Integrating Video-Based Lesson Exemplars in Grade 7 Technology and Livelihood Education under the MATATAG Curriculum: Teachers' Experiences and Pedagogical Practices in Bagabag National High School

Authors

  • Norvin Gutierez Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i3.129

Keywords:

video-based lesson exemplars, Technology and Livelihood Education, MATATAG Curriculum, teachers' experiences, pedagogical practices, educational technology, phenomenology, qualitative research

Abstract

The integration of video-based lesson exemplars has emerged as an innovative instructional approach that enhances learner engagement, supports skills demonstration, and promotes meaningful learning in Technology and Livelihood Education (TLE). Under the MATATAG Curriculum, Grade 7 TLE emphasizes competency-based, learner-centered, and contextualized instruction that develops learners' practical skills and workplace readiness. Teachers play a vital role in integrating multimedia resources into classroom instruction to facilitate the acquisition of technical knowledge and practical competencies. This study explored the experiences and pedagogical practices of Grade 7 TLE teachers in integrating video-based lesson exemplars under the MATATAG Curriculum in Bagabag National High School. A qualitative phenomenological research design was employed involving ten Grade 7 TLE teachers selected through purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and document analysis and analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed that teachers utilized video-based lesson exemplars to improve concept demonstration, increase learner engagement, strengthen practical skill acquisition, facilitate differentiated instruction, and support reflective learning. Participants also encountered challenges related to technological resources, internet connectivity, learner diversity, and classroom management during multimedia integration. Despite these challenges, teachers demonstrated creativity, adaptability, and professional commitment in maximizing available technologies to support meaningful learning experiences. The study highlights the importance of digital pedagogical competence, adequate technological infrastructure, contextualized multimedia resources, and continuous professional development in strengthening technology-enhanced teaching under the MATATAG Curriculum. The findings provide valuable insights for teachers, school leaders, curriculum developers, and policymakers in improving multimedia integration in Technology and Livelihood Education.

References

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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