Name: JECLYN D.

FILIPINAS
First Year( New Curriculum): EDDK-1A-NEW
Professor: DR. JERSON S. CATOTO

EFFICACY OF MATH VIDEO TUTORIALS ON STUDENTS' PERFORMANCE

ABSTRACT

In this mixed- methods research, the relationship between the students or

individual online learners and their mathematics self- concept was

explored. In addition, the challenges the students faced in learning

mathematics online during the Coronavirus disease (COVID-19) pandemic

were determined. The participant Students were from two mathematics

classes offered online during the summer of 2020. Pure online classes were f
first offered during this period because face-to-face learning sessions were

suspended due to COVID-19 pandemic. It was found that students owned

the devices they were using for online classes. Internet connection and

power interruption were the most problematic aspects of online learning.

Students had positive as well as negative mathematics online learning

self-concepts. Individual factors were partly related to mathematics self-c

concept. Qualitative data shows that students faced technological,

personal, consultation and test anxiety challenges. Implications and r

recommendations for teaching mathematics in an online environment

are offered.
 Chapter 1

THE PROBLEM

Introduction

Mathematics is concerned with the logic of form, quantity, and order. Math is

present in all of our activities; it underpins all of our daily activities. Mathematical

requirements have evolved as a result of societal pressures. The mathematical

requirements of a society grow in complexity as well.

Students' disinterest in the lessons contributed to poor performance. One of the

main reasons is boredom with the teachers' technique. It was also backed up by Amos

(2002), who was cited by Ortega & Adlawan (2016), discovered that problems in

secondary school mathematics, teaching and learning reveal that students' lack of interest

is reflected in their attentiveness during a math class.

Teacher-led instruction, which continues to dominate mathematics classrooms in

the majority of Asian countries, is likely to be blamed for the existence of a sizable

proportion of low-achieving students. It should be noted that the students in each

classroom have a wide range of abilities and, as a result, have demonstrated a diverse

range of accomplishments (Hwang. et al., 2012).

 In 2008, a UNESCO mid-decade evaluation report on Southeast Asia's education

systems concluded that the Philippines' participation and success rates in basic education

had fallen significantly due to chronic underfunding. The youth literacy rate in the

Philippines fell from 96.6 percent in 1990 to 95.1 percent in 2003, making it the only

Southeast Asian country with declining rates. These low performance ratings of Filipino

students were recorded when they participated in the Trends in International Mathematics

and Science Study's international assessment test. The Global Education System (WES,

2018).

The need for this research is that, it fills the gap in the literature on video tutorials

and adding knowledge of what makes an effective instructional design. This research is

much needed and will help the education community move forward. Since the technology

has opened new doorways for educators to provide the modeling and assistance that

students and parents need outside the classroom (Kahrmann, 2016).

The impact of digitization on people of all ages has been profound. Technology

and gadgets captivate and affect everyone, whether they are toddlers, teenagers, middle-

aged people, or those in their 70s. Video tutorials for various age groups are rapidly

gaining popularity as one of the most effective pedagogical methods. Video learning

gives the entire learning process a new dimension.

The purpose of this study was to see how effective video tutorials are as

educational materials in math classes. Teachers must integrate the use of video tutorials

into classroom education at all grade levels in order to increase each student's

mathematical ability.

Statement of the problem

2
 The purpose of this study is to determine the efficacy of math video tutorials on

students’ performance. Specially, it sought to answer the following questions:

1. What is the students' performance before using math video tutorials?

2. What is the students' performance after using math video tutorials?

3. Is there a significant difference on students' performance before

and after using math video tutorials?

Significance of the Study

The result of this study will be used to help promote students’ retention of the

important concepts in mathematics. It was also helping students develop their critical

thinking abilities about mathematical ideas.

For the teachers, the findings of the study could be used to improve their teaching

tactics in order to improve their students' math proficiency.

For the administration, they will encourage instructors to employ instructional

materials such as video tutorials in the field of teaching mathematics to improve the

teaching-learning process, based on the efficacy of models.

For the students, the appropriate use of models would assist them to learn and

retain what they have learned, improving their performance in the topic.

