THE STUDENTS’ PERCEPTION ON THE EFFECTIVENESS OF EDUCATIONAL VIDEOS

IN YOUTUBE AS AN INSTRUMENT IN LEARNING MATHEMATICS

A Research Study

Presented To The College of Education

Eastern Visayas State University

Ormoc City Campus - Ormoc City

In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS

By

Andojar, Rachele M.

Sode, Jorge III

Neypes, Aldrin N.

Miriquillo, Jenna Mea S.

Federicos, Stephanie Blasé S.

Villar, Mia Fatima S.

Laudiza, Marivic M.

Genson, John Rea

Ymas, Riza G.

December 2018

i
 TABLE OF CONTENTS

Title Page
Table of Contents……………………………………………………………………….…i
List of Tables, Figures and Appendices………………………………………………..…iv
Abstract…………………………………………………………………………….…...…v
Acknowledgement…………………………………………………..…………….………vi

Chapter I – Introduction
Rationale of the Study……………………………………………………………1
Statement of the Problem……………………………………………………...…1
Scope and Limitation ………….…………………………..………………......…2
Significance of the Problem……………………………………………………...2
Definition of Terms……………………………………………………….……...4
Conceptual Framework…………………………………………………….…….5
Theoretical Framework…………………………………………………………..6
Review of Related Literature…………………………………….………………7
Chapter II – Research Design and Methodology
Research Design……………………………………………….……….………..10
Research Environment………………………………………………….…….….10
Research Sample………………………………………………………………...11
Research Instrument…………………… …………………………………….…11
Research Procedure………………………………………………………….…...12
Data Gathering Procedure………………………………………………….…….12
Statistical Treatment………………………………………………………….…..13
Chapter III - Presentation, Analysis, and Interpretation of Data…………………………14
Chapter IV – Summary, Conclusion and Recommendation
Summary…………………………………………………………………..……..18

ii
 Findings…………………………………………………………………………18
Conclusion………………………………………………………………………19
Recommendation……………………………………………………………..…19
Bibliography………………………………………………………………………………20
Appendices……………………………………………………………………………......22
Curriculum Vitae……..…………………………………………………………………..26

iii
 LIST OF FIGURES AND APPENDICES

Figures:

Figure 1 - Profile of the respondent in terms of their age………………………..14

Figure 2 - Profile of the respondent in terms of their gender…………………….14

Figure 3 - Profile of the respondents in terms of strand………………………….15

Appendices:

Appendix A – Letter……………………………………………………………..23
Appendix B – Questionnaire…………………………………………………......25

iv
 ABSTRACT

The important part of the education is student’s learning. Good quality education is
based mainly on how well the students attain the knowledge. In this paper we are presenting the
results of a study done on the use of educational videos in Youtube to enhance students’ learning
at Ormoc City Senior High School last November 28, 2018. We surveyed the students’
perception on the effectiveness of educational videos in Youtube as an instrument in learning
mathematics.

First, we allow them to answer their perceptions based on the given statements in the
researched made questionnaire. Lastly we evaluated the result we’ve gathered.

Educational Videos in Youtube have been as useful source of educational content, it is a

free web-based tool, and the impact has been important based on our study on students’
perception. Educators have used educational videos in Youtube specifically in mathematics and
have proven to be an effective tool to enhance students’ learning and engagement.

This study was examined the perception of the 20 ABM students and 20 STEM students
at OCSHS about the use of educational videos in Youtube as electronic resources to supplement
in learning mathematics. The research made of questionnaire designed for the study used to
collect and quantitative. The quantitative analysis included frequency distribution, percentage,
and Kendall’s Tau_b. However, educational videos in Youtube have focused mainly on
academic achievement. In results, the researcher identified the perception of the students on the
effectiveness of educational videos as an instrument in learning mathematics. The students tend
to agreed among all the research questions and the gender, age, and strand are not statistically
related to the students’ perception on the effectiveness of educational videos in Youtube in
learning mathematics.

v
 ACKNOWLEDGEMENT

We are thankful and grateful to God because he gave us wisdom and understanding to do this
research the owner and the creator of all wisdom and also the guardian to whom we owe our
every existence.

