Chapter 1

INTRODUCTION

Background of the Study

For majority of Filipino citizens, education represents the only solution of a life of

rooted poverty. Across the country, a large number of people currently survive on less

than a hundred a day (Rivas, 2018). Children who can read, write and do some arithmetic

can hope to get better paid job in future. It is thus the duty of the state the provide its

citizens with an access to free education.

The Universal Declaration of Human Rights of 1948 recognized education as an

"indispensable means of unlocking and protecting other human rights by providing the

scaffolding that is required to secure good health, liberty, security, economic well-being,

and participation in social and political activity" (UN, 2004) This landmark declaration

paved way to the rights-based discourse of education to be asserted by marginalized

groups like children, women, people with special needs, and Indigenous People

communities (Caoili, 2007; Hoppers, 2006; Rogers, 2004). These marginalized groups

when denied access to education are most likely to be left behind and unable to benefit

from the gains of globalization. Many studies show that globalization has increased

inequality and, in the equation-- the educated, skilled and the mobile workers are the

winners (Nesvisky, 2015; Pavcinik, 2009).

The challenges of the globalizing world provides the call to put a greater premium

in education that is more accessible to all. In 1990, the international development

community birthed a massive global education initiative called Education for All 2015

(EFA 2015). Education for All (EFA) is an international initiative to bring the benefits of

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education to “every citizen in every society.” To realize this aim, a broad coalition of

national governments, civil society groups, and development agencies such as UNESCO

and the World Bank Group committed to achieving six specific education goals: (1)

Expand and improve comprehensive early childhood care and education, especially for

the most vulnerable and disadvantaged children; (2) Ensure that by 2015 all children,

particularly girls, those in difficult circumstances, and those belonging to ethnic

minorities, have access to and complete, free, and compulsory primary education of good

quality; (3) Ensure that the learning needs of all young people and adults are met through

equitable access to appropriate learning and life-skills programs; (4) Achieve a 50%

improvement in adult literacy by 2015, especially for women, and equitable access to

basic and continuing education for all adults; (5) Eliminate gender disparities in primary

and secondary education by 2005, and achieve gender equality in education by 2015,

with a focus on ensuring girls' full and equal access to and achievement in basic

education of good quality; and (6) Improve all aspects of the quality of education and

ensure the excellence of all so that recognized and measurable learning outcomes are

achieved by all, especially in literacy, numeracy and essential life skills (“Education for

All”, 2014).

In 2000, 189 countries and their partners adopted the two EFA goals that align

with Millennium Development Goals (MDGs) 2 and 3, which refer to universal primary

education and gender parity. The World Bank recognizes that achieving these goals

requires supporting the full EFA commitment. The Philippine government has signified

its commitment to EFA goals in EFA assembly in Jomtien, Thailand in 1990 and Dakar,

Bangladesh in 2000. The Philippines also supported the Millennium Development Goals

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(MDG) in 2001, and the Decade for Literacy in 2003. In the first EFA decade (1991-

2000), the Philippine government made explicit the urgency of addressing school attrition

through strengthening student retention measures and the provision of Alternative

Learning System that will address illiteracy and promote continuing education. In EFA-

Dakar, the revised EFA goals identified particular sectors like girls, children in difficult

circumstances and those belonging to ethnic minorities to be given special attention for

the provision of accessible education. Young people and adults are to be given “equitable

access to appropriate learning and life skills programmes.” and adult illiteracy should be

halved by 2015 (Guerrero, 2003).

One major idea brought about by EFA was the idea that basic learning needs can

be met not only through the formal school system, but also through other routes, delivery

mode or programs. These programs are a combination of nonformal and informal

education (Phil EFA Report, 2009). Previously in the Education Act of 1982, nonformal

education was considered a “non-education service” that catered to the needs of “illiterate

adults” and “out-of-school youth and adults.” It aimed to 1) eradicate illiteracy and

increase level of functional literacy, 2) provide technical-vocational training for

employment, and 3) to instill values and attitude for personal, community and national

development. With the tri-focalization of the education sector, technical-vocational

training was taken out of the basic education sector and was transferred to the technical

vocational sector under TESDA.

To address this need, President Arroyo enacted Republic Act 9155 of 2001 or the

Governance of Basic Education Act of 2001. The law established the Alternative

Learning System (ALS) to provide out-of-school children, youth and adults population

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with basic education. There are two major programs on ALS that are being implemented

by the Department of Education, through the Bureau of Alternative Learning System

(BALS). One is the Basic Literacy Program and the other is the Continuing Education

Program – Accreditation and Equivalency (A&E). Both programs are modular and

flexible. This means that learning can take place anytime and anyplace, depending on the

convenience and availability of the learners.

In ALS subject areas in formal basic education are called “learning strands” and

couched not according to their disciplinal base but according to their “functionality.”

Thus, Math and Science became “Critical Thinking and Problem Solving Strand,”

Filipino and English subjects are called “Communication Skills Strand,” Technical and

Livelihood Education is called “Sustainable Use of Resources and Productivity” Values

Education is called “Development of Self and a Sense of Community” and Social Studies

is called “Expanding One World’s Vision.” The learning contents of the ALS core

curriculum are presented through printed and digitized modules. They are delivered

primarily through independent learning, one-on-one tutorial and group learning sessions.

As a whole, the ALS program designed is informed by a mix of pedagogical philosophies

and practices – nonformal and informal education, alternative education, adult education,

recognition of prior learning and lifelong learning.

A study conducted by Valeza, Choi and Santillan (2017) on the ALS program in

which they have found out that the learners evaluated it as moderately effective while the

instructional managers consider the program highly effective so they recommended that

the delivery system and modules should be revamped to suit the difference in learners’

capacities and capabilities. In the conclusion of their study, regarding the 21st Century

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Skills of Alternative Learning System, Tindowen, Bassig and Caguranang (2017)

concluded that the ALS learners in the locale where the study was conducted are not yet

ready to face the globalized world due to lack of module and other learning materials. It

is in this background that the researcher decided to devise an intervention to address this

problem. Seeing the convenience of using social media as a learning delivery method, the

researcher determined the effectiveness of using Facebook s a learning platform by

embedding video lessons on the social networking site (SNS), specifically Facebook, an

application that is accessible to all Filipino of all walks of life.

Social networking sites have become pervasive, especially among the young

people (Lenhart, 2015). Despite concerns about social networking sites have becoming an

unwelcome distraction for students and whether they have a negative effect on students’

academic achievement (Ivala & Gachago, 2012; Jacobsen & Forste, 2011), educators are

eager to understand how this fundamental shift in students’ communication method might

as well present an opportunity for teachers to design innovative instructions to enhance

student learning. Efforts to integrate social networking sites into teaching and learning

and to understand students’ willingness to participate have significantly increased. Online

learning environments, such as Facebook, provide access to educational experiences that

are more flexible in time and space than classroom teaching and learning. In order to

successfully utilize online learning environments, educators should not only take

advantage of the enhanced capacity of content distribution provided by online learning

platforms, but also emphasize the role of interaction.

The plethora of studies favoring the use of social networking sites (SNS) as a

learning tool has increased in the previous years. Many studies on the effects of the

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educational application of SNS were primarily conducted in higher education (Arslan &

Sahin-Kizil, 2010; Ellison, Steinfield, & Lampe, 2007; Hung & Yuen, 2010; Wang et al.,

2012). SNS is considered to be a tool for promoting interactions in learning and learning

outcomes in higher education (Veletsianos, Kimmons, & French, 2013). It was also

reported that SNS fosters an environment for students that encourages interactions with

external learners and specialists (Amador & Amador, 2014; Kang, Lim, & Park, 2012).

Kim, Kim, and Choi (2011) noted that collaborative learning using SNS promoted

cooperative reflection and reflective thinking in college students and improved their self-

efficacy. In addition, they showed that using SNS in college courses helped students

build a social relationship with professors and peers, and also had a positive effect on

achieving learning objectives and knowledge creation (Arteaga Sánchez, Cortijo, &

Javed, 2014; Wodzicki, Schwämmlein, & Moskaliuk, 2012).

There was a similar result found in research targeting elementary school students.

Kim and Han (2011) addressed the effects of discussion using Twitter in elementary

school education. They insisted that it improved students’ learning outcomes through

information exchange and collaborative learning and also had a positive impact on

students’ satisfaction with learning (Kim & Han, 2011). According to Park and Park

(2014), the application of SNS for creating UCC in English classes helped to develop

speaking and writing skills, and also increased students’ interests and participation ratio

in English learning. Another research investigating the educational effects of online

collaborative learning using SNS revealed that collaborative learning activities with SNS

in elementary school improved students’ social efficacy (Leem & Kim, 2013).

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 Favoring the sue of Facebook as a learning tool, Jumaat and Tasir (2016) found

out that Facebook have the capacity to be used for academic-related discussions. The

study has also shown that seven themes emerge, as follows: (1) Facebook as a promising

tool for educational purposes; (2) Facebook as a supplement to Learning Management

Systems (LMS); (3) Facebook as a means to foster students interaction; (4) Facebook is

the technology with which students are familiar; (5) Facebook stimulates social presence;

(6) Interaction on Facebook improves students’ achievement; (7) Facebook can facilitate

accessibility to information and learning resources. Furthermore, results also revealed a

significant gain in achievement by the students as measured by scores on pre- and post-

tests.

The qualitative study of Prescott (2015) sought to gain an insight of the

experiences and views of academic staff who currently use Facebook as part of their

teaching. Purposive sampling was conducted to determine teaching staffs that uses SNS

with their students. During the course of the interview the teachers viewed Facebook as a

good site to communicate with students as all their students used Facebook. With regards

to the benefits of using Facebook as part of their teaching, the main benefit was

communication because their students used it and accessed it daily, therefore staff found

using Facebook as an easier and much quicker way to contact students. Another benefit

was that it enabled course discussions to continue outside of the classroom. It was also

viewed as beneficial because it was a platform students already used and were familiar

with. The participants all viewed using Facebook for educational purposes as beneficial

to the students, in that students are able to keep in contact with each other as well as the

course lecturer.

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 Regarding the direct relationship between Facebook usage and learning outcomes,

Ainin, Naqshbandi, Moghavvemi, & Jaafar (2015) found from their study of 1165

university students that the more the students utilized Facebook, the better academic

performance they perceived themselves to achieve. Similarly but focusing on the actual

and numeral outcome, Lambić (2016) claimed a positive correlation between the rate of

using Facebook as a learning aid and students’ GPA.

Currently, there are two (2) Facebook-related studies that zeroed in on

metacognition in learning. The first is Reinhardt and Ryu’s (2014) study that investigated

the use of Facebook bridging activities in developing sociopragmatic awareness among

elementary Korean students. Using observation, guided analysis and post-instructional

survey, they have reported that students practiced pragmatic flouting, understood

contextual constraint on use, and creatively used Facebook affordances. From these

skills, they concluded that students developed their sociopragmatic awareness while

enjoying the activities. Another study worth mentioning is Peeters (2016) who

investigated metacogitive awareness in foreign language learning through peer

collaboration on Facebook. In this case study, he provided some evidence that peer

collaboration via Facebook helped students evaluate and plan their learning process

online.

In the local setting, Esteves (2012) explored the use of Facebook to enhance

learning and student engagement of students from University of the Philippines (UP)

open University (N = 153). There were varied reactions and opinions when the use of FB

was required in the course. Generally, there was a positive reaction with 75% of the

students excitedly embracing the idea. They appreciated the move and those without an

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FB account found this a great opportunity and good reason to create one. The students’

level of engagement in FB was extremely high during the first two months. There was a

great amount of activity in the Group’s site and numerous discussions on different topics

related to web design and publishing and the use of FB for education were initiated by

different

members of the class.

The researcher, taking into consideration the capabilities of Facebook as a

learning platform and the lack of research supporting the use of Facebook as a learning

tool in the Philippine setting, aimed to determine the effect of using the social media

application in enhancing the competencies of selected Alternative Learning System

learners in the municipality of Paniqui.

Conceptual Framework

Since the learning process is ever evolving and that it is increasingly involves

informal learning and technology, traditional learning theories, including behaviorism,

cognitivism, and constructivism, become limited in the capacity of explaining learning

activities such as online learning (Niu, 2017). This study, therefore, is anchored to

modern theories concerning the integration of technology in learning and the use of

videos as learning resources as well as the adult learning theory.

Knowles popularized adult learning theory and offered ways to apply it in

learning activities (O’Neill, 2019). Knowles believed that the needs of adults in education

differed a great deal from the needs of children. He popularized the term andragogy, “the

art and science of helping adults learn” to draw a sharp distinction between adult learning

and pedagogy, the instruction of children. He suggested that because children had yet to

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assume responsible, independent roles in society, teachers and parents tend to make the

decisions about what and how they should learn. But because adults have a health of life

experience and have already assumed responsible roles, it is important to respect slightly

the different principles when engaging in adult education (Pappas, 2013).

Adults need to be involved in the planning and evaluation of their instruction.

Experience (including mistakes) provides the basis for the learning activities. Adults are

most interested in learning subjects that have immediate relevance and impact to their job

or personal life. Adult learning is problem-centered rather than content-oriented

(Kearsley, 2010).

