Action Research - Improving The Least Mastered Competencies in Mathematics 7 Using Teacher-Made Video Lessons

Republic of the Philippines
Department of Education
National Capital Region
Division of City Schools
MANILA
MANILA EDUCATION CENTER, Arroceros Forest Park

Gat Antonio J. Villegas St., Ermita, Manila, 1000
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🌍 www.depedmanila.net
📧 sdo.manila@deped.gov.ph
MANILA
IMPROVING THE LEAST MASTERED COMPETENCIES IN MATHEMATICS 7

USING TEACHER-MADE VIDEO LESSONS
MARY ANN L. ABUNDO

Master Teacher II
MA. PURA S. TALATTAD

Principal IV
FLORENTINO TORRES HIGH SCHOOL
JULY 2021

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ABSTRACT
In this time of pandemic, students and teachers made a lot of adjustments. Everybody is trying to cope in new
normal way in the teaching-learning process. The global problem or issue, rampant in schools and other
educational institutions nowadays is an underachievement and became worst during this time of pandemic.
This study was conducted to test the efficacy of teacher-made Math video lessons during asynchronous class
to improve the learners’ performance in the 4 th quarter. Such testing of the aforementioned video lessons was
through the experimental design since its main purpose was to determine the effectiveness of Math video
lessons and its possible effect to the mean gain scores of achievement on a two-week lessons in Grade 7 . The
research design involved selected Grade 7 learners of Florentino Torres High School. The students were
selected using simple random sampling technique. In this sampling technique, twenty students were randomly
drawn. In order to collect data, Learners’ Pre-Test and Post Test in the least mastered competencies in
Measures of Central Tendency and Measures of Variability were prepared by the teacher-researcher, and a
Learners’ Perception Survey (SPS) developed by Espinosa et. al. (2012) was revised based on the intervention
materials used and was utilized. The result showed that the use of the Teacher-made Math Video Lessons has
significantly increased the understanding of the lesson in the least mastered competencies in Measures of
Central Tendency and Measures of Variability. It showed a 6.95 mean gain score which tells the difference
between the post-test and pre-test scores, This teacher-made Math video lessons has a mean score of 3.63,
“Strongly Agree” based on the Student Perception Survey. The study reveals that Video Lessons can
significantly increase the learners’ performance on the least mastered topics. It is recommended that parallel
studies be conducted to include Video Lessons in regular asynchronous classes routines.
Keywords: Asynchronous, Least Mastered Competencies, Mathematics, Teacher-Made Video Lessons

Underachievement

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ACKNOWLEDGEMENT
Action research is now one of our tasks as an educator to find solutions to classroom
problems and challenges in the teaching-learning process. I consider myself blessed to be surrounded
with amazingly wonderful people who inspire me through in completion of this action research. I
express my sincerest appreciation to all those who never get tired of assisting me to complete this
paper.
A special thanks to our dear Principal, Mrs. Ma. Pura S. Talattad, for encouraging me to
make my own action research and providing me an opportunity to carry out my Action Research.
I am also thankful to our Mathematics Department Head, Mr. Rene V. Salgado, who always
remind me to conduct action research and for being kind to provide his full support during the study.
I owe special thanks to my co-Master Teachers, Mrs. Zenaida W. Halili and Mr. John
Richard L. Quiambao, for spending their time in validating my teacher-made video Lessons, pretest
and post-test about Measures of Central Tendency and Measures of Variability. This action research
will not be a success without their help and guidance.
My sincere gratitude goes to Ms. Jean Aiko C. Domingo, for always willing to give a hand
to provide technical support.
Last but not the least, many thanks to my students and their parents for their support, without
them this action research will not be possible.
MARY ANN L. ABUNDO

