Video Lessons: An Innovative Strategy to Enhance Mathematics Performance

Rona G. Gabinete

Sta. Rita National High School

Abstract

The Covid-19 pandemic has brought with it numerous challenges

for all sectors in society and the world. One of the most tangible of these
challenges involves the adjustments of the learners and teachers in
education sector. This study aims to enhance the performance of the
learners in mathematics through video lessons. The participants of this
study was composed of 45 students from G10 Perseus in Sta. Rita National
High School. The final rating of students is one of the instrument used by
the researcher to measure the level of performance of the G10 students.
The study also used a set of test questionnaire to identify the difficulties
encountered by the students. The level of performance of Grade 10
students in Mathematics in the previous year is fair. The students strongly
agree that understanding word problem is the most difficult they
encountered in Algebra and Patterns, in terms of Geometry they find
difficult how to prove theorem using two-column proof, while in Probability
and Statistics they strongly agree that they have not mastered all the
formulas of measures of position and central tendency. Video lessons can
be designed to improve the performance of the students in new normal
set up. Videos increase knowledge retention since they can be stopped
and replayed as many times as needed.

___________________________________________________________________________

*Corresponding author. Email: __________@deped.gov.ph

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Context and Rationale

Mathematics is an integral part of man’s cultural, social, economic and

technological environment, which develops an individual’s widespread

capability of fast calculation. According to Cruzat (2002), mathematics plays

an important role in the life of man. Whether he is literate or not, he has

mathematics in him.

Mathematics is one subject that pervades life at any age and in any

circumstance. Thus, its value goes beyond the classroom and the school. The

K to 10 Mathematics Curriculum provides a solid foundation for Mathematics

at Grades 11 to 12. More importantly, it provides necessary concepts and life

skills needed by Filipino learners as they proceed to the next stage in their life

as learners and as citizens of the Philippines.

Teaching and learning math in the new normal is really tough and truly

challenging. There will be uncertainties, anxieties and fears. Misconceptions

may arise and hatred for the subject or the teacher may happen. Math

teachers might fail in developing the students toward the twin goals of the K-

12 Math – critical thinking and problem solving (Saladino, 2020).

The Department of Education introduce the Basic Education - Learning

Continuity Plan (BE-LCP). This is the Department’s response to the challenges

posed by COVID 19 in the field of basic education. And also, this is the major

response and commitment in protecting the health, safety, and well-being of

learners, teachers, and personnel.

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The students’ performance depends on their eagerness to learn the

different mathematical concepts. That is why beforehand, it is the primary

responsibility of the teacher to inculcate and develop interest within the

students themselves in the new normal set-up.

The Department of Education (DepEd) also stressed the urgency of

addressing the issues and gaps in attaining quality basic education after the

Philippines’s low ranking in the Programmed for International Student

Assessment (PISA). This is the first time that the Philippines joined the PISA 2018

as the part of the Quality Basic Education reform plan and a step toward

globalizing the quality of Philippines basic education.

The PISA 2018 results revealed that the Philippines scored 353 in

mathematics, ranked 76, showed the second-lowest ranking, below the

average of participating Organization for Economic Co-operation and

Development (OECD) countries.

According to Department of Education Secretary Leonar M. Briones

(2019), that by participating in PISA, Philippines Education can be able to

establish the baseline in relation to global standards, and benchmark the

effectiveness of our reform moving forward. The PISA results, along the

assessment and studies, will aid in policy formulation, planning and

programming.

The students’ performance depends on their eagerness to learn the

different mathematical concepts. That is why beforehand, it is the primary

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responsibility of the teacher to inculcate and develop interest within the

students themselves in the new normal set-up.

Action Research Questions

This study aimed to determine the innovative strategy to enhance the

mathematics performance of the students in Sta. Rita National High School.

More specifically it sought answers to the following questions:

1.What is the performance of Grade 10 students in Mathematics in the

previous year?

2.What difficulties are encountered by students in math in terms of

2.1 Algebra,

2.2 Geometry, and

2.3 Probability and Statistics ?

3. How may video lessons utilize in improving the performance of students

in math 10?

Proposed Innovation, Intervention and Strategy

The Covid-19 pandemic has brought with it numerous challenges

for all sectors in society and the world. One of the most tangible of these

challenges involves the adjustments of the learners and teachers in

education sector. The Department of Education has sought to minimize

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or totally forego with face-to-face teaching and opt for blended learning

through modules, television, radio and online to prevent the spread of the

virus and to protect school learners who are the most vulnerable during

this pandemic. There is a greater challenge that math teachers have to

face.