The research paper is made possible through the help and support of everyone. We would like to
express our biggest gratitude and deep appreciation to the following people including our
supportive parents, instructor, and the respondents and most especially to Ms. Roxanne Joy
Capatoy for helping us to justify our work.

We would like to thank next to our ever supportive and active campus director Dr. Rolando V.
Musca and also to our department head Dr. Delicia Inghug for approving our communication
letter without your permission, we cannot conduct our research in the campus. And to the school
head of Ormoc City Senior High School Ms. Brenda P. Moreleña for allowing us to conduct a
survey. Thank you very much.

We would like to thank also those people who help in accomplishing this work through their
encouragement, help and guidance. To our subject instructor, Mr. Joel D. Maraviles, M.Ed. for
the time he spent for guiding and supervising us throughout the end.

To our respondents who did not hesitate to accept and answer our survey questionnaire, a very
warm thank you for all of you guys, without your cooperation our study will not be possible and
it will not be called as a research study without you.

To all of you guys, thank you so much for being part of this. It would have never been a success
without your participation; we would like to leave you a very inspiring saying from John Dewey
“Learning by Doing”.

vi
 CHAPTER I

Introduction

Rationale of the Study

In developing country like the Philippines, education plays vital role. Education is
responsible in helping people develop the knowledge, skills, attitudes and values needed for
them to become successful and necessary for their survivals in this competitive world.

Education is the process of learning and training of skills, knowledge, attitudes, and
values (Goedes and Gosset). But also focuses on modernized way of passing learnings to the
learners. Modern technologies and applications was developed throughout the year.

Founded in 2005, Youtube has quickly become a leader in online media. Youtube is an
internet application in which people can upload, share and watch videos especially educational
videos. Youtube also allows students are engaging in new, innovative technology applications as
well as processing content.

Youtube also provides a platform for middle and high school students to learn the
fundamentals of project creation and presentation which serve to better prepare learners for skills
needed in college. Lastly, Youtube mostly provides college learners with innovative teaching and
education strategies they will most likely be using in their future respective fields.

Statement of the problem

The study was conducted to determine the effectiveness of educational videos in

YouTube as an instrument in learning mathematics of OCSHS as perceived by the students
during school year 2018-2019.

Specifically, the study sought to answer the following question:

1. What is the profile of the respondent in terms of:

a. Age
b. Gender
c. Strand (STEM or ABM)

1
 2. What is the perception of the students on the effectiveness of educational videos in
YouTube as an instrument in learning mathematics?

3. Is there a significant relationship between the levels of effectiveness of educational

videos in YouTube as an instrument in learning mathematics in;

a. Perception vs. Age

b. Perception vs. Gender

c. Perception vs. Strand (STEM &ABM)

Scope and Limitation

This research was conducted in order to determine how effective the educational videos
of YouTube in learning mathematics as perceived by the OCSHS students. Randomly selected
20 students from STEM and 20 students from ABM base on their gender and age. The
researchers used an 8 items Likert scale questionnaire which determines their perception.

Significance of the Problem

The study deemed important to the following:

Students

This will help students have an additional learning in their academic studies. Through
educational videos in Youtube they can discover more strategies and solutions through it. In this
research, they will be able to realize how important Youtube especially in learning mathematics.
To those who haven’t tried using Youtube as educational tools for learning will get an idea on
how they can improve the lessons they haven’t catch and study in advance.

Teacher

In this research it will help the teachers as their basis to let students watch educational
videos in Youtube in their discussion. It will allow them to ask questions to their students what
they have learned in watching Youtube. It can help them to lessen the burden in teaching instead
of spoon feeding. They can also develop modern way of teaching during the teaching and

2
learning process. They can develop their skills as one of the globally competitive teacher that
will teach global education inside the classroom

Parents

They will help, guide and assist their children in every activity they are involved. They
allow their children to go in the internet café, and also give a financial support for their children
in which they can know deeper. And lastly, through YouTube they can help their children to
improve the understanding in learning mathematics.

School Administration

In the administration, the school may administer the mathematics teacher to have an
educational videos in YouTube for additional or better understanding of the topic being
discussed. They must implement or improve the use of ICT’s especially in using Youtube for
educational purposes. They must allow students and teachers to hands-on computers when using
Youtube to develop not just the learnings but also their skills.

