MATH VLOGS AS A LEARNING SUPPLEMENTARY MATERIALS ON THE

MATHEMATICAL UNDERSTANDING OF COLLEGE STUDENTS

A Thesis Proposal
Presented to the Faculty of the College of Education
Polytechnic University of the Philippines
Sta. Rosa Campus

In Partial Fulfilment of the Requirements for the

Degree in Bachelor of Secondary Education Major in Mathematics

by

David, Allan
Guison, Chezka
Wagas, Jessica

2021
 ABSTRACT
Title : Math Vlogs as a Supplementary Materials on the Mathematical
Understanding of College Students
Researchers : Allan David
Chezka Guison
Jessica Wagas
Degree : Bachelor of Secondary Education Major in Mathematics
Institution : Polytechnic University of the Philippines – Sta. Rosa Campus
Year : 2021
Adviser : Dr. Erist A. Capul

This study assessed the frequency of the students’ use of math vlogs or video

tutorials found on the internet and how it can help as a supplementary material on their

level of mathematical understanding. The respondents were the 345 college students of

Polytechnic University of the Philippines – Sta. Rosa Campus that came from different

courses and was provided with questionnaires using Google Forms for data gathering.

The study found out that the students only watch math vlogs sometimes

whenever they are having difficulty in answering a difficult problem and/or clarifying

some concepts taught by their teacher. For their level of mathematical understanding,

the respondents’ highest level is Concrete/Experiential Level where they prefer doing the

activities and learning the lessons hands-on. In relating the two variables, the alternative

hypothesis of the study was accepted wherein the degree of the students’ use of math

vlogs and their level of mathematical understanding has no significant relationship.

The researchers enumerated recommendations for the involved or related people

to the study which can help them in enhancing their teaching and learning styles.

Keywords: Polytechnic University of the Philippines, Math Vlogs, Mathematical

Understanding, Online Distance Learning, Supplementary Material

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter is consists of introduction, conceptual and theoretical framework,

statement of the problem, hypothesis, significance of this study, scopes and limitation,

and definition of terms. The overview of the researchers’ purpose of conducting this

study reflects in this chapter.

Introduction

One of the most recent and still ongoing public health emergencies of global

concern is the COVID-19 pandemic which was first identified in December 2019. The

fight against the pandemic suffered profound effects and impacts on almost all sectors in

the human race. In Philippines, there are travel restrictions, closing of schools, economic

recession, political conflicts, racism and misinformation and controversies. One of the

most affected is the educational sector. Instead of starting June, the opening of classes

for School Year 2020-2021 was moved to October after publishing guidelines and

different modes of learning. There are five learning modalities given by the Department

of Education (DepEd); Online Distance Learning, Modular Distance Learning, Blended

Distance Learning, Radio-Based Instruction, and Television Based Instruction. It will be

the new normal in education in order to prioritize health and, at the same time, continue

to provide quality, inclusive and accessible education for every student. According to

Sec. Briones (2020) in the opening of classes via national television, there are 24.7

enrolled learners for the School Year 2020-2021.

Every child has different learning preferences and styles. Some students prefer

to learn by hearing, some by seeing, others by doing, some by reading and others by

asking questions. Both students and teachers have been burdened with the task of

adapting to the new normal and on the interrupted communication between them. Out of
the five learning modalities, some of the students chose online learning because they

have Wi-Fi or broadband at home. One reason why online learning is better because,

according to Trish Sammer (2020), students can work through material at their own

pace. However, Weele (2020) said that the learners study by themselves only because

they have to complete the requirements needed than genuinely engaging with the

lessons. Live sessions are infrequent so students cannot raise their hands to ask

questions during the discussion because of the limited time. In the survey conducted by

Lauraine Genota in 2018 having Generation Z as her respondents, watching videos on

Youtube outranks printed books because it is easier to learn just by pausing the video or

rewinding if the student didn’t understand the lesson. It also helps students in their self-

study when some topics discussed by the teacher are not properly explained.

Students find it so hard to learn mathematics especially when higher maths and

difficult word problems are involved. According to Kahrmann (2016) on his study about

Efficacy of Math Video Tutorials on Student Perception and Achievement, it is found that

students did actually use math videos for remediation and learning.

The researchers found the opportunity to conduct this study amidst of the

pandemic to see how math vlogs helps students in learning mathematics easy and

conveniently, and how it can act as a supplementary support in an ongoing distance

learning.

