INSTRUCTIONAL VIDEO AS STRATEGIC

INTERVENTION MATERIAL IN
TEACHINGTLE- COOKERY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 887-892
Document ID: 2023PEMJ910
DOI: 10.5281/zenodo.8158835
Manuscript Accepted: 2023-15-7
Psych Educ, 2023, 10: 887-892, Document ID:2023 PEMJ911, doi:10.5281/zenodo.8158835, ISSN 2822-4353
Research Article

Instructional Video as Strategic Intervention Material in Teaching TLE- Cookery

Henie T. Nuñeza*
For affiliations and correspondence, see the last page.
Abstract
This research aimed to develop and evaluate instructional video as Strategic Intervention Material in
TLE 11-Cookery. It was conducted at Morong Senior High School during the School Year 2022-
2023.The researcher used descriptive method of research to determine the level of performance of the
students and the evaluation of the respondents on the developed instructional video. An adopted
survey questionnaire was used to gather necessary data from forty-five (45) Grade 11 learners from
Morong Senior High School who were chosen by the researcher purposively as they were the ones
who did not master the competencies such as Clean and Sanitize Kitchen Premises, Prepare Appetizer,
and Prepare Salad and Dressing. Based on the results, the student-respondents evaluated the
instructional video in terms of its content quality, instructional quality, and technical quality as Very
Satisfactory with the obtained overall mean of 4.64, 4.67, and 4.73 respectively. Likewise, the level
of performance of the students had improved as revealed in the pre-test and post-test results with the
mean and standard deviation of 5.10 and 0.89 and 8.92 and 0.39 respectively. The suggestions of
the respondents included additional activities that may allow the students to connect the concept to
the real-life situations, inclusion of rubrics, and improvement on the construction of the assessment.

Keywords: instructional video, strategic intervention material, cookery

Introduction their academic performance.

As regards to this matter, Strategic Intervention

The use of instructional materials has been noted as a
potent method for fostering efficient teaching and
learning. Through their efficient use in the classroom
education, instructional materials can be used to
demonstrate the significance of quality and adequate
materials in teaching and learning. Every instructional
material can enhance the learning experience and
make it more memorable.In this context, teaching
resource means anything that can assist the teacher in
promoting teaching and learning. In addition, teaching
at any level requires that the students be exposed to
some form of stimulation or intervention to improve
learners’ academic achievement.
With the implementation of K to12 Curriculum, the
students are expected to be holistically developed
through mastering the expected competencies in every
subject area. However, there are still learners who are
identified to be lagging behind as reflected in their
poor performance especially in the results of their
assessment. Relatively, as mandated by DO 8, s. 2015,
a learner who receives a grade lower than 75 in any
subject must be given intervention through
remediation and must pass the said remedial classes to
be promoted to the next grade level. From the above
provision, it is clearly stated that the teachers shall
provide intervention activities that would aid them in
acquiring vital knowledge and develop higher order
thinking skills that would lead to the improvement of
Material plays its vital role in enhancing students’
learning outcomes. The Strategic Intervention
Materials help the leaners to develop the competencies
that they did not master during the regular classes. It
can be presented using power point presentation,
printed materials, or computerized activities. The SIM
focuses only on one particular competency intended
for remediation.Strategic Intervention Material (SIM)
is an instructional material meant to re-teach concepts
and topics which are considered least learned by the
students who are working below national expectations
but have the potential to meet national standards if
given timely support and motivation (Barredo, 2015).
It is a teaching-learning kit devised for the benefit of
both teachers and students. Its goals are to encourage
learners’’ interest; learn Mathematics concepts and
skills; and apply learned skills and concepts into real-
life situations. SIM is believed to be an effective
strategic teaching aid for teachers in carrying out
o b jectiv es on least learned lesson s (Dy,
2015).Technology and Livelihood Education, as one of
the learning areas in the secondary education
curriculum, is designed to reinforce the work skill
training and value orientation of high school students
by exposing the students to a variety of learning
experiences that are meaningful and relevant to their
development. This has different components and for
the Grade 9 level. It is focused in Home Economics,
particularly in Cookery.

