Interactive Videos Application in Home Economics Teaching among Bachelor of Technology and Livelihood Education Students

This study employed a purposive sampling method to examine the effect of interactive videos in teaching Home Economics among 30 third-year Bachelor of Technology and Livelihood Education (BTLE) students—comprising 3 males and 27 females—at Batangas State University–San Juan Campus. The instructional content focused on Food and Nutrition, which was the students’ current subject under Home Economics at the time of the study. To achieve the objectives of the research, a descriptive research design was utilized. Data were collected using a validated achievement test and a researcher-made questionnaire. A pretest was administered to determine the students’ level of performance prior to the implementation of the interactive video strategy, while a posttest and questionnaire were conducted after the intervention. Both quantitative and qualitative data were analyzed. A t-test was employed to determine whether there was a significant difference in students’ performance before and after the use of interactive videos. The results revealed that interactive videos possess features that enhance instructional effectiveness, such as interactive video paths, embedded quizzes, hotspots, captions, clipping, game-like experiences, learner analytics, and multi-device support. The analyzed data further indicated that the strategy facilitated learning across the cognitive, affective, and psychomotor domains. Overall, the use of interactive videos significantly contributed to the improvement of students’ academic performance. The study recommends the integration of other innovative instructional strategies to further enhance the teaching of Home Economics and to complement the use of interactive videos in both classroom-based and remote learning environments.

Interactive Videos, Teaching Strategy, Technology and Livelihood Education, Home Economics

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