The main theory connected to the use of technology, such as Facebook and other

social media, as a learning resource is the theory of connectivism. Connectivism is a

theoretical framework for understanding learning in a digital age. It emphasizes how

internet technologies such as web browsers, search engines, wikis, online discussion

forums, and social networks contributed to new avenues of learning. Technologies have

enabled people to learn and share information across the World Wide Web and among

themselves in ways that were not possible before the digital age (Connectivism (Siemens,

Downes), 2015). This theory of learning recognizes that technology has impacted society

and that thoughts on teaching and learning are shifting. It acknowledges that learning is

no longer individualistic but relies on the informal learning that occurs through

participation in communities of practices, personal networks and work-related tasks.

Simply put, connectivism is about forming connections between people and with

technology. To cope with information overload and complexity, teaching and learning in

a connectivist learning environment occurs within learning ecologies, communities and

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networks. These facilitate connections and information sharing while encouraging life-

long learning in the individual as well as the group (Siemens, 2003).

Social media plays a vital role in a connectivist point of view since it brings two-

way conversations to classrooms and by doing so decentralizes control over the learning

and teaching process (Barczyk & Duncan, 2012). Facebook, as the most popular social

networking service, has received much attention by educators and researchers. The high

popularity of Facebook has made it a top choice for educators interested in utilizing

social networking sites for teaching, and has been transforming the way students are

taught (Shaltry, Henriksen, Wu, & Dickson, 2013). Facebook provides students with

enhanced authority in the learning process by giving them more control over the

frequency and depth of learning-related communication. It also provides both teacher and

students with an additional platform for teaching and learning, extending the classroom

experience in terms of both time and space (Shiu, Fong, & Lam, 2010).

In terms of using videos lessons as learning resources, learning theories like

Gardner’s Multiple Intelligences, Multimodal Learning Styles (MLS), Dual-Channel

Learning Theory, and the theories regarding motivation and affective learning are the

most prominent theories. According to Gardner’s multiple intelligences theory, an

individual possesses, in varying strengths and preferences, at least eight discrete

intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic,

interpersonal, intrapersonal and naturalistic (Gardner, 2006). Gardner’s theory suggests

that the manner in which subject matter is conveyed will influence that individual’s

ability to learn, and that teachers need to take all of these intelligences into account when

planning instruction (Brualdi, 1996). While traditional textbooks often take a primarily

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linguistic approach to learning, video’s multiple modes can take a variety of approaches,

such as aesthetic, logical or narrational, in addition to linguistic, thus addressing the

needs of a broader range of learners: “These ‘multiple entry points’ into the content are

especially valuable in a formal educational setting, as they offer greater accommodation

to the multiple intelligences of a diverse group of students” (Corporation for Public

Broadcasting, 2004).

There are three primary modalities through which people take in information:

visual, auditory and tactile. Silverman (2006) relates these three modalities to how

students process information, deriving three basic learning styles: visual-spatial, auditory-

sequential and tactile-kinesthetic. Visual-spatial learners take in new information through

visualization of the whole concept and think in holistic, often three-dimensional, images.

Auditory-sequential learners, by contrast, think in words, processed auditorily, and

generally learn in a sequential, step-by-step process. Finally, tactile-kinesthetic learners

take in information through physical touch and sensation, and they benefit from

demonstration or application more than from verbal explanations. The benefits of video

—where much of the content is conveyed visually — for visually-oriented learners is

immediately apparent (Corporation for Public Broadcasting, 1997; Denning, n.d.).

However, video also benefits auditory learners, with its inclusion of sound and speech,

and can provide demonstrations not otherwise possible in classrooms for tactile learners.

One of the greatest strengths of video as a learning media is the ability to

communicate with viewers on an emotional, as well as a cognitive, level. Because of this

ability to reach viewers’ emotions, video can have a strong positive effect on both

motivation and affective learning. Not only are these important learning components on

12
their own, but they can also play an important role in creating the conditions through

which greater cognitive learning can take place. Marshall (2002) details three theories

that explain how learning may occur via well-selected video “based on the ability of the

entertaining media to engage the learner, activate emotional states, initiate interest in a

topic, and allow for absorption and processing of information” (p. 7).

The use of embedded video on a social platform is also delineated by the arousal

theory. This theory deals with how communication messages evoke varying degrees of

generalized emotional arousal and how concomitant behavior can be affected while a

person is in this state. Short-Term Gratification Theory deals with affective and

motivational components such as enthusiasm, perseverance and concentration. Finally,

Interest Stimulation Theory posits that entertainment promotes learning and creativity by

sparking a student's interest in and imagination about a topic. The visual messages of

multimedia are processed in a different part of the brain than that which processes textual

and linguistic learning, and the limbic system responds to these pictures by triggering

instinct, emotion and impulse (Bergsma, 2002, as cited in CPB, 2004). Memory is, in

turn, strongly influenced by emotion, with the result that educational video has a

powerful ability to relay experience and influence cognitive learning (Noble, 1983, as

cited in CPB, 2004).

This study determines the effect of embedding video lessons on Mathematical and

Problem Solving Skills of conveniently selected ALS students in the municipality of

Paniqui. It also determines the effect of the FB embedded lesson on the learning interest

of the learners.

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 The dependent variables for this study are the pretest and posttest scores of the

learners taken from the Mathematics and Problem Solving Skill (MPSS) test and the

Mathematics Interest Inventory Scale (MIIS) survey for adult learners. The independent

variable is the intervention program of using FB as a learning platform. The research

model for this study is given in the figure below.

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 INPUT PROCESS OUTPUT

 Pretest and posttest  Administer pretest  Difference between

scores in the MPSS MPSS Test and the pretest and
Test. MISS Survey posttest MPSS Test
Scores.
 Pretest and posttest  Implement the
level of interest in intervention  Difference between
Mathematics.3 program the pretest and
posttest level of
 Administer posttest interest in
MPSS Test and Mathematics.
MIIS Survey
 Effectiveness of the
 Conduct statistical intervention
test. program.

Figure 1. Paradigm of the Study

The basic assumption of this study is that mobile devices and social networking

sites is a suitable tool for teaching and learning. It has been reported by Statista Research

Department (2019) that around 75.6 million people in the Philippines have mobile

devices and that 65.3% perfect of them have Facebook accounts. The distribution also

goes beyond socio-economic strata citing that mobile devices penetration goes beyond

socio-economic condition, that is, even those who are in the low economic status have

mobile devices (Statista Research Department, 2019).

But this study is not without limitations. This study is limited to the convenient

sampling procedure since not all of the ALS learners have mobile devices. Upon initial

survey, it was found out that only 81.82% of the 31 ALS learners under the intact group

of the researcher have mobile devices (N = 18) and that out of this number only 72.22%

have mobile devices that are Facebook-enabled (N = 13). This limits the study to only

15
thirteen (13) participants. It should be noted that because of the small sample size, the

findings of the study may be generalizable to larger populations.

Another limitation of this study is that the videos are lifted with permission from

websites such as YouTube and Vimeo since the researcher do not have ample time to

prepare video lessons due to time constraint.

Statement of the Problem

This study determined the effects of Facebook Embedded Video (FBEV) on the

Mathematical ability and interest of thirteen (13) conveniently selected ALS learners.

Specifically, it also sought answer to the following questions:

1. How may the pretest mathematics ability and interest of the respondents be

described?

2. How may the posttest mathematics ability and interest of the respondents be

described?

3. Is there a significant difference between the pretest and posttest mathematical

ability and interest?

4. Is there a significant relationship between the posttest mathematical ability and

the posttest interest in mathematics?

5. Is the intervention effective in improving the mathematical ability and interest of

the respondents?

Research Hypothesis

Aside from the problems stated above, this study also tested the following null

hypotheses using appropriate statistical procedures:

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 1. There is no significant difference between the pretest and posttest mathematical

ability.

2. There is no significant difference between the pretest and posttest mathematics

interest.

3. There is no significant relationship between the posttest mathematical ability and

posttest level of interest in mathematics.

Significance of the Study

The following groups will be benefited from the findings of the study:

ALS Learners. Findings of these study will benefit the ALS learners since they will have

a means to self-study at their own pace and convenience. A since Facebook promotes

enhance human interaction, the ALS learner can seek help from their instructor or peers if

they are having difficulty in learning a particular task.

ALS Teachers. The ALS teachers will also find benefit from the result of this study since

it will give them an idea on preparing instructions that is suitable to the capacity of their

learners. They can develop and design activities taking into consideration the type of

learners they are catering.

ALS Supervisors. The empirical findings of this study will provide ALS supervisors

with sufficient information on the need to update ALS instruction using 21st century

teaching and learning method. The ALS supervisor can then propose seminars and

workshop on the improvement of ALS instruction incorporating the use of technology,

such as mobile devise, or other means where ALS learners can learn at their own pace.

Future Researchers. This data in this study can provide researchers with empirical data

when conducting a research on the same topic.

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 Chapter 2
METHODOLOGY

Research Design

This study made use of the pre-experimental research method with a single-group

pretest-posttest design. Thyer (2012) described a pre-experimental design as the simplest

of the group research designs involve the assessment of the functioning of a single group

of persons who received a treatment. When true experiments and quasi-experiments are

not possible, researchers may turn to a pre-experimental design (Campbell & Stanley,

1963). Pre-experimental designs are called such because they often happen before a true

experiment is conducted. Researchers want to see if their interventions will have some

effect on a small group of people. Pre-experimental designs, thus, are usually conducted

as a first step towards establishing the evidence for or against an intervention. However,

this type of design comes with some unique disadvantages, which we’ll describe as we

review the pre-experimental designs available. As such, this study is pre-experimental in

nature since it will investigate the impact of Facebook embedded videos as a supplement

to regular classroom discussion on a small group of learners as a way to provide

empirical evidences so that further study with a different method can be conducted.

This study is also a single-group design since this design adhere to the pre-

experimental model. This study will use one intact group tested two at points in time and

all received the treatment. There will be no control group for this study to compare the

treated group (Rubin & Babbie, 2017).

Also, this study is a pretest-posttest design. The basic premise behind the pretest–

posttest design involves obtaining a pretest measure of the outcome of interest prior to

administering some treatment, followed by a posttest on the same measure after treatment
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occurs. Pretest–posttest designs are employed in both experimental and quasi-

experimental research and can be used with or without control groups (Salkind, 2010).

Sources of Data

This study was conducted at the municipality of Paniqui with five (5) established

ALS Learning Center and ten (10) learning centers situated on selected learner’s

residence. The research population are the 389 students that are listed learners for the

school year 2019 – 2020.

The researcher utilized convenience sampling as a sampling procedure.

Convenience sampling (also known as availability sampling) is a specific type of non-

probability sampling method that relies on data collection from population members who

are conveniently available to participate in study (Saunders, 2012). Convenience

sampling is a type of sampling where the first available primary data source will be used

for the research without additional requirements. In other words, this sampling method

involves getting participants wherever they can be found and typically wherever is

convenient. In convenience sampling no inclusion criteria identified prior to the selection

of subjects. All subjects are invited to participate (Dudovskiy, 2019). The researcher

selected the intact class he is handling as samples for the study. All in all, the intact class

have 31 ALS learners. Upon initial survey, it was found out that only 81.82% of the 31

ALS learners under the intact group of the researcher have mobile devices (N = 18) and

that out of this number only 72.22% have mobile devices that are Facebook-enabled (N =

13). This limits the study to only thirteen (13) participants. Thus, the number of samples

in this study are 13 ALS learners.

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Instrumentation and Data Collection

Two research instruments were used by the researcher to gather relevant data for

the study. The instruments are the Mathematical and Problem-Solving Skill (MPSS) test

which will determine the mathematical ability of the learners and the other one is the

Mathematics Interest Inventory Scale (MISS) for adult learners to determine the level of

interest in Mathematics.

The MPSS is constructed based on ALS Learning Strand 3, Mathematical and

Problem-Solving Skills. Three learning competencies were selected from this learning

strand: area of plane figure, business mathematics and estimation. Moreover, the items in

the MPSS were patterned after the ALS Accreditation and Equivalency (A & E) Test.

Thirty (30) items, 10 items for each competency, were initially constructed for validation

testing. The initial test item were fielded to 21 ALS learners who are not participants of

the study. After the mock test, the papers were corrected and the scores were tabulated in

a data collection software (SPSS version 21) for internal validation using Cronbach’s

alpha. Ripley’s (2018) interpretation for Cronbach’s alpha value was used to interpret the

result of the validity test. The result of the internal validity test shows that the 10 items

for the “Area” learning competency have an alpha-value of 0.732 (acceptable), the items

under the “business math” learning competency have an alpha-value of 0.713

(acceptable) and the items under the “estimation” learning competency have an alpha-

value of 0.741 (acceptable). Overall, the whole test have an alpha-value of 0.883,

meaning the test instrument is a “good” instrument in measuring the mathematical ability

of the ALS learners (see Appendix B). Hence, the 30-item test was considered as the

instrument to measure the learners mathematical ability (see Appendix C).

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 The second instrument was the Mathematics Interest Inventory Scale (MISS)

developed by Snow (2011). The researcher adopted the pre-evaluated Mathematics

interest scale and was translated in the vernacular (Tagalog) so as to be understood by the

samples. The MISS is composed of 20 questions to assess interest consistent with Hidi

and Renninger’s (2006) model. Questions were grouped into four categories according to

content including: Emotion, Value, Knowledge, and Engagement. Likert scale categories

(Very Much Agree, Agree, Neutral, Untrue, Disagree, Very Much Disagree) constituted

the response options. The Emotion-subscale measures how appealing mathematics is to

their emotion. It is composed of 5 items (1, 2, 3, 4, 5). The Value sub-scale measures the

perception of the learners as to the value of learning mathematics. It is composed of 3

items (6, 7, 8). The Knowledge sub-scale pertains to the perception of the learners as to

their knowledge regarding mathematics which makes the learning area more appealing to

them, it has 5 items (9, 10, 11, 12, 13). And lastly, the engagement sub-scale details the

perception on how they use Mathematics to engage in varying activities. This sub-scale

have 7 items (14, 15, 16, 17, 18, 19, 20). The MISS sub-scale has a pre-defined overall

internal consistency of 0.916 (Snow, 2011). Appendix E shows a copy of the MISS

survey.

