Instructional Videos and Student Engagement in Technology and Livelihood Education (TLE) in the Public Elementary Schools of Davao Occidental Division

In the vibrant and dynamic classrooms of public elementary schools in the Davao Occidental Division, a quiet transformation is underway. This study sought to understand a key part of that transformation: the powerful role instructional videos play in capturing students' imaginations and fostering genuine engagement. Moving beyond simple observation, the research delved into the heart of this relationship, asking not just if videos help, but how and which aspects of them make the most significant difference in a child's learning journey. To gather meaningful insights, the voices of 100 public elementary teachers were carefully included through a fair selection process, ensuring their experiences represented the diverse landscape of schools in the division. These educators, who are on the front lines every day, provided a crucial window into the real-world application of technology in their lessons. The findings were both affirming and illuminating. The research revealed that teachers are already extensively integrating instructional videos into their teaching practices, moving beyond occasional use to making them a core part of the learning experience. More importantly, this widespread adoption is paired with an extensive level of student engagement. Classrooms are becoming more interactive, with students demonstrating heightened curiosity, participation, and enthusiasm for learning. Crucially, the study confirmed a strong and significant connection between these two factors. But it went a step further, identifying that all domains of instructional videos—be it the clarity of the content, the quality of the production, its relevance to the lesson, or its ability to hold attention—work in concert to significantly influence how engaged students become. This suggests that a well-crafted video is more than just a visual aid; it's a multifaceted tool that, when used effectively, resonates deeply with young learners. Building on these encouraging results, the study proposes a path forward. It recommends that DepEd officials and school principals champion this positive trend by developing supportive programs and strategies. This could include specialized training workshops for teachers on creating and selecting high-impact videos, investing in school-wide digital resources, or fostering communities of practice where educators can share their most successful video-based lessons. Furthermore, this work is presented not as a final conclusion, but as a starting point. It invites future researchers to build upon this foundation by exploring other influencing factors, such as student home environments or specific learning styles, and by employing different methodological approaches. The ultimate goal is a collective one: to continue unlocking innovative, effective, and joyful ways to educate every child, ensuring that the classrooms in Davao Occidental and beyond are places of active discovery and enduring engagement.