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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.