For future researchers, the study could help them discover additional aspects of

the educational process that many scholars haven't been able to investigate. As a result, a

new theory of mathematics learning may be developed.

Scope and Delimitation of Study

3
 The purpose of this study was to determine the efficacy of math video tutorials in

improving student performance. The investigation's findings were based on the difference

between pre-test and post-test scores. During the study's administration, the pre-test and

post-test were administered via Google Form. However, the researcher encountered

issues with the submission of the subject's responses due to a poor internet connection. A

pre-test was administered to 3rd-year mathematics, students at the CFCST College of

Education in Doroluman, Arakan, Cotabato. Subjects with above-average scores were

excluded from this study. After administering the pre-test, only 10 subjects with below-

average scores remained. This was conducted in the school year 2021–2022.

Operational Definition of Terms

A. Terms

Post-test- a test administered to students following the completion of instructional

program or segment

Pre-test- a preliminary test: such as a test to assess students' readiness for further

study.

Students’ Performance- refers to the scores obtained after the evaluation or

quizzes of the respondents of the study which are the 3 rd-year Mathematics major,

College of education, CFCST.

Video Tutorials- teaching materials, could be broadly defined as asynchronous

instructional videos (often screenshots, but also animated or live-action footage) giving

step-by-step instructions for specialized activities.

B. Acronyms

CFCST- Cotabato Foundation College of Science and Technology

4
5
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter investigates the related literature created by various researchers and

authorities. The researcher believes that it is necessary to present ideas, concepts, and

findings of the research authorities because they will provide context for the overall

framework of the study.

With the global spread of computers and information technology, video tutorials

have become increasingly popular in recent years for a variety of educational subjects,

particularly mathematics. Because video tutorials of varying quality levels are used in

various learning subjects, mixed results on the effects of video tutorials are obtained

(Ploetzner, & Lowe, 2012).

Apart from this, Vander Meij, H & Vander Meij, J., (2013) endorsed eight

guidelines for the creation of instructional videos for software training. The eight design

rules were applied to the creation of a video tutorial on Microsoft Word formatting. There

was a comparison of software training in a paper-based handbook and an instructional

video. Because of the benefits of multimedia representation, consistency between screen

animation and job execution, and an easy-to-follow model, video

tutorials have been established as a superior instructional medium in software training.

Despite the advantages of using video tutorials for software training, there are several

disadvantages, including passive processing, a lack of structural overview, and tempo

inconsistency.

Modeling in everyday situations, especially with the help of technology and social

media, has a significant influence on students' behaviors and their ability to demonstrate

abilities learned through observation. Student-to-student and student-to-teacher

exchanges, such as video lessons, are examples of online social interactions and learning

(Kahrmann, 2016). In addition to this, Sherman & Kurshan (2005) also proposed that

incorporating scientific information into the foundations of education as an intellectual

device that students use to study, learn, and communicate with others in their classrooms

as well as those in remote locations could improve comprehensive comprehension.

Furthermore, Bender (2012) claims that students have a wide range of learning

skills, academic levels, learning styles, and learning preferences, necessitating

individualized education to meet their specific needs. Individual learning styles of

students must be recognized by teachers, and educational activities must be differentiated

to accommodate them. Instruction should be divided into three categories: content,

methods, and product.

Based on Banduras’ self-efficacy, a person's assessment of their ability to plan

and carry out the steps necessary to achieve specific types of results, which the social

cognitive theory suggests has a significant impact on their decisions, effort, and how long

they persevere in the face of adversity. "How people behave is often more predicted by

their opinions about their capabilities than by what they are actually capable of

8
accomplishing," Bandura continues, because these beliefs affect what people do with the

skills and knowledge they have (Bandura, 1986).

The ministry of education claims that models are human creations based on a

flawed understanding of how nature works. Models highlight specific features by using a

simile to explain or describe something new. Furthermore, educational materials will help

the teacher keep the students' attention in the classroom. This is due to students' trust in

their teacher, who teaches objectively, which helps them understand how learning works

(Adewale, 2011).

