Teachers’ Utilization of Video-Based Instructional Materials in Relation to Students’ Engagement and Academic Performance

Teachers play a crucial role in integrating technology into instruction amid the various challenges that may arise in effectively utilizing digital tools to enhance student learning. This study explored the utilization of video-based instructional materials by teachers in relation to students’ engagement and academic performance. The research was conducted at a state college in the Municipality of Dumingag, Zamboanga del Sur. A descriptive–correlational design was used, with 140 Bachelor of Secondary Education major in English students as respondents selected through stratified random sampling. Researcher-made questionnaires were used in determining the teachers’ utilization of video-based instructional materials and students’ academic engagement, while documentary analysis for assessing the respondents’ academic performance. Data were analyzed using Mean, Standard Deviation, and Pearson’s Product-Moment Correlation. Findings showed that teachers’ utilization of video-based instructional materials was to a very great extent in terms of instructional support, pedagogical strategies, and technological competence. Students’ engagement was very high across cognitive, behavioral, and emotional dimensions, while their academic performance was generally excellent. A significant relationship was found between teachers’ utilization of video-based materials and students’ engagement; however, no significant relationship was observed with academic performance. The results highlight the importance of integrating video-based instruction to enhance student engagement, and teachers are encouraged to pursue continuous professional development in the use of technological resources to sustain effective teaching practices. The findings indicate that while video-based materials effectively foster engagement, they may not directly translate into improved academic outcomes, as academic performance may also be influenced by other factors such as motivation, prior knowledge, and learning strategies. It is recommended that educators complement video-based instruction with targeted academic support, formative assessments, and timely feedback to ensure that increased engagement leads to improved academic performance.

Academic performance, instructional technology

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