Theoretical Framework

According to Rackaway, C. (2012, pg. 189-200) study that “Many of the best

practices point to student interest in interactive materials, but one of the great

advantages of multimedia use is the accommodation of multiple learning styles that

better engage students in course materials generally. Using a web-based multimedia

supplement in addition to a textbook and other traditional classroom pedagogies, this

article tests student performance on a fully integrated multimedia supplement with

interactive graphics, videos, and vital source documents as an assessed part of student

participation in an introductory American Government class among 14 sections over

three years. Results of the study suggest that multimedia supplements, when consistent

with interactive media best practices, improve student learning outcomes generally and

specifically show the greatest improvement in written test components, especially with

students who struggle early in a course.”. Similarly, 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 (Bevan, M. 2020).

Moreover, when mathematics teachers use technology strategically, more

students, especially those students who struggle, are given the opportunity to learn math

skills effectively, close their Achievement gaps, and have a better chance for a

productive future. Using technology, such as The video tutorials, can improve student

achievement in mathematics by providing multiple Means and methods for learners to

grasp traditionally difficult concepts (Darling-Hammond,et.al, 2014). An analysis of

effective technology use for at-risk students found that simply replacing teachers with

computer-based instruction typically yields no learning benefits. Rather, blending

technology with teachers to support interactive learning, exploration, and creation

(instead of “drill and kill” techniques) leads to higher engagement and learning gains. In

addition, More than 70 percent of public K–12 schools do not have sufficient broadband

to allow most of their students to Engage in digital learning activities at the same time.

The good news is that research shows that if at-risk students gain ready access to

appropriate technology used in thoughtful ways, they can make substantial gains in

learning and Technological readiness (Darling-Hammond,et.al, 2014).

Conceptual Framework

The diagram shown below is the conceptual framework of the researchers to

easily understand how this study will be conducted.

Diagram 1

Relationship of Students’ Degree of Utilizing Math Vlogs and their Level of

Mathematical Understanding

The researchers aims to know the effect of the students’ degree in utilizing math

vlogs to the level of mathematical understanding of students. The independent variable

would be the frequency of the students’ use of math vlogs, while, the dependent variable

is their level of mathematical understanding.

Statement of the Problem

1. How frequent does the respondents use math vlogs in asynchronous class?

2. What is the respondents’ mathematical understanding based on the following

levels;

2.1 Intuitive

2.2 Concrete/Experiential

2.3 Pictorial/Representational

2.4 Abstract
 2.5 Application

2.6 Communication

3. Is there a significant relationship between the respondents’ frequency of using

math vlogs and their level of mathematical understanding?

Hypothesis

Watching Math Vlogs has no effect to the Mathematical Understanding of College

Students in Learning Mathematics.

Scope and Limitations of the Study

The purpose of this study is to know how the utilization of math vlogs affects the

understanding of the College Students in Mathematics. Due to pandemic the classes

has been change from face-to-face to online. Learning mathematics through online are

limited since not all students cannot afford to have an unlimited connection. Alternative

methods or a support methodologies such as video logs specifically mathematics tutorial

may help the students to catch up to the lesson and can give a higher learning. This

study only focus on the relationship of using math videos as supplementary material to

the level of mathematical understanding of students under online distance learning.

Significance of the Study

The result of this study on how utilization of math vlogs affects the mathematical

understanding of the College students will be significant to the following:

Students: The result of this study will show how the video tutorial affects their

understanding in mathematics. It will also encourage them to learn by watching math

vlogs that can add improvements and suggestions to their learning styles.
Instructors: This study conducted will be utilizable for the instructors in defining their

teaching-learning style to be more innovative and encouraging for their students to learn

mathematics.

School: The information gathered by the researchers will be in used by the school for

developing new ways in promoting another way on how their students will understand

mathematics. It will also help the school creating ideas with accordance on how the

students and teacher will be at ease dealing with mathematics at the same time.

Definition of Terms

The following terms are defined by the researchers in order to have a clear

understanding of this study.

Degree of Utilization – how frequent does math vlogs used by students.

Mathematical Understanding – how students understands the lesson or topics in

Mathematics.

Math Vlogs – videos located on the internet (Youtube) containing discussions of certain

mathematics lesson that serves as supplementary help to students.

Online Distance Learning – method used by students and teachers where the discussion

is conducted online via platforms like Google Meet, Zoom and more, that also includes

the submission of activities and assignments.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter will show related literatures and studies of Mathematical

Understanding and Math Vlogs as it is the main variables of this study. The researchers

will make use of this secondary sources to broaden the researchers’ knowledge about

this paper, and to support and clarify the research problems given.

