The researcher developed and utilized a science  video  in improving the students performance of  grade 9 with modern technology ,  this e-learning material can be a more constant way of communicating between teachers and students amid COVID 19 pandemic. The study aims to determine the efficacy of digital science video for enhanced inquiry-based e-learning material for Custer IV School Year 2020-2021. Specifically, it answer the following questions: 1.What is the level of acceptability of science video as basis for enhanced inquiry-based e-learning material in academic teachers and ICT teachers   in terms of 1.1 color 1.2 format 1.3      graphics and 1.4 sound? 2.Is there a significant difference on the perceptions of Academic Teachers and ICT Teachers on the  level of acceptability of  science video as basis for enhanced inquiry-based e-learning material? 3.            What is the performance of grade 9 students in pre-test and post -test  in  modular distance learning? 4.What is the performance of grade 9 students in pre-test and post -test  in  online  distance learning? 5.   Is there a significant difference in the performance of grade 9 students in pre-test and post -test  in  modular distance learning? 6.       Is there a significant difference in the performance of grade 9 students in pre-test and post -test  in online distance learning? 7.  Is there a significant relationship on the level of acceptability of science video and  in actual performance of learners? 8. What output can be proposed to improve the developed inquiry-based e-learning material?                            The researcher used the quantitative/ descriptive survey and descriptive experimental  method of research in this study.  On the level of acceptability of science video as basis for enhanced inquiry-based e-learning material in academic teachers and ICT teachers in terms of color, format, graphics, and sound. In terms of Color, the level of acceptability of science video were found to be “Very Acceptable” by the ICT teachers () and the Academic teachers (). Item 5 received the highest mean score of () from the Academic teachers, whereas the same item received the lowest mean score of () from the ICT teachers. In terms of Format, the level of acceptability of science video were found to be “Very Acceptable” by the ICT teachers () and the Academic teachers (). Item 4 received a perfect mean score () from the Academic teachers, which was indeed the highest mean score. Items 3, 4, and 5 received the highest mean score () from the ICT teachers. In terms of Graphics, the level of acceptability of science video were found to be “Very Acceptable” by the ICT teachers () and the Academic teachers (). Item 1 received the highest mean score () from the ICT teachers and () from the Academic teachers. On the other hand, item 3 received the lowest mean score () from the ICT teachers and () from the Academic teachers. In terms of Sounds, the level of acceptability of science video were found to be “Very Acceptable” by the ICT teachers () and the Academic teachers (). Item 4 received the highest mean score () from the ICT teachers, while item 3 received the highest mean score () from the Academic teachers. Item 2 received the lowest mean score () from the ICT teachers, while item 5 received the lowest mean score () from the Academic teachers.             On significant difference on the perceptions of Academic Teachers and ICT Teachers on the level of acceptability of science video. In terms of Color, the Computed t-value of 1.785 is less than the critical t-value of 2.048 thus, the null hypothesis raised in this study is rejected. In terms of Format, the Computed t-value of 1.848 is less than the critical t-value of 2.048 thus, the null hypothesis raised in this study is rejected. In terms of Graphics, the Computed t-value of 0.746 is less than the critical t-value of 2.048 thus, the null hypothesis raised in this study is rejected. In terms of Sounds, the Computed t-value of 1.064 is less than the critical t-value of 2.048 thus, the null hypothesis raised in this study is rejected. On the performance of grade 9 students in pre-test and post -test in modular distance learning. The Grade 9 students have a Pre-test mean score of 20.38 and a Post-test mean score of 24.78.             On the performance of grade 9 students in pre-test and post -test in modular distance learning. The Grade 9 students have a Pre-test mean score of 23.14 and a Post-test mean score of 27.62. On the significant difference in the performance of grade 9 students in pre-test and post -test under the modular distance learning. The computed t-value of 4.712 is greater than the critical t-value of 2.010 thus, the null hypothesis raised in this study is rejected. On the significant difference in the performance of grade 9 students in pre-test and post -test under the online distance learning. The computed t-value of 6.149 is greater than the critical t-value of 2.010 thus, the null hypothesis raised in this study is rejected. On the significant relationship on the level of acceptability of science video and in actual performance of learners. Between color and actual performance of learners under the MDL, the r-value of   -0.17 shows a “Very Weak Negative Relationship”. Since the computed t-value of 1.223 is less than the critical t-value of 1.680 the null hypothesis raised in this study is not rejected. Between format and actual performance of learners under the MDL, the r-value of 0.08 shows a “Very Weak Positive Relationship”. Since the computed t-value of 0.595 is less than the critical t-value of 1.680 the null hypothesis raised in this study is not rejected. Between graphics and actual performance of learners under the MDL, the r-value of -0.18 shows a “Very Weak Negative Relationship”. Since the computed t-value of 1.324 is less than the critical t-value of 1.680 the null hypothesis raised in this study is rejected. Between sounds and actual performance of learners under the MDL, the r-value of -0.14 shows a “Very Weak Negative Relationship”. Since the computed t-value of 0.957 is less than the critical t-value of 1.680 the null hypothesis raised in this study is rejected. Between color and actual performance of learners under the ODL, the r-value of   0.12 shows a “Very Weak Positive Relationship”. Since the computed t-value of 0.813 is less than the critical t-value of 1.680 the null hypothesis raised in this study is not rejected. Between format and actual performance of learners under the ODL, the r-value of 0.14 shows a “Very Weak Positive Relationship”. Since the computed t-value of 0.955 is less than the critical t-value of 1.680 the null hypothesis raised in this study is not rejected. Between graphics and actual performance of learners under the ODL, the r-value of -0.09 shows a “Very Weak Negative Relationship”. Since the computed t-value of 0.661 is less than the critical t-value of 1.680 the null hypothesis raised in this study is rejected. Between sounds and actual performance of learners under the ODL, the r-value of -0.01 shows a “Very Weak Negative Relationship”. Since the computed t-value of 0.068 is less than the critical t-value of 1.680 the null hypothesis raised in this study is rejected.. 1. Science videos are very useful and very efficient whether the student is under the MDL or ODL modalities based on the results and responses of academic teachers and ICT teachers on the acceptability of science videos in terms of teachers in terms of color, format, graphics, and sound.        

Technology

global

Knowledge

Students effect

Teachers.

Performance