000			02684nam a22002417a 4500
003			URS
005			20260212091906.0
008			260212b |||||||| |||| 00| 0 eng d
050	0	0	_aLG 221. R59 _b.C3985 2025
100	1	0	_aChavez, Jenny P. _eResearcher
245	1	0	_aDevelopment, validation, and effectiveness of animated video lessons for Grade 10 Science/ _cJenny P. Chaves
260		1	_c2025
300			_axii, 79 leaves; _b illustrations, _c28cm.
336			_2rdacontent _atext
337			_2rdamedia _a unmediated
338			_2rdacarrier _avolume
502			_aGraduate Study Thesis _bMaster of Arts in Teaching major in Science _cUniversity of Rizal System, Rodriguez, Rizal _d2025
520			_aThe development of effective science intervention materials has been a focus of research aimed at addressing leaming gaps and improving student performance. This research investigated the effectiveness of video-based intervention materials in enhancing the competencies of Grade 10 Science learners at Southville 8C National High School in the Philippines during the school year 2024-2025. The study employed an experimental research design, utilizing two experimental groups exposed to the developed video lessons and one control group continuing with traditional teaching methods. Pre- and post-tests were administered to all groups, with the intervention period for the experimental groups occurring between assessments. The intervention materials were tailored to address the least mastered learning competencies identified from the first-quarter exam results. Analysis of the post-test results revealed significant improvements in mean scores for all groups, with the experimental groups exhibiting notably higher gains than the control group. This disparity underscored the effectiveness of the video-based supplementary learning materials when used alongside traditional teaching methods. Qualitative feedback from both students and teachers further supported the positive impact of the video lessons. Students found the lessons engaging, clear, and helpful in understanding complex concepts, appreciating the interactive elements and the ability to review the material. Teachers highlighted the accessibility, consistency, and ease of integration of the video lessons into their existing teaching schedules. The study concludes that video-based instruction is a valuable tool for improving science education, particularly in addressing leaming gaps and enhancing student engagement. Based on these findings, it is recommended that school
650			_2Science intervention materials
690			_aUN SDG 4
700			_aBuenviaje, Rudy F. _eAdviser
942			_2lcc _cT
999			_c89237 _d89234