Innovation in education is about more than just technology. It's

about how you can use technology to empower students to become

lifelong learners who are agents of change, (Steven Sutantro, 2018).

Project MATINIK in Mathematics, “MATH Teaching Innovation

Nurturing Knowledge in Mathematics,” aims to increase the students’

engagement and to maintain the connection of the students and

teachers through different platforms of technologies such as google form,

Facebook page, google sheet, group chat and video lesson. All these

platforms of technologies especially the video lesson helps the students

to understand the whole part of the lesson.

Participants and/or other sources of data/information

The participant of this study is Grade 10 students of Sta. Rita National

High School, school year 2020 - 2021. The respondents of the study was

composed of 45 students from G10 Perseus.

Data Gathering Methods

This study used the quantitative-descriptive method. It was the best

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method in knowing the difficulties encountered by the students in Sta. Rita

National High School.

Data Analysis

The level of performance of the students is important to know because

it reveals the achievement of the students toward the subject. It is important to

the teacher. This is when the teacher needs to improve his strategies used in

teaching, when to conduct remediation activities, when to give or evaluate

students’ learning.

The final rating of students in Mathematics 9 is one of the instrument used

by the researcher to measure the level of performance of the G10 students.

The level of performance of the students were determined using the frequency

and percentage.

The study also used a set of test questionnaire to identify the difficulties

encountered by the students. The set of test questions consist of 5 problems

encountered in Patterns and Algebra, Geometry, Probability and Statistics.

Each question was answerable by Strongly Agree, Agree, Strongly Disagree,

Disagree. The difficulties encountered by the students were determined using

weighted mean.

Discussion of Results

1. Level of performance of Grade 10 Students in Mathematics in the

previous year.
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Learning is the ultimate purpose of the teaching process and its success

may be measured through the degree or level of performance of the learners.

It is now the task of the educator to find ways and means on how to make

teaching and learning particularly in mathematics successful.

Table 1

Performance of Grade 10 Students in Mathematics in the Previous Year

Performance of the Students Frequency Percentage Rank

Outstanding (90 and above) 52 14.57 4

Very Satisfactory (85 – 89) 70 19.61 3

Satisfactory (80 – 84) 102 28.57 2

Fair (75 – 79) 133 37.25 1

Based on the data, the level of performance of most students in

Mathematics 9 was fair as obtained by 133 students or 37.25 percent with a

final grade of 75 – 79. This ranked first. This shows that the students have a below

average of performance in mathematics. Out of 357 students, 102 of them or

28.57 percent with a final grade 80 – 84 had a satisfactory level of

performance, this grouped rank second. Seventy students or 19.61 percent got

a final grade of 85 – 89 with a very satisfactory performance. This grouped

ranked third. There were 52 students or 14.57 who obtained 90 and above final

grade and ranked first. They were the learners having an outstanding

performance.
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2. Difficulties Encountered by the Students.

Learning difficulties are generally areas that have only recently

attracted the attention of education professionals, with interest growing from

the second half of the twentieth century. This attention is increasing markedly

from year to year. The problem involves a large number of students; their

difficulties appear in late childhood, mainly in academic education (Alshakhs,

2006). Mathematics learning difficulties are the most common learning

difficulties among primary, preparatory, and secondary students, and even

university students. The prevalence of these difficulties changes with such

variables as cultural, economic, and social levels, as well as gender. Although

difficulties in learning math, statistics, and probability are significant, they often

do not receive attention until relatively late. Most of the research and studies

focus on reading and writing difficulties; few of them focus on the difficulties

involved in learning mathematics and its various branches (Elmaneay, 2016).

The difficulties that students face when learning mathematics are not focused

on one particular branch of mathematics, but rather in all branches. Many

researchers have done various studies in different branches of mathematics.

These studies show that students suffer from many difficulties in mathematics.

Success in mathematics dependent upon the knowledge on the subject

and the ability to use this knowledge in dealing with available data. Therefore,

every individual should have appropriate abilities to perform different

mathematical concepts and problems. The students may not have enough

abilities. Perhaps, not all of them are given the gift to have the talent or ability
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in mathematics. There is a need to measure these abilities for further

improvement by both learner and teacher.

2.1 Difficulties Encountered by the Students in terms of Algebra and

Patterns.

The data in the table shows the difficulties encountered by the students.