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I. CONTEXT AND RATIONALE
In today’s era, especially in this time of pandemic, information and knowledge stand out as very
important and critical input for growth and survival. Instead of looking at education as a means of
attaining social upliftment, the society must see education also as an instrument of advancement in an
information era driven by its wheels of learning and study leading to development.
Traditional teaching and learning paradigms have been shaken and wiped out by the impact of the
increasing cases of COVID-19. Schools were shut down and face-to-face classes were prohibited. Thus,
integration of Information and Communication Technologies (ICT from now on) into educational
practices at the time that teachers and trainers are confronted by challenges which range from the
acquisition of skill and literacy in the usage of IT to the delivery of the most essential learning
competencies to the learners in the new normal way of teaching and learning process.
Mathematics is a subject with which many students tend to have difficulty. It becomes the
mathematical description of things that are very abstract. Because of this, it's important to use creativity
and innovative strategies when teaching the subject. Students learn differently, but they all need to be
engaged and be able to understand the subject matter.
The video tutorials will provide the students with resources that can build this self-confidence. The
students are no longer alone trying to solve problems; they will have this instructional tutorials guides to
refer to and will boost their belief in their capabilities. The use of available video tutorials for math also
addresses Mistretta’s (2013) finding where current literature suggests that parents need to be taught how
to support their children at home.
The video tutorials will also give the students and parents different resources available to them at
all times online. The videos will give the students the opportunity to view them as many times as that
particular students need to review the videos. In the videos the teacher’s modeling provides students the
knowhow they need, that in turns builds their confidence in their ability to replicate the process to solve
other similar mathematics problems (Kahrmann, Efficacy of Math Video Tutorial on Students, 2016).
The effects of using the supplementary videos are increasing student activity. An important issue is
establishing a methodology of embedding video clips in multimedia teaching materials in order to
improve the learning process (Kay, 2012).
The selection of appropriate video clips and methodology for their display within the teaching
material represents an important issue for curriculum design, leading to positive learning outcomes
(McConville & Lane, 2006).
Using appropriate teaching media and methods to organize and present only relevant information
may also increase the efficiency of the self-learning process (Ruiji, 2012).
Griffiths and Graham (2009) in the research of Draus et al (2014), students were given video
lessons as additional in their asynchronous classes created by the teacher as form of intervention. This
resulted in the improvement of students’ responses to their assignments.

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In a research conducted by Yousef et. Al. (2013), it was stated that the effectiveness of video
lessons has received a great deal of attention from academic scientists, that 33% of students reviewed in
their research examined the effectiveness of video-based learning.
In the case of the Grade 7 students at Florentino Torres High School, the researcher made a video
lesson as a form intervention.
II. RESEARCH QUESTIONS

This study aims to determine the effects of using teacher-made video lessons in improving
students’ performance in mathematics of grade 7 students in learning the current lesson at hand. This
study was conceptualized to address the need for the development of a teacher-made Video Lessons for
Grade 7 learners with least mastered competencies. Moreover, it is also focused on understanding how
Teacher-made video lessons will help improve the learners’ mastery of concepts and the perceived
effectiveness of the intervention material to the learners. It is also designed to answer the following
research questions:
Problem 1: What is the level of achievement of learners in terms of the competencies before the use of
the “Teacher-made Video Lessons!” for least mastered competencies for Measures of Central
Tendency and Measures of Variability?
Problem 2: Is there a significant difference in the students’ achievement after using the Teacher-made
video Lessons for Measures of Central Tendency and Measures of Variability?
Problem 3: What is the perceived effect of students after using the Teacher-made Video Lessons for
Measures of Central Tendency and Measures of Variability?
III. INNOVATION, INTERVENTION, AND STRATEGY

The first part of the study was the Pre-Test administration. It was given to the students prior to the
intervention material. 20 student-respondents were given the 15-item Student's Pre-Test in Measures of
Central Tendency and Measures of Variability and the test lasted for 30 minutes. The Teacher-made
Video Lessons were given to the student-respondents during the asynchronous remedial classes after the
pre-test. The respondents report for monitoring to the teacher-researcher every day through our Messenger
Group Chat. The students were asked to watch the video after their class in their own pace to complete the
Teacher-made Video Lessons. The responses to the Test posted in the Google Classroom after watching
the Video Lessons were checked during the monitoring to evaluate the progress of the students. Learners
who were unable to respond to the test will have to continue watching and studying the same lesson until
they are able to do so.
The next part was the administration to the students of the Post-Test in Measures of Central
Tendency and Variability as well as the Students Perception Survey (SPS) developed by Espinosa et. al