When math teachers strategically employ technology, more students, particularly

those who struggle, have the opportunity to learn arithmetic skills effectively, overcome

achievement gaps, and have a higher chance of a productive future. Providing students

with numerous ways and strategies for learning previously difficult subjects, technology,

such as video tutorials, can boost student progress in mathematics (Darling-Hammond, et

al., 2014).

The usage of video in higher education has exploded in recent years, and this

trend is expected to continue. Students' confidence, motivation, and performance levels

will all gain from a changing environment, the blooming of digital media, and a wider

understanding of the convenience of video in higher education (Carmichael, 2018).

Students need to see how teachers solve arithmetic problems in order to learn

from them. This modeling gives pupils the knowledge they need to boost their confidence

and ability to reproduce the procedure while solving other math issues (Bender, 2012).

Theoretical framework

9
 This study is predicated on the notion that observational learning could be

beneficial. By watching instructions, students can construct symbolic representations of a

skill being shown, which they can subsequently use as a guide for future presentations

and circumstances that require the same skill (Kahrmann, 2016).

On this aspect, Denler, et al., (2014) all agree that, this is known as "vicarious

learning" or "modeling," according to them, because learning takes place as a result of

seeing the behavior and consequence of models in the environment. Tutorial videos can

be used to teach modeling. The Social Cognitive Theory defines learning through

observation as the processes of attention, retention, production, and motivation. This is

the procedure that students are taught through lesson videos. Outside of the classroom,

much of today's education takes place. Modeling includes video instructions.

It was further supported by Ljubojevic, et al., (2014), when lectures are delivered

in portions separated by videos; students gain a greater level of information, regardless of

the context of the video content. When an educational video content is used to engage

and motivate students' learning, the effect becomes much more pronounced.

Conceptual Framework

The diagram below shows, the relationship between Math video tutorials before

and after it was employed and its relation to students’ performance.

Independent variable Dependent variable

Before using video tutorials

Math video tutorials Students’ Performance

10 After using video tutorials

 Figure1. The relationship between the independent and dependent variables is depicted
in a schematic diagram.

Null hypothesis

There is no statistically significant difference between students' performance

before and after using math video tutorials.

11
 Chapter 3

METHODOLOGY

This chapter covers the study's methodology, including the research design, study

location, respondents, data collection, statistical analysis of data and ethical

consideration.

Research Design

This research applied a pre-experimental design. It consists of a pre-test and a

post-test. It seeks to determine whether there is a significant development prior to and

following the use of math video tutorials, as well as whether using math video tutorials

can improve students' performance (Arikunto, 2006).

Locale of the Study

The study was conducted at the Cotabato Foundation College of Science and

Technology located at Doroluman, Arakan, Cotabato.

Subjects of the Study

The subjects of the study were 3rd-year students at CFCST, a college of education

majoring in mathematics. The subject has the characteristics that will make it possible for

the researcher to accomplish the purpose of the study. Those students of CFCST SY

(2021–2022) who were not willing to participate in the study were excluded.

Sampling Method

Purposive sampling method was employed in the selection of the subjects of the

study.

Research instrument

The researcher conducted this study by using Google Forms in administering the

pre-test and post-test to determine the efficacy of math video tutorials on student

performance.

Data Gathering

The research panel validated the questionnaire. Permission was sought first from

the Department Dean for the conduct of the study. The researcher asked permission from

the adviser of 3rd-year mathematics major to conduct the study. Upon the approval of the

request, the researcher introduced the topic without video tutorials and gave a pre-test via

Goggle form. Then, the researcher presented the topic again with video tutorials and gave

a post-test via Google Form. The researcher retrieved the instrument in order to tabulate,

analyze, and interpret the data. A response was kept privately. The exposure of

participants' identities is strictly prohibited. Therefore, the ethical aspect of research was

14
followed throughout the entire study. This study is expected to be completed before the

end of the 1st semester of S.Y. 2021–2022.

Statistical Treatment of Data

The gathered data was analyzed using the mean and t-test for the dependent

variable. A mean was used to determine the students’ performance in their pre-test and

post-test. A t-test for dependent variables was used to determine the difference in their

achievement scores.