Mathematical Understanding

The term “understanding” is associated with the words; comprehension and

awareness. It is an ability of a person to understand some ideas or concepts, and their

capacity to apprehend these in order to conduct thorough explanation and successful

application. In the world of Mathematics, understanding is defined as a resulting network

of representations associated with mathematical concepts (Barmby, Harries, Higgins &

Suggate, 2007). This resulting network are mental representations like what is trying to

understand, different mental models, and the memories of past experiences.

Representations can be viewed into two; internal and external. According to Goldin (as

cited in Barmby, Harries, Higgins & Suggate, 2007) that examples of internal

representations are verbal/syntactic, imagistic, symbolic, planning/monitoring/controlling,

and affective and can be summarized as cognitive representations which is the main

basis of mathematical understanding that is on the hands of the students. However,

Miura (2001) stated that external representations are also used in understanding of

mathematics in the event of conducting instruction and assessment in order to

communicate the ideas or concepts. Some examples are spoken language, written

symbols, pictures, and physical objects that can be used inside the classroom.

The connection between representations and mathematical concepts in order to

achieve mathematical understanding is not enough to show that the students can
immediately explain and apply what they’ve learned. In the paper of Mahesh Sharma

(2005) entitled “Learning Problems in Mathematics: Diagnostic and Remedial

Perspectives”, she stated that there are levels of learning mathematics that can prove if

the knowledge acquired by the students are mathematically processed and learned in

achieving successful mathematical understanding. The first level is the Intuitive where

students connects a new material to already existing knowledge. Next is

Concrete/Experiential that uses manipulative to introduce, practice, and re-enforce rules,

concepts, and ideas. The third level is Pictorial/Representational which solving a

problem or proving a theorem takes place, while, the next level is Abstract where

students must be able to process symbols and formulas. The last two levels are

Applications and Communication where students are able to apply previous or learned

concept to another topic or to real-life situation, and students are capable of conveying

the knowledge to other students reflecting an embedded understanding, respectively.

Communication level is the highest level of learning mathematics.

However, there are some factors that affects the understanding of students in

learning mathematics.

A study entitled “Factors Affecting Difficulties in Learning Mathematics by

Mathematics Learner” that is conducted by Bed Raj Acharya in 2017 with respondents

consisting of children, head teachers, and parents which are asked by open ended

questions resulted in several findings such as math anxiety, lack of interest and negative

feeling towards math, lack of prior knowledge, lack of student’s labor in learning

mathematics, lack of parents’ awareness and interest that leads to influencing the

student’s motivation to study, low economic condition, and lack of motivation and

counseling makes it difficult for students to understand the subject. On the other hand,

students who did get the support and inspiration from their parents learn mathematics

better.
 Thomas E. Hodges and Elizabeth Conner (2011) on their article “Role of Teacher

and Students in a Mathematics Classroom” mentioned that the high rate of mathematical

failure might be an indication that not sufficient collaboration is done to assist the

learners’ mathematical understanding, and that in most cases where students work on

their own that the student’s individual performance was not raised.

Parents and teachers have a big influence in the students’ motivation and

interest towards learning mathematics. In addition to these, in the article of Loch, Gill

and Croft (2012) regarding “Complementing Mathematics Support with Online

MathsCast” shows that videos of mathematical explanations recorded by a tutor provide

students with the flexibility to receive it whenever and wherever they are. In the article

“Video as a Tool for Fostering Productive Discussions in Mathematics Professional

Development” provided by Borko, Jacobs, Eiteljorg and Piitman (2008) that using videos

promotes a supportive and analytical environment in learning Mathematics.

Math Vlogs

Traditional classroom set-up are stopped because of the pandemic that is

happening all over the world. There are given alternatives to continue providing

education to young generation. One of those is utilizing online classes with the help of

technology that is very powerful and essential today. Yuhanna, Alexander, and Kachik

(2020) presented advantages and disadvantages of online learning in their journal

article. The advantages mentioned by them are, first, the exchange of ideas where

students can do with experts easily in particular fields. Next is the comfortable

communication that allows students to use E-mail in responding based on their

convenience, and the third one is low cost. Lastly, the ability to move easily within and

between documents which they called as navigation. Just pressing a button, users can

search for documents in multiple locations without moving from their computer.
Examples of these documents are articles, researches, thesis papers and multimedia

such as pictures and videos. However, in the study conducted by Muilenburg and Berge

in 2007 with 1,056 respondents, they found out that there are barriers that students face

in online learning. The eight factors are administrative issues, social skills, technical

skills, learner motivation, academic skills, cost and access to the internet, technical

problems, and time and support for studies. In detailed explanation, time and support for

studies as a barrier is in terms of limited length of discussions and interaction between

the teacher and the students.

