Abstract
This study examined the academic performance of Grade 8 students in Araling Panlipunan at Lourdes Integrated School when exposed and not exposed to interactive video as a supplementary learning tool. It also explored the relationship between students’ academic performance and their level of engagement. Utilizing a quasi-experimental research design, the study involved 50 students selected through total population sampling combined with a cluster sampling approach. Participants completed both pre-tests and post-tests. Quantitative data were analyzed using Pearson’s product-moment correlation. The findings revealed that students exposed to interactive videos demonstrated higher academic performance compared to those who were not. Additionally, these students exhibited a higher level of cognitive and emotional engagement during lessons. A moderate to strong positive correlation was found between engagement scores and post-test results, indicating that increased student engagement is strongly associated with improved academic outcomes. Based on the results, the study recommends the use of interactive videos that are aligned with curriculum objectives and designed to accommodate diverse learning styles. It also emphasizes the importance of ensuring accessibility for all learners, regardless of technical skills or internet connectivity. Lastly, continuous evaluation and refinement of interactive video materials are encouraged to maintain their effectiveness, relevance, and engagement value in the learning process.