3
Definition of terms

 Effectiveness – is the capability of producing a desired result or the ability to produce the
desired output. When something is deemed effective, it means it has an intended or
expected outcome, or produces a deep, vivid impression. The degrees to which objectives
are achieved and the extent to which targeted problems are solved. In contrast to
efficiency, effectiveness is determined without reference to cost and whereas efficiency
means “doing the things right”, effectiveness means “doing the right things”. Effective,
effectual, efficacious, efficient refer to that which is able to produce a (desired) effect.
Effective is applied to that which has the power to, or which actually does, produce an
effect: an effective action, remedy, and speech.
 Educational film – is a film or movie whose primary purpose is to educate. Educational
films have been used in classrooms as an alternative to other teaching methods.
 YouTube – it is a sharing service that allows users to watch videos posted by the other
users and upload videos of their own. The service was started as an independent website
and was acquired by goggle.
 Learning – is the process of acquiring new or modifying existing, knowledge, behaviors,
skills, values, or preferences. The ability to learn is possessed by humans, animals, and
some machines; there is also evidence for some kind of learning in some plants.
 Mathematics – includes the study of such topics as quantify, structure, space, and
change. Mathematicians seek and use patterns to formulate new conjectures; they resolve
the truth or falsity of conjectures by mathematical proof.
 Instrument – is the general term that researchers use for a measurement device (survey,
test, questionnaire, etc.). To help distinguish between instrument and instrumentation,
consider that the instrument is the device and instrumentation is the course of action (the
process of developing, testing, and using the device).

4
Conceptual framework

The figure below shoes the flow of the study that begins with independent variables
which are contribution of youtube as an instrument in learning mathematics and student’ interest
and achievement using youtube in learning mathematics. Intervening factors variables which are
age, gender and strand (STEM & ABM). Dependent variables which is effectiveness of
educational videos of youtube as an instrument in learning mathematics.

INDEPENDENT VARIABLES

 contribution of youtube
as an instrument in
learning mathematics
 student’ interest and
achievement using
youtube in learning
mathematics

INTERVENING VARIABLES

 Age
 Gender
 Strand (STEM & ABM)

DEPENDET VARIABLES

 Students’ perception
on theeffectiveness of
educational videos of
youtube as an
instrument in learning
mathematics.

Figure 1. Paradigm of the independent variables, intervening variables and dependent variables

5
Theoretical Framework

This research relates to Connectivism theory in which students could voluntarily

participate in the creation of videos. It showed that the active participation had a direct influence
of the acquisition of course curriculum competencies and on academic performance. The use of
Youtube is describe to encourage collaborative learning and how this innovative learning tool
can enhance student’s motivation to gain computer knowledge. It describe the benefits for
learning from the provision of self-paced short video clips and the process by which engaging
videos can be developed. This study will be used in the current study, given the importance of
perception. Connectivism theory which developed with the digital technology age that suggest
people that no longer stop learning after formal education and continue to gain knowledge from
other avenues such as jobs skills, networking, experience and access to information with new
tools in technology and connection making as learning activities begins to move learning
theories into a digital age. Using educational videos in Youtube as an instrument in learning
mathematics, we can no longer personally experience and acquire learning that we need to act.

6
 Review of Related Literature and Studies

Nicola Ward Petty (2010), describes the rationale for and the benefits for learning from the
provision of self-paced short video clips, and the process by which engaging videos can be
developed. It reports on the feedback from students and international viewers and gives hints and
cautions to aid in the creation of such videos.

Swan, K. (2003), reviews the literature on the learning effectiveness of asynchronous online
environments. It thus explores and is organized according to learner interactions with course
content, student interactions with instructors, and interactions among classmates in online course
environments. It includes with a summary of what the research tells us and it’s for implications
online learning.

Barbara Fralinger, Russell Owens (2009), expands upon previous research conducted on the
effectiveness of implementing Microsoft Movie Maker (a digital video editing program) into the
classroom. Their purpose of the study was to investigate student perceptions of the effectiveness
of the You Tube tutorial project on their learning so that a future educational workshop to teach
the basics of creating and uploading student video tutorials may be implemented. Results showed
that the You Tube tutorial methodology had a significant positive effect on perceived student
learning.