As Steffes and Duverger (2012) reported in their study, one method for a teacher

to engage and motivate students is to show supplementary videos with an entertainment

context at the beginning of the class to increase their positive mood towards learning

and can result into active participation to discussions.

In the world of mathematics, utilization of videos located on the internet are not

only for motivational purposes, but, can also be used to give additional knowledge to

students especially in today’s time. Students mostly face the difficulty of mathematics by

themselves at home without full guidance of the teacher.

Dan Meyer (2015) from the National Council of Teachers of Mathematics, NCTM,

stated that That Common Core State Standards for Mathematics (CCSSM) have exerted

enormous pressure on every participant in a child’s education. Students are struggling to

meet new standards for mathematics learning, and parents are struggling to understand

how to help them. So, the use of video tutorials addressed Mistretta’s (2013) finding

where current literature suggests that parents need to be taught how to support their

children at home. The videos provide parents with how their own child’s teacher teaches

the math concepts that enables them to assist and support their child at home. It gives

students another form of instruction delivery which are available to them at all times

online, and opportunity to view them as many times as the particular student needs.
Likewise, based on the research conducted by Mayes (2011) regarding the introduction

of teacher-assisted video instruction helping struggling math students and their parents

in perceiving math positively with a sample of 40 students from Indian Rocks Christian

School in Florida the paper showed that 65% of the parents felt that the videos were

beneficial, while, students rated the use of videos at an 87.5% approval rating. Mayes

found that not only did the videos help students when stuck on a homework problem, but

also students used them to keep up with assignments when absent, and to gain a head

start on learning. In addition, the study conducted by Gürbüz, Çatlioglu, Birgin, and

Toprak (2009) about the effect of assistance of technology such as educational videos in

learning probability of 8th grade students in a school in Turkey shows positive opinions

as a result by making the subject of probability more concrete and associated with real

life.

Tuomas Myllyskoski (2016) also found out on his thesis entitled, “Educational

Videos and Use of Tools in Mathematics Remedial Instruction”, that educational videos

are effective tool in helping students learn mathematics which Jacob Scot Otto (2015) in

his study regarding impact of teaching with content-based math videos oppositely

indicates that these videos are not a convincing method of instruction even when a

teaching strategy is also applied.

Also, limitation on the use of these videos are evident, as pointed out by Khan

and Slavitt (2013), because not all students have infinite access to the internet. In

connection, in the study of Kevin Graziano (2017) found out that students with access to

computers do not always have time to watch the videos or when available, it is difficult

for them to concentrate and focus to those.

Relationship of Mathematical Understanding and Math Vlogs

 The study entitled “Efficacy of Math Video Tutorials on Student Perception and

Achievement” shows that video tutorials improve achievement in mathematics. This

includes videos that are readily available online. (Kahrmann, 2016). In addition, “The

Effectiveness of Online Instructional Videos in the Acquisition of Cognitive, Affective and

Psychomotor Rehabilitation Skills” by Cooper and Higgins (2015) suggests that the use

of videos to support traditional learning should be encouraged and it is very unlikely that

they will be harmful to students’ learning. The research conducted by Kersaint, Dogbey,

Barber, and Kephart (2011) that investigates achievement, attitude, and retention of

college algebra students revealed that students who had access to an online tutoring

resource scores significantly higher than those who did not use the service.

On the contrary, the study of Spradlin and Ackerman (2010) found no significant

difference between students who received traditional instruction with and without

supplemented computer-assisted instruction based on the posttest scores of

Intermediate Algebra students at an Eastern University. Also, in the study “The Flipped

Approach: The Use of Embedded Questions in Math Videos” the results show that the

amount of video watched has no statistical significance in enhancing the students’

learning in mathematics. (Wilson, 2016)

The technology plays an important role in education, especially in the learning of

subject such as mathematics, which need guidance at several stages. So, mixing

technology into the mathematics classroom is more effective as some of studies implied

that the e-tools would not only equip them with better understanding of mathematics, but

also prepare them for future learning.

Synthesis

Mathematical understanding is the result of cognitive and instructional

representations associated to mathematical concepts (Barmby, Harries, Higgins &

Suggate, 2007). There are six levels of learning Mathematics according to by Mahesh

Sharma (2005) that can help achieve successful mathematical understanding; Intuitive,

Concrete/Experiential, Pictorial/Representational, Abstract, Application, and

Communication. The support of teachers and parents is the most influential factor for

students to be motivated in learning mathematics, however, because of the pandemic

the chance of teachers to guide them in the learning process is low, and the parents

struggle because they are not familiar with certain lessons. But, by the help of

educational videos in math offered to the students and parents online as supplementary

support, learning in mathematics is much more possible based on the study of Mistretta

(2013) and Mayes (2011). According to Kersaint, Dogbey, Barber, and Kephart (2011)

that students who utilize online videos score higher than those who did not which is

contrary to what Spradlin and Ackerman (2010) who states that there is no difference

whether a student utilize math videos or not.

