Sustainable Instruction through Instructor-Created Videos: Improving Creative Writing Skills among Senior High School Learners

Abstract

This action research explores the integration of Instructor-Created Videos (ICVs) as a sustainable instructional practice to enhance students’ creative writing performance in a blended learning environment. Grounded in the frameworks of Computer-Assisted Language Learning (CALL), Gagné’s Nine Events of Instruction, the ADDIE model, and Tomlinson’s Principles of Materials Development, the study designed, implemented, and evaluated a series of asynchronous video lessons targeting specific genres of flash fiction—drabble, dribble, and sudden fiction. Thirty Grade 12 students from a public senior high school in Mandaue City participated in the study. Their writing performance was assessed using pretest and posttest outputs, a standardized rubric, and supported by qualitative data from written reflections and a focus group discussion. Results revealed a significant improvement from average to above average in students’ creative writing scores after the intervention. Students noted that the ICVs helped clarify abstract writing concepts, allowed for self-paced learning, and provided the opportunity for repeated viewing, enhancing both comprehension and engagement. In addition to measurable academic gains, the study underscores the sustainability of ICVs as a reusable, eco-friendly alternative to print-based instruction. By minimizing material waste and enabling flexible delivery, ICVs promote equity, accessibility, and long-term applicability in diverse learning contexts. The findings support the use of ICVs not only as supplementary resources but also as integral tools in building resilient and sustainable learning ecosystems. The study recommends institutionalizing video-based instruction across subjects as part of a broader move toward green, technology-enhanced education.