ABSTRACT

 Thiis study aimed to develop and evaluate video lessons based on the Most Essential Learning Competencies for enhanced student academic performance in selected topics in Biology in Grade 7. The research data was outsourced from 45 Grade 7 students, 20 science teachers’ respondents, and 10 science experts. The data-gathering instruments used were a questionnaire checklist and pretest/posttest. The results showed that virtual crossover teaching was effective in improving student performance. The overall findings score under near mastery and non-mastery level mean a mean of 22.49 and a standard deviation of 4.27 resulting to a non-mastery level interpreted in the pretest. On the posttest 19 or 44.22% obtained a score under mastery level while 26 or 57.77% obtained score under mastery level in Biology test resulting in a mean of 36.09 with a standard deviation of 5.05 interpreted as Near Mastery Level. The evaluation was Very Satisfactory with overall weighted mean 3.88 and 3.94 respectively, recommended to be used by the grade 7 science teachers. 

KEYWORDS

Content quality, academic performance, instructional quality, science teachers, technical quality, virtual crossover teaching 

REFERENCES

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