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Research Article
More so, this subject aims to develop lifelike skills
among students by engaging them to authentic, valid
and contextualized teaching-learning processes to
develop their critical thinking, self-reliance,
independence, and entrepreneurship to become more
competent and qualified individuals in the professional
world. However, as reflected in the result of the 2nd
quarterly assessment test of Grade 11 students at
Morong Senior High School, students did not
expectations in some of the competencies that were
taught to them in the said period. Majority of the
students need to be given of remedial activities for
them to cope with their subject in TLE-Cookery.In this
view, the researcher conducted this study which aimed
to develop Strategic Intervention Material in the form
of instructional video. Likewise, she determined the
level of effectiveness of the developed material. The
result of this research would serve as basis for the
continuous development of learning resources that
enhance the performance of the students.
Research Questions
This research aimed to develop and evaluate
instructional video as Strategic Intervention Material
in TLE 11-Cookery. Specifically, it sought answers to
the following research questions.
1. What is the level of performance of the student-
respondents as reflected in their pre-test and post-test
results?
2. What is the evaluation of the student-respondents on
the developed instructional video as SIM in TLE 11-
Cookery in terms of its:
2.1. content quality;
2.2. instructional quality; and
2.3. technical quality?
3. What are the comments and suggestions of the
respondents to further improve the instructional video?
Literature Review
Simon (2018) stated that instructional strategies
include all approaches that a teacher may take to
engage students in the learning process actively. These
strategies drive a teacher's instruction as they work to
meet specific learning objectives and ensure that their
students are equipped with the tools they need to be
successful. Effective instructional strategies meet all
learning styles and the developmental needs of all
learners. Teachers must be equipped with a well-
rounded arsenal of effective instructional strategies to
maximize their effectiveness and to increase student
learning opportunities.
Henie T. Nuñeza
Dacumos (2018) opined that Strategic Intervention
Material increases and deepens students’ skills in
manipulation, knowledge or thinking, understanding,
and observing the microscopic into a macroscopic
representation of matter like atoms, molecules, and
ions which students believe as a vague symbolism of
what they know about matter and other related
concepts in science. SIM is an instructional material
that is prescribed by the Department of Education
(DepEd) to increase the level of proficiency of
students in science subjects. Strategic Intervention
Materials (SIMs) aimed to help teachers provide
students the needed reinforcement to make progress in
their respective subjects. Teachers’ initiative in
crafting and utilizing instructional materials bridges
these gaps toward the achievement of the educational
goals: learning the concepts and mastering the skills.
Relatively, according to Bunagan (2019), Strategic
Intervention Material is intended to re-teach ideas and
skills (least learned). It is a resource provided to
students to assist them in mastering competency-based
abilities that they were unable to learn during regular
classroom instruction. It includes both student learning
methodologies and material improvement (for
teachers). It is a holistic strategy to assist pupils in
becoming self-sufficient and effective learners.
Furthermore, Dizon et al., (2021). Strategic
Intervention Material is basically one of the methods
used by the Department of Education to improve
students' academic results in specific subjects.
According to DepEd Memo No. 117, "Training
Workshop on Secondary teachers were trained in the
creation of Strategic Intervention Materials (SIMs)-
Based Instruction (BI) for Successful Learning as part
of increasing and creating intervention materials as a
strategy for remediating low student performance at
school. Instructional media are employed as tools to
facilitate the learning process. Reading – writing
media, speaking – listening media, and computer –
based teaching are the three types of instructional
media.
Lastly, Dy (2018) posited that intervention materials
are currently highly recognized as methods for
remediating learners' low academic performance in the
Philippine school system. SIM, or Strategic
Intervention Material, is a teaching tool that is
included in the teaching techniques to promote student
participation and so raise their level of knowledge. It
has been systematically created and intended to
provide remedial education to students who have low
achievement in the topic. It is offered to pupils who
were unable to understand the subject area principles
during conventional classroom education.
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Research Article

Results and Discussion

Level of Performance of Students as reflected

Methodology on their Pre-test and Post-test Results

Research Design Table 1. Level of the Performance of Grade 1 Students

as reflected on the Pre-test and Post-test Results with
This study used descriptive method of research to respect to Different Topics
determine the level of performance of the students and
the evaluation of the respondents on the developed
instructional video. According to Siedlecki (2020), in a
descriptive study, the researchers studied the variables
as they appear in their natural context and
manipulation is done. This is complemented by a
With the same given 30-item test in both Pre-test and
survey method which is useful for collecting
Post-test, the gathered data revealed a good result.
information from a group to describe characteristics,
There was a good increase on the scores of the
such as opinions and attitudes, of the population of
students. With an overall total of 5.10 in the pre-test,
which that group is a part of. It involves the collection
there was a difference of 3.82 resulting to an increase
and analysis of data about people or materials with the
to 8.92. At the same time, it can be noted that the
intention to compare existing and required standards.
standard deviation dictates a good contrast between the
Participants pre-test, with 5.10, and post-test, with 0.39. This only
means the material played a significant effect on the
The researcher gathered the necessary and needed data level of performance of students.
for this study from the forty-five (45) Grade 11
The results may imply that the developed instructional
learners from Morong Senior High School. They were
video as SIM can enhance and improve the level of
chosen using purposive sampling technique. As the
performance of the learners. The results also signify
teacher of these SH students, she has direct contact to
that the learners really learn on the least mastered
the target respondents and knows how to approach
skills with the use of developed learning material. It
them to participate. The researcher would consider
only indicates that the learners can learn better when
their willingness to participate in this study.
they are taught using strategic intervention material.
Instruments of the Study
Evaluation of the Respondents on the developed
The questionnaire-checklist was adopted from the Instructional Video as SIM in TLE 11-Cookery
Learning Resource Management System of DepEd.
Permission to conduct the study was secured. When Table 2. Evaluation of the Respondents on the
permitted and with the guidance of the School Head, developed Instructional Video as SIM in TLE 11-
the researcher administered the research instrument Cookery in terms of its Content Quality
herself. Using an online version of the questionnaire-
checklist through Google Form, the data were
collected.

