Judith P. Santiago

Bataan National High School- Senior High School

Completed 2026

ABSTRACT

This study explored the effectiveness of Bio-Vid video lessons as an instructional intervention in assisting Grade 12 Science, Technology, Engineering, and Mathematics (STEM) students in memorizing and understanding General Biology 2 processes. Specifically, it examined students’ learning experiences, perceived benefits, challenges encountered, influence on motivation and engagement, and recommendations for enhancing video-based instruction. The study employed a qualitative research design utilizing thematic analysis. Forty-five (45) students were purposively selected as participants. Data were collected through structured qualitative responses and analyzed to identify recurring themes that reflected students’ experiences with the Bio-Vid intervention. The findings revealed that students generally perceived Bio-Vid video lessons positively, highlighting improved understanding of complex biological concepts through visualization, structured explanations, and self-paced learning opportunities. Participants reported that the intervention simplified difficult processes, enhanced comprehension, and reduced cognitive burden. Moreover, Bio-Vid significantly increased students’ motivation and engagement by making Biology lessons more interactive, enjoyable, and less stressful. Students recommended improvements including better pacing, enhanced visual presentations, offline accessibility, and the incorporation of interactive features such as quizzes and flashcards. The study is limited to Grade 12 STEM students within a single educational setting, which may affect the transferability of the findings to other contexts. Nevertheless, the study contributes to the growing body of literature on multimedia learning in science education by demonstrating the value of video-based instruction in promoting conceptual understanding and learner engagement. The findings imply that integrating well-designed and accessible video lessons into Biology instruction can enhance learning outcomes and support meaningful student engagement.