This study aimed to determine the significant difference on the students? mean performance before and after the utilization of Supplemental Video. The study utilized the descriptive method using questionnaire in a form of checklist distributed to selected ICT Coordinators and selected Araling Panlipunan Teachers. Pre-Test and Post Test was also conducted and distributed to Grade 7 students in Banca-Banca Integrated National High School. It specifically sought to determine the level of validity on the components of supplemental video; the level of validity on the characteristics of supplemental video; the students? mean performance before and after the utilization of supplemental video; and the significant difference on the students? mean performance before and after the utilization of Supplemental Video. In order to analyze and interpret the data gathered, weighted mean, standard deviation was used to determine the level of validity on the components of supplemental video in terms of objectives, learning content, activities and evaluation. Also mean and standard deviation was used to determine the level of validity on the characteristics of supplemental video in terms of text, graphics/image, sounds and animation. On the other hand to determine the students? mean performance before and after the utilization of supplemental video mean and standard deviation was also used. F-test analysis was used to determine the significant difference on students? mean performance before and after the utilization supplemental video. The statistical treatment of gathered data revealed the following findings: The level of components in supplemental video in Araling Panlipunan 7 is effective and the result shows that the students responded very high in terms of objective, learning content, activities and evaluation which can imply that it can be use in teaching and learning Araling Panlipunan. The level of characteristic of supplemental video in Araling Panlipunan 7 finding shows that in terms of text, graphics/image, sounds and animation the supplemental video is also very good. Students are satisfied with the result which can infer that it is great to use it for teaching the subject matter. The results revealed that the supplemental video was effective at enhancing learners? critical thinking skills, as shown in the pre-test and post-test. The learners? scores improve during the post-test. It indicates that the developed material can contribute to the development of learners? critical thinking skills. It implies that upon using the supplemental video, the learner can demonstrate a successful understanding of the lesson and show that they can apply their learning, create, and analyze competitively using the developed material. The significant difference on students? mean performance before and after the utilization of supplemental videos in Araling Panlipunan 7 was observed to have significant difference based on all descriptors. Thus the research hypothesis ?There is no significant difference on the students? mean performance before and after the utilization of supplemental video in Araling Panlipunan 7? is rejected. In view of the findings and conclusions of the study it is recommended that Social Science teachers are encouraged to incorporate the supplemental video in Araling Panlipunan 7, as research demonstrate that this is an effective strategy to get students interested in learning using audio-visual content while utilizing a variety of discussion techniques; the school training focal person may propose to conduct a related workshop and seminar regarding the making of supplementary material particularly focusing on the use of technology; And lastly, it is recommended that the teachers continuously engage their students in different interactive activities and let them cultivate their own knowledge using various alternative learning materials.