The primary objective of the study was to develop and validate an instructional video in teaching Electrical Installation and Maintenance (EIM). Specifically, it sought to answer the following questions: the level of acceptability on components and features of instructional video in teaching Electrical Installation and Maintenance (EIM) and the level of student performance before and after using the instructional video in teaching Electrical Installation and Maintenance (EIM). The researcher also identified the significant difference on the students performance before and after using the instructional video and the significant effect of the component and features of instructional video to students performance. This study is experimental and descriptive in research design. It involved 100 Grade 10 students and 50 TVL and TLE teachers who were selected through the employment of purposive sampling technique. Students were given a self-made questionnaire before and after the utilization of the instructional video in teaching electrical installation and maintenance while teachers were asked to answer a self-made survey questionnaire based on their perception on the acceptability of the components and features of the instructional video. Salient findings revealed that the developed instructional video in teaching Electrical Installation and Maintenance (EIM) is highly acceptable across various components and features. The level of student performance before and after using the instructional video in teaching Electrical Installation and Maintenance (EIM) improved from unsatisfactory to satisfactory performance showing significant effect on the learning process. Meanwhile, the component of the instructional video has a partial effect on the students performance while the features of the instructional video have no significant effect on the performance of the students. There is a significant difference on the scores of tests before and after the utilization of the instructional video. Thus the stated hypothesis was rejected. Furthermore, the various components of the instructional video have a partial effect on the students performance. However, the features of the instructional video in teaching Electrical Installation and Maintenance (EIM) have no significant effect on students performance. Therefore the hypothesis stated were both accepted. Based on the conclusions of this study, the following recommendations are forwarded: EIM teachers may subject the developed instructional video to revisions, modifications and reconstructions in the future depending upon the needs of their students and the teachers too Developing video and other instructional materials is a skill that needs to be developed among EIM and TLE teachers. Therefore, they are encouraged to attend seminars and training programs regarding this skill EIM teachers and TLE teachers in general may develop instructional video as supplementary materials in teaching.  

Maintenance

Electrical Installation

students performance