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Abstract
This study was conducted to determine the significance of Video Assisted Instruction and Modular Assisted Instruction on the student's performance in mathematics in School Year 2021-2022. Specifically, it sought to: a) determine the level of pre-test and post-test mean scores of students exposed to video and modular assisted instructions b) determine the significant difference in the pre-test and post-test mean scores of students exposed to video and modular assisted instructions. c) compare the significant difference between the post-test of the students’ performance of the two groups. d) determine the level of mathematics performance of students exposed to video and modular assisted instructions and e) compare the significant difference in the level of mathematics performance exposed to video and modular assisted instructions. In this study, a sort of quasi-experimental study method was utilized, and students from non-intact courses (n=62) were used. Of those students, the VAI (Experimental) group received 31, while the MAI group received another 31 individuals to participate in their study. The researcher made utilized the pre-test and post-test questionnaires which were provided as part of the DEPEd modules, to collect data for the study. The information was examined using descriptive statistics such as frequency, mean, standard deviation, and Analysis of Covariance (ANCOVA). It was concluded that both groups had improved their pre-test scores after the intervention. Furthermore, the data revealed that students who were exposed to VAI performed better in the post-test as compared to those who were under MIA.
