Joey L. Derrada^{1, 2,}, Roderick C. Quintos¹, Madeilyn B. Estacio¹, Romiro G. Bautista¹

This study aimed to determine the least mastered competencies in Science 7, Quarter 3, under the MATATAG Curriculum as the basis for developing and validating video lessons in teaching science. This study's respondents were junior high school students from Angadanan East District, under the Division of Isabela. Stratified allocation was employed to compute the sample size of the learners, which was 167. At the same time, all science teachers were purposively selected, with a total of nine, who evaluated the developed video lessons using the adopted checklist composed of three factors: content, structure, and usability. The researcher utilized a 4-D Model to develop and validate video lessons. The mean percentage score was used to determine the "Not Mastered" competencies in Science 7 Quarter 3, and the Wilcoxon Signed-Rank Test was used to understand whether there was a difference between the pre-test and post-test after implementing the teacher-made video lessons. The study's findings revealed that customized video lessons need to consider the video elements in designing and developing to produce a more substantial learning gain. However, the science-teacher respondents who evaluated the four developed video lessons rated them "Very Much Useful" in content, structure, and usability. Based on this study, a proposed guideline aligned to the three video elements, namely Cognitive Load, Student Engagement, and Active Learning, in developing video lessons for teaching Science 7 under the MATATAG Curriculum. This guideline will serve as a framework for developing supplementary materials to help and support students struggling to learn science concepts.

4-D model, MATATAG curriculum, video lesson, asynchronous