The Effect of Video-Based Supplementary Learning Materials in Teaching Literature

This quasi-experimental research using a non-equivalent control group design was conducted to identify the effect of video-based supplementary learning materials in teaching literature among Grade 11 TVL–HE students of Tangalan National High School, S.Y. 2023-2024. Before the intervention, both the control and experimental groups exhibited "good" comprehension levels in literal and inference levels, while their evaluative level comprehension was rated as "fair". Post-intervention, significant improvements were observed in both groups, with the control group achieving "very good" comprehension in the literal level and "good" in inference and evaluative levels. Similarly, the experimental group displayed "very good" comprehension in literal and inference levels, and "good" in the evaluative level after the intervention. The researcher-made Video-Based Supplementary Learning Materials were well-received, with the Quality Assurance Team rating their acceptability as "very satisfactory." Furthermore, significant improvements in reading comprehension were noted within both groups across all levels of post-intervention compared to pre-intervention levels. However, there was no significant difference in reading comprehension between the control and experimental groups before the intervention. After the intervention, while significant differences were observed between the groups in literal and inference levels, no significant difference was found in the evaluative level comprehension. These findings highlight the effectiveness of the intervention in enhancing reading comprehension among Grade 11 students, particularly in the literal and inference levels.