Notes

In this technologically-driven environment, the integration of technology in the teaching-learning process provides teachers with great opportunity to enrich the skills of 21stcentury learners. To cope with the educational trends, various universities here and abroad were hard-pressed to purchase software, computer programs, and other paraphernalia for the Technology upgrade. Similarly, teachers are encouraged to develop instructional materials to meet the demands of time. In the Philippines, the Commission on Higher Education (CHED) prioritizes the development of the students' creative skills that will enrich their life-long skills. Requisite to this is the development of materials and other educational videos to serve as tools for learners to achieve mastery of the concepts and skills of various disciplines. As technology continues to dominate the educational system, it is vital that teachers innovate or develop materials such as videos to may serve as a platform in meeting the changing needs of the students of this genre. Thus, leveraging the development and validation of innovative educational resources is a window of opportunity to advance the skills of the 21st century secondary learners. Likewise, this may offer teachers a responsive strategy to promote students' learning appropriate to their inclinations or needs. meet these challenges. Unfortunately, it is apparent that with the move of the K-12 curriculum, public schools in the Philippines have limited instructional materials that will meet the growing diverse learning needs of the millennials . CHED has funded various projects to encourage teachers to develop innovative materials that will enhance the teaching-learning process. However, this initiative is not enough to deal with its current concerns. Provision for a more responsive solution is needed.

Currently, there is a mounting interest in validating educational videos for authentic learning due to the swelling production of videos available online. However, there is limited literature that discusses the appropriate tool to measure the validity of the developed video.

For this, the study Imperial, and Robles (2019) highlighted that in the escalating dependence on technology, the development of educational materials such as comics or videos.

Using the teacher’s guide and curriculum guide, the forty-five (45) selected secondary Master Teachers assessed the content of the materials. The evaluators who assessed the content validity and applicability of videos came from seven (7) public schools. They were considered experts since most of them were teaching for more than six (6) years; and that some of them got the Master Teachers’ item. After validating the video, they gave comments and suggestions for the improvement of the material.

The researchers identified the competencies following the K-12 Curriculum Guide. This learning material identifies the skills in reading comprehension developed among Grades 7, 8, and 9 students. For the validity of the video tutorials, the validation tool was utilized. After establishing the validity and reliability of the instrument, the level of the video's acceptability and applicability were determined. Likewise, Cronbach alpha was computed to guarantee that the instrument used was reliable

The following procedures were done to the production of educational video tutorials.