 Chapter 3

METHODOLOGY

This chapter presents the procedures that will be followed by the researchers

throughout the study. The coverage of this chapter is consists of research design,

participants, instruments, sampling technique, data gathering procedure and the

statistical treatment used in this study.

Method of Research

This study is a descriptive correlational type of research because the researchers

wants to find out the status of how utilization of math vlogs and mathematical

understanding of students related to each other in today’s learning set-up. The paper is

also a quantitative research for this will measure numerical data. Secondary sources are

also used by the researchers such as related studies and literatures to support this

study. This focuses on the relationship of utilizing math vlogs as a supplementary

support and mathematical understanding of students.

Population, Sample Size, and Sampling Technique

The population of this study will consists of 2,470 College students from

Polytechnic University of the Philippines – Sta. Rosa Campus, and 345 students will be

the sample distributed in every course. (See Table 1: Proportional Allocation for the

distribution of sample per course.) The researchers will use Stratified Sampling in

choosing the respondents where every courses has an equal opportunity to be included
in the sample. Slovin’s Formula and Proportional Allocation will be used to calculate the

sample size of this study.

Slovin’s Formula is used to calculate the sample size (n) given the population size (N)

and margin of error (e) which is 5%.

N
n=
1+ N e 2

where;

n=sample ¿ ¿

N= population ¿ ¿

e=margin of error

Proportional Allocation is a procedure for dividing the sample among the strata which

will be the different courses. This will be helpful because the sampling that was used by

the researchers is Stratified Sampling.

n2
x= n
N

where;

x=sample per course

n2 =population per course

n=total sample number

N=total number of College Students

Table 1 shows the proportional allocation of the students in every courses which

will be the respondents of this study.

Table 1

Proportional Allocation for the Distribution of Sample per Course

Course Total No. of Students No. of respondents per

 course
BSA 218 30

BSP 213 30

BSIE 270 38

BSIT 290 40

BSE 392 55

BS ECE 155 22

BS HRM 318 44

BSBA MM 614 86

Total 2,470 345

Description of Respondents

The respondents of this study will be College Students that are currently enrolled

in Polytechnic University of the Philippines – Sta. Rosa Campus. They will be coming

from different courses; Bachelor of Science in Accountancy (BSA), Bachelor of Science

in Psychology (BSP), Bachelor of Science in Industrial Engineering (BSIE), Bachelor of

Science in Information Technology (BSIT), Bachelor of Secondary Education (BSE),

Bachelor of Science in Electronics and Communications Engineering (BS ECE),

Bachelor of Science in Hotel and Restaurant Management (BS HRM), and Bachelor of

Science in Marketing Management (BSBA MM). They are chosen because they have

higher mathematics subject and, at the same time, they already have self-initiative in

studying.

Research Instrument

This study will utilize questionnaires that is composed of two parts. The first past

is the utilization of math vlogs and the second part is about the mathematical
understanding of students. In order to measure the variables, the researchers will use

Likert Scale that comes with verbal interpretations in each. This will help the researchers

to answer the statement of the problem of this study.

For the first part, it will use the following indicators to measure the frequency of

the respondents’ utilization of math vlogs; Always, Very Often, Sometimes, Rarely, and

Never.

Table 2

Likert Scale for Math Vlogs

Numerical Rating Interpretation

4.51 – 5.00 Always

3.51 – 4.50 Very Often

2.51 – 3.50 Sometimes

1.51 – 2.50 Rarely

1.00 – 1.50 Never

To measure the level of mathematical understanding of students given by

Sharma (2005), the researchers will use the indicators; Definitely, Very Probably,

Probably, Probably Not, and Definitely Not.

Table 3

Likert Scale for Mathematical Understanding

Numerical Rating Interpretation

4.51 – 5.00 Definitely

3.51 – 4.50 Very Probably

2.51 – 3.50 Possibly

1.51 – 2.50 Probably Not

 1.00 – 1.50 Definitely Not

Data Gathering Procedure

The procedures that will be conducted by the researchers is to determine the

relationship of utilization of math vlogs and mathematical understanding of College

students. The gathering of data starts with the help of several teachers/faculty members

to face validate the content of the said questionnaire. Then, it will be distributed through

google form during the respondents’ free time after its validation. The researchers will

collect and tally the answers from the survey questionnaire for checking. Finally, the

responses will be interpreted to produce conclusions and recommendations.

