Textbook-Based and Video-Based Instructional Material in Enhancing Learners’ Performance

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.