After constructing and validating the test instruments, the research then sought

permission to the immediate superior for the conduct of the study. Once permission has

been acquired, the researcher then sought the consent of the selected participant to

participate in the study. When both permission has been secured the researcher then

fielded the MPSS Test and the MISS survey to the samples to measure their

Mathematical ability and their level of interest in Mathematics prior to the

21
implementation of the intervention. The researcher gathered the 13 ALS students which

participate in the study for orientation regarding the learning activity that will participate

in. They were given a pre-paid load cards which they can use so that they have online

access since the learning activities requires them to be online in their Facebook accounts

most of the time. After the orientation, they took the MPSS Test for 90 minutes. They

were also given a copy of the MISS survey for them to answer at their homes and which

was collected the following day. The results of the MPSS Test and the MISS survey

where tabulated in SPSS version 21.

After identifying the Mathematical ability of the interest of the learners, they

where then introduced to the intervention program. The researcher created a Facebook

closed-group intended for the study. All the participants were added to the group. The

researcher then downloaded some videos from YouTube and Vimeo pertaining to the

topics in the learning competencies. These six (6) videos where then embedded to the

Facebook group for the learners to watch during their free time. The learners were also

given activity sheets for them to answer. Online discussion was facilitated 30 minutes

every day for three weeks entertain questions and to enrich learning. The students

submitted their activity sheets every Friday to be assessed by the researcher. After three

weeks of implementation, the Mathematical Ability and interest of the learners was once

again measured using the MPSS Test and the MISS survey. The result was tabulated to

SPSS version 21 for statistical analysis.

Tools for Data Analysis

The following statistical procedure was conducted to produce empirical data

needed to answer the problems posted on the first chapter of this study:

22
 To determine the pretest and posttest Mathematical Ability of the ALS learners,

the researcher utilized frequency-count and percentages. The researcher determined the

number of students whose score fell in a particular level of Mathematical ability. Mean

score and standard deviation was used to describe the general pretest and posttest

Mathematical Ability of the learners. The table below was used to describe individual and

general Mathematical Ability:

Table 1. Interpreting Mathematical Ability

Range of Scores Verbal Equivalent

25 – 30 Advanced
19 – 24 Proficient
13 – 18 Approaching Proficiency
7 – 12 Developing
0–6 Beginning

To describe the ALS learners interest in Mathematics the researcher utilized the

weighted mean (WM). The weighted mean is a type of mean that is calculated by

multiplying the weight (or probability) associated with a particular event or outcome with

its associated quantitative outcome and then summing all the products together. It is very

useful when calculating a theoretically expected outcome where each outcome shows a

different probability of occurring (Corporate Mean Institute, n.d.). The table below was

used to describe the individual, sub-scale and overall level of Mathematics interest based

on the MISS survey:

Table 2. Interpreting Level of Mathematics Interest*

Verbal Equivalent Verbal Equivalent

Range**
(Per Item Belief) (Overall Interest)
4.21 – 5.00 Very Much Agree Very High
3.41 – 4.20 Agree High
2.61 – 3.40 Neutral Moderate
1.81 – 2.60 Disagree Low
1.00 – 1.80 Very Much Disagree Very Low
23
*Adopted from Snow (2011)
** Assuming scores are not normally distributed

To determine the significant difference between the pretest and posttest

Mathematical ability, as well as the pretest and posttest interest in Mathematics, the

researcher used the Student’s or paired-sample t test. A paired t-test is used to compare

two population means where you have two samples in which observations in one sample

can be paired with observations in the other sample (Shier, 2014). Paired sample t-test

tool for hypothesis testing for this study because of the nature of the study’s design. Since

the samples was tested at two point in time, the paired sample t test is the appropriate for

the study.

To determine the relationship between the posttest Mathematical ability and the

posttest interest in Mathematics, the researcher used Pearson Product-Moment

Correlation Coefficient or simple Pearson’s r. Pearson’s r is a measure of the strength and

direction of association that exists between two variables measured on at least an interval

scale.

A Pearson’s correlation attempts to draw a line of best fit through the data of two

variables, and the Pearson correlation coefficient, r, indicates how far away all these data

points are from this line of best fit (Rice, 2006). The test will determine the strength of

correlation and the direction of correlation that exist between phonological awareness

skills and the reading comprehension skill of the pupils in the experimental group. The

Pearson’s r coefficient was interpreted using the table below.

24
 Table 3: Interpreting Pearson’s r Coefficient

Range of r-values Verbal Description

±1 Perfect Positive/Negative Relationship
± 0.90 −¿ ± 0.99 Very High Positive/Negative Relationship
± 0.70 −¿ ± 0.89 High Positive/Negative Relationship
± 0.50 −¿ ± 0.69 Moderate Positive/Negative Relationship
± 0.30 −¿ ± 0.49 Low Positive/Negative Relationship
± 0.10 −¿ ± 0.29 Very Low Positive/Negative Relationship
Markedly Low and Negligible
± 0.00 – ± 0.09
Positive/Negative Relationship

25
 Chapter 3

RESULTS AND DISCUSSIONS

Pretest Mathematical Ability and Interest

Providing access to free education to the underprivilege and economically

disadvantaged individuals has become a rallying cry of those who support global

education reformation. This action has been viewed as a way to support poor and

marginalized sector of the society. By providing free education, the state is addressing

two of its main problem, providing its citizen with a chance to provide for himself and to

alleviate its economical problem. He best long-term bet for combating poverty is

education (Wall Street Journal, 2007).

The Philippines answer to this call is by establishing the Alternative Learning

System (ALS) which provide free access to education to out-of-school youth, adults and

other individuals who have not finished formal education for varied reasons. This study

was conducted to support the Department of Education’s call for free education for all.

The aim of this study is to determine if the use of Facebook embedded video is

effective in improving the mathematical ability and interest of ALS learners. The

researcher facilitated the Mathematics and Problem-Solving Skills (MPSS) test before the

implementation of the intervention to determine the current mathematical ability of the

learners. The result of the pretest mathematical ability is shown in Figure 2.

26
 8
7 (53.85%)
7
6 (46.15%)
6
No. of Learners 5
4
3
2
1
0
Advance Proficient Approaching Developing Beginning
Proficiency

Mathematics Ability

Mean = 6.00, SD = 3.606, “Beginning”

Figure 2. Pretest Mathematical Ability

The data in the figure above shows that 7 out of 13 students or 53.85% have a

beginning level of mathematical ability, while 6 or 46.15% have a developing level of

mathematical ability. The pretest level of mathematical ability of the 13 ALS learners is

generally described as “beginning” with a mean score of 6.00 ( ± 3.606 SD). Hence, the

ALS learners are still struggling with their understanding of mathematical concepts,

specifically in the concepts of area of plane figures, basic business mathematics and

estimation. Further, the students’ prerequisite and fundamental knowledge needed for this

task have not been acquired or developed adequately.

Based on the informal interviews conducted, the learners admitted that they have

already forgotten this mathematical concepts since most of them have not been to school

for more than a year prior to their enlisting in the ALS program. Most them also narrated

that they had a hard time in their mathematics subject when they are still in formal

27
schooling and that they only remember fundamental operations but are having a hard

time applying it on word problems.

This findings is parallel to the findings of the study of Refugio (2017) when he

evaluated the competency levels of ALS students in Negros Oriental. His study reported

that majority of the 876 ALS students have a generally poor level of mathematics

competencies. This is the lowest among all the competencies assessed.

Table 4. Pretest Mathematics Interest

Statements
WM Verbal Interpretation
EMOTIONS
1. Math is interesting. 2.00 Disagree
2. I like math. 1.46 Very Much Disagree
3. Math is fun. 1.38 Very Much Disagree
4. Math is boring. 2.00 Agree
5. Math is cool. 1.85 Disagree
Sub-Scale Mean 2.14 Very Low
VALUE
6. Learning about math is important. 2.77 Neutral
7. Learning about math is helpful. 2.69 Neutral
8. What I learn in math is useful. 2.00 Disagree
Sub-Scale Mean 2.49 Low
KNOWLEDGE
9. I know a lot about math. 1.31 Disagree
10. I am good at math. 1.15 Disagree
11. Math is hard for me. 1.62 Agree
12. I do well in my math classes. 1.54 Disagree
13. Math is easy for me. 1.54 Disagree
Sub-Scale Mean 1.43 Low
ENGAGEMENT
14. I talk to my family or friends about things I Disagree
1.23
learned in math class.
15. I watch television shows about math. 1.08 Disagree
16. I look at websites about math. 1.00 Disagree
17. I play math computer games. 1.31 Disagree
18. I read books about math. 1.77 Disagree
19. I go places to learn about math. 1.08 Disagree
20. I like to do math problems. 1.31 Disagree
Sub-Scale Mean 1.25 Very Low
Grand Mean 1.94 Low

28
 The research also determined the pretest interest in mathematics using Snow’s

athematics Interest Inventory Scale (MISS) survey. Interest in mathematics is a behavior

developed within an individual which sustains internal motivation to learn mathematics,

and apply it on different aspects of life. Snow’s MISS survey has four interest

components namely: emotions or the appeal of learning and studying mathematics which

invokes positive feelings, value or the appeal of learning mathematics as to its value in

the life of the learner, knowledge of the appeal of learning mathematics as to the

knowledge it provides the learners and engagement or the appeal of learning mathematics

and its interconnectedness to other tasks. Table 4 shows the result of the pretest MISS

survey.

Majority of the learners generally “disagree” that math is interesting (WM = 2.00)

and that math is cool (WM = 1.85). They also generally “agree” that math is boring (WM

= 2.00). Furthermore, the learners generally “very much agree” that math is fun and

interesting. The overall mean (WM = 2.14) for the emotion sub-scale of the MISS survey

shows that the students have generally “very low” mathematics interest in terms of

emotion. This suggests that prior to the use of the Facebook Embedded Video lessons the

mathematics learning has a very low appeal to the feelings of the learners.

The data in Table 4 further shows that the learners are undecided (neutral) in

believing that learning math is important (WM = 2.77) and the learning math is helpful

(WM = 2.69). Further, the learners generally “disagree” that what they learn in

mathematics is useful. In general, the learners have a “low” interest in mathematics in

terms of the value sub-scale of the MISS survey. This means that before the use of

29
Facebook embedded video lessons were incorporated in ALS instruction, mathematics

have a low appeal of the students as to its value in their life.

Further analysis of Table 4 shows that the students “disagree” that they know a

lot about math (WM = 54), that they are good in math (WM = 1.15), that they do well in

their math class (WM = 1.54), and that math is easy for them (WM = 1.54). They also

“agree” that math is hard for them. The mean of the knowledge sub-scale (WM = 1.43)

shows that the learners have a “low” interest in mathematics. This suggests that

mathematics have a low appeal on the learners in terms of providing knowledge and

skills to the learners to accomplish their daily task.

Additionally, the data in table 4 shows that the learners “disagree” that they talk

to their family and friends about things that they have learned in their math class (WM =

1.23). They also “disagree” that they watch television shows about math class (WM =

1.08), “disagree” that they look at websites about math (WM = 1.00), “disagree” that

they play math computer games (WM = 1.31), “disagree” that they read books about

math (WM = 1.77), “disagree” that they go places to learn about math (WM = 1.08) and

”disagree” that they like to do math problems (WM = 1.31). The mean of the sub-scale

(WM = 1.25) shows that the learners have a generally “very low” interest in terms of

engagement. This means that before the use of the Facebook Embedded Video lessons

mathematics have a very low appeal on the belief of the learners that mathematics is

interconnected to other activities.

In general, the learners have a low interest in learning Mathematics during the

pretest as evident in the computed grand mean of 1.94. Hence, prior to implementing the

30
inclusion of the Facebook embedded videos as learning Materials, Mathematics has a low

appeal to the students, hence, they are not interested on learning it.

During the follow-up interview conducted by the researcher, the learners recalled

that even during their formal schooling, they admitted that they hate, some even said that

they dread, mathematics. Most of them believe that they do not have an inborn gift for

mathematics. This line of thoughts are substantiated by the findings of Dweck and Boaler

(2017). Dweck and Boaler, from numerous qualitative work, found out that there is a

deeply entrenched view in every society that the ability to learn and master mathematical

understanding comes from an inborn gift rather than from hard work and perseverance.

Another reason narrated by the learners as to why they do not like mathematics is its lack

connection to the real world. They only see mathematics as a subject or learning area and

that the concept being taught is not relevant to their life. According to them, they usually

get bored in class and lose interest because the way mathematics was traditionally taught.

They said that they do not see the connection of adding “x to y” to real world. This

perceived lack of connection is what drives the students to view mathematics as a boring

and useless subject, thus learning and mastery it is not a necessity.

Posttest Mathematical Ability and Interest

After the application of Facebook Embedded videos as a supplemental material

for the regular ALS mathematics lessons the students took the MPSS Test. The result of

the test is shown in figure 3.

