Development of video-based instruction to enhance high school students’ learning of shallot tea processing

Abstract

This study aimed to develop and evaluate video-based instruction on shallot tea processing, compare Grade 9 students’ learning achievement before and after the intervention, investigate their satisfaction, and examine relationships among the satisfaction components. The study employed a research and development approach combined with a one-group pretest–posttest design. The participants were 36 Grade 9 students at Surin Ratchamongkol School, Thailand, selected through purposive sampling. The research instruments comprised video-based instruction on shallot tea processing, a learning achievement test, and a 15-item satisfaction questionnaire covering content, visual presentation, and audio presentation. The instruments were evaluated by three experts. Data were analyzed using mean, standard deviation, Cronbach’s alpha, corrected item–total correlation, a paired-samples t test, the Shapiro–Wilk test, and Spearman’s rank correlation coefficient. The findings showed that the developed video systematically presented six components of shallot tea processing and received a high overall quality rating from the experts (M = 4.33). Students’ posttest scores (M = 14.86, SD = 0.351) were significantly higher than their pretest scores (M = 10.81, SD = 1.546), t(35) = 15.356, p < .001. Overall student satisfaction was high (M = 4.23, SD = 0.664), with content receiving the highest rating. The satisfaction questionnaire demonstrated excellent internal consistency (α = .918). Significant positive relationships were found among satisfaction with content, visual presentation, and audio presentation (rs = .544–.763, p < .001). These findings indicate that video-based instruction, when integrated with demonstrations and hands-on activities, has potential to support students’ learning of agricultural product-processing procedures.