Dorothy DeWitt, Norlidah Alias, Saedah Siraj, Mohd Yusaini Yaakub, Juhara Ayob, Rosman
Ishak (2013) get the consensus on the benefits of the use of YouTube as a tool for teaching and
learning in the performing arts, and for maintaining students’ interest and achievement in
learning, as well as to determine the suitability of using YouTube as a tool for teaching the
performing arts in future. The findings show that YouTube the potential to be used as an
instructional tool in the performing arts in line with current trends of collaboration and social
networking in education

Dabbagh, N., & Kitsantas, A. (2012) states that the purpose of this paper is to (a) review research
that support this claim, (b) conceptualize the connection between PLE, social media, and self-
regulated learning, and (c) provide a three-level pedagogical framework for using social media to
create PLEs that support student self-regulated learning. Implications for future research in this
area are provided.

7
Michelle Everson, Ellen Gundlach, Jacqueline Miller (2003), review of some of the educational
uses of YouTube. The authors share their own examples of how social media can be used within
the introductory statistics classroom, and they outline recommendations and considerations for
other instructors who might want to explore the use of social media in their own courses.

Sethela June, Aizan Yaacob, Yeoh Khar Kheng (2014), investigated the use of YouTube videos
and interactive activities in stimulating critical thinking among students from a public university
in Malaysia. They found that YouTube Videos were fun and interesting, increased students'
participation and engagement and enhanced their critical thinking skills.

Lieberman, D. A., Bates, C. H., & So, J. (2009), tested the effectiveness of several digital media
products for young children's learning and has found, for example, improvements in children's
knowledge and skills for thinking, planning, observing, problem-solving, reading, language,
mathematics, hypothesis formation and testing, creativity, and collaborative learning. The article
concludes with a discussion of research approaches that could be used to investigate young
children's processing of digital media in order to improve the design and effectiveness of future
media products intended for this age group.

Sumarie Roodt and Carina De Villiers (2011), states that the use of YouTube is described to
encourage collaborative learning and how this innovative learning tool can enhance students’
motivation to gain computer knowledge, the research findings are supported with outcomes from
student questionnaires. The research found that integrating YouTube into undergraduate
education will be beneficial for improving Information Systems (IS) knowledge and competence.

Nidhi Yadav (2015), examine the value and best practice of using social media for business
development and marketing. With the arrival of the Internet, the communications climate has
transformed. Prior to the web, marketing involved companies projecting a one-way message at a
mass of consumers with the intention to sell more products. The web has dramatically changed
those traditional rules of marketing.

Abbas Foroughi (2011), argues that more rigorous, analytical research is needed to compare and
contrast specific features of social media software, the way it is used and implemented, and the
outcomes achieved, by students and/or by other stakeholders. To guide future research, the
author proposes a research framework that identifies various factors that impact implementations

8
of social media in higher education, as well as relevant outcome variables that should be
measured.

Carlos Orús, María José Barlés, Daniel Belanche, Luis Casaló, Elena Fraj, and Raquel Gurrea
(2016), states that students could voluntarily participate in the creation of videos. The findings
showed that active participation had a direct influence on the perceived acquisition of cross-
curricular competencies and on academic performance. While participation did not directly
increase satisfaction with course, it had an indirect influence through cross-curricular
competencies.

Seaman, J., & Tinti-Kane, H. (2013), examined of the use of social media by higher education
faculty for personal, professional, and instructional purposes. Using a representative sample of
teaching faculty from across all of higher education, their study probes their use of social media,
as well as what value they see in including social media sites as part of the instructional process.

Kayvan Kousha, Mike Thelwall and Mahshid Abdoli (2012), showed positive gains in student
outcomes as a result of the integration of video technology in instruction. This article explores
potential uses of YouTube as an instructional aid in lessons and in planning. Attention is also
given to the evaluation of YouTube videos. They discussed the potential challenges of using
YouTube in the classroom and offers suggestions for overcoming those challenges

Abu Elnasr E Sobaih, Mohamed A Moustafa, Parvis Ghandforoush and Mahmood Khan (2016),
test the use of social media by students for academic-related purposes and also how to use the
social media as a teaching and learning tool in higher education. Nonetheless, there was
consensus by faculty that if these barriers were overcome, social media could be developed as an
innovative and effective tool for teaching and learning.

