This study developed and evaluated Television-Based Instructional (TVBI) materials for Empowerment Technologies 11 at Salinas High School, Bambang, Nueva Vizcaya, Philippines. Using the ASSURE Instructional Design Model, three TVBI episodes were designed to address the least mastered competencies identified from the First Quarter Examination for School Year 2025–2026: (1) using advanced features of productivity tools through mail merge, (2) applying image manipulation techniques via Canva, and (3) creating ICT content using online platforms through Google Sites ePortfolios. The study employed a quantitative descriptive-comparative research design. Thirty respondents—10 learners (Grade 12), 10 subject teachers, and 10 experts (ICT Coordinators and Master Teachers)—evaluated the developed materials using the DepEd Learning Resource Management and Development System (LRMDS) Evaluation Rating Sheet for Non-Print Materials across four domains: content quality, instructional quality, technical quality, and accuracy and mechanics. Results revealed an overall grand mean of 3.64 (Very Satisfactory), indicating that the TVBI materials met acceptable quality standards. Learners gave the highest evaluation (M = 3.84), followed by subject teachers (M = 3.58), and experts (M = 3.51), all rated as Very Satisfactory. One-Way ANOVA results showed statistically significant differences (p = 0.000) in the evaluations across all criteria, with post-hoc Scheffé tests revealing significant differences between learners and professional evaluators but not between teachers and experts. The study concludes that the developed TVBI materials are pedagogically sound, technically functional, and curriculum-aligned. These materials represent a viable alternative instructional deliver.
Mark Bryan Eñeja (Tue,) studied this question.