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It involves 52 Grade 12 STEM students and five evaluators across educational technology, IT, English, curriculum/instructional materials development, and General Physics instruction. Data use a General Physics Test and GIREAUIM. Results show improved engagement and skill mastery, with expert ratings indicating strong usability, suitability, alignment, and “Highly Acceptable” acceptability. 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The study engaged 52 Grade 12-STEM students and 5 evaluators: educational technology, information technology (IT), English, curriculum development or instructional materials development, and teacher of General Physics 1. Data collection involved the General Physics Test (GPT) and adopted Generic Instrument for the Review, Evaluation, and Approval for Use of Instructional Materials (GIREAUIM) . Findings revealed that while VODCast effectively enhanced students' engagement and skill mastery, challenges and areas for improvement were noted. Expert evaluations highlighted its strong usability, suitability, engagement, and alignment with science content. The acceptability of the VODCast as evaluated by students and experts in general and in terms of contents, format and presentation, efficacy of materials, and performance assessment was rated “Highly Acceptable”. Future research should investigate its long-term effects and scalability to maximize its impact as a transformative educational tool. This study affirms the potential of multimedia learning in addressing critical learning gaps and advancing student-centered science education. |\n| Keywords\u003Cbr>Video-on-demand cast VODCast\u003Cbr>Flipped classroom General physics 1 STEM |  |\n| Citation: Ijalo, A. I. (2026). Video-On-Demand Cast (VODCast): An anchor for flipped classroom in general physics. International Journal of Research in Education and Science (IJRES), 12(1), 86-104. [https://doi.org/10.46328/ijres.5212](https://doi.org/10.46328/ijres.5212) |  |\n\nISSN: 2148-9955 / © International Journal of Research in Education and Science (IJRES) . This is an open access article under the CC BY-NC-SA license  \n([http://creativecommons.org/licenses/by-nc-sa/4.0/](http://creativecommons.org/licenses/by-nc-sa/4.0/)).  \nIntroduction  \nThe Philippine educational system has undergone significant modifications in the past years, particularly in response to the abrupt shift in learning modalities caused by the COVID-19 pandemic (Javier, 2021; Rogayan, Rafanan, & de Guzman, 2021); and climate-related factors, particularly typhoons and extreme heat index (ReliefWeb, 2023; ACAPS, 2024) . The COVID-19 pandemic and increasing extreme weather events have disrupted traditional classroom learning in the Philippines, prompting the Department of Education to expand its policies to allow class suspensions due to health and environmental hazards (Philippine Star, 2024) . As a result, schools have been encouraged to adopt flexible learning modalities to ensure educational continuity (Hallare, 2020) . Modular Distance Learning Modalities (MDLM) became the primary mode of instruction, presenting challenges such as limited student-teacher interaction, insufficient scaffolding, and inadequate visual representation of abstract concepts (Hairulla & Malayao, 2022) . These limitations significantly affected students'comprehension, particularly in technical subjects such as General Physics 1, which require a deeper understanding of both theoretical and applied concepts.  \nPhysics, by nature, is a highly conceptual and abstract subject that demands strong analytical and problem-solving skills. According to Redish (2018), traditional Physic","cbCaioA3zBXnH8U5","https://ap.wps.com/l/cbCaioA3zBXnH8U5","pdf",384004,"English","# Introduction\n## Background of flexible learning and modular distance learning\n## Challenges in General Physics 1 instruction\n## Multimedia learning and VODCasts\n## Flipped classroom implementation","[{\"question\":\"What competencies does VODCast aim to improve in General Physics 1?\",\"answer\":\"The study targets least-mastered competencies: measurement errors, addition of vectors, and uniformly accelerated motion.\"},{\"question\":\"How was the instructional material evaluated?\",\"answer\":\"Evaluation used a General Physics Test (GPT) and Generic Instrument for the Review, Evaluation, and Approval for Use of Instructional Materials (GIREAUIM), with five expert evaluators and student acceptability ratings.\"},{\"question\":\"What evidence supports the effectiveness of VODCast?\",\"answer\":\"Findings indicate VODCast effectively enhanced student engagement and skill mastery, while expert evaluations highlighted usability, suitability, engagement, and alignment with science content. Student and expert acceptability was rated “Highly Acceptable”.\"}]","Video-On-Demand Cast (VODCast) - An Anchor for Flipped Classroom in General Physics 1 | PDF",48]