9
 CHAPTER II

Research Methodology

Research design

The design of the study uses a Likert scale, which uses a combination of interview and
survey to collect data among respondents. The Likert scale, is a method for obtaining consensus
among respondents. It consists of several rounds of data collection and verification making it
reliable.

Interviews were conducted in the first phase. Interviews are invaluable in capturing the
perception and understanding the meaning constructed by the respondents. In the semi-structured
interview process, the questions were formulated in advance, but the sequence and modification
of the questions were made based on the participants’ reactions.

The data from the interviews would be used to develop a questionnaire which would be
used for Likert scale for data collection among respondents.

Research Environment

This survey research was conducted in Ormoc City Senior High School in the field of
STEM and ABM year 2018-2019. OCSHS is located at Don Felipe Larrazabal, Ormoc City in
the municipality of Ormoc City in province of Leyte and in the region of VIII-Eastern Visayas. It
is near at Eastern Visayas State University-Ormoc City Campus. It has 2 buldings with 4 floors.
Each building has 14 classrooms and has 5 strands: (ABM, STEM, TVL, HUMS, and GAS).

10
Research Sample

The sample comprise of 40 respondents from the Ormoc City Senior High School. There
were only two strands (STEM and ABM) were being surveyed. The respondents were chosen
randomly in the field of STEM and ABM.

Research Instrument

The instruments in the research consist of the survey protocol, a list of survey questions;
and a questionnaire. The students’ perception on the effectiveness of educational video in
youtube as an instrument on learning mathematics, were it collaborative of youtube.

The questionnaire is divided into 2 parts. First, the profile of the respondents (age,
gender, and strand: STEM/ABM), was collected. Secondly the opinions and views of the
respondents on the use of Youtube as an instrument in learning mathematics.

The second part of the questionnaire, from the analysis of the transcript of survey of the
respondents and it’s develop in which the areas of the opinions and views were conducted and

11
collected the perception of students on the effectiveness of the educational videos in youtube as
an instrument in learning Mathematics of Ormoc City Senior High School students which can
contribute educational learning in mathematics. The students’ interest and achievement weather
the visual element displayed through Youtube to attract the interest of the students and improves
the understanding in learning mathematics.

Research Procedure

This part of the research includes all research related activities to be undertaken in order
to achieve the objectives of the study and to offer some possible solutions to the problem. It
provides detailed description and complete information on the preparation of the questionnaire
and the interview, revision and dry-run of the questionnaire, details of the data collection
strategies and approaches to be done, and approaches identifying the person, responsible for the
administration, and retrieval of the questionnaire and the conduct of the interview.

Data Gathering Procedure

First, 40 respondents in the field of STEM and ABM were surveyed to determine their
views on the effectiveness of educational videos in Youtube in learning mathematics. Most of
the students are quietly listening to the instruction of the researchers and they do not have any
ideas about the questions. Lastly, the respondents were surveyed base on the questionnaires
given.

The questionnaires consist of 8 survey questions each on the contribution of Youtube as

an instrument in learning mathematics and on the students’ interest and achievement using
Youtube in learning mathematics. A 5-point likert scale was used as follows: 1-Highly effective;
2-Slightly effective; 3-Effective; 4-Not effective.

Strongly Agree Agree Disagree Strongly Disagree

Likert scale 4 3 2 1

Statistical Treatment

12
 The researcher used the following formula:

1. In determining the profile of the respondents to their age, gender, strand (STEM &
ABM), frequency distribution and percentage were used:
2. In determining the significant differences on the effectiveness of the educational videos
of Youtube in learning mathematics by age, gender, and strand (STEM & ABM). It will
be used in Kendall’s tau_b.

CHAPTER III

13
 Presentation, Analysis, and Interpretation of Data

1. Profile of the respondent in

terms of age

7.5%

40%

52.5%

Figure 1. Profile of the respondent in terms of their

age.
This figure states that most of the respondents ages 18 which is 52.5% in the sample,
followed by the age of 17 and least is ages 19.

