Effects of Video Tutorials on the Academic Performance and Learning Interest of Grade 9 Chemistry Learners

Abstract

In recent years, the integration of technology in education has transformed traditional teaching approaches, offering innovative ways to enhance learners’ learning. Among these, video-based learning has emerged as an effective instructional tool that supports learners’ understanding of complex concepts and promotes active engagement in science education, particularly in topics such as chemical bonding. Learners often encounter difficulties due to the abstract nature of the content. This highlights the need for instructional strategies that can simplify concepts while maintaining the learner’s interest
Leaners often prefer multimedia instruction that reflects the technologies they use outside school (Jukes & Schaaf, 2019). Chemical bonding, for instance, is inherently abstract, making it difficult for many learners to grasp (Widarti et.al., 2024). The use of visual tools such as videos, images, and simulations can help learners better visualize atomic and molecular processes ( Asedillas & Quimbo,2019). Studies have shown a well-designed video tutorials can enhance learners’ engagement and academic performance by addressing diverse learning needs (Whitney & Dallas, 2019; lopes, 2023). These materials provide a visually engaging and flexible learning environment, allowing learners to process information more effectively.
The effectiveness of video-based learning is supported by established theories. Paivio’s Dual Coding Theory (1971) explains that learners process information through both verbal and visual channels, improving comprehension and retention when both are used. This supports the use of video tutorials as a meaningful instructional tool,
In the Philippines context, the importance of educational technology became more evident during the COVID-19 pandemic, when learners faced limited teacher interaction, unstable internet access, and challenges in in independent learning (Tria,2020). In response, the Department of Education (DepEd) emphasized the use of digital learning tools, including teacher-developed video tutorials, to support continuity of learning.
Video tutorials also promote independent learning by allowing learners to control the pace of instruction through pausing, replaying, and reviewing content (Brame,2016). This particularly beneficial for learners who need additional time to understand lessons, including non-native English speakers ( Mecida et.al.,2016). Moreover, learner interest plays a crucial role in effective learning. Learners are more likely to engage in subjects they find relevant and interesting (Lai et.al.,2016). Video tutorials can enhance motivation by presenting lessons in an interactive and visually appealing manner, making learning more meaningful and engaging (Breslyn & Green,2022; Mecida et.al., 2023).
Beyond academic performance, learners' interest is crucial to effective learning. Studies indicate that learners are more likely to engage in subjects they find interesting and relevant (Lai et al., 2016). Besides academic performance, student interest is key to effective learning, as research shows that students are more engaged in subjects that they find interesting and relevant. Video tutorials can boost motivation and interest by making lessons more interactive and visually appealing.
Moreover, video tutorials have been found to significantly increase learners’ interest and motivation. When lessons are presented in a visually engaging and interactive format, learners are more likely to participate actively and develop a positive attitude toward the subject (Lai et.al., 2016). Research also highlights that technology bn-based instructional materials can make learning more enjoyable, accessible, and meaningful, thereby improving both engagement and academic outcomes (Breslyn & Green, 2022; Mecida et al., 2023).
Despite the advantages of the use of videos, it must be noted that the effectiveness of video tutorials depends on their design, usability, and relevance to learners’ needs (Lange et al., 2020). Also, although using visual and auditory media in video lectures is clear, online educators need to be mindful of the potential drawbacks that can arise from their misuse. Lange et al. (2020) stated that information transfer issues can arise when media are presented in ways that restrict viewers' concentration, attention, interest, and engagement. Based on a study by Bullo (2021), most students are less engaged in listening during lectures. This implies that learners who are not actively engaged in lectures may struggle to comprehend and retain information, resulting in lower academic performance. Moreover, his findings suggest that educators should explore and implement teaching strategies that promote active listening and engagement. Despite these promising advantages, gaps remain in existing literature. While many studies emphasize the effectiveness of video tutorials in improving learners’ understanding and engagement, there is limited research focusing on their combined impact on both academic performance and learners’ interest, particularly in grade 9 chemistry. Additionally, there is a need to explore the effectiveness of researcher-made video tutorials that are specifically designed to align with learners’ needs.
Therefore, this study aims to investigate the effect of researcher-made video tutorials in enhancing the academic performance and learning interest of Grade 9 chemistry learners. Specifically, it seeks to determine whether the integration of video tutorials can improve learners’ understanding of chemical bonding and increase their engagement in the learning process.