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(2012). A focus group discussion was conducted to validate the responses of the students in the SPS and
receive feedback on the Teacher-made Video Tutorial. The last part of the study was data checking,
encoding, and analysis.
IV. SCOPE AND LIMITATION

This study aims to determine the effects of using teacher-made video lessons in improving
students’ performance in Mathematics of grade 7 students in learning the current lesson at hand. The
respondents were selected from a pool of Grade 7 students with low performance scores on a summative
test and failed the quiz on the least mastered topic / competences based on the summative test from
sections Makatao, MakaDiyos, Makabansa, Masinop and Masikap of Florentino Torres High School,
School Year 2020-2021. The selection of respondents was only limited since there were lots of students
who had low performance. Students were selected using simple random sampling (Fishbowl method). The
study would be done by administration of the pretest and post-test and through the utilization of survey
form Students Perception Survey (SPS) developed by Espinosa et. al (2012).
V. RESEARCH METHODOLOGY
A. Sampling/Participants
The respondents were selected from a pool of Grade 7 students from Makatao. MakaDiyos,
Makabansa, Masinop and Masikap with low performance scores on a summative test and failed the
quiz on the least mastered topic / competences based on the summative test. Students were selected
using simple random sampling (Fishbowl method).
The name of the pooled students was listed on a sheet of paper and randomly drawn in this
sampling technique. Twenty sheets have been drawn to form the respondents.
In the selection process, 20 students passed the stated criteria to participate in the said study.
Then, a virtual interview was conducted to collect responses from the respondents.
B. Data Collection
The researcher used the following tools and instruments in conducting this study. The Teacher-
made Video Lessons in Least Mastered Competencies in Measures of Central Tendency and Measures
of Variability and Students ' Pre-Test and Post Test in Least Mastered Competencies in Measures of
Central Tendency and Measures of Variability were validated by my two co-master teachers and
Students Perception Survey (SPS) developed by Espinosa et al (2012) was modified and validated as
well by my co-master teachers.
The Teacher-made Video Lesson is an intervention material that has already been tested in this
study. It uses languages that is suitable to the Learners’ Competence Level. The Lessons were direct
to the point and examples were thoroughly explained. The Student's Pre-Test and Post-Test in

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Measures of Central Tendency and Measures of Variability is a multiple-choice type consist of 15

items to measure students' level of competency in terms of concept, understanding, and procedure. It
was faced and validated by the two Master Teacher II. The Student’s Pre-Test and Post-Test in
Measures of Central Tendency and Measures of Variability were tested for reliability using
Cronbach’s Alpha with a reliability coefficient of 0.62, which falls within acceptable range. The
Students’ Perception Survey used is based on the SPS developed by Espinosa et. al (2012). It is a 10-
item questionnaire which aims to describe the perception of the student on the use of the Teacher-
made Video Lessons. Each statement is rated using four-choice rating scale, where 1 means strongly
disagree, 2 means disagree, 3 means agree, and 4 means strongly agree.
C. Ethical Issues
The researcher does not know who responded or is not able to match the response with the
other respondents. That, no information given by the individual respondents will be released by
anyone, thus results were summarized across respondents. Before conducting the research, the
respondents and their parents were fully informed about the risks and benefits of the study, thus
parent’s consent letter were signed and submitted to the researcher. The researcher gave extra effort to
make sure that research procedures and instruments were culturally and language appropriate. The
researcher made sure that the respondents were not harmed during the study and no respondent were
forced to participate. During the survey, respondents do not have to answer every item.
VI. DISCUSSION OF FINDINGS/RESULTS AND RECOMMENDATIONS
A. Presentation and Discussion of Findings/Results
This study used quantitative studies to respond to the declared issues. Several stats were used
to evaluate the information acquired. The Pre-test and Post-test information were evaluated using mean
and standard deviation to define the distribution and determine the degree of dispersion of scores. The
mean gain score results were determined to get the difference between the Pre-Test and Post-Test. In
addition, two-tailed paired-sample t-test of means was used to show if there is a significant difference
between the pre-test and post-test data. Test analysis is set at 95% confidence level with a degree of
freedom of 19. To describe the responses of the student-respondents in the Students’ Perception
Survey, mean and standard deviation were also used.
Based on the gathered data, the researcher found out the following: Students’ Achievement on
tests Prior Intervention Table 1 shows the frequency distribution of the scores for each item, the mean,
and the standard deviation of the students.
Table 1. Pre-Test Results
Item No. Frequency Percentage

