Video Lesson as Aid to Modular Distance Learning in Improving Academic Performance of Grade 5 Pupils in English

This study used descriptive correlational method of study and used quantitative method to determine the level of academic performance of Grade 5 Diamond pupils in English using Modular Distance Learning and the level of academic performance of Grade 5 pupils using video lessons as an aid to Modular Distance Learning and significant difference between the level of academic performance of Grade 5 Diamond pupils in English using Modular Distance Learning only as to using Video Lesson as an aid to Modular Distance Learning. Based on the data gathered, the following findings were revealed only 1 got outstanding performance and 3 from very satisfactory. Moreover, 15 pupils got a satisfactory performance and sadly 7 pupils got a fairly satisfactory performance. Five (5) pupils garnered 19.2 percent belongs to outstanding performance and 15 with 57.7 percent got very satisfactory performance. Thereafter, 5 pupils with 19.2 percent and only 1 pupil with 3.8 percent belong to satisfactory and fairly satisfactory performance. The computed t-value is 5.298 which is less than the critical value of 2.060 with a 0.05 level of significance and a degree of freedom of 4. Hence, the hypothesis that is stated in the null form is to be rejected. Based on the findings, the following conclusions are drawn the pupils may be learned using modular distance learning but it seems that there is something lacking intervention since the pandemic is invading and unpredictably distracting the minds of the pupils. The video lesson used by the researcher as an aid to the modular distance learning platform is very effective despite from universal use of instructional videos to the learners of new normal classes. The t computed value is greater than the t critical value. This means that there is a significant difference between utilizing video lessons as aid and not using intervention during the modular distance learning of the pupils in grade 5. Based on the conclusions of the study, the following recommendations are made that students may go over new concepts in English to enhance their performance in English.21st-century teachers may scaffold strategies to enhance the performance of the students in English. May the result of PISA and TIMSS be an avenue to create an intervention that will develop the minds of 21st-century students in English.The Department of Education may fully support the continuing professional development of students based on the principle of lifelong learning and DepEd?s commitment to the development of teachers? potential aimed towards their success in the curriculum.Conduct related free training and seminars to the elementary teachers to help them empower and sustain their knowledge in English.