This study aimed to identify the level of Instructional Video?s Component and Characteristics as a tool in teaching statistics and probability and to know if this teaching strategy affects the level of Performance based on the Pretest and Posttest results of Grade 11 Students of Laguna State Polytechnic University. The Grade 11 STEM students of Laguna State Polytechnic University and Junior and Senior High School Mathematics Teachers were the respondents for this study. The students are composed of 3 sections with a total of 112 samples, and the mathematics teachers are composed of 50 samples which are selected through purposive sampling to gather information and data in this study. Based on the analyzed data, it was revealed that the level of developed video in teaching Statistics and Probability along its components and characteristics were all verbally interpreted as ?Very High?. The level of student?s performance in Statistics and Probability as to Pretest was verbally interpreted as ?Low? and on posttest was ?moving towards mastery?. It shows that there was a difference in the scores between the pretest and posttest after being exposed to the Instructional Video. Therefore, it was revealed that there is a significant difference in the Performance of Grade 11 Students in Statistics and Probability related to Pretest and Posttest, indicating that the null hypothesis was rejected. However, it was revealed that the Developed Instructional Video do not significantly affect the performance of Grade 11 Students in Statistics and Probability, indicating that the null hypothesis was accepted. Based on the findings and conclusions, the following recommendations were drawn: (1) It is evident that instructional videos have the potential of being successful instructional tools based on the score of the students. The use of instructional video can be suggested by arousing student interest, helping focus on a topic, and helping students reach learning goals. (2) Since it was found that the Developed Instructional Video does not significantly affect the performance of the students, the researcher suggests that videos may be presented in an on-cam instructional video. Also, the researcher recommends that a teacher must have extensive knowledge about the content and information to be discussed in the video. (3) For teachers, the developed instructional video for statistics and probability can be a supplementary material for distance learning, especially for learners who can learn independently. (4) The researcher also recommends covering all the topics in statistics and probability in developing the instructional video and to formulate a more acceptable and excellent test. (5) As an implication for further studies, it is believed that designing an experimental study aiming to determine the effectiveness of instructional video compared to the regular online class session, to provide more reliable outcomes about the use of this instructional material. (6) The researcher recommends that the developed instructional video undergo evaluation and revision for utilization of materials in the DepEd Schools Division Office. (7) For future researchers, you may use this study for further improvement on the use of instructional video in teaching statistics and probability.

Development

Instructional Video

Statistics and Probability

Utilization