The data in Figure 3 shows that 7 out of 13 or 53.85% of the learners have an

approaching proficiency level of mathematical ability. Two (2) or 15.38% learners have a

proficient level of mathematical ability. Notable, 4 or 30.77% still have a developing

31
level of mathematical ability. The posttest level of mathematical ability of the ALS

learners is generally described as “approaching proficiency” based on the computed men

score of 14.31 (± 3.860 SD). This finding suggests that after the incorporation of

Facebook embedded video in the regular ALS mathematics lessons, the learners have

developed the fundamental mathematical knowledge, skills and core understanding of the

concepts of area of plane surface, basic business mathematics and estimation and that

with a little guidance and assistance they can transfer what they have learned in real life.

8
7 (53.85%)
7
6
No. of Learners

5
4 (30.77%)
4
3
2 (15.38%)
2
1
0
Advance Proficient Approaching Developing Beginning
Proficiency
Mathematics Ability

Mean = 14.31, SD = 3.860, “Approaching Proficiency”

Figure 3. Posttest Level of Interest in Mathematics

It can also be gleaned that majority of the learners have an improvement in their

performance on the MPSS test. On the informal interview conducted after the posttest,

the learners narrated that they have answered more items compared to the previous

because they now understood most of the items in the test. They admitted that using

video lessons in FB have helped them in learning the concepts of area, basic business

math and estimation.

32
 One thing that the learners pointed out is that they can easily understand the video

lessons because it was delivered in Filipino. Another is that they can easily access it

because it is readily available on their mobile devices. They have also narrated that since

they have an available copy of the video lessons, they can watch it repeatedly until they

have understood concept that are vague to them. Videos create a more engaging sensory

experience than using print materials alone. Learners actually get to see and hear the

concept being taught and can process it in the same way they process their everyday

interactions.

The performance of the learners during the posttest can also be attributed to the

capacity of video clips to enhance memory recall. Studies have shown that the use of

short video clips allows for more efficient processing and memory recall. The visual and

auditory nature of videos appeals to a wide audience and allows each user to process

information in a way that’s natural to them (The State of Video in Education, 2015).

The findings of this study is parallel to the study of Bevan (2015) in which he

determine the perceived effects of video embedded lessons to students’ academic

achievement. The finding of his study showed that the students perceived that the

convenience and versatility of video embedded lessons make them an asset to students,

teachers and educational institutions alike.

Embedded video lessons also provide a go-to resource that can be watched from

anywhere with an internet connection, and are accessible on a multitude of devices

including laptops, tablets and smartphones. This allows for viewing at the student’s

convenience and from wherever they are. Videos increase knowledge retention, since

they can be stopped and replayed as many times as needed. They can also be reviewed

33
long after the initial lesson was taught. They greatly assist in the learning of all subjects,

but particularly those topics that are complex and/or highly visual (such as step-by-step

procedures or science and math formulas). They increase proficiency in digital literacy

and communication, which are important 21st century skills.

The level of interest in Mathematics was also measured after the implementation

of the program. The result of the posttest MISS survey is presented in Table 5.

Table 5. Posttest Mathematics Interest

Statements
WM Verbal Interpretation
EMOTIONS
1. Math is interesting. 3.85 Agree
2. I like math. 4.00 Agree
3. Math is fun. 4.23 Very Much Agree
4. Math is boring.* 4.62 Very Much Disagree
5. Math is cool. 4.54 Very Much Agree
Sub-Scale Mean 4.25 Very High
VALUE
6. Learning about math is important. 5.00 Very Much Agree
7. Learning about math is helpful. 4.62 Very Much Agree
8. What I learn in math is useful. 4.69 Very Much Agree
Sub-Scale Mean 4.77 Very High
KNOWLEDGE
9. I know a lot about math. 3.46 Agree
10. I am good at math. 3.23 Neutral
11. Math is hard for me.* 2.23 Disagree
12. I do well in my math classes. 4.08 Neutral
13. Math is easy for me. 3.69 Agree
Sub-Scale Mean 3.54 High
ENGAGEMENT
14. I talk to my family or friends about things I
3.38 Neutral
learned in math class.
15. I watch television shows about math. 2.46 Disagree
16. I look at websites about math. 3.43 Agree
17. I play math computer games. 2.77 Neutral
18. I read books about math. 3.54 Agree
19. I go places to learn about math. 3.46 Agree
20. I like to do math problems. 4.38 Very Much Agree
Sub-Scale Mean 3.35 Moderate
Grand Mean 3.98 High

34
*Reversely Coded

After implementing the program, the learners now “agree” that mathematics is

interesting (WM = 3.85) and that they generally “very much disagree” that math is boring

(WM = 4.62). They also “agree” that they like math now (WM = 4.00) and that math is

fun (WM = 4.32) and cool (WM = 4.54). Hence, it shows that during the posttest, the

ALS learners now generally now have a “very high” interest in mathematics in terms of

its appeal to emotion evident in the computed grand mean of 4.25. This result shows that

there had been a change in the belief of the learners as to the appeal of learning

mathematics to their feelings.

In terms of the value sub-scale, the ALS learners “very much agree” that learning

math is important (WM = 5.00) and learning about it is helpful (WM = 4.62). They

further “very much agree” that what they learn in math is useful (WM = 4.69). This

suggest that after using FB embedded videos as a learning tool the ALS learners now

have a “very high” level of interest in Mathematics in terms of its value evident in the

computed grand mean of 4.77. Hence, after introducing the FB embedded video learning

materials as enrichment materials, there Mathematics now have a very high appeal to the

learners as to its value in their educational life.

After experiencing the use of FB embedded videos as a learning supplement to

regular discussions, the learners ”agree” that they know a lot about math specifically the

topics covered by the learning videos (WM =3.46) and they now believe that

Mathematics is easy for them (WM = 3.69). They also “disagree” that math is hard for

them. However, the learners have “neutral” belief that they are now good in math (WM =

3.23) and that they do well in their math class (WM = 4.08). In general, the ALS learners

have a “high” level of interest in Mathematics as to its effect to the students general
35
knowledge evident in the computed grand mean of 3.54. This findings shows that after

using FB embedded video in learning Mathematics concept, Mathematics now have a

high appeal to the belief of the ALS learners that Mathematics can improve their general

knowledge.

Furthermore, after using FB embedded videos in learning Mathematics, the ALS

learners “very much agree” that now like solving Mathematics problems (WM = 4.38).

They now also “agree” that they read Mathematics books (WM = 3.54), that they like to

go places to learn about Mathematics (WM = 3.46) and that they look at websites about

Mathematics (WM = 3.43). In terms of talking to their family or friends about the things

they learned about Mathematics, the ALS learners are generally “neutral” (WM = 3.38).

They also feel “neutral” regarding playing computer games that have Mathematics

involved (WM = 2.77). On the other hand, the ALS learners “disagree” that they watch

television shows that involves Mathematics (WM = 2.46). Upon using the FB embedded

videos, the ALS learners now have a “high” level of interest in Mathematics in terms of

engagement. This suggests that after learning how to use FB embedded videos,

Mathematics now have a high appeal to the learners as to its effect interconnectedness to

other tasks.

In general, after supplementing Mathematics discussion with Facebook

embedded videos the ALS learners now have a “high” level of interest in Mathematics.

This is evident in the computed grand mean of 3.98. This means that after implementing

the intervention, Mathematics now have a high appeal on the students emotions, values,

knowledge and engagement.

36
 During the informal interview after the posttest MISS survey some of the

students narrated that they had fun watching the video since in the presenter is very

engaging. Because of this they had developed an understanding that Mathematics can be

fun and cool. The video lessons also taught them that learning math can be interesting

since the examples presented were relevant to the real life. This findings is parallel to the

study of Al Zboun, Al Ghammaz and Al Zboun (2018) which investigated the impact of

Facebook on students’ academic achievement and learning interest. The findings of the

study showed that there is a significant impact on the academic achievement for the

Mathematics course of the students due to the variable of method of teaching, in favor of

the experimental group taught by using Facebook.

Further interview from the learners revealed that they feel motivated to learn

Mathematics because they have a video guide that they repeatedly watch. Also, Facebook

have served as a hub where they can share ideas regarding a problem that they are solving

and that the instructor moderates online discussion passionately. During FB chat

discussion they can also send pictures of their solutions so that their peer can help them

identify errors if their answers were wrong. This collegial participation motivates the

learners to participate in the online discussion because they know that they have peers

that will guide and help them. Social presence on online discussion does not only

improve learning but also effectively discussion effectiveness especially in the form of

technical support, providing constructive feedback, and by setting clear expectations to

help students understand what is expected of them (Mokoena, 2013).

Because of the FB embedded videos and online discussion, the learners have

developed a sense of accomplishment and their belief that they now have appropriate

37
knowledge regarding learning Mathematics have increased. Overall, the results indicate

that learners’ interest in the use of Facebook embedded video as a learning tool motivates

them and give them the opportunity to use technology in a useful way. As a result of the

study the majority of students adjusted their skills quickly to use the Facebook site

efficiently. They felt that they encourage using this media in education and they have a

good learning experience during the process

Difference Between Pretest and Posttest Mathematical Ability and Interest

To determine the effectiveness of Facebook embedded videos as a learning tool,

the result of the pretest and posttest Mathematical ability and interest. The data in Figure

4 shows the difference between the score distribution between the pretest and posttest

Mathematical ability.

8 7 7
(53.85%) (53.85%)
7 6
(46.15%)
6

5 4
No. of Learners

(30.77%)
4

3 2
(15.38%)
2

0
Advance Proficient Approaching Developing Beginning
Proficiency

Level of Mathematics Ability

Pretest Posttest

Figure 4. Difference Between the Pretest and Posttest Scores

The data in the figure above shows that there is a gain in the performance of the

learners during the pretest and the posttest. There is a registered 75.00% gain
38
performance scores between pretest beginning scores and posttest developing scores.

There is also a registered gain performance between pretest developing scores and

posttest approaching proficiency scores. The determine the significant difference between

the mean scores on the MPSS Test a paired-samples t-test was conducted. The result of

the statistical test is shown in Table 6.

Table 6. Statistical Difference Between the Pretest and Posttest Mathematic Ability

Variables* M SD MD t-value p-value Interpretation

Pretest 6.00 3.606
−¿8.31 31.619 0.000 Significant
Posttest 14.31 3.860
*Mathematical Ability

The statistical result shows that there is a significant difference between the

pretest (M = 6.00, SD = 3.606) and the posttest (M = 14.31, SD = 3.860) Mathematical

ability; t12 = 31.619, p < 0.000. The null hypothesis stating that there is no significant

difference the pretest and posttest Mathematical ability is rejected. The negative value of

the mean difference (MD = −¿8.31) suggests that the mean score during the posttest is

significantly higher than that of the pretest. This suggests that there is an improvement in

the Mathematical ability of the ALS learners after the FB embedded video was

introduced as a learning tool. Hence, the ALS learners have developed the ability to

answer Mathematical problems involving area of plane figure, basic business

Mathematics and estimation.

This finding suggests that using Facebook embedded video as a supplemental

learning materials is effective in improving the Mathematical ability of the learners in

terms of concepts involving area of plane figure, basic business Mathematics and

estimation. This increase in Mathematical ability can be attributed to the capacity of

39
Facebook to store which is readily available to the learners as they tackle the problems

presented in their take home activity.

The selected enrichment material is found to be effective because enhanced

student engagement since the engagement with educational videos by creating or

packaging them in a way that conveys that the material is for these students in this class

(Guo, et. al., 2014). The study of Szpunar, et. al., (2013) supported the findings of this

study. They compared the test performance of students who answered questions

interpolated between ∼5 min video lectures and students who did unrelated arithmetic

problems between the videos, finding that the students in the interpolated question group

performed significantly better on subsequent tests of the material and reported less mind

wandering. Students who received the interpolated questions also exhibited increased

note taking, reported the learning event as less “mentally taxing,” and reported less

anxiety about the final test. These results suggest that interpolated questions may improve

student learning from video through several mechanisms.

Another parallel study conducted by Zhang et. al. (2016) further supports the

findings of the current study. Zhang and colleagues compared the impact of interactive

and noninteractive video on students’ learning in a Mathematics. Students who were able

to control movement through the video, selecting important sections to review and

moving backward when desired, demonstrated better achievement of learning outcomes

and greater satisfaction. One simple way to achieve this level of interactivity is by using

Facebook, YouTube Annotate, HapYak, or another tool to introduce labeled “chapters”

into a video. This not only has the benefit of giving students control but also can

demonstrate the organization, increasing the germane load of the lesson.

40
 Another important factor which may have caused an increase in the performance

of the ALS learners during the posttest is the inclusion of guided questions in the activity

sheets provided to the students before or while they are watching the embedded videos.

Lawson and colleagues examined the impact of guiding questions on students’ learning

from a video about social psychology in an introductory psychology class (Lawson et al.,

2016). Building on work from Kreiner (2007), they had students in some sections of the

course watch the video with no special instructions, while students in other sections of

the course were provided with eight guiding questions to consider while watching. The

students who answered the guiding questions while watching the video scored

significantly higher on a later test. Guiding questions may serve as an implicit means to

share learning objectives with students, thus increasing the germane load of the learning

task and reducing the extraneous load by focusing student attention on important

elements. This strategy is often used to increase student learning from reading

assignments (e.g., Tanner, 2012; Round & Campbell, 2013), and it can translate

effectively to helping students learn from video.

The next table details the statistical comparison between the sub-scale and overall

weighted mean of the Mathematics interest of the students.

