ABSTRACT
As a key tool for delivering material in many flipped, hybrid, and online classes, educational videos have grown in importance in higher education. This study determined the effectiveness of the application of contextualized E-Tech video lessons in teaching Empowerment Technologies (E-Tech) on the performance of the 52 Grade 11 students HUMSS Strand – Section Brilliance of Capiz National High School during the Academic Year 2022-2023. This utilized a single-group pre-test-post-test quasi-experimental research design with the same dependent variable measured in one group of participants. The researcher administered to the participants the adapted pre-test and post-test questionnaires of the DepEd, Division of Capiz. The questionnaire was sent through Google Forms in their group chat and Google Classroom. The test scores were gathered, transmuted, and entered into the master data and computer-processed using a licensed IBM SPSS Statistics 28 program. Frequency, percentage, mean, and Wilcoxon signed rank tests were the statistical tools used. Results revealed that the participant’s performance on Empowerment Technologies as a whole before the application of contextualized E-Tech video lessons was poor. Results further revealed that after the application of contextualized E-Tech video lessons, the participants’ performance on Empowerment Technologies was effective. When classified by sex, both male and female participants had outstanding performance. A statistically significantly positive change in participants’ performance after the application of contextualized E-Tech video lessons was revealed. The application of contextualized E-Tech video lessons in teaching Empowerment Technologies was effective. It can have a meaningful impact on student learning and help to improve students’ performance.
Keywords: Application, Experimental, Google Classroom, Students’ Performance, and E-Tech video lessons.
Citation: Alcazaren, Jr. NB. (2023). Contextualized E-Tech video lessons and students’ performance, Can. J. Bus. Inf. Stud., 5(4), 92-96. https://doi.org/10.34104/cjbis.023.092096