2. Profile of the respondent in terms of gender

37.5%

62.5%

Figure 2. Profile of the respondent in terms of their

gender
This figure means that females has the greater percentage having 62.5% compared to males.

14
 3. Profile of the respondents in terms of strand

Figure 3. Profile of the respondents in terms of strand

Base on this result, there are equal number of respondents having the strand of STEM and ABM.

15
 Strongly Agree Disagree Strongly
Questions
Agree Disagree
1. Instructional messages in Learning 20 75 5 0
Mathematics can be channeled
effectively through the use of Youtube
in learning Math.

2. Youtube is an instrument for 30 67.5 2.5 0

providing informations on issues
regarding in Math.

3. The use of video in Youtube in 5 50 45 0

learning sessions are more effective
compared to traditional materials

4. Youtube is suitable in solving critical 10 47.5 40 2.5

Mathematical Problem

5. Youtube improves the understanding 25 65 10 0

in Learning Mathematics.

6. Visual Elements are displayed 22.5 65 12.5 0

through Youtube to attract the
interest of the students

7. Learning Mathematics is more 12.5 57.5 30 0

efficient if coupled with Youtube

8. Through the use of Youtube students 2.5 40 52.5 0

can attain high score during exams

Total Percentage 15.93 58.43 24.68 0.31

Table 1.

Base on this result, students tend to agree that instructional messages in Learning
Mathematics can be channeled effectively through the use of Youtube in learning Math, Youtube
is an instrument for providing informations on issues regarding in Math, the use of video in
Youtube in learning sessions are more effective compared to traditional materials, Youtube is

16
suitable in solving critical Mathematical Problem, Youtube improves the understanding in
Learning Mathematics, visual Elements are displayed through Youtube to attract the interest of
the students, Learning Mathematics is more efficient if coupled with Youtube, But through the
use of Youtube students can attain high score during exams students tend to disagree.

Correlation Coefficient
Rank
Rank Rank
Questions Gende
age strand
r
1. Instructional messages in Learning Mathematics can
be channeled effectively through the use of Youtube in -0.067 0.87 0. 304
learning Math.

2. Youtube is an instrument for providing informations

0.213 0.081 0.168
on issues regarding in Math.

3. The use of video in Youtube in learning sessions are

-0.041 0.084 0.144
more effective compared to traditional materials

4. Youtube is suitable in solving critical Mathematical

0.02 -0.063 0.248
Problem

5. Youtube improves the understanding in Learning

-0.113 -0.092 0.075
Mathematics.

6. Visual Elements are displayed through Youtube to

0.208 -0.033 0.168
attract the interest of the students.

7. Learning Mathematics is more efficient if coupled with

0.205 0.153 0.181
Youtube

8. Through the use of Youtube students can attain high

0.155 -0.081 0.166
score during exams.
Table 2. Correlation Coefficient

Base on this result, there is no significant relationship between the students’ perception
on the effectiveness of educational videos in YouTube as an instrument in learning mathematics
in age, gender and strand.

17
 CHAPTER IV

Summary, Findings, Conclusion and Recommendation

Summary

The main purpose of this study was to determine the students’ perception on the effectiveness of
educational videos in Youtube as an instrument in learning mathematics if OCSHS as perceived
by the students during school year 2018-2019.

Specifically, the study sought to answer the following questions:

1 .What is the profile of the respondent in terms of:

a. Age

b. Gender

c. Strand (STEM or ABM)

2. What is the perception of the students on the effectiveness of educational videos in YouTube
as an instrument in learning mathematics?

3. Is there a significant relationship between the levels of effectiveness of educational videos in

YouTube as an instrument in learning mathematics in;

a. Perception vs. Age

b. Perception vs. Gender

c. Perception vs. Strand (STEM &ABM)

18
Findings

1. The profile of the respondents in terms of:

Age:
Respondents at ages 18 (52.5%) got the highest percentage, followed by the age of
16 (40%) and least is ages 19 (7.5%).
Gender:
Female respondents has the greater percentage having 65.5% compared to males.

Strand:
There are equal number of students having the strand of STEM and ABM.

