ABSTRACT
This study determined the effectiveness of instructional videos as a supplementary tool in enhancing the reading skills of Grade 7 students. A quasi-experimental design was employed to 30 students’ respondents in the control and experimental group enrolled in Alabel National High School. The primary objectives were to determine the impact of instructional videos on student’s decoding skills and to gather insights into the challenges and benefits associated while using them. The experimental group received instruction through instructional videos, while the control group used traditional teaching methods. The pretest and posttest performance of both groups were evaluated using the Core Phonics Survey (CORE-PS) as a diagnostic assessment. Data analysis included quantitative comparison of mean scores and standard deviations as well as qualitative examination of respondents' responses in questionnaires. Key findings revealed that both groups demonstrated improvements in decoding and reading levels, but the experimental group showed higher gains. Statistical analysis indicated significant differences between pretest and posttest scores of both groups, reiterating the efficacy of interventions. Respondents' feedback showed positive insights on the benefits of instructional videos in enhancing reading skills, in facilitating better understanding and in fostering. However, challenges such as pace and visibility of instructional videos were noted. Since instructional videos can foster holistic reading development. The study suggests strengthening the integration of instructional videos into the curriculum, as well as improving video content and addressing potential difficulties. Overall, this research underscores the potential of innovative teaching methods, particularly instructional videos, in improving reading skills among students.
Keywords: Instructional videos, decoding skill, grade 7 students, quasi-experimental design, CORE phonics survey