Ethical Considerations

The researcher herself explained and gave the

informed consent to each participant before the
conduct of the study. She ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.

It can be seen on the table that the student-respondents

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Research Article

evaluated the Instructional Video as Strategic
Intervention Materials in TLE 11-Cookery in terms of
content quality as Very Much Satisfactory as reflected
in the overall mean of 4.64.
Based on the results, the respondents agreed that the
content of the developed SIM is consistent with topics
in the DepEd learning competencies, accurate, up-to-
date, logically developed and organized, free from
cultural, gender, racial or ethnic bias, stimulates and
promotes critical thinking, relevant to real-life
situations, promotes positive values, has concepts that
contribute to the mastery of the identified learning
objectives, and uses language that is appropriate to the
user level.
creativity among target users, employ feedback on
learner’s responses, and allow the users to connect
their previous experiences.
This implies that the instructional quality of the SIM
manifests the target learning expectations through the
scope range and depth of topics which are appropriate
for the target users, shows stimulating and engaging
learning activities, and confirms easy navigation and
control among the users allowing them also to link
their prior knowledge with regard to the given topics.
Table 4. Evaluation of the Respondents on the
developed Instructional Video as SIM in TLE 11-
Cookery in terms of its Technical Quality

It implies that the content of the SIM is aligned with

the topics found in prescribed learning competencies,
supports the achievement of learning objectives,
presents correct and up-to-date information has a clear
and well-organized presentation of content that
promotes higher-order thinking skills, and allows the
users to connect the concepts to the real-world
scenarios.

Table 3. Evaluation of the Respondents on the

developed Instructional Video as SIM in TLE 11-
Cookery in terms of its Instructional Quality

It can be gleaned on the table that the student-
respondents evaluated the Instructional Video as
Strategic Intervention Materials in TLE 11-Cookery in
terms of instructional quality as Very Much
Satisfactory as reflected in the overall mean of 4.67.
From the results, it can be noted that both groups of
respondents believe that the intervention material
achieves its well-defined purpose, have clear
objectives and appropriate level of difficulty, use
graphics and colors for appropriate reasons, contain
engaging learning experiences which stimulate
It can be glanced on the table that the student-
respondents evaluated the Instructional Video as
Strategic Intervention Materials in TLE 11-Cookery in
terms of technical quality as Very Much Satisfactory
as reflected in the overall mean of 4.73.
The result suggests that both group of respondents
have a similar views that the intervention materials use
audio that enhances understanding of the concepts,
clear and understandable speech and narration,

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Psych Educ, 2023, 10: 887-892, Document ID:2023 PEMJ911, doi:10.5281/zenodo.8158835, ISSN 2822-4353
Research Article
synchronized audio-visual, appropriate instructional
music and sound effects, uncluttered, easy-to-read, and
aesthetically pleasing screen displays, clear and easy to
interpret visuals that sustain user’s attention and
interests, and easy to navigate design which allow the
users to control and use the materials freely and
independently.
This implies that the technical quality of the SIM
supports the understanding and comprehension of the
given topics through a clear, appropriate, and accurate
utilization of sounds, graphics, texts, and other screen
displays which catch the user’s interest and attention.
Likewise, the materials encourage the users to
establish independent learning.
Suggestions of the Respondents for further
improvement of the Instructional Video as SIM
The following were the suggestions that were given by
the respondents to further improve the Instructional
Video as Strategic Intervention Material in TLE 11-
Cookery. (a) Additional examples may be provided so
that students would easily comprehend the lessons. (b)
Additional activities which will allow them to expose
themselves in real-life application may be included. (c)
It would have been better too, if there is a part that will
allow the learners to provide reflection on the concept
that they have learned. (d) Some post-assessment
might have rubrics. (e) The construction of the
assessment following the standard or guidelines in
writing tests may still be improved.
Conclusion
Based on the findings of the study, the following
conclusions are drawn: (1)The student-respondents
have similar evaluations on the level of effectiveness
of the instructional video as strategic intervention
materials as regards to its content quality, instructional
quality, and technical quality. (2) The students
showed significant differences after being exposed to
the Strategic Intervention Materials.
In l i g h t of the f i n d i n g s , th e f o l l o w i n g
recommendations are hereby offered: (1)The teachers
may utilize the Strategic Intervention Materials since it
was found to be Very Much Acceptable. (2)The
teachers may develop their own version of intervention
to enhance the learners’ performance in other subjects.
(3)Future researchers may conduct a parallel study
using other contexts intended for improving the
performance of the learners.
Henie T. Nuñeza
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Research Article

Affiliations and Corresponding Information

Henie T. Nuñeza
Morong National High School
Department of Education - Philippines

Henie T. Nuñeza 892/892