Ethical Consideration

The researcher had to ensure that appropriate research guidelines were followed

and that research ethics were taken into account when carrying out the study. He ensured

that his manuscript had been reviewed and approved by CFCST Research Ethics

Committee before releasing the survey questionnaire.

Voluntary Participation. Adolescents, specifically 3rd Mathematics Major

Students, took part in research. The researcher solicited the students' voluntary

participation. The respondents were given enough time to complete the pre- and post-test

questionnaires. Students who do not wish to continue participating in the study are free to

withdraw from it. Refusal to participate in the study has no negative consequences. They

can revoke their consent and stop participating at any time. They do not waive any legal

claims, rights, or remedies because of their participation in this research study.

Privacy and Confidentiality. The information provided by the participants'

responses was kept private in order to secure their data. It is strictly forbidden to reveal

15
the identities of participants. As a result, the ethical aspects of research will be followed

throughout the study's execution.

Informed Consent Process. The researcher informs the respondents about the

purpose of the study and the potential benefits of participating in it. Permission to

conduct the study was shown to them, but they were also informed that their participation

was voluntary, and that if they experienced any psychological or emotional distress, they

could withdraw.

Recruitment. Participants' consent is required, as well as the Dean of the College

of Education and the students' advisor's approval. If students had difficulty answering

certain questions, their participation in the study was taken into account.

Risks. A participant was informed that they may choose not to answer questions

which make them feel uncomfortable or they could withdraw as a participant of the study

without any consequences.

Community Consideration. It is likely that participants will benefit from research

as well as communities beyond research populations. The research will report other

benefits in the importance of the classroom.

Falsification. Any type of misinformation would be avoided, as well as a bias

representation of the results of the preliminary data to ensure that no forgery will be done.

Deceit. To avoid any deceptions or exaggeration on the aims and objectives of the

researcher sticks to what has been written and discussed in the consent form with regards

to the nature of the study, benefit and the risk that the participants may encounter. Thus,

any type of communication with regards to the research was conducted with honesty and

transparency.

16
 Conflict of Interest (COI). In this research, the researcher was required to disclose

that no financial or other support had been received from any organization that may have

an interest in the study, and that there are no other relationships or activities that could

appear to have an influence on the study. The researcher also ensures that the design does

not include any undue inducement to participate in the research.

Authorship. An author statement contribution was draft and the researcher was

recognizing the contribution of all persons who have assisted and assisted throughout the

course of the study in the approving section.

17
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The data collected in this study, as well as its analysis and interpretation, are

discussed in this chapter.

Table 1. The performance of the respondents before the intervention.

Standard Numerical Descriptive
Group N Mean
Deviation equivalent Equivalent

Pre-test 10 13.7 1.16 68.50% Beginning

LEGEND: 90% and above-advance 85%-89%- proficient 80%-84%-approaching proficiency 75%-79%-
developing 74% below-beginning

The performance of respondents prior to the intervention is shown in table 1. The

mean score before using math video tutorials with 10 subjects is 13.7 (68.5 percent), with

a standard deviation of 1.16 and a descriptive equivalent of "Beginning."

Table 2 Performance of the respondents after the intervention.

Standard Numerical Descriptive
Group N Mean
Deviation equivalent Equivalent
Post-test 10 18.78 1.87 93.90% Outstanding
LEGEND: 90% and above-advance 85%-89%- proficient 80%-84%-approaching proficiency 75%-79%- developing 74%
below-beginning
 A post-test with 10 subjects after using math video tutorials yielded a mean score

of 18.78 (93.9 percent), a standard deviation of 1.87, and a descriptive level of

"Outstanding." Students' post-test scores are more widely distributed than their pre-test

scores because the standard deviation of the pre-test is 1.16 less than that of the post-test.

It implies that using video tutorials to teach mathematics has a positive effect on student

performance. Their pre-test and post-test scores improved.

Table 3. Difference of Students’ performance before and after intervention.

