Development and Evaluation of Video Tutorials and Their Impact on Students’ Laboratory Performance

Abstract

The study examined the effects of video tutorials on the laboratory performance of 80 BSIT students. Understanding the struggle that students may face in understanding complex database procedures through traditional instructions, the researchers utilized a single-group pretest-post-test design to examine student’s performance. Initially, students answered a pre-test, went through the modules that incorporated video tutorials into its instruction, and answered a post-test a week later. Numerical data were interpreted using descriptive statistics and paired samples t-tests, and the perceived quality of the video tutorial were determined using an adapted IVQC validated by five subject matter experts across three aspects: content, usefulness, and design. To acquire the students' qualitative response on the usability, helpfulness, and effectiveness of video tutorials, focus group discussion was used, and themes were extracted using the Braun & Clarke’s six phase analysis framework. In results, the video tutorials received favorable remark across content, usefulness, and design. The students significantly gained improvements in their laboratory performance; they learned complex information more quickly, developed higher mastery over technical skills and became self-sufficient learners. It follows then that, validated video tutorials are not simply additional learning resources but equally potent instructional tools that reinforce and bridge the gap between theory and practice. The study therefore concludes that multimedia resources, specifically validated video tutorials can significantly increase performance in IT laboratory courses, support self-paced learning, and reinforce mastery of skills; it also presents valuable input in the planning process of creating validated video tutorials for technical programs.