2. The perception of the students on the effectiveness of educational videos in YouTube as

an instrument in learning mathematics is that mostly of the respondents agreed among all
the questions given, and least of the number of the respondents disagreed.

Conclusion:

Based on the revealed findings the researcher concluded that most of the students
agreed among all the following questions: 1. Instructional messages in Learning Mathematics
can be channeled effectively through the use of Youtube in learning Math, 2.Youtube is an
instrument for providing informations on issues regarding in Math, 3.The use of video in
Youtube in learning sessions are more effective compared to traditional materials, 4.Youtube is
suitable in solving critical Mathematical Problem, 5.Youtube improves the understanding in
Learning Mathematics, 6.Visual Elements are displayed through Youtube to attract the interest of
the students, 7. Learning Mathematics is more efficient if coupled with Youtube, 8.Through the
use of Youtube students can attain high score during exams. And the variables which are age,
gender, and strand is not statistically related to effectiveness of educational videos in Youtube as
an instrument in learning mathematics (perception).

Recommendation:

The following recommendation that need further study:

19
 1. Further study/studies can be conducted in determining how frequent a student watches
educational videos in Youtube.
2. Further study/studies can be conducted in determining how high/low the scores when
students watch educational videos in Youtube as an instrument in learning mathematics.
3. Further study/studies can be conducted in determining the effectiveness of educational
videos in Youtube as an instrument in learning mathematics.

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APPENDICES

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 Appendix A

Republic of the Philippines

Eastern Visayas State University
Ormoc City Campus

November 28, 2018

BRENDA P. MORALEÑA

School Head

Ormoc City Senior High School

Ormoc City

Ma’am;

Warmest greetings!

I would like to ask your permission to allow my students to conduct a survey in your school for
their research.

Their survey would last only in few minutes and would be a arranged at a time convenient to the
teachers schedule. Participation in the survey is entirely voluntary and there are no known or
anticipated risks to participation in this study. All information provided will be kept in at cost
confidentiality and would be used only for academic purposes. The names of the students and the
school will not appear in any research paper unless agreed too.

Your approval to conduct this study will be greatly appreciated. Thank you in advance for your
interest and assistance with this research.

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Sincerely,

JOEL D. MARAVILES, M. Ed.

Instructor, EVSU-OCC

Approved by:

Printed name and title Signature

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 Appendix B

Name: Gender:
Year level: Age:
Strand:
Direction: Put check that correspond to your answer.

Questions Strongl Agre Disagre Strongly

y Agree e e Disagree
1. Instructional messages in Learning
Mathematics can be channeled
effectively through the use of
Youtube in learning Math
2. Youtube is an instrument for
providing informations on issues
regarding in Math
3. The use of video in Youtube in
learning sessions are more effective
compared to traditional materials
4. Youtube is suitable in solving critical
Mathematical Problem
5. Youtube improves the understanding
in Learning Mathematics
6. Visual Elements are displayed
through Youtube to attract the
interest of the students
7. Learning Mathematics is more
efficient if coupled with Youtube
8. Through the use of Youtube students
can attain high score during exams

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CURRICULUM VITAE

CURRICULUM VITAE

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 Personal Data

Name: RACHELE M. ANDOJAR

Birthdate: DECEMBER 19, 1997

Age: 20

Birthplace: ALBUERA, LEYTE

Address: SHERWOOD, ALBUERA, LEYTE

Father’s Name: RENATO P. ANDOJAR

Mother’s Name: ANNABELLE M. ANDOJAR

Educational Attainment

Elementary: SHERWOOD ELEMENTARY SCHOOL

Secondary: SEGUINON NATIONAL HIGH SCHOOL

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

CURRICULUM VITAE

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 Personal Data

Name: NEYPES, ALDRIN N.