Table 7. Statistical Difference Between the Pretest

and Posttest Mathematics Interest

Interest
Variable M SD MD t-value p-value Interpretation
Subscale
Pretest 1.74 0.298
Emotion -2.510 14.533 0.000 Significant
Posttest 4.25 0.333
Pretest 2.49 0.423
Values -2.283 10.331 0.009 Significant
Posttest 4.77 0.202
Knowledge Pretest 1.43 0.196
-2.106 17.112 0.000 Significant
Posttest 3.54 0.358
Engagement Pretest 1.25 0.258 -1.866 6.720 0.001 Significant

41
 Posttest 3.35 0.828
Pretest 1.60 0.497
Overall -2.150 17.541 0.000 Significant
Posttest 3.98 0.812

It can be gleaned in the table that there is a significant difference between the

pretest (M = 1.74, SD = 0.298) and posttest (M = 4.25, SD = 0.333) Mathematical

interest in terms of the emotion sub-scale; t 12 = 14.533, p < 0.000. The null hypothesis

which states that there is no significant difference between the pretest and posttest

Mathematical interest in terms of the emotion sub-scale is rejected. The value of the

mean difference (MD = −¿2.510) suggests that the level of Mathematics interest in terms

of the emotion sub-scale during the posttest is significantly higher compared to the

pretest. Hence, after being exposed to the Facebook embedded video lessons in

Mathematics, the learners have an increased level of Mathematics interest in terms of the

emotion sub-scale.

The data also shows that there is a significant difference between the pretest (M =

2.49, SD = 0.423) and the posttest (M = 4.77, SD = 0.202) ) Mathematical interest in

terms of the value sub-scale; t12 = 10.333, p < 0.050. The null hypothesis stating that there

is no significant difference between the pretest and posttest Mathematical interest in

terms of the value sub-scale is rejected. The value of the mean difference (MD = −¿

2.283) shows that the level of the posttest Mathematics interest is significantly higher

than that of the pretest. Hence, after learning Mathematics through Facebook embedded

video lessons the interest of the ALS learners in learning Mathematics has increased

compared to their initial level of Mathematics interest.

Further, there is a significant difference between the pretest (M = 1.43, SD =

0.196) and the posttest (M = 3.54) Mathematics interest in terms of the knowledge sub-

42
scale; t12 = 17.112, p < 0.000. The null hypothesis stating that there is no significant

difference between the pretest and posttest Mathematical interest in terms of knowledge

sub-scale. The mean difference (MD = −¿2.106) suggest that the posttest level of

Mathematics interest in terms knowledge sub-scale is significantly higher than that of the

pretest. This finding suggests that after using Facebook embedded video learning

materials, the ALS learners have an increase interest in learning Mathematics in terms of

the knowledge subscale.

Lastly, there is also a significant difference between the pretest (M = 1.25, SD =

0.258) and the posttest (M = 3.35, SD = 0.828) level of Mathematics interest in terms of

the engagement sub-scale; t12 = 6.720, p < 0.05. The null hypothesis stating that there is

no significant difference between the pretest and posttest level of Mathematics interest in

terms of engagement sub-scale is rejected. The mean difference (MD = −¿ 1.866) shows

that the posttest level of mathematical interest in terms of engagement sub-scale is

significantly higher than that of their pretest level on interest. Hence, after engaging in

the use of Facebook embedded video the ALS learners have attained a higher level of

Mathematical interest in terms of engagement sub-scale.

In general, the statistical result shows that there is a significant difference between

the overall pretest (M = 1.60, SD = 0.497) and the overall posttest (M = 3.98, SD =

0.812) Mathematical interest of the ALS learner. The value of the mean difference (MD =

−¿2.150) suggests that the overall posttest level of Mathematical interest is significantly

higher than that of the pretest level of interest. It can be concluded, therefore that

supplementing regular Mathematics lessons with Facebook embedded videos is

statistically significant in enhancing the level of Mathematical interest.

43
 There are varied factors which might have caused this increase in level of

Mathematical interest among the ALS learners. One of this is that social media enable

learners to easily contact with each other with regard to their learning topics. The ALS

learners can also work on group assignments from their home. When social media is used

in pedagogy learners who have difficulty in expressing their thoughts in the classroom

can get involved in the learning process, it helps to build their confidence level as well.

Any doubts can be clarified by posting a message through the social media. Students are

learning the skill sets required for successful social networking. Social media also brings

with it the freedom for learners to connect and collaborate outside of institutional

boundaries as well as to gain practical experience for the workforce (Coleman, 2013;

Minocha, 2009).

Relationship Between Posttest Mathematical Ability and Interest

To determine the extent of the effectiveness of using Facebook embedded videos

as a supplemental learning materials in teaching the Mathematical concept of area of

plane figures, basic business Mathematics and estimation the relationship between the

posttest Mathematical ability and posttest interest in Mathematics was computed using

Pearson’s r coefficient of correlation. The result of the statistical test is given in Table 8.

Table 8. Relationship Between Mathematical Ability and Interest

Interest * r-value p-value Interpretation

Emotion 0.731 0.004 Significant
Value 0.723 0.007 Significant
Knowledge 0.705 0.013 Significant
Engagement 0.700 0.017 Significant
Overall 0.773 0.000 Significant
*Correlated with Posttest Mathematical Ability

The data in Table 8 shows that there is a significant relationship between the

posttest Mathematical ability and posttest interest in Mathematics in terms of the emotion
44
sub-scale; t12 = 0.731, p < 0.050. Therefore, the null hypothesis stating that there is a

significant difference between the posttest Mathematical ability and interest in terms of

the emotion sub-scale is rejected. The r-value (0.731) suggest that there is a very high

positive linear correlation between the two variables. That is, a positive change in

Mathematical ability of the ALS learners will also produce a significantly positive change

in their interest in learning Mathematics in terms of its appeal to their emotions. This

finding suggests that since the use of Facebook embedded video is effective in

significantly increasing the Mathematical ability of the students, then it can also

significantly increase the appeal of Mathematics to the emotions of the ALS learners.

There is also a significant relationship between the posttest Mathematical ability

and the posttest interest in Mathematics in terms of the value sub-scale; t 12 = 0.723, p <

0.050. The null hypothesis stating that there is no significant relationship between the

posttest Mathematical ability and interest in terms of the value sub-scale is rejected.

Further, the r-value (0.723) suggest a very high positive linear relationship between the

two variables. That is, when the Mathematical ability of the ALS learners increase

positively, a positive increase will also be recorded in their interest of learning

Mathematics in terms of its value to their academic life. This finding further suggests that

the use of FB embedded video as supplemental learning materials in teaching

Mathematics may increase the ALS learners Mathematical ability and, at the same time,

increase the appeal of Mathematics as to its value in the life of the learners.

A significantly relationship was also recorded between the posttest Mathematical

ability of the ALS learners and their posttest interest in Mathematics in terms of the

knowledge sub-scale; t12 = 0.705, p < 0.050. The null hypothesis stating that there is no

45
significant relationship between the posttest Mathematical ability and posttest interest in

terms of the knowledge sub-scale is rejected. The r-value (0.705) shows that a very high

positive liner relationship also exist between the two variables. This shows that when the

Mathematical ability of the ALS learners positively increase, their interest in learning

Mathematics in terms of the knowledge sub-scale will increase as well. Thus, improving

the Mathematics ability of the ALS learners by using FB embedded videos will also

increase the appeal of Mathematics to their belief that it can improve their general

knowledge.

A significant relationship also exist between the posttest Mathematical ability of

the LAS learners and the posttest interest in learning Mathematics in terms of the

engagement sub-scale; t12 = 0.700, p < 0.050. From this data, the null hypothesis stating

that there is no significant relationship between the Mathematical ability and interest in

terms of the engagement sub-scale is rejected. The r-value (0.700) also suggests that there

is a very high positive linear correlation between the two variables. Hence, when the

Mathematical ability of the learners positively increase their interest in mathematics in

terms of the knowledge sub-scale will also increase as well. So, when the Mathematical

ability of the ALS learners are increased through the FB embedded learning videos, the

appeal of Mathematics and its interrelatedness to other tasks increases as well.

In general, there is a significant relationship between the posttest Mathematical

ability and the overall interest in learning mathematics; t12 = 0.773, p < 0.000. Thus, the

null hypothesis stating that there is no significant relationship between the posttest

Mathematical ability and overall interest in learning Mathematics is rejected. Further, the

t-value (0.773) suggest that the relationship between the two variable is a very high

46
positive linear relationship, that is, when one variable increase there will be a significant

equivalent increase in the ALS learners interest in learning Mathematics. Hence, when

the Mathematical ability of the learners are increased through the use of FB embedded

video learning materials, the appeal of mathematics to their interest increases as well.

This findings suggests that since incorporating FB embedded videos on regular

Mathematics classes improve the students Mathematical ability, then it has also a

substantial effect in the interest of learners to learn Mathematics. This result is consistent

with a number of previous studies that indicated that teaching using YouTube has a

positive impact on students' learning in general and in particular academic achievement,

such as Eick and King (2012) and Tan and Pearce (2011), who pointed to the importance

of using educational videos because of their impact on increasing student’s achievement

in various subjects, both school and university.

Effectiveness of the Facebook Embedded Video

Findings from the statistical test shows the effectiveness of embedding learning

videos in social media platforms like Facebook to supplement regular class discussions.

The statistical difference between pretest and posttest Mathematical ability, favoring the

result of the posttest, shows that there is a gain in the mean score of the ALS learners in

the MPSS Test. This finding is attributed to the fact that learning through Facebook has

become one of the basic learning resources in the student's life at the present time, for it

provides illustrations, growth of knowledge and easiness of searching for sources of

knowledge. It too gives students limitless space for self-learning and knowledge

acquisition as desired by the student, as opposed to other learning sources in which

knowledge is defined with narrower boundaries. It can also contribute to the development

47
of students' learning with all its different skills, by helping the learner plan to learn, set

goals, determine and manage time and decide the appropriate place to learn. This finding

is consistent with the results of the Eck and King (2012) study.

Also, consistent with the ripple effect learning, improving Mathematical ability of

the ALS learners is in some way connected to their interest in learning Mathematics. The

more their Mathematical skills are being enriched, the more interested they become in

learning Mathematical concepts. It is possible that the current result is attributed to the

advantages enjoyed by Facebook, which are expected to serve learners' learning and

contribute to improve their educational level. Out of these advantages is that this type of

learning enables the learner to review and study his educational material more than a

once without feeling bored at the time he wants and where he wants and this in general

increases the motivation to learn, which increases the direct academic achievement. The

method of learning through Facebook is a novel technique for students, which has raised

their interest and increased their motivation to learn as this is confirmed by the results of

previous studies such as the study of Hussein and Aynas (2014).

48
 Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

This pre-experimental single-group pretest-posttest research determined the

effectiveness of Facebook embedded videos on the Mathematical ability and interest of

ALS learners of the municipality of Paniqui. The research population is composed of 389

ALS learners distributed among 5 ALS Learning Centers and 10 residence learning hubs.

Among these numbers 13 ALS learners were conveniently selected as participants of the

study.

Two research instruments were used by the researcher to gather relevant data for

the study. The instruments are the Mathematical and Problem-Solving Skill (MPSS) test

which will determine the mathematical ability of the learners and the other one is the

Mathematics Interest Inventory Scale (MISS) for adult learners to determine the level of

interest in Mathematics. The MPSS test is a researcher constructed test incorporates the

learning competencies of area of plane figures, basic business Mathematics and

estimation. The items were patterned after the ALS Accreditation and Equivalency (A &

E) Test and is composed of 30-items. The test was tested for internal consistency with an

acceptable Cronbach’s alpha value of 0.883. the second instrument is the Mathematics

Interest Inventory Scale (MISS) developed by Snow (2011). The researcher adopted the

pre-evaluated Mathematics interest scale and was translated in the vernacular (Tagalog)

so as to be understood by the samples. The MISS is composed of 20 questions to assess

interest consistent with Hidi and Renninger’s (2006) model.

49
 Using this researcher method and instrument, the researchers answered the

following questions: how may the pretest mathematics ability and interest of the

respondents be described?; how may the posttest mathematics ability and interest of the

respondents be described?; is there a significant difference between the pretest and

posttest mathematical ability and interest?; is there a significant relationship between the

posttest mathematical ability and the posttest interest in mathematics; and is the

intervention effective in improving the mathematical ability and interest of the

respondents?

The following are the salient findings of the study:

Seven (7) or 53.85% have a beginning level of mathematical ability, while 6 or

46.15% have a developing level of mathematical ability. The pretest level of

mathematical ability of the 13 ALS learners is generally described as “beginning” with a

mean score of 6.00 (± 3.606 SD).

In terms of pretest Mathematics interest, the learners have a generally “very low”

mathematics interest in terms of emotion during the pretest. This suggests that prior to the

use of the Facebook Embedded Video lessons the mathematics learning has a very low

appeal to the feelings of the learners. The learners have a “low” interest in mathematics in

terms of the value sub-scale of the MISS survey. This means that before the use of

Facebook embedded video lessons were incorporated in ALS instruction, mathematics

have a low appeal of the students as to its value in their life. The learners have a “low”

interest in mathematics in terms of the knowledge sub-scale. This suggests that

mathematics have a low appeal on the learners in terms of providing knowledge and

skills to the learners to accomplish their daily task. And finally, the learners have a

50
generally “very low” interest in terms of engagement. This means that before the use of

the Facebook Embedded Video lessons mathematics have a very low appeal on the belief

of the learners that mathematics is interconnected to other activities. In general, the

learners have a low interest in learning Mathematics during the pretest as evident in the

computed grand mean of 1.94.

