Lectures have traditionally been the method of instruction in traditional classrooms, with important concepts

sometimes written on a chalk board. This method necessitates only the development of short-term memory
and an organization that allows for efficient retrieval of the information. Most teachers are finding it difficult
to disseminate information and engage students in effective learning as class sizes grow. The use of
information and communication technologies as instructional vehicles is gradually gaining popularity.

The role of instructional media in influencing learning processes is significant. Over the years, many
effective instructional tools have been developed and used to provide excellence in school teaching; video-
based instructional material is one of them. It allows for the easy presentation of static and moving
materials, as well as the addition of animation for clarity. When used wisely, the media has the potential to
have a positive impact on student performance.
The pandemic arrived in 2020, bringing changes to many aspects of our lives, including our schooling and
academic lives. While the COVID-19 pandemic has caused educational institutions to scramble to move
classes online, many people are forgetting that there are other options for distance learning. Online
learning is not the only type of distance learning.
However, modular learning is the most common form of distance learning under consideration. To ensure
that learning is not disrupted, DepEd introduced a distance learning strategy, which is a learning delivery
mode in which contact occurs between an instructor and students who are physically apart from each other
during teaching. This ensures the lessons can be presented in ways other than the conventional face-to-
face format. The distance education through Video-based instruction contain sections on motivation and
evaluation that act as a comprehensive guide to the desired competencies of both teachers and students.
Teachers will track the progress of the students through home visits (following psychological distancing
protocols) and feedback processes, and will direct those who need special care.
The proliferation of multimedia tools in the teaching endeavor suggests that K–12 learners' familiarity with
video-based instruction as a mixed learning instructional medium will enhance students' learning outcomes
and performance. A user-friendly creative strategy allows students to access learning opportunities at their
own speed and in their own place, creating an incentive and interest in learning the TLE exploratory
common competencies. Indeed, using a video-based teaching platform leads to meaningful learning
outcomes that are highly applicable, open, and promote real improvement in students' learning success.
Video-based lectures have been shown to increase student learning outcomes in a variety of disciplines.
However, the majority of the study has largely concentrated on recordings as adjuncts to conventional
lectures. This thesis is a one-of-a-kind effort to assess the impact of video-based learning in Technology
and Livelihood Education on students' academic success in the modern mainstream. As a result, the aim of
this research is to examine the effect of video-based learning on students' academic success in the new
normal.
Furthermore, a successful 21st century pedagogical method adapts to change and considers new
approaches to complete assignments, stays flexible with evolving learning demands, and contributes to
encouraging students to participate in a mix of multimedia tools and face-to-face teaching. In today's world,
where students have unparalleled access to computing technologies and a wealth of online content, they
will still be at the heart of inclusive education. This necessitates the concerted efforts of school
administrators at all levels in order to adequately involve learners with a range of technology-mediated
pedagogic educational tools that can maximize student learning outcomes and serve as a major predictor
of a sound blended learning strategy.
Visuals are important in the educational system. Visual aids are instruments that are used in the classroom
to improve learning success and make it more enjoyable. Visual aids are the most important method for
making research more effective and for disseminating information. As a result, there is no question that
digital advances have a larger effect and a more dynamic information environment.

More study into the use of educational technology in the classroom and its effect on student success is
needed. Educators will benefit from studies determining how educational technology impacts student
success and will understand how to incorporate effective teaching techniques.

Education is necessary for everybody. Education is very vital, deprived of education no can lead a good
life. Teaching and learning are the important element in education. The teacher uses different approaches
and substantial to teach their students and their active learning. With the passage of time, altered methods
and techniques are entered in the field of education and teacher use different kind of aids to make effective
learning. Visual aids arouse the interest of learners and help the teachers to explain the concepts easily.
Visual aids are those instructional aids which are used in the classroom to encourage students learning
process (Alyani, 2015).

Teachers as 21st-century technology-driven educators are empowered to maximize the use of any
available new technology in redefining classroom instructions with the combining traditional and online
learning formats which create a comprehensive learning experience (Deepika, 2015).
Learning institutions can motivate students with the use of ICT tools to make learning more relatable,
enjoyable, and sustainable (Navarette, 2013). Aguiluz (2016) stressed that to feed young minds encourage
building dreams and inspire promising lives, harnessing the best of tradition and technology is a constant
challenge of the 21st-century education.
While multimedia has long been used extensively to support student learning, it has historically been used
less for teacher learning, though that disparity is now changing. In particular, at this point in time, digital
learning games have been completely overlooked as a teacher learning tool. Yet multimedia offers at least
two potential benefits as a distance and open learning model59 that could be part of any distance
education program. First, the combination of text, audio, video, color, animation, and various other ways of
learning afforded by multimedia may effectively address teachers’ individual learning styles and their
“frames of knowing” (Gardner, 1983).
Multimedia may help all individuals both students and teachers learn more effectively and meaningfully
through the “dual coding” of information in which the learner processes text and images simultaneously.
This dual coding has been shown to aid learners’ working memory. In studying the use of rich media as a
teaching and learning tool (Mayer 2001).
Multimedia-based instruction can be efficient and effective for three reasons (Issa, Cox, & Killingsworth,
1999): (1) it is self-paced learning: the individualized pace of the learning allows students to break down
the group instructional setting, which often inhibits some people’s natural progression (West & Crook,
1992); (2) it includes video/audio production: enhancing a learner’s interaction with the course material
through less bridging effort between the learner and the information being processed; and (3) it provides
autonomy
in the learning process: self-regulated instruction shifts the sense of responsibility from the instructor to the
student.
Digital natives, the net-generation, the digital-generation, and millenniums are all labels to identify today’s
learners. Marc Prensky (2001) created the term digital native in his work Digital Natives, Digital Immigrants
to describe the generation of learners growing up interacting with digital technology.