The data revealed that students strongly agree that they met difficulties in

understanding the word problem with a weighted mean 3.75 and this ranked

first among the difficulties encountered by the students in terms of patterns and

algebra. Most of the students strongly agree that they don’t know what

operations to be used in solving word problem. This ranked second with a

weighted mean 3.5. They were easily confused and couldn’t decide on the

formulas they were to use. Maybe, they did not know what were the given in

the problem and the steps to follow. They should be guided well by the

mathematics teachers in following steps in solving problems.

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Table 2.1

Difficulties Encountered by the Students in terms of Algebra and Patterns.

Difficulties Encountered by the Weighted Verbal Rank

Students Mean Interpretation

1. I have not mastered the basic skills 3.31 Agree 3

in math (PEMDAS)

2. I have difficulties when it comes to 3.28 Agree 4

polynomial

3. I have difficulty in understanding 3.75 Strongly 1

word problem Agree

4. I have a hard time memorizing the 3.17 Agree 5

formulas

5. I don’t know what operations to 3.5 Strongly 2

be used in solving word problem. Agree

It is manifested in the table that the students agree that they have not

mastered the basic skills in mathematics, which is PEMDAS, with a weighted

mean 3.31 and ranked third. Some of the students agree that they have

difficulties when it comes is polynomial with a 3.28 weighted mean and ranked

fourth. However, the students agreed with a weighted mean 3.17 that they

have a hard time in memorizing formulas. This ranked fifth. In this situation, most

of students who don’t memorize math formulas well often come to believe that

they can’t be successful with math.

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This result indicates that the teachers still need to do a lot to decrease

the difficulties encountered by the students in mathematics to be more able

tackle harder the mathematical tasks. This can lead the students in developing

thinking skills that are needed in solving problem in mathematics, also in their

practical life.

2.2 Difficulties Encountered by the Students in terms of Geometry.

Geometry a branch of knowledge with origin in antiquity, it includes our

great heritage of knowledge regarding those properties of space and physical

objects, which have to do with the form, shape and size of things. Geometry

has its roots in man’s experience with physical objects. Table 2.2 represents

difficulties encountered by the students in Geometry.

The table shows the data that students agree that they find difficult to

prove the theorem using two-column-proof, with a weighted mean 3.37. This

ranked first. This shows that the students have not gained enough knowledge

in proving a theorem. This is also shows that the teachers need to emphasize

the use of two column-proof.

On the other hand, they find difficult to understand the theorem of a

circle. The students agree that these difficulties ranked second with a weighted

mean 3.35. They failed to understand the properties and postulate of a circle.

Based on the data the students agree that they don’t know what

theorem or postulate to be used in a problem, this ranked third and with a

weighted mean 3.15. They encountered many difficulties in learning the

concepts in geometry. 3.09 weighted mean, students agree that they find

difficult to understand the problem in geometry, this is ranked fourth.

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Table 2.2

Difficulties Encountered by the Students in terms of Geometry

Difficulties Encountered by the Weighted Verbal Rank

Students Mean Interpretation

1. I find difficult to understand the 3.35 Agree 2

theorem of a circle.

2. I find difficult to understand the 3.09 Agree 4

problem.

3. I don’t know what theorem or 3.15 Agree 3

postulate to be used in a problem

4. I find difficult to prove the theorem 3.37 Agree 1

using Two – Column Proof

5. I have not mastered the properties 3.08 Agree 5

of integers.

Math problem solving is the step-by-step process, if initial steps to solve the

problem are not clear, students cannot solve a complex problem.

However, most of the students have not mastered the properties of

integers with a weighted mean 3.08 and ranked fifth. The students have a short

span of focus in basic math concepts.

2.3 Difficulties Encountered by the Students in terms of Probability and Statistics.

Probability plays an important role in everyday human life. Knowledge

of probability can help people in reading a newspaper, evaluating the

information, analyzing the accuracy and probability of the event, and making
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the prediction or decision based on the information. Not only important in

everyday life, but probability theory is also required in other disciplines as basic

science and plays an important role in improving critical reasoning . Therefore,

it is important for all students to develop an awareness of probability concept

and use it appropriately in solving problems. It is important for a student for

learning probability concept to be able to solve and make a decision on

problems.

Table 2.3

Difficulties Encountered by the Students in terms of Probability and Statistics

Difficulties Encountered by the Weighted Verbal Rank

Students Mean Interpretation

1. I have difficulties when it comes to 3.23 Agree 2

probability.