After the implementation of the intervention, 7 out of 13 or 53.85% of the learners

have an approaching proficiency level of mathematical ability. Two (2) or 15.38%

learners have a proficient level of mathematical ability. Notable, 4 or 30.77% still have a

developing level of mathematical ability. The posttest level of mathematical ability of the

ALS learners is generally described as “approaching proficiency” based on the computed

men score of 14.31 (± 3.860 SD).

In terms of the posttest Mathematics interest, the ALS learners now generally now

have a “very high” interest in mathematics in terms of its appeal to emotion evident in the

computed grand mean of 4.25. This result shows that there had been a change in the

belief of the learners as to the appeal of learning mathematics to their feelings. after using

FB embedded videos as a learning tool. The ALS learners now have a “very high” level

of interest in Mathematics in terms of its value evident in the computed grand mean of

4.77. Hence, after introducing the FB embedded video learning materials as enrichment

materials, there Mathematics now have a very high appeal to the learners as to its value in

their educational life. the ALS learners have a “high” level of interest in Mathematics as

to its effect to the students general knowledge evident in the computed grand mean of

3.54. This findings shows that after using FB embedded video in learning Mathematics

concept, Mathematics now have a high appeal to the belief of the ALS learners that

51
Mathematics can improve their general knowledge. Upon using the FB embedded videos,

the ALS learners now have a “high” level of interest in Mathematics in terms of

engagement. This suggests that after learning how to use FB embedded videos,

Mathematics now have a high appeal to the learners as to its effect interconnectedness to

other tasks. In general, after supplementing Mathematics discussion with Facebook

embedded videos the ALS learners now have a “high” level of interest in Mathematics.

This is evident in the computed grand mean of 3.98. This means that after implementing

the intervention, Mathematics now have a high appeal on the students emotions, values,

knowledge and engagement.

In terms of Mathematical ability, there is a significant difference between the

pretest (M = 6.00, SD = 3.606) and the posttest (1M = 14.31, SD = 3.860) Mathematical

ability; t12 = 31.619, p < 0.000. The negative value of the mean difference (MD = −¿

8.31) suggests that the mean score during the posttest is significantly higher than that of

the pretest.

In terms of interest in Mathematics, there is a significant difference between the

pretest (M = 1.74, SD = 0.298) and posttest (M = 4.25, SD = 0.333) Mathematical

interest in terms of the emotion sub-scale; t 12 = 14.533, p < 0.000. The value of the mean

difference (MD = −¿2.510) suggest that the level of Mathematics interest in terms of the

emotion sub-scale during the posttest is significantly higher compared to the pretest.

There is a significant difference between the pretest (M = 2.49, SD = 0.423) and the

posttest (M = 4.77, SD = 0.202) ) Mathematical interest in terms of the value sub-scale;

t12 = 10.333, p < 0.050. The value of the mean difference (MD = −¿2.283) shows that the

level of the posttest Mathematics interest is significantly higher than that of the pretest.

52
There is a significant difference between the pretest (M = 1.43, SD = 0.196) and the

posttest (M = 3.54) Mathematics interest in terms of the knowledge sub-scale; t 12 =

17.112, p < 0.000. The mean difference (MD = −¿ 2.106) suggest that the posttest level

of Mathematics interest in terms knowledge sub-scale is significantly higher than that of

the pretest. Lastly, there is also a significant difference between the pretest (M = 1.25, SD

= 0.258) and the posttest (M = 3.35, SD = 0.828) level of Mathematics interest in terms

of the engagement sub-scale; t12 = 6.720, p < 0.05. The mean difference (MD = −¿1.866)

shows that the posttest level of mathematical interest in terms of engagement sub-scale is

significantly higher than that of their pretest level on interest. In general, the statistical

result shows that there is a significant difference between the overall pretest (M = 1.60,

SD = 0.497) and the overall posttest (M = 3.98, SD = 0.812) Mathematical interest of the

ALS learner. The value of the mean difference (MD = −¿ 2.150) suggests that the overall

posttest level of Mathematical interest is significantly higher than that of the pretest level

of interest.

Furthermore, there is a significant relationship between the posttest Mathematical

ability and posttest interest in Mathematics in terms of the emotion sub-scale; t 12 = 0.731,

p < 0.050, between the posttest Mathematical ability and the posttest interest in

Mathematics in terms of the value sub-scale; t12 = 0.723, p < 0.050, between the posttest

Mathematical ability of the ALS learners and their posttest interest in Mathematics in

terms of the knowledge sub-scale; t12 = 0.705, p < 0.050, and between the posttest

Mathematical ability of the LAS learners and the posttest interest in learning

Mathematics in terms of the engagement sub-scale; t12 = 0.700, p < 0.050. In general,

53
there is a significant relationship between the posttest Mathematical ability and the

overall interest in learning mathematics; t12 = 0.773, p < 0.000.

This findings suggests that since incorporating FB embedded videos on regular

Mathematics classes improve the students Mathematical ability, then it has also a

substantial effect in the interest of learners to learn Mathematics.

Conclusion

The following conclusion can be gleaned based from the findings aforementioned:

1. Most of the ALS learners have a beginning and developing level of Mathematical

ability prior to the implementation of the Facebook embedded video lessons as

supplemental lessons in teaching Mathematics.

2. The ALS learners have very low interest in learning Mathematics in terms of the

emotions and engagement sub-scale of the pretest MIIS survey. Additionally, they

have low interest in learning Mathematics in terms of value and knowledge sub-scale

of the same survey. In general, the ALS learners have a very low interest in learning

Mathematics prior to using the Facebook embedded video lessons.

3. Majority of the ALS learners have an approaching proficiency level of Mathematical

ability after the implementation of the Facebook embedded video lessons. In general,

the ALS learners have an approaching level of Mathematical ability during the

posttest.

4. The ALS learners have a very high interest in learning Mathematics in terms of the

emotion and value sub-scale of the MIIS survey. Further, the ALS learners have a

high interest in learning Mathematics in terms of the knowledge and engagement sub-

scale of the MIIS survey. In general, the ALS learners have a high level of interest in

54
 Mathematics after they are introduced to the Facebook embedded video lessons as

supplemental materials in learning Mathematics.

5. There is a significant difference between the pretest and posttest Mathematical ability

of the ALS learners favoring the performance of the ALS learners after they are

immersed in use of Facebook embedded video lessons as an enriching supplemental

learning materials.

6. There is a significant difference between the pretest and posttest level of interest in

Mathematics in terms of the four (4) MIIS sub-scales namely emotions, value,

knowledge and engagement. The statistical test provides evidence that the posttest

interest in learning Mathematics in terms of the four sub-scale is significantly higher

than the pretest level of interest.

7. There is a significant difference between the overall pretests and posttest level of

interest in learning Mathematics, the statistical test favoring the posttest result of the

MIIS survey. Thus, a gain in the overall interest in Mathematics is evident.

8. There is a significant relationship between the posttest Mathematical ability and the

posttest level of interest in Mathematics in terms of the four (4) sub-scale and the

overall scale. Hence, improving the Mathematics ability of the ALS learners will also,

in effect, improved their interest in learning Mathematics.

9. The use of Facebook embedded video lessons is effective in improving the

Mathematical ability of the ALS learners which in turns also improve their interest in

learning Mathematics.

Recommendations

55
 From the aforementioned conclusions, the following recommendations were

hereby proposed:

1. Facebook should be promoted not only for its value in social interaction but its use in

the pedagogy as well. ALS learners may use Facebook as a means to self-study and as

a collegial tool in learning.

2. Incorporation of ICT and other forms of social media can be beneficial as long as the

learners are guided on how to maximize their effectiveness. Facebook can be a great

avenue in learning since it promoted collegial social interaction. Hence, ALS teachers

should utilize this form of social media as a learning tool to promote self-learning and

self-regulation.

3. From the findings presented in this study, ALS supervisors and educational leaders

may propose trainings and seminars which may teach ALS teachers how to utilize

social media as a learning tool to its full extent.

4. Data from this study may be utilized by future researchers seeking into to

effectiveness of social media as an educational tool as a springboard for further

studies. Further studies should focus on the effect of social media as a learning tool

on a larger sample utilizing experimental research in the process.

56
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Rubin, C. & Babbie, S. (2017). Research methods for social work (9th edition). Boston,
MA: Cengage.

Shaltry, C., Henriksen, D., Wu, M. L., & Dickson, W. P. (2013). Situated learning
with online portfolios, classroom websites and Facebook. TechTrends, 57(3), 20–25.
http://doi.org/10.1007/s11528-013-0658-9

Shiu, H., Fong, J., & Lam, J. (2010). Facebook - Education with social networking
websites for teaching and learning. Proceedings of the Third International Conference of
Hybrid Learning, 59-70. Retrieved from https://doi.org/10.1007/978-3-642-14657-2_7

Siemens, G. (2003). Learning ecology, communities, and networks: Extending the

classroom. Retrieved February 28, 2007, from
http://www.elearnspace.org/Articles/learning_communities.htm

Tindowen D.J.C., Bassig, J.M. and Cagurangan, J. (2017). Twenty-First-Century

Skills of Alternative Learning System Learners. SAGE Open July-September 2017: 1–8.
DOI: 10.1177/2158244017726116

United Nations (2004). Education for All: Best Investment for Development, Economic
and Social Council Told. Retrieved from
http://www.un.org/News/Press/docs/2002/ECOSOC5999.doc.htm
60
Valeza, N.K., Choi, H., and Santillan, J.K. (2017). Effectiveness of the Alternative
Learning System Among the Selected Barangays in the City of Dasmariñas. Proceedings
of 143rd The IIER International Conference, Jeju Island, South Korea, Dec 2017, 19 –
20. Retrieved from http://www.worldresearchlibrary.org/up_proc/pdf/1266-
151781139549-54.pdf

61
APPENDICES

62
 Appendix A
Letter to the District Supervisors to Conduct the Study

Colegio de Dagupan
Arellano St., Dagupan City
Tels. (6375) 522-2405; 522-0682; 522-0143
Fax: (6375) 522-3629
Email: info@cdd.edu.ph

February 12, 2020

NAME
District Supervisor
Paniqui North District
Paniqui, Tarlac

Dear Ma’am/Sir,

The undersigned is a graduating student of Master’s in Education at Colegio de Dagupan

undertaking her research entitled EFFECTIVENESS OF FACEBOOK EMBEDDED
VIDEO (FBEV) LESSONS ON THE MATHEMATICAL ABILITY AND
INTEREST OF ALTERNATIVE LEARNING SYSTEM LEARNERS.

In this regard, the undersigned wishes to seek permission from your good office to
conduct the said study, the result of which will benefit the students of our school.

Utmost consideration shall be given so that the data gathered from this study will remain
confidential and that the findings of it will be presented to your office.

I am looking forward that my request would merit your positive response.

Thank you and more power.

Respectfully Your,

DANNY A. NATIVIDAD
Researcher

Noted by:

DR. RHEA A. MADAMBA

Adviser

63
 Colegio de Dagupan
Arellano St., Dagupan City
Tels. (6375) 522-2405; 522-0682; 522-0143
Fax: (6375) 522-3629
Email: info@cdd.edu.ph

February 12, 2020

NAME
District Supervisor
Paniqui South District
Paniqui, Tarlac

Dear Ma’am/Sir,

The undersigned is a graduating student of Master’s in Education at Colegio de Dagupan

undertaking her research entitled EFFECTIVENESS OF FACEBOOK EMBEDDED
VIDEO (FBEV) LESSONS ON THE MATHEMATICAL ABILITY AND
INTEREST OF ALTERNATIVE LEARNING SYSTEM LEARNERS.

In this regard, the undersigned wishes to seek permission from your good office to
conduct the said study, the result of which will benefit the students of our school.

Utmost consideration shall be given so that the data gathered from this study will remain
confidential and that the findings of it will be presented to your office.

I am looking forward that my request would merit your positive response.

Thank you and more power.

Respectfully Your,

DANNY F. NATIVIDAD
Researcher

Noted by:

DR. RHEA A. MADAMBA

Adviser

64
 Appendix B
Result of the Validity Test
(N = 21)

AREA BUSINESS MATH ESTIMATION

LN 1 2 3 4 5 6 7 8 9 10 11 12 1 14 15 16 17 1 19 20 21 22 2 24 25 26 27 2 29 30 TOTAL
3 8 3 8
1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 1 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 5
3 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 6
4 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 1 1 0 0 0 0 7
5 0 0 0 0 0 0 0 1 0 0 1 1 0 0 0 0 0 1 0 1 0 0 0 0 0 1 0 1 0 1 8
6 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 1 1 1 0 0 1 0 0 0 0 9
7 0 0 0 0 0 0 0 0 0 1 0 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 6
8 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 1 1 0 0 0 0 5
9 0 1 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 1 1 0 1 0 0 0 0 1 0 1 1 10
10 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 0 0 0 0 1 0 0 0 0 1 0 0 0 0 1 8
11 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 1 0 0 0 0 6
12 1 0 0 1 0 0 0 0 0 0 0 1 0 0 0 1 1 1 1 1 1 0 0 1 0 0 1 1 1 1 14
13 1 1 1 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 1 1 1 0 1 0 1 0 0 1 13
14 0 0 1 1 1 0 0 1 1 0 1 1 0 1 0 1 0 1 1 0 0 0 1 1 0 0 0 1 1 0 15
15 1 1 0 1 0 0 1 0 0 0 1 1 0 0 1 0 0 1 1 0 1 1 0 1 1 1 0 1 1 0 16
16 1 0 1 0 0 0 0 0 0 0 1 1 0 0 1 0 1 0 0 0 1 0 1 0 1 1 1 0 0 0 11
17 1 1 1 0 1 0 0 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 0 0 1 0 1 20
18 1 1 1 0 0 0 0 0 1 0 1 0 1 0 1 1 0 1 0 1 1 1 1 0 0 1 0 1 0 1 16
19 1 0 1 1 1 0 0 0 0 1 0 1 1 1 1 0 1 0 0 1 1 0 1 1 1 1 1 0 0 1 18
20 1 1 1 1 0 0 1 0 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 22
21 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 28

65
66
Inter-item Reliability
AREA OF PLANE FIGURES (Items 1 to 10)
RELIABILITY
/VARIABLES=A1 A2 A3 A4 A5 A6 A7 A8 A9 A10
/SCALE('ALL VARIABLES') ALL
/MODEL=ALPHA
/STATISTICS=SCALE
/SUMMARY=TOTAL MEANS.