Variable N Mean Sd T-value Df P-value Significance

Pre-test 13.7 1.16

10 4.54 18 0.001 significant
Post test 18.78 1.87

*at 0.001 level of significance

Table 3 shows that there is a significant difference in student performance before

and after the intervention. The mean of the post-test was 18.78, indicating that the

intervention resulted in a significant increase over the pre-test with a mean difference of

5.08, with 18 as the degree of freedom. As a result, the null hypothesis "there is no

significant difference in students' performance before and after using math video

tutorials" is rejected because the difference in students' performance before and after the

intervention is significant. It implies that using video tutorials to teach mathematics

improves student performance. From pre-test to the post-test, their scores increased.

The findings of this study support Adebanjo's (2007) claim that using models as

instructional materials in the learning and teaching of mathematics causes students to

learn more and retain more of what they have been taught. Children lack the mental

maturity to absorb abstract mathematical concepts provided in words or symbols alone,

according to Piaget (1952), learning requires several experiences with concrete materials
20
and movies. Furthermore, Bruner (1960) found that children display their understandings

in three stages: enactive, iconic, and symbolic representation.

21
 Chapter 5

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter summarized the study and presented the study's findings,

conclusions, and recommendations based on the data collected.

Summary

The research entitled "Efficacy of math video tutorials on students’ performance"

was conducted on the 3rd-year students of Cotabato Foundation College of Science and

Technology, Doroluman, Arakan, Cotabato.

This research used a pre-experimental design, wherein a validated pre-test and the

post-test questionnaire were used to determine the performance of a student. The

researcher used an experimental design, the pretest-posttest design. In analyzing the data,

the mean and t-test for dependents were used. A mean was used to determine the

students’ performance in the pre-test and post-test. The t-test for dependent determined

the significant difference in the achievement scores of the students.

Findings

From the data analysis, the following findings were drawn:

1. The mean score for the subject of study before using Math video tutorials was

13.7 (68.5 percent), with a standard deviation of 1.16 and a descriptive equivalent

of beginning. It indicates that the subject requires assistance.

2. The subject of the study has a mean score of 18.78 (93.9 percent) with a standard

deviation of 1.87 and a descriptive level of "Outstanding" after using Math video

tutorials. Students' post-test scores are more widely distributed than their pre-test

scores because the standard deviation of the pre-test is 1.16 less than that of the

post-test.

3. The performance of students before and after using math video tutorials varies

greatly. It suggests that using video tutorials to teach mathematics improves

student performance. Their scores improved from pre-test to post-test.

Conclusions

The following conclusions are formed based on the data and findings:

1. The pre-test results reveal that students' performance was quite poor. To

supplement their knowledge, subjects require intervention.

2. The post-test conducted with video tutorials was spread compared with the pre-

test conducted without video tutorials.

3. Students' math performance before and after using math video tutorials differs

significantly. The use of video tutorials in mathematics instruction has a positive

impact and improves student performance.

23
Recommendation

Based on the study's findings and conclusion, the following recommendations are

made:

1. The teacher may consider using math video tutorials in teaching mathematics. It is

one way to help students understand new concepts, and it promotes and sustains

their interest in learning. They will be able to learn and remember more of what

they previously thought.

2. Future researchers should conduct a study about the perceptions of students in

math video tutorials.

24
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APPENDIX “A.1”
APPENDIX “A.2”
APPENDIX “A.3”
APPENDIX “B”

APPENDIX “D”
APPENDIX “C”
APPENDIX “D”
APPENDIX “E”
 CURRICULUM VITAE

Personal Data
Name: Bemcee Prosperoso Laminero
Date of Birth: September 15, 1995
Place of Birth: Sarayan, Matalam, North Cotabato
Civil Status: Single
Mobile No.: +639482469453
Email Address: bmclaminero15@gmail.com

Educational Qualifications:
Elementary: Caganganan Elementary School
Secondary (Junior High): Nueva Vida National High School
Tertiary: Cotabato Foundation College of Science and Technology
Course: Bachelor of Secondary Education major in Mathematics

Honors/Awards Received

Scholarship

Membership in School Organization

Mathematics Society President A.Y. 2018-2022