Learner–Content Interaction in Practical Learning Tasks on TVL–Housekeeping Skills Performance

This study examined the effectiveness of learner–content interaction in practical learning tasks as an instructional method in improving the TVL–Housekeeping skills performance of Senior High School students at Tuyom Senior High School during the School Year 2023–2024. A quasi-experimental pretest–posttest design was employed, involving intact groups assigned to experimental and control conditions, with pretests administered to both groups and instructional treatment provided to the experimental group. The pretest results showed that both the control and experimental groups demonstrated fairly satisfactory performance across the three competencies before the learner–content interaction intervention. After the intervention, the experimental group achieved a very satisfactory level of performance using learner–content interaction strategies such as peer discussion, interactive multimedia, and practice exercises. No significant difference was found between the groups before the intervention; however, a significant performance improvement was observed after the intervention, as confirmed by the paired-sample t-test. The findings indicate that well-designed learner–content interaction enhances student engagement and performance by making learning more interactive, practical, and relevant.