Reliability

Scale: ALL VARIABLES

Case Processing Summary

N %
Cases Valid 21 100.0
Excluded a
0 .0
Total 21 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's Alpha
Based on
Cronbach's Alpha Standardized Items N of Items
.732 .733 10

Summary Item Statistics

Maximum /
Mean Minimum Maximum Range Minimum Variance N of Items
Item Means .276 .048 .667 .619 14.000 .035 10

Scale Statistics
Mean Variance Std. Deviation N of Items
2.7619 5.190 2.27826 10

67
Inter-item Reliability
BASIC BUSINESS MATHEMATICS (Items 11 to 20)

RELIABILITY
/VARIABLES=BM1 BM2 BM3 BM4 BM5 BM6 BM7 BM8 BM9 BM10
/SCALE('ALL VARIABLES') ALL
/MODEL=ALPHA
/STATISTICS=SCALE
/SUMMARY=MEANS.

Reliability

Scale: ALL VARIABLES

Case Processing Summary

N %
Cases Valid 21 100.0
Excludeda 0 .0
Total 21 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's Alpha
Based on
Cronbach's Alpha Standardized Items N of Items
.713 .712 10

Summary Item Statistics

Maximum /
Mean Minimum Maximum Range Minimum Variance N of Items
Item Means .443 .333 .667 .333 2.000 .014 10

Scale Statistics
Mean Variance Std. Deviation N of Items
4.4286 6.857 2.61861 10

68
Inter-item Reliability
ESTIMATION (Items 21 to 30)
RELIABILITY
/VARIABLES=E1 E2 E3 E4 E5 E6 E7 E8 E9 E10
/SCALE('ALL VARIABLES') ALL
/MODEL=ALPHA
/STATISTICS=SCALE
/SUMMARY=MEANS.

Reliability

Scale: ALL VARIABLES

Case Processing Summary

N %
Cases Valid 21 100.0
Excluded a
0 .0
Total 21 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's Alpha
Based on
Cronbach's Alpha Standardized Items N of Items
.741 .742 10

Summary Item Statistics

Maximum / N of
Mean Minimum Maximum Range Minimum Variance Items
Item Means .438 .333 .667 .333 2.000 .011 10

Scale Statistics
Mean Variance Std. Deviation N of Items
4.3810 7.448 2.72903 10

69
Inter-item Reliability
WHOLE TEST

RELIABILITY
/VARIABLES=A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 BM1 BM2 BM3 BM4 BM5 BM6 BM7
BM8 BM9 BM10 E1 E2 E3 E4 E5
E6 E7 E8 E9 E10
/SCALE('ALL VARIABLES') ALL
/MODEL=ALPHA
/STATISTICS=SCALE
/SUMMARY=MEANS.

Reliability

Scale: ALL VARIABLES

Case Processing Summary

N %
Cases Valid 21 100.0
Excludeda 0 .0
Total 21 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's Alpha
Based on
Cronbach's Alpha Standardized Items N of Items
.883 .886 30

Summary Item Statistics

Maximum /
Mean Minimum Maximum Range Minimum Variance N of Items
Item Means .386 .048 .667 .619 14.000 .025 30

Scale Statistics
Mean Variance Std. Deviation N of Items
11.5714 45.957 6.77917 30

70
 Appendix C
Mathematics and Problem-Solving Skills Test

Direction: Encircle the letter of the correct answer.

1. A businessman has a land with an area of 555 square meters (m2). If the land tax rate
is two pesos per square foot (ft.2), find the amount of real estate tax the businessman
has to pay.
A. 9970.00
B. 9990.00
C. 9890.00
D. 9980.00

2. A carpenter was asked to place floor tiles in a bathroom. Each floor tile has an area of
48 in.2. If the bathroom has an area of 309676.8 cm2, how many tiles are needed by
the carpenter?
A. 1000 tiles
B. 1080 tiles
C. 1090 tiles
D. 1800 tiles

3. A triangular piece of plyboard has a base of 42 inches and a height of 56 inches. What
is its area?
A. 1179 in.²
B. 1176 in.²
C. 1177 in.²
D. 1173 in.²

4. A circular cake has a radius of 6 in. What is its area?

A. 118.04 in.²
B. 114.04 in.²
C. 115.04 in.²
D. 113.04 in.²

5. A sheet of gift wrapper has an area of 864 in.2. How many sheets are needed to wrap
a square box with an edge of 20 in.?
A. 2 sheets
B. 3.60 or 4 sheets
C. 2.77 or 3 sheets
D. 5 sheets

6. A box has the following measurement: length 1 ½ feet, width = 8 inches, height = 6
inches. How many rolls of 2 foot by 14 inch wrapping paper is needed to cover the
box?
A. 1
B. 2

71
 C. 3
D. 4

7. A picture is 18 inches by 12 inches. What is the area of the frame if two inches gap is
required on each side of the picture?
A. 280 sq. in.
B. 352 sq. in.
C. 247 sq. in.
D. 432 sq. in

8. If the radius of a circle is 4 inches, what is its area?

A. A = 3.14 × 4 2
B. A = 3.14 × 22
C. A = 3.14 × 4
D. A = 3.14 × 4 × 2

2
9. Each side of a square is 6 meters long. Find its area.
3
4
A. 44 m. sq.
9

3
B. 12 m. sq.
2

1
C. 65 m. sq.
2

4
D. 36 m. sq.
9

10. The diagonal of the floor of a rectangular room is 10 meters. The shorter side of the
room is 6 meters. What is the floor area of the room?
A. 48 sq. m.
B. 60 sq. m.
C. 80 sq. m.
D. 480 sq. m.

11. Phillip has to pay Marco P150 in interest after 6 months for the P6,000 he borrowed!
How much money does he have to pay Marco after 6 months?
A. P6,450
B. P6,350
C. P6,150
D. P6,250

72
12. Phillip decided to borrow P12,000 from Marco at a simple interest of 5% for every
P6,000 for 6 months. How much interest must Phillip pay Marco at the end of the
term? What is the total amount that Marco should receive?
A. P12,600
B. P12,700
C. P13,600
D. P13,700

13. What is the monthly amortization for a television set bought by installment if the unit
costs P9,500 if paid in cash? The appliance store has a surcharge of 30% a year for
purchases on installment basis, The term the customer chose is 8 months.
A. P12,450
B. P12,350
C. P12,550
D. P12,360

14. What is the compounded interest of a deposit of P3,400 for 2 years at 6%

compounded quarterly? How much can the depositor withdraw from the bank at end
of the 2nd year?
A. 3,630.08
B. 3,730.08
C. 3,930.08
D. 3,830.08

15. How much would U.S.$45.00 be in Philippine pesos if the exchange rate is $1.00 =
P51.20?
A. P2,504.00
B. P2,305.00
C. P2,404.00
D. P2,304.00

16. If Enrico sells puto at P11.50 for each bag, how much gross profit will he make if he
bought each bag of puto for P8.00? What is his gross profit if he sells 60 bags of puto
today?
A. P690.00
B. P680.00
C. P790.00
D. P780.00

17. Marissa sells buco pie at P50 each. If the cost of each buco pie is P40.00, how much
profit will she make from each pie? What is her gross profit if she sells 10 buco pies
today?
A. 600
B. 700
C. 500
D. 550

73
18. Aling Tinay sells jewelry. Today, she sold P2, 500 worth of jewelry. She estimated
the cost of goods sold at P2,200. Also she estimated her selling expenses at P100.
What is her net profit?
A. P300
B. P200
C. P220
D. P250

19. Tonio runs a barbershop. Today, he made P500. He has to pay P200 to his assistant
and P150 for rent. He estimated that he has to pay P50 for light and electricity. What
is his net profit?
A. 40
B. 50
C. 60
D. 70

20. If Current Assets is P15,000 and Fixed Assets is P10,000, compute for Total Assets.
A. P23,000
B. P24,000
C. P25,000
D. P26,000

21. Round off 5 75/100 to the nearest whole numbers.

A. 5
B. 4
C. 6
D. 9

22. Round off 7 1/3 to the nearest whole numbers.

A. 6
B. 7
C. 5
D. 8

23. Round off 9 4/5 to the nearest whole numbers.

A.11
B.12
C. 9
D.10

24. Round off 99.95 to the nearest whole numbers.

A. 100
B. 101
C. 99
D. 102

74
25. Round off 30.33 to the nearest whole numbers.
A. 31
B. 30
C. 29
D. 32

26. In a fruit basket, there are 4 papayas, 9 guavas, and 7 mangoes. What percent of the
fruits are papayas?
A. 2%
B. 4%
C. 8%
D. 20%

7
27. A piece of wire that meters long is cut into 16 pieces of equal length. What is the
8
approximate length of each piece?
A. 0.5 m
B. 0.05 m
C. 0.005 m
D. 0.0005 m

28. Every month, the class treasurer collects PHP 7.50 from each student from the class.
If there are 45 student, estimate how much they have collected every month?
A. PHP 340
B. PHP 350
C. PHP 360
D. PHP 370

3 3
29. Clara weighs 3 kg less than Claro. If Claro weighs 54 kg, about how many
2 4
kilograms does Clara weighs?
1
A. 51
3

1
B. 51
2

3
C. 50
4

5
D. 58
12

75
 1
30. Aling Linda bought 3 dozens of eggs from Mang Mario. She gave PHP 150 to
2
Mang Mario and the latter gave back PHP 13.50. How much is one dozen of eggs?
A. PHP 3.25
B. PHP 11.38
C. PHP 68.25
D. PHP 39.00

76
 Appendix D
Mathematics Interest Inventory Scale

Mga mag-aaral

Ang layon ng survey na ito ay alamin kung gaano kayo kainteresado sap ag-aaral ng
Mathematics. Mangyari lamang na basahin ninyo ang bawat item sa survey at piliin sa
pamamagitan ng paglalagay ng tsek (✔) ang kahon na tumutukoy kung gaano kayo
sumasang-ayon sa bawat ito. Gamitiin ang gabay na nasa ibaba sa inyong pagsagot.

5 Lubos na Sumasang-ayon
4 Sumasang-ayon
3 Neutral
2 Hindi Sumasang-ayon
1 Lubos na Hindi Sumasang-ayon

Maraming Salamat.
------------------------------------------------------------------------------------------------------------

Statements 5 4 3 2 1
EMOTIONS
1. Math is interesting.
2. I like math.
3. Math is fun.
4. Math is boring.*
5. Math is cool.
VALUE
6. Learning about math is important.
7. Learning about math is helpful.
8. What I learn in math is useful.
KNOWLEDGE
9. I know a lot about math.
10. I am good at math.
11. Math is hard for me.*
12. I do well in my math classes.
13. Math is easy for me.
ENGAGEMENT
14. I talk to my family or friends about things I
learned in math class.
15. I watch television shows about math.
16. I look at websites about math.
17. I play math computer games.
18. I read books about math.
19. I go places to learn about math.
20. I like to do math problems.