1 8 0.40
2 5 0.25
3 7 0.35
4 4 0.20

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5 6 0.30
6 9 0.45
7 4 0.20
8 8 0.40
9 9 0.45
10 6 0.30
11 8 0.40
12 3 0.15
13 5 0.25
14 6 0.30
15 6 0.30
Mean = 4.70
Standard Deviation = 2.64
MPS = 31.33
Based on the data obtained, it can be said that the students showed poor performance on the
pre-test. The students’ scores are low which means low performance which requires intervention to
increase the level of achievement.
Students’ Achievement on test after the Intervention
A Post Test was given to the students after the implementation of the intervention material.
The scores were tallied and analyzed. It showed that the mean of the learners after intervention is
11.65 with a standard deviation of 3.67. Therefore, there is an increase of Post-Test scores compared
to the Pre-Test scores. Table 2 shows the frequency distribution of the Post-Test scores for each item,
the mean, mean percentage score and the standard deviation of the Post-Test and mean gain score.
Table 2. Pre-Test and Post-Test Results
PRE-TEST POST-TEST
Item No. Frequency Percentage Frequency Percentage
1 8 0.40 6 0.30
2 5 0.25 18 0.90
3 7 0.35 20 1.00
4 4 0.20 19 0.95
5 6 0.30 18 0.90
6 9 0.45 20 1.00
7 4 0.20 19 0.95
8 8 0.40 20 1.00
9 9 0.45 6 0.30
10 6 0.30 8 0.40
11 8 0.40 15 0.75
12 3 0.15 19 0.95
13 5 0.25 19 0.95

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14 6 0.30 7 0.35
15 6 0.30 19 0.95
Mean 4.7 11.65
Std. Dev. 2.64 3.67
MPS 31.33 77.67
Mean Gain Score = 6.95
Students’ Responses on Students’ Perception Survey
The students’ perception about the Teacher-made Video Lesson was determined using the
Students’ Perception Survey patterned from Espinosa et. al. (2012). It contains 10 statements that the
students’ rated using four-point rating scales. Table 3 summarizes the result of the survey.
Table 3 Students’ Perception Survey

Statements 4 3 2 1 Mean Interpretation
1. The Teacher Made Video Lesson helped 14 5 4 0 3.95 Strongly Agree
me understand the lesson on Measures of
Central Tendency and Measures of
Variability.
2. The presentation of the concepts in the 17 3 0 0 3.85 Strongly Agree
Teacher-made Video Lesson is clear and
is fitted to my needs.
3. I could easily understand the 18 2 0 0 3.90 Strongly Agree
explanations in the Teacher-made Video
Lesson
4. Activities and task given after watching 5 12 3 0 3.10 Agree
the Teacher Made Video Lesson were
very easy.
5. The time allotment is adequate for each 20 0 0 0 4.00 Strongly Agree
lesson.
6. Activities and task given after watching 4 13 3 0 3.05 Agree
the Teacher-made Video Lesson were
very easy.
7. I enjoyed watching and doing all the 11 4 5 0 3.30 Agree
activities provided after watching the
Teacher Made Video Lesson.
8. Teacher Made Video Lesson used words 17 3 0 0 3.85 Strongly Agree
and terms suited to my comprehension.
9. Teacher Made Video Lesson inspired 15 4 1 0 3.70 Strongly Agree
and encouraged me to learn more topics
in Mathematics.
10. I want to use Teacher-made Video 13 6 1 0 3.60 Strongly Agree
Lessons in a regular classroom teaching
next time.

