Level of Utilization of Video-Based Lessons in Chemistry during Modular Distance Learning (MDL) In Selected Public High Schools of Lapu-Lapu City

Video-based lessons have emerged as vital instructional support during Modular Distance Learning (MDL), yet teachers’ experiences in developing and delivering such materials for Chemistry instruction remain insufficiently explored. Employing a descriptive–correlational research design, this study involved thirty (30) Chemistry teachers from Mactan National High School and Babag National High School selected through total enumeration. Data were gathered using a structured survey questionnaire covering demographic profile and level of utilization of vide-based lessons in Chemistry across Preparation and Development, Implementation and Instructional Delivery, Alignment with Chemistry Learning Competencies, and Monitoring and Assessment of Learning. Mean, frequency, percentage, Spearman rho, and Rank-Biserial Correlation were used for statistical analysis. Findings revealed that respondents were predominantly young, female, and with graduate units; most had fewer than six years of service and attended a limited number of trainings. Teachers assessed their overall experiences as Very Good, with Monitoring and Assessment of Learning rated highest and Implementation and Instructional Delivery lowest. Correlational analysis showed no significant relationship between profile variables age, sex, educational attainment, teaching experience, and trainings attended and level of utilization of video-based lessons. Results suggest that Chemistry teachers are capable of using video-based lessons regardless of personal or professional background. Recommendations include utilization of video-based lesson exemplar in Chemistry.