2. I have not mastered all the 3.55 Strongly 1

formulas or measures of position and Agree

central tendency

3. I don’t get the method that the 2.54 Agree 5

teachers used

4. I don’t know what equation to be 3.01 Agree 4

used in solving probability

5. I find difficulties in analysing word 3.05 Agree 3

problem
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It is clear from the above table that the students have not mastered all

the formulas or measures of position and central tendency, with a weighted

mean 3.55 and ranked first. It indicates that the students have a lack of

understanding in basic math skills in statistics.

Based on the data students with a weighted mean 3.23 agree that they

have difficulties encountered when it comes to probability. The students also

have some factors that led to these academic difficulties such as their

unwillingness and a lack of their motivation to learn probability as well as a

cumulative weakness among them in all the mathematical branches.

3.05 weighted mean ranked third agree that the students find difficulties

in analysing word problem. Many students don’t spend enough time

practicing maths problems. Even students can understand the concept, but

lack of practice will lead them to forget the concepts. Sometimes students feel

like they understand the concept during the lecture, but while solving the

problem they find it difficult to solve the problem. It’s important for students to

understand a problem then solve it on your own.

However, most of the students agree that they don’t know what

equation to be used in solving probability, with a weighted mean 3.0, ranked

fourth.

The data revealed that the students agree that they don’t get the

method that the teachers used, ranked fifth with a weighted mean 2.54. In

math, one problem can be solved with many techniques. Teachers should use

the technique that is easy to understand or more procedural so that students

can grab that concepts step by step. If concepts are linked with real-world
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problems, it will be easy for students to understand the problem. Teachers may

use visual methods to elaborate on problems with students. If students are not

understanding concepts easily, try to change the technique to solve the

problem.

3. Proposed innovations that enhance the performance of the students.

Based on the findings, the students have a lot of difficulties that they

encountered and they have a low performance in learning mathematics.

Video lessons have a numerous benefits not only for the students as well as for

the teachers. For students, videos create a more engaging sensory experience

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

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

their everyday interaction. Videos 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 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,

problem-solving, and other math formulas. This is also helpful for students who

are unable to attend classes, or who need tutoring or review sessions.

For teachers, videos increase student engagement, which in turn

helps boost achievement. If students are interested in the material, they will

process and remember it better. They offer the flexibility to pause, rewind, or

skip throughout the video to have class discussions or review particular areas.
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They enable teachers to create a flipped classroom or “blended” learning

environment. However, videos are also beneficial to teachers who teach in

traditional classroom settings. Digital videos facilitate remote learning

opportunities so that teachers can reach students from all over the world. They

provide opportunities for student feedback and assistance through video.

Videos seek to change the roles of teachers from lecturers to facilitators. It’s

important to note that videos are meant to enhance course materials and

lectures — not replace them.

Sample of Video Lessons.

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Conclusions

From the findings, the followings conclusions are drawn.

1. The level of performance of Grade 10 students in Mathematics in the

previous year is fair.

2. The students strongly agree that understanding word problem is the

most difficult they encountered in Algebra and Patterns, in terms of Geometry

they find difficult how to prove theorem using two-column proof, while in

Probability and Statistics they strongly agree that they have not mastered all

the formulas of measures of position and central tendency.

3. Video lessons can be designed to improve the performance of the

students in new normal set up.

Recommendations

Based on the findings and conclusions, video lessons are proven to

have improved mathematics' performance among Grade 10 learners.

Thus, use of relevant video lessons in other subject areas may also be

beneficial for use most especially during the new normal set-up.

References

Agdan, Cristy and J. Perez “Mathematical Performance of the Fourth

Year Students: Basis For Development Proposed Module” (Unpublished Thesis,

Batangas State University, 2005).

Callanta, Melvin M. et.al. Pasig City: Rex Book Store Inc.,2015

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https://medium.com/@iranaahsanali/why-students-find-difficulty-in-

maths-problem-solving-69ef827807d9

https://www.nextthoughtstudios.com/video-production-

blog/2017/1/31/why-videos-are-important-in-education

https://www.iiste.org

https://www.academia.edu/36142014/DIFFICULTIES_ENCOUNTERED_BY

_SELECTED_GRADE_10_STUDENTS_OF_JOSE_P._LAUREL_SR_HIGH_SCHOOL_IN_

MATHEMATICS_BASIS_FOR_IMPROVING_TEACHING_STRATEGIES