Quality of the Developed Instructional Video in Cookery and its Effect to Students’ Cognitive, Psychomotor, and Affective Skills

An instructional video was designed to enhance students' understanding of cooking skills, provide hands-on learning experiences, and foster a positive attitude towards cooking. By focusing on the three key domain, cognitive, psychomotor, and affective the study assesses how this multimedia approach influences students' learning outcomes. The primary goal of the research is to provide answer in the research gap of this study, to enable the Mean Percentage Score (MPS) of the grade 9 students to rise by the utilization of instructional video (IM) and to innovate conventional teaching to Instructional VideoMediated Instruction. The instructional video was assessed by the four domains, in terms of quality, instructions, technical and other findings. The sampling of the students was total enumeration, from twelve sections in grade 9 only two was taken and twenty Technology and Livelihood Teachers in Lambayong Secondary Schools. The research utilized Quasi Experimental Research, administered the pretest and posttest this study compared the result of the achievement of the student’s participants. Based on the data, the instructional video prepared in Cookery was rated as highly successful and well-accepted in every aspect, demonstrating its overall value and quality. The pretest and posttest outcomes indicate that the experimental group gained more from the intervention, with a clearer comprehension of the subject than the control group. In addition, the experimental group performed better than the control group in psychomotor skills outcomes, proving that instructional videos positively affect students. Emotional values of students in the control group exhibit a moderate level of positive influence, while the experimental group developed positive values.