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B. Reflections
The researcher, based on the data presented, concludes the following:
1. The students, before intervention, showed poor performance in Measures of Central Tendency
and Measures of Variability. Students have poor conceptual knowledge, comprehension, and
procedural knowledge in finding the mean, median, standard deviation and variance for group
data. The students’ frequency distribution showed that most of the scores are below the passing
mark.
2. The students showed significant increase in post-test scores based on the 6.95 mean gain score
and the result of analysis of the means of the Pre-Test and Post-Test.
3. Teacher-made video Lessons is quite exhausting for the students but the students enjoyed the use
of the learning material. Students’ responses suggest that Teacher-made Video Lessons should be
used more often.
VII. ACTION PLAN

DISSEMINATION / UTILIZATION Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
ACTIVITIES
1. Research Preparation ✓
2. Selection of Participants ✓
3. Construction of instruments and

recording of teacher-made video ✓
lesson
4. Validation of the instruments and
✓
video lessons
5. Utilization of the tool ✓
6. Data analysis and Reporting ✓
7. Post Implementation ✓
REFERENCES
Michael Carmichael, et. al. (2016) Assessing the Impact of Educational Video on Student
Engagement, Critical Thinking and Learning: The Current State of Play.
Elizabeth C. Bristow, et. al. (2014) Effect of Supplemental Instructional Videos on Student
Performance in Engineering Mechanics Class

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Peter J. Draus, et. al. (2014) The Influence of Instructor-Generated Video Content on Student
Satisfaction with and Engagement in Asynchronous Online Classes
Salviejo, E., Aranes, F. Q., & Espinosa, A. A. (2014). Strategic intervention materials-based
instruction, learning approach and students’ performance in chemistry. International Journal of
Learning, Teaching and Educational Research, 2(1), 91-123.
Damodharan, V., Acca, M., Rengarajan, & Aicwa (2007). Innovative Methods of Teaching
De Jesus, Rainier G. (2019). Improving the Least Mastered Competencies in Science 9 Using “Pump
It Up!” Electronic Strategic Intervention Material
Kahrmann, Carol R. (2016), "Efficacy of Math Video Tutorials on Student Perception and
Achievement". Doctor of Education in Teacher Leadership Dissertations.
Mistretta, Regina. (2013). “We Do Care,” Say Parents. Teaching Children Mathematics. 19. 572-580.
10.5951/teacchilmath.19.9.0572.
Punam, Shashi. (2017). Innovative Methods of Teaching potential to improve teacher learning
process.
Ljubojevic, Milos, et. al. (2014). Using Supplementary Video in Multimedia Instruction as a Teaching
Tool to Increase Efficiency of Learning and Quality of Experience

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Republic of the Philippines

MANILA EDUCATION CENTER, Arroceros Forest Park

IMPROVING THE LEAST MASTERED COMPETENCIES IN MATHEMATICS 7

MARY ANN L. ABUNDO

MA. PURA S. TALATTAD

FLORENTINO TORRES HIGH SCHOOL

MANILA EDUCATION CENTER, Arroceros Forest Park

Keywords: Asynchronous, Least Mastered Competencies, Mathematics, Teacher-Made Video Lessons

MANILA EDUCATION CENTER, Arroceros Forest Park

MARY ANN L. ABUNDO

MANILA EDUCATION CENTER, Arroceros Forest Park

I. CONTEXT AND RATIONALE

MANILA EDUCATION CENTER, Arroceros Forest Park

II. RESEARCH QUESTIONS

III. INNOVATION, INTERVENTION, AND STRATEGY

MANILA EDUCATION CENTER, Arroceros Forest Park

IV. SCOPE AND LIMITATION

MANILA EDUCATION CENTER, Arroceros Forest Park

Measures of Central Tendency and Measures of Variability is a multiple-choice type consist of 15

Table 1. Pre-Test Results

Item No. Frequency Percentage

MANILA EDUCATION CENTER, Arroceros Forest Park

Students’ Achievement on test after the Intervention

Table 2. Pre-Test and Post-Test Results

MANILA EDUCATION CENTER, Arroceros Forest Park

Students’ Responses on Students’ Perception Survey

Table 3 Students’ Perception Survey

MANILA EDUCATION CENTER, Arroceros Forest Park

VII. ACTION PLAN

3. Construction of instruments and

6. Data analysis and Reporting ✓

MANILA EDUCATION CENTER, Arroceros Forest Park

MANILA EDUCATION CENTER, Arroceros Forest Park

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