Statistical Treatment of Data

In order to determine if utilization of math vlogs and mathematical understanding

of College students have significant relationship, the researchers will make use of the

following formulas;

Mean is the sum of a set of data divided by the number of data. The researchers will use

this to determine the average scores of each level of mathematical understanding of the

respondents, and compare its results.

Σ fx
x̄ =
n

where;

x̄ =Mean

f =frequency of each class

x=mid −∫ erval value of eac h class

n=total frequency
Pearson-Product Moment measures the relationship between two variables by

computing and interpreting the correlation coefficient. This will be computed with the

help of Microsoft Excel.

n Σ xy−Σ x Σ y
r=
√ [ n Σ x − ( Σ x ) ] [n Σ y −( Σ y ) ]
2 2 2 2

where;

r =correlation coefficient

n=number of pairs of score

Σxy=∑ of the products of paired scores

Σx=∑ of x scores

Σy=∑ of y scores

Σ x =∑ of squared x scores
2

Σ y =∑ of squared y scores
2

Table 4

Correlation Coefficient and Interpretation for using Pearson-Product Moment

Correlation Coefficient Interpretation

± 0.80−± 0.99 High Correlation

± 0.60−± 0.79 Moderately High Correlation

± 0.40−± 0.59 Moderate Correlation

± 0.20−± 0.39 Low Correlation

± 0.01−± 0.19 Negligible Correlation

 Chapter 4

RESULTS AND DISCUSSIONS

This chapter presents the data gathered, analysis of data, and the interpretation

of the results. The findings were presented in table form and were sequenced following

the order of the statement of the problem.

1. Frequency of Students’ Use of Math Vlogs

The table shows the degree of each courses in watching math vlogs when they

have no synchronous class.

Table 5

General Weighted Mean and Verbal Interpretation for the Frequency of Students’

Use of Math Vlogs

Math Vlogs Courses

When I have no
synchronous BS BS BSBA GWM V.I
BSA BSP BSIE BSIT BSE
class, I watch ECE HRM MM
math vlogs to…
Support and add
knowledge to
3.5 3.53 3.16 3.58 2.95 3.09 3.43 3.36 3.33 S
what I already
know
Understand the 3.67 3.47 3.34 3.73 3.02 3.46 3.41 3.34 3.43 S
 lesson taught by
my teacher
Learn new
concepts or 3.67 3.37 3.24 3.76 3.07 3.41 3.55 3.28 3.42 S
techniques
Answer a
3.83 3.7 3.71 3.93 3.33 3.64 3.61 3.33 3.64 VO
difficult problem
Clarify concepts
about topics
3.67 3.63 3.58 3.88 3.13 3.64 3.57 3.24 3.54 VO
taught by my
teacher
General
3.67 3.54 3.41 3.78 3.10 3.45 3.51 3.31 3.47 S
Weighted Mean

V.I VO VO S VO S S VO S S
The students from all courses got a 3.33 mean average as a response to

watching math vlogs to support and add knowledge to what they already know which

interprets as sometimes. For the second and third statement, it resulted also that they

watch math vlogs sometimes to understand the lesson taught by their teacher and to

learn new concepts or techniques with a mean average of 3.43 and 3.42, respectively.

On the other hand, they watch very often when they are answering a difficult problem

and clarifying concepts from the topic taught by their teacher which has a mean average

of 3.64 and 3.54. In support, Mayes (2011) stated that videos help students when stuck

on a problem or when they have to keep up with their assignments.

For each courses, Bachelor of Science in Accounting (BSA), Bachelor of Science

in Psychology (BSP), Bachelor of Science in Information Technology, and Bachelor of

Science in Hotel and Restaurant Management (BS HRM) got 3.67, 3.54, 3.78, and 3.51

as their general weighted mean. This interprets that these courses are watching math

vlogs very often. However, the remaining courses, Bachelor of Science in Industrial

Engineering (BSIE) with 3.41 mean, Bachelor of Secondary Education (BSE) with 3.10,

Bachelor of Science in Electronics and Communications Engineering (BS ECE) with

3.45, and Bachelor of Science in Business Administration Major in Marketing

Management (BSBA MM) with 3.31, which shows that they watch math vlogs

sometimes.

