Jonel C. Murillo^1,, Rosie G. Tan¹

The advancement of technological approaches in teaching paved the way for teachers to maximize the use of multimedia inside the classroom. This transition placed a great challenge for teachers to adopt and enhance their skills in using multimedia not just for instruction but also for students’ comfort and learning. Infusing humor in the videos gives a new branding of the multimedia for instruction. This study aims to design, develop, and validate humorous instructional video materials for the least mastered competencies in mathematics using the ADDIE model. The content validity index was used in analyzing the validity of the videos and a researcher-made instrument. A descriptive research design was utilized to determine the level of acceptability of the videos. Thirty-one mathematics experts evaluated the humorous instructional video materials based on five categories: alignment to the curriculum, structure of the instructional design, appropriateness of technical design, social considerations, and appropriateness of humor. It was found that the humorous instructional video materials were highly acceptable in every category. Thereupon, the designed, developed, and validated videos are recommended to be used in teaching the least mastered competencies in mathematics, particularly in the seventh grade.

humorous instructional video materials, ADDIE model, design and development, validation, least mastered competencies