This quantitative study ascertained the benefits of project VLOGI as an intervention to the eighth-grade students in resolving the usual unattained learning competencies in Probability and Statistics, especially in the last quarter of the school year. The researcher utilized the trueexperimental research design using vlogs as an intervention to this study. There were two (2) randomly selected classes out of the six ( 6) heterogeneous classes in school as (1) the control group (prevailing method) and (2) the experimental group (project VLOGI) in teaching. Respondents underwent pre-test and post-test utilizing the quality assured 20-item multiple-choice type of questionnaires, reviewed and verified by an expert panel of evaluators. The researcher used descriptive and inferential analyses using the SPSS 2.0 tool to analyze and interpret the outcomes. The study's significant results showed that learners improved their academic performance in Probability and Statistics using these vlogs. Likewise, learners gained knowledge while working on their projects to create vlogs. Furthermore, by capturing learners' attention and engaging them in their learning through various social media platforms, project VLOGI was served as an alternative teaching method in any discipline. Hence, project VLOGI was strongly recommended for teachers as a replacement when they are out of class due to ancillary functions in school to foster unattained learning competencies before the school year ends.

The study aimed to determine the benefits of Project OSO: Online, Shareable, and Offline video lectures to seventh-grade students during the Flipped Classroom implementation to resolve the untaught mathematics learning competencies before the school year ended. The study employed the experimental research design with three groups. Using the cluster random sampling technique, these three groups were selected from the seventh-grade population as respondents and were randomly assigned with the three proposed interventions named Project OSO. These three groups underwent the same set of questionnaires as pre-test and post-test before and after the interventions. These 40item multiple-choice research instruments were evaluated, reviewed and quality assured by an expert panel of evaluators using the conducted pilot testing and the generated Cronbach alpha index. The study's findings revealed that learners' test scores differed significantly among the three groups based on one-way ANOVA. However, the Tukey post hoc test showed that the Flipped Online group differed substantially from the Flipped Shareable and Offline groups. Consequently, P roject OSO was considered a valuable resource in the Flipped Classroom implementation and highly recommended for instructing learners when the teacher was out due to school-related functions among these three video lectures platforms. These platforms were the flipped online, flipped shareable, and flipped offline video lectures that the learners could probably learn at their own pace, anytime and anywhere.