77
 Appendix E
Result of the MSPP Pretest and Posttest

Pretest Posttest
(PRE_MPSS) (POST_MPSS)
LN
Raw Description Raw Description
Score Score
1 8 Developing 16 Approaching Proficiency
2 10 Developing 18 Approaching Proficiency
3 1 Beginner 9 Developing
4 7 Developing 15 Approaching Proficiency
5 10 Developing 19 Proficient
6 6 Beginner 13 Approaching Proficiency
7 4 Beginner 14 Approaching Proficiency
8 3 Beginner 11 Developing
9 12 Developing 21 Proficient
10 9 Developing 17 Approaching Proficiency
11 2 Beginner 9 Developing
12 2 Beginner 10 Developing
13 4 Beginner 14 Approaching Proficiency
MEAN 6.00 14.31
SD 3.605 3.859
DESC. Beginning Approaching Proficiency

78
 Appendix F
Pretest Result of MIIS Survey

Statements Frequency Weight

Total WM Description
5 4 3 2 1 5 4 3 2 1
EMOTIONS
1. Math is interesting. 0 0 5 3 5 0 0 15 6 5 26 2.00 Untrue
2. I like math. 0 0 0 6 7 0 0 0 12 7 19 1.46 Very Untrue
3. Math is fun. 0 0 0 5 8 0 0 0 10 8 18 1.38 Very Untrue
4. Math is boring.* 0 0 4 5 4 0 0 12 10 4 26 2.00 Very Untrue
5. Math is cool. 0 0 3 5 5 0 0 9 10 5 24 1.85 True
Sub-Scale Mean 1.74 Very low
VALUE
6. Learning about math is important. 0 0 11 1 1 0 0 33 2 1 36 2.77 Moderately True
7. Learning about math is helpful. 0 0 10 2 1 0 0 30 4 1 35 2.69 Moderately True
8. What I learn in math is useful. 0 0 5 3 5 0 0 15 6 5 26 2.00 Untrue
Sub-Scale Mean 2.49 Low
KNOWLEDGE
9. I know a lot about math. 0 0 0 4 9 0 0 0 8 9 17 1.31 Very Untrue
10. I am good at math. 0 0 0 2 11 0 0 0 4 11 15 1.15 Very Untrue
11. Math is hard for me.* 0 0 0 8 5 0 0 0 16 5 21 1.62 Very True
12. I do well in my math classes. 0 0 1 5 7 0 0 3 10 7 20 1.54 Very Untrue
13. Math is easy for me. 0 0 1 5 7 0 0 3 10 7 20 1.54 Very Untrue
Sub-Scale Mean 1.43 Very Low
ENGAGEMENT
14. I talk to my family or friends about
0 0 1 1 11 0 0 3 2 11 16 1.23 Very Untrue
things I learned in math class.
15. I watch television shows about math. 0 0 0 1 12 0 0 0 2 12 14 1.08 Very Untrue
16. I look at websites about math. 0 0 0 0 13 0 0 0 0 13 13 1.00 Very Untrue
17. I play math computer games. 0 0 1 2 10 0 0 3 4 10 17 1.31 Very Untrue
79
18. I read books about math. 0 0 2 6 5 0 0 6 12 5 23 1.77 Very Untrue
19. I go places to learn about math. 0 0 0 1 12 0 0 0 2 12 14 1.08 Very Untrue
20. I like to do math problems. 0 0 0 4 9 0 0 0 8 9 17 1.31 Very Untrue
Sub-Scale Mean 1.25 Very Low
Grand Mean 1.73 Very Low

Pretest Individual Level of Interest in Mathematics

EMOTIONS VALUE KNOWLEDGE ENGAGEMENT OVERALL

LN (PRE_MIIS_EM) (PRE_MIIS_VAL) (PRE_MIIS_KNW)_ (PRE_MIIS_ENG) (PRE_MIIS_OVALL)
WM Description WM Description WM Description WM Description WM Description
1 1.60 Very Low 3.00 Moderate 1.20 Very Low 1.00 Very Low 1.50 Very Low
2 1.80 Very Low 2.33 Low 1.60 Very Low 1.00 Very Low 1.55 Very Low
3 1.80 Very Low 3.00 Moderate 1.60 Very Low 1.00 Very Low 1.65 Very Low
4 1.80 Very Low 2.33 Low 1.20 Very Low 1.29 Very Low 1.55 Very Low
5 1.60 Very Low 2.00 Low 1.20 Very Low 1.43 Very Low 1.50 Very Low
6 1.80 Very Low 2.33 Low 1.80 Very Low 1.14 Very Low 1.65 Very Low
7 1.60 Very Low 2.67 Moderate 1.20 Very Low 1.57 Very Low 1.65 Very Low
8 2.40 Low 2.00 Low 1.20 Very Low 1.14 Very Low 1.60 Very Low
9 1.60 Very Low 2.00 Low 1.20 Very Low 1.71 Very Low 1.60 Very Low
10 1.40 Very Low 2.67 Moderate 1.20 Very Low 1.43 Very Low 1.55 Very Low
11 1.80 Very Low 3.00 Moderate 1.80 Very Low 1.29 Very Low 1.80 Very Low
12 1.60 Very Low 2.33 Low 1.80 Very Low 1.14 Very Low 1.60 Very Low
13 1.80 Very Low 2.67 Moderate 1.60 Very Low 1.14 Very Low 1.65 Very Low

80
 Appendix G
Posttest Result of MIIS Survey

Statements Frequency Weight

Total WM Description
5 4 3 2 1 5 4 3 2 1
EMOTIONS
1. Math is interesting. 1 9 3 0 0 5 36 9 0 0 50 3.85 True
2. I like math. 2 9 2 0 0 10 36 6 0 0 52 4.00 True
3. Math is fun. 5 6 2 0 0 25 24 6 0 0 55 4.23 Very True
4. Math is boring.* 8 5 0 0 0 40 20 0 0 0 60 4.62 Very Untrue
5. Math is cool. 7 6 0 0 0 35 24 0 0 0 59 4.54 Very True
Sub-Scale Mean 4.25 Very High
VALUE
6. Learning about math is important. 13 0 0 0 0 65 0 0 0 0 65 5.00 Very True
7. Learning about math is helpful. 8 5 0 0 0 40 20 0 0 0 60 4.62 Very True
8. What I learn in math is useful. 9 4 0 0 0 45 16 0 0 0 61 4.69 Very True
Sub-Scale Mean 4.77 Very High
KNOWLEDGE
9. I know a lot about math. 0 6 7 0 0 0 24 21 0 0 45 3.46 True
10. I am good at math. 0 3 10 0 0 0 12 30 0 0 42 3.23 Moderately True
11. Math is hard for me.* 1 12 0 0 0 5 48 0 0 0 53 4.08 Untrue
12. I do well in my math classes. 0 3 10 0 0 0 12 30 0 0 42 3.23 Moderately True
13. Math is easy for me. 0 9 4 0 0 0 36 12 0 0 48 3.69 True
Sub-Scale Mean 3.54 High
ENGAGEMENT
14. I talk to my family or friends about Moderately
0 5 8 0 0 0 20 24 0 0 44 3.38
things I learned in math class. True
15. I watch television shows about math. 0 0 6 7 0 0 0 18 14 0 32 2.46 Untrue
16. I look at websites about math. 0 6 7 0 0 0 24 21 0 0 45 3.46 True
17. I play math computer games. 0 0 10 3 0 0 0 30 6 0 36 2.77 Moderately True
81
18. I read books about math. 0 7 6 0 0 0 28 18 0 0 46 3.54 True
19. I go places to learn about math. 0 6 7 0 0 0 24 21 0 0 45 3.46 True
20. I like to do math problems. 5 8 0 0 0 25 32 0 0 0 57 4.38 Very True
Sub-Scale Mean 3.35 Moderate
Grand Mean 3.98 High

Posttest Individual Level of Interest in Mathematics

EMOTIONS VALUE KNOWLEDGE ENGAGEMENT OVERALL

LN (POST_MIIS_EM) (POST_MIIS_VAL) (POST_MIIS_KNW) (POST_MIIS_ENG) (POST_MIIS_OVALL)
WM Description WM Description WM Description WM Description WM Description
1 3.80 High 5.00 Very High 3.20 Moderate 3.14 Moderate 3.60 High
2 4.40 Very High 4.67 Very High 3.40 Moderate 3.43 High 3.85 High
3 4.40 Very High 4.67 Very High 3.60 High 3.57 High 3.95 High
4 3.80 High 5.00 Very High 3.20 Moderate 3.14 Moderate 3.60 High
5 3.80 High 5.00 Very High 4.00 High 3.43 High 3.90 High
6 4.40 Very High 5.00 Very High 3.80 High 3.29 Moderate 3.95 High
7 4.60 Very High 4.33 Very High 3.40 Moderate 3.57 High 3.90 High
8 4.40 Very High 4.67 Very High 3.40 Moderate 3.14 Moderate 3.75 High
9 3.80 High 5.00 Very High 3.60 High 3.43 High 3.80 High
10 4.20 High 4.67 Very High 3.80 High 3.29 Moderate 3.85 High
11 4.80 Very High 5.00 Very High 3.40 Moderate 3.43 High 4.00 High
12 4.60 Very High 4.67 Very High 3.60 High 3.43 High 3.95 High
13 4.20 High 4.33 Very High 3.60 High 3.29 Moderate 3.75 High

82
 Appendix H
SPSS Output Paired-Sample t-test

Pretest and Posttest Mathematics Ability

(PRE_MPSS v POST_MPSS)

T-TEST PAIRS=PRE_MPSS WITH POST_MPSS (PAIRED)

/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.

T-Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pair 1 PRE_MPSS 6.00 13 3.606 1.000
POST_MPSS 14.31 13 3.860 1.070

Paired Samples Correlations

N Correlation Sig.
Pair 1 PRE_MPSS & POST_MPSS 13 .970 .000

Paired Samples Test

Paired Differences
95% Confidence
Std. Interval of the Sig.
Std. Error Difference (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 PRE_MPSS - -8.308 .947 .263 -8.880 -7.735 -31.619 12 .000
POST_MPSS

Pretest and Posttest Interest in Mathematics in Terms of Emotions

(PRE_MIIS_EM v POST_MIIS_EM)
T-TEST PAIRS=PRE_MIIS_EM WITH POST_MIIS_EM (PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.

83
T-Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pair 1 PRE_MIIS_EM 1.7385 13 .23643 .06557
POST_MIIS_EM 4.2462 13 .34789 .09649

Paired Samples Correlations

N Correlation Sig.
Pair 1 PRE_MIIS_EM & 13 .240 .430
POST_MIIS_EM

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Std.
Difference
Std. Error Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 PRE_MIIS_EM - -2.50769 .37072 .10282 -2.73172 -2.28367 -24.389 12 .000
POST_MIIS_EM

Pretest and Posttest Interest in Mathematics in Terms of Value

(PRE_MIIS_VAL v POST_MIIS_VAL)
T-TEST PAIRS=PRE_MIIS_VAL WITH POST_MIIS_VAL (PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.

T-Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pair 1 PRE_MIIS_VAL 2.4869 13 .37639 .10439
POST_MIIS_VAL 4.7692 13 .25036 .06944

84
 Paired Samples Correlations
N Correlation Sig.
Pair 1 PRE_MIIS_VAL & 13 -.185 .545
POST_MIIS_VAL

Paired Samples Test

Paired Differences
95% Confidence
Std. Interval of the
Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 PRE_MIIS_VAL - -2.282 .48910 .13565 -2.57787 -1.98674 -16.825 12 .000
POST_MIIS_VAL

Pretest and Posttest Interest in Mathematics in Terms of Knowledge

(PRE_MIIS_KNW v POST_MIIS_KNW)
T-TEST PAIRS=PRE_MIIS_KNW WITH POST_MIIS_KNW (PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.

T-Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pair 1 PRE_MIIS_KNW 1.4308 13 .26890 .07458
POST_MIIS_KNW 3.5385 13 .23643 .06557

Paired Samples Correlations

N Correlation Sig.
Pair 1 PRE_MIIS_KNW & 13 .137 .655
POST_MIIS_KNW

85
 Paired Samples Test
Paired Differences
95% Confidence
Std. Interval of the Sig.
Std. Error Difference (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 PRE_MIIS_KNW - -2.108 .33282 .09231 -2.30881 -1.90657 -22.833 12 .000
POST_MIIS_KNW

Pretest and Posttest Interest in Mathematics in Terms of Engagement

(PRE_MIIS_ENG v POST_MIIS_ENG)
T-TEST PAIRS=PRE_MIIS_ENG WITH POST_MIIS_ENG (PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.

T-Test
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 PRE_MIIS_ENG 1.2523 13 .22691 .06293
POST_MIIS_ENG 3.3516 13 .15000 .04160

Paired Samples Correlations

N Correlation Sig.
Pair 1 PRE_MIIS_ENG & 13 .268 .376
POST_MIIS_ENG

Paired Samples Test

Paired Differences
95% Confidence
Interval of the Sig.
Std. Std. Error Difference (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 PRE_MIIS_ENG - -2.099 .23610 .06548 -2.24202 -1.95666 -32.059 12 .000
POST_MIIS_ENG

86
Pretest and Posttest Overall Interest in Mathematics
(PRE_MIIS_OVALL v POST_MIIS_OVALL)
T-TEST PAIRS=PRE_MIIS_OVALL WITH POST_MIIS_OVALL (PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.

T-Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pair 1 PRE_MIIS_OVALL 1.6038 13 .08026 .02226
POST_MIIS_OVALL 3.8346 13 .12972 .03598

Paired Samples Correlations

N Correlation Sig.
Pair 1 PRE_MIIS_OVALL & 13 .566 .044
POST_MIIS_OVALL

Paired Samples Test

Paired Differences
95% Confidence
Std. Interval of the Sig.
Std. Error Difference (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 PRE_MIIS_OVALL - -2.231 .10712 .02971 -2.29550 -2.16604 -75.087 12 .000
POST_MIIS_OVALL

87
 Appendix I
SPSS Out Correlation Test

Statistical Relationship Between POST_MPSS and POST_MIIS_EM,

POST_MIIS_VAL, POST_MIIS_KNW, POST_MIIS_ENG, POST_MIIS_OVALL

CORRELATIONS
/VARIABLES=POST_MPSS POST_MIIS_EM POST_MIIS_VAL POST_MIIS_KNW
POST_MIIS_ENG POST_MIIS_OVALL
/PRINT=TWOTAIL NOSIG
/MISSING=PAIRWISE.

Correlations

POST_MPSS
POST_MIIS_EM Pearson Correlation .731**

Sig. (2-tailed) .004

N 13

POST_MIIS_VAL Pearson Correlation .723**

Sig. (2-tailed) .007

N 13

POST_MIIS_KNW Pearson Correlation .705**

Sig. (2-tailed) .013

N 13

POST_MIIS_ENG Pearson Correlation .700**

Sig. (2-tailed) .017

N 13

POST_MIIS_OVALL Pearson Correlation .773*

Sig. (2-tailed) .000

N 13

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

88
89
 Appendix J
Pictorials
Planning and Sample Selection Phase

90
Pretest Phase

91
Posttest Phase

92
Curriculum Vitae

93