase on the computed Table 7. Significant Difference on the Performance of
mean on the topic chemical bonding is evident, with a
Grade 9 Learners Before and After the Exposure to the
mean difference of >4, which provides the idea that
Developed Contextualized Video Lessons in Chemistry
the developed material helps the learners in
for Grade 9 Learners
understanding the concept in this lesson. Meanwhile,
an increase on the computed mean for the topics
electronic structure of matter, carbon compounds, and
the mole concept is also evident, with a mean
difference of <4, which also suggests that the
developed material help the learners on their lesson
and improves their learning.

This results provide an idea that the level of

performance of the learners before exposure to the
developed contextualized video lessons is varied as This table shows that there is significant difference on
shown in the computed standard deviation and the performance of grade 9 learners before and after
computed mean, where the topic chemical bonding exposure to the developed Contextualized Video
obtained the lowest, and electronic structure of matter Lessons in Chemistry for Grade 9 Learners with
as the highest standard deviation. Meanwhile, the level respect to the topics: electronic structure of matter,
of performance of the learners after the exposure to the chemical bonding, carbon compounds, and the mole
developed contextualized video lessons is also diverse concept since the computed probabilities are all 0.000
as shown in the computed standard deviation and which is lesser than 0.05 level of significance resulting
computed mean, where the topic the mole concept the rejection of the null hypothesis.
obtained the lowest, and chemical bonding as the
highest standard deviation. The mean differences among the four topics were
evident before and after exposure to the developed
This p rov id es an idea that the develop ed contextualized video lessons, where the topic the mole
contextualized video lessons can enhance the concept obtained the least mean difference of 2.633,
understanding of the learners on their subject matter, while carbon compounds obtained the highest mean
providing the concepts, illustrations, and computations difference of 4.733. Overall, the mean differences on
that can help to further explain the lessons, as well of the four topics in chemistry show that there is an
boosting their motivation to listen and participate in increase on the performance of the learners before and
class discussions, which promotes quality education after the exposure to the developed material.
and self-independence.
This implies that the developed contextualized video
This is aligned with the study of (Fernandez, 2019) lessons have improved the performance of the learners
conducted on Effectiveness of Video-Assisted in their chemistry subject, providing the idea that this
Instruction in Teaching Grade 6 Science, since both material can enhance their understanding, boost their
studies implement educational video lessons to aid the motivation, and can be used at their most convenient
learners with a follow-up enrichment activities during time if they needed.
their face-to-face classes, which focuses on science
subject. Video-assisted instruction could enhance the This confirms the study of (Bulla, 2021) on Integration
performance of learners in science and can provide the of Video Lessons to Grade 9 Science Learners Amidst
most effective instruction to improve the performance COVID-19 Pandemic, since that the present study
of the learners. Based on the study conducted, the involved the use of video lessons in teaching chemistry
improvement is evident in the performance of the three subject for grade 9 learners, which aid the learners on
groups in their pre-test and post-test results, which their lessons and help them improved their
suggests that those instructions are all effective with performance in chemistry subject. Based on the study
the combination of video-assisted and traditional conducted, video lessons integration to grade 9 have a
instructions.

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Research Article

more positive correlation than modular intervention of Alchemer. (2021, May 20). Purposive Sampling 101.
https://www.alchemer.com/resources/blog/purposive-sampling-101/
the same grade level. It also suggests that video
lessons were more effective in all learning Bevan, M. (2020, March 25). Why Videos are Important in
competencies though modular approaches in some Education.
areas were also effective to students learning during https://www.nextthoughtstudios.com/video-production-blog/2017/1/
31/why-videos-are-important-in-education
the pandemic, and these video lessons can help
learners better understand and comprehend the lessons. Barrot, J., Llenares, I. & Del Rosario, L. (2021, May 28). Students’
Online Learning Challenges During the Pandemic and How They
C o p e w i t h T h e m . Springer L i n k .
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Blog Coursify Me. (2018). How to Create Video Lessons with More
Quality?
In the light of the foregoing findings, the following https://blog.coursify.me/en/create-video-lessons-with-quality/
conclusions were drawn: (1) The developed
Contextualized Video Lessons in Teaching Chemistry Brame, C. (2017). Effective Educational Videos. Center for
Teaching.https://cft.vanderbilt.edu/guides-sub-pages/effective-educa
for Grade 9 Learners can be used as a supporting tional-videos/
instructional tool among learners who have difficulties
on their chemistry subject, which can be utilized either Brame, C. (2017). Life Sciences Education. Principles and
online or offline. (2) The developed material can help Guidelines for Maximizing Student Learning from Video Content,
Volume 15 (4). https://doi.org/10.1187/cbe.16-03-0125
the learners to improve their performance in their
science subject, which can aid them to obtain better Brown, J. and Kurzweil, M. (2018). Instructional Quality, Student
scores on their activities and quizzes, and to boost their Outcomes, and Institutional Finances. American Council on
Education.
motivation on having a better understanding of the
https://www.acenet.edu/Documents/Instructional-Quality-Student-O
lessons. utcomes-and-Institutional-Finances.pdf

The following recommendations are hereby offered in Khan Academy. (2015). Chemical Bonds.
alignment with the findings and conclusions that were https://www.khanacademy.org/science/ap-biology/chemistry-of-life/
introduction-to-biological-macromolecules/a/chemical-bonds-article
drawn: (1) The contextualized video lessons in
teaching chemistry for grade 9 learners can be assessed Koinakis, G. (2017, August 10). Creating High-Quality Video
based on its effectiveness and can be used as an Lessons in a Traditional Classroom: A Personal Insight. E-Learning
Industry.
instructional material by the Science teachers at Tanay
https://elearningindustry.com/creating-high-quality-video-lessons-tra
West National High School, or in different schools at ditional-classroom-personal-insight
Tanay, Rizal. (2) Future researchers may consider the
development of contextualized video lessons in other Kondakciu, K. (2020, February 16). Technology’s Impact on
E d u c a t i o n - The P h i l i p p i n e s . Y o u r s H u m a n l y .
field of Science, such as Earth Science, Physics, and https://yourshumanly.org/technologys-impact-education-philippines/
Biology for grade 9 learners to enrich their learning ?gclid=Cj0KCQiAlMCOBhCZARIsANLid6aXErWUv5bRbLOPbn
using other variables, and other grade levels in Junior YsPhVjYCuiNXofmHKCBh3pEfuKtvaqDDsDbcMaAv17EALw_w
High School can also develop their contextualized cB
video lessons to provide additional learning materials Kumar, P., Saxena, C. & Baber, H. (2021, April 12). Learner-
in the teaching-learning process anchored from the K Content Interaction in E-Learning - The Moderating Role of
to 12 Curriculum. Perceived Harm of COVID-19 in Assessing the Satisfaction of
Learners. Springer Open.
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Affiliations and Corresponding Information
Teacher PH. (2021). How to Contextualize Curriculum for Improved
Academic Achievement. Noel B. Tongohan
https://www.teacherph.com/contextualize-curriculum/
Tanay West National High School
The Physics Classroom. (2021). The Structure of Matter. Department of Education - Philippines
https://www.physicsclassroom.com/class/estatics/Lesson-1/The-Stru
cture-of-Matter

Thomas, L. (2020, July 31). Quasi-Experimental Research Design:

Definitions, Types and Examples.
https://www.scribbr.com/methodology/quasi-experimental-design/

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