Birthdate: MARCH 09, 1993

Age: 25

Birthplace: SABLAYAN, OCCIDENTAL MINDORO

Address: BRGY. TAMBULILID ORMOC CITY

Father’s Name: GENARO A. NEYPES

Mother’s Name: GLORIA N. NEYPES

Educational Attainment

Elementary: SAN VICENTE ANNEX ELEMENTARY SCHOOL

Secondary: SAN VICENTE NATIONAL HIGH SCHOOL

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

CURRICULUM VITAE

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 Personal Data

Name: JENNA MEA S. MIRIQUILLO

Birthdate: SEPTEMBER

Age:

Birthplace:

Address: BRGY. NAUNGAN, ORMOC CITY

Father’s Name:

Mother’s Name:

Educational Attainment

Elementary: ELEMENTARY SCHOOL

Secondary:

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

CURRICULUM VITAE

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 Personal Data

Name: MIA FATIMA S. VILLAR

Birthdate: NOVEMBER 20, 1997

Age: 21

Birthplace: ORMOC CITY

Address: SANGI IPIL, ORMOC CITY

Father’s Name: NESON M. DELEON

Mother’s Name: ARLENE S. VILLAR

Educational Attainment

Elementary: IPIL ELEMENTARY SCHOOL

Secondary: IPIL NATIONAL HIGH SCHOOL

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

CURRICULUM VITAE

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 Personal Data

Name: STEPHANIE BLASÉ S. FEDERICOS

Birthdate: MARCH 7, 1999

Age: 19

Birthplace: ORMOC CITY

Address: JUATON, ORMOC CITY

Father’s Name: DOMINIC C. FEDERICOS

Mother’s Name: JOSEPHINE S. FEDERICOS

Educational Attainment

Elementary: COGON ELEMENTARY SCHOOL

Secondary: NEW ORMOC CITY NATIONAL HIGH SCHOOL

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

CURRICULUM VITAE

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 Personal Data

Name: JORGE D. SODE III

Birthdate: MARCH 19, 1996

Age: 22

Birthplace: ORMOC CITY

Address: BRGY. MAS-IN, ORMOC CITY

Father’s Name: JORGE SODE JR.

Mother’s Name: DORINA SODE

Educational Attainment

Elementary: MAS-IN ELEMENTARY SCHOOL

Secondary: LILO-AN NATIONAL HIGH SCHOOL

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

CURRICULUM VITAE

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 Personal Data

Name: JOHN RHEA GENSON

Birthdate: DECEMBER 13, 1997

Age: 20

Birthplace: CEBU CITY

Address: BRGY. PUNTAWALING-WALING, ORMOC CITY

Father’s Name: RENANTE CUEVA

Mother’s Name: ANALYN CUEVA

Educational Attainment

Elementary: PUNTA ELEMENTARY SCHOOL

Secondary: NEW ORMOC CITY NATIONAL HIGH SCHOOL

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

CURRICULUM VITAE

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 Personal Data

Name: MARIVIC B. LAUDIZA

Birthdate: APRIL 29, 1997

Age: 21

Birthplace: ORMOC CITY

Address: BRGY. STO. NINO, ORMOC CITY

Father’s Name: BERNARDO LAUDIZA

Mother’s Name: ISABELITA YMAS

Educational Attainment

Elementary: STO. NINO ELEMENTARY SCHOOL

Secondary: NEW ORMOC CITY NATIONAL HIGH SCHOOL

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

CURRICULUM VITAE

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 Personal Data

Name: JOVELYN B. TONADA

Birthdate: JULY 11, 1998

Age: 20

Birthplace: ORMOC CITY

Address: SAN PABLO, SIMANGAN, ORMOC CITY

Father’s Name: ROGELIO TONADA

Mother’s Name: ANGELINE BRAGA

Educational Attainment

Elementary: PUNTA ELEMENTARY SCHOOL

Secondary: NEW ORMOC CITY NATIONAL HIGH SCHOOL

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

CURRICULUM VITAE

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 Personal Data

Name: RIZA G. YMAS

Birthdate: AUGUST 16, 1997

Age: 21

Birthplace: ORMOC CITY

Address: BRGY. STO. NINO, ORMOC CITY

Father’s Name: REYNALDO YMAS

Mother’s Name: MARY YMAS

Educational Attainment

Elementary: STO. NINO ELEMENTARY SCHOOL

Secondary: NEW ORMOC CITY NATIONAL HIGH SCHOOL

Tertiary: EASTERN VISAYAS STATE UNIVERSITY- ORMOC CITY CAMPUS

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