The Effectiveness of Video-Based Lessons Compared to Traditional Instruction in Teaching Agricultural Crop Production to Grade 10 Learners at Tokawal National High School

The purpose of this study was to evaluate the effectiveness of video-based lessons in teaching Agricultural Crop Production to Grade 10 learners. Using a quasi-experimental research design, the study employed a two-group setup consisting of a control group and an experimental group. A stratified proportional sampling technique was utilized to ensure fair and adequate representation of participants based on their class distribution, resulting in a total of 86 students from Tokawal National High School during the 2024–2025 academic year. Frequency counts and the t-test were used as statistical tools for data analysis. Based on the results, the pre-test performance of Grade 10 learners in both groups was generally at a Fair level, reflecting limited prior mastery of Agricultural Crop Production concepts and skills. After the implementation of video-based lessons, the post-test scores showed a clear improvement, with most learners achieving a Satisfactory performance level. This indicates that the instructional intervention positively influenced learners’ understanding and practical application of the subject matter. Furthermore, statistical analysis revealed a significant difference in the post-test performance of learners exposed to video-based lessons compared with those taught through traditional instruction (t = 9.38, p < .05). The computed effect size (Cohen's d ≈ 2.90) indicated a very large practical effect, demonstrating that video-based lessons substantially enhanced learners’ understanding and performance in Agricultural Crop Production. These findings suggest that video-based instruction is an effective strategy for improving academic achievement in technical-vocational subjects.