As for the general weighted mean of all courses, the researchers found out that

they only watch math vlogs sometimes in their asynchronous class with an average of

3.47, which in the study of Graziano (2017), it also results that students do not always

have time to watch educational videos in mathematics.

2. Level of Mathematical Understanding of the Students

The following levels have tables each that shows the average score of the

different courses in each statements given by the researchers.

2.1. Intuitive Level

Table 6

General Weighted Mean and Interpretation for the Intuitive Level of the Students

Intuitive Level Courses

In my
mathematics BS BS BSBA GWM V.I
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Connect my
previous
knowledge in
math to
3.93 3.67 4.03 3.70 3.95 3.50 3.61 3.50 3.74 VP
understand the
current lesson
taught by my
teacher.
Answer
problems given
by my teacher
3.27 3.47 3.39 3.53 3.09 3.23 3.30 3.40 3.34 P
without basing
to any logical
reasons.
Use my intuition
in understanding
3.4 3.73 3.71 3.70 3.51 3.32 3.52 3.58 3.56 VP
a concept in
mathematics.
Understand the
lesson by 3.73 3.83 3.92 3.80 3.76 3.32 3.86 3.65 3.73 VP
 recalling some
terms I’ve
encountered
before.
Recall previous
lessons and
3.53 3.80 3.97 3.63 3.86 3.45 3.59 3.69 3.69 VP
apply it to the
current one.
General
3.57 3.70 3.80 3.67 3.63 3.36 3.58 3.56 3.61 VP
Weighted Mean

V.I VP VP VP VP VP P VP VP VP

In the Intuitive Level, the students are very likely to connect their previous

knowledge in math to understand the current lesson by their teacher, use their intuition

in understanding a concept, and recall some terms and previous lesson they’ve

encountered to understand a lesson in mathematics. It has 3.74, 3.56, 3.73 and 3.69

respectively as its mean average. However, in answering problems given by their

teacher without any logical reasons students are just possibly doing this in their

mathematics class with an average of 3.34.

In total, the respondents’ average in Intuitive Level is 3.61 which indicates that

they are very probably in this level. They are able to connect a new material to their

already existing knowledge. (Sharma, 2005)

2.2. Concrete/Experiential Level

Table 7

General Weighted Mean and Interpretation for the Concrete/Experiential Level of

the Students

Concrete/ Courses GWM V.I

Experiential
Level
 In my
mathematics BS BS BSBA
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Use materials
such as
calculators,
ruler, and
protractor that
3.93 3.70 4.08 3.98 4.20 3.45 3.59 3.73 3.83 VP
can help me
understand the
concepts and
ideas introduced
by my teacher.
Understand the
lesson better
when my
teacher uses 4.10 3.80 4.16 4.03 4.15 3.68 3.77 3.80 3.94 VP
materials such
as visual
presentations.
See physical
representations
of the lessons 3.87 3.73 3.90 3.80 3.78 3.46 3.66 3.67 3.73 VP
taught by my
teacher.
Practice the
concept hands- 3.73 3.77 4.00 4.03 3.73 3.23 3.55 3.65 3.71 VP
on.
Understand the
lesson by doing
physical
activities related 3.67 3.73 3.76 4.05 3.69 3.09 3.60 3.58 3.65 VP
to the topic
discussed by my
teacher.
General
3.86 3.75 3.98 3.98 3.91 3.38 3.63 3.69 3.77 VP
Weighted Mean

V.I VP VP VP VP VP P VP VP VP
Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”

Unlike in the lowest level, students in each statements are all very probably in

this level. They uses materials which has 3.83 average, preferred when teacher uses

materials in their class – 3.94, when they see representations of the lessons – 3.73,
practice the concept hands-on – 3.71, and doing physical activities related to the topic

discussed by their teacher with 3.65 mean.

According to Sharma (2005), that students under this level can use manipulative

to introduce, practice, and re-enforce rules, concepts, and ideas. And, the respondents

as total, is very probably in this level.

2.3. Pictorial/Representational Level

Table 8

General Weighted Mean and Interpretation for the Pictorial/Representational Level

of the Students

Pictorial/
Representatio- Courses
nal Level
In my GWM V.I
mathematics BS BS BSBA
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Solve a problem
given by my 3.40 3.67 4.00 3.78 3.42 3.32 3.64 3.64 3.61 VP
teacher.
Prove that the
formula I use in
solving a certain 3.50 3.77 4.18 3.73 3.36 3.14 3.55 3.65 3.61 VP
problem is
correct.
Illustrate
theorems and
3.43 3.53 3.76 3.70 3.38 3.23 3.39 3.49 3.49 P
postulates in
mathematics.
Prove that the
steps I do in
solving a 3.50 3.63 4.00 3.65 3.44 3.27 3.43 3.48 3.55 VP
problem is
correct.
Prove that my
answer is
correct when 3.47 3.80 3.84 3.60 3.40 3.32 3.52 3.55 3.56 VP
solving a
problem.
General
3.46 3.68 3.96 3.69 3.40 3.26 3.51 3.56 3.56 VP
Weighted Mean
 V.I P VP VP VP P P VP VP VP

Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”

The table 8 shows that the students can solve a problem given by their teacher

with a mean of 3.61. Proving that the formula they use in solving is very probable for it

has a mean of 3.61 also. However, they can only possibly illustrate theorems and

postulates in their mathematics class – 3.49. On proving their steps in solving and their

answer is very likely to them to do in their class for it has 3.55 and 3.56 mean average

respectively.

For the students’ general weighted mean in this level, it is computed as 3.56

which indicates that they are very probable in this level. In the Pictorial/Representational

Level, students can solve a problem or prove a theorem according to Sharma (2005).

2.4. Abstract Level

Table 9

General Weighted Mean and Interpretation for the Abstract Level of the Students

Abstract Level Courses

In my
mathematics BS BS BSBA GWM V.I
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Use formulas
effectively to
answer 3.70 3.87 4.03 3.75 3.76 3.46 3.73 3.61 3.74 VP
problems given
by my teacher.
Understand
mathematical
symbols that my 3.70 3.70 4.18 3.75 3.89 3.50 3.66 3.65 3.75 VP
teacher uses
when teaching.
Understand how
I can use
3.70 3.90 4.32 3.75 3.67 3.46 3.75 3.58 3.77 VP
formulas in
solving.
 Determine what
symbols I
should use in 3.53 3.47 4.08 3,78 3.62 3.32 3.55 3.57 3.62 VP
certain
equations.
Differentiate
formulas
3.70 3.80 4.00 3.68 3.62 3.46 3.59 3.58 3.68 VP
depending upon
their use.
General
3.67 3.75 4.12 3.74 3.71 3.44 3.66 3.60 3.71 VP
Weighted Mean

V.I VP VP VP VP VP P VP VP VP

Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”

In the Abstract Level, seven out of eight courses are very probable to be in the

level. Among those seven, BSIE is the only course that has an average more than 4.00

which is 4.12 mean score. On the other hand, BS ECE got the lowest mean score 3.44

wherein the verbal interpretation of it is possibly. It means that there is only 50% chance

that BS ECE is on the Abstract Level.

As for the General Weighted Mean of the respondents in this level, they have

3.71 score which can be interpreted that they are most likely to be in this level.

According to Sharma (2005) students that are in this level can already process symbols

and formulas in mathematics.

2.5. Application Level

Table 10

General Weighted Mean and Interpretation for the Application Level of the

Students

Application Courses GWM V.I

Level
 In my
mathematics BS BS BSBA
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Apply previous
concepts that
I’ve learned to
answer a 3.57 3.57 4.05 3.65 3.73 3.55 3.46 3.67 3.66 VP
problem
regarding a new
topic.
Apply what I’ve
learned in
mathematics to 3.37 3.57 3.86 3.75 3.71 3.27 3.48 3.72 3.59 VP
real-life
situations.
Answer a
problem by
applying the 3.67 3.73 3.97 3.70 3.95 3.45 3.48 3.62 3.70 VP
lesson taught by
my teacher.
Use the topic
taught by my
teacher to other
3.60 3.57 4.00 3.85 3.56 3.41 3.64 3.64 3.66 VP
kinds of
problems in
mathematics.
Apply what I’ve
learned to
3.57 3.50 3.82 3.68 3.46 3.32 3.57 3.64 3.57 VP
create a new
example.
General
3.56 3.59 3.94 3.73 3.68 3.40 3.53 3.66 3.63 VP
Weighted Mean

V.I VP VP VP VP VP P VP VP VP
Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”

Table 10 presents the mean average of the courses in the Application Level. The

respondents are very probably to apply their previous and current knowledge to both

direct assessment and real-life applications of the concepts taught by the teacher.

The average score of each courses for the Application Level are; BSA – 3.56,

BSP – 3.59, BSIE – 3.94, BSIT – 3.71, BSE – 3.68, BS ECE – 3.40, BS HRM – 3.53,

BSBA MM – 3.66. As noticed, the students from BS ECE has the lowest mean score
which indicates that they are only possibly in this level, while, all the remaining courses

are most likely to be in the Application Level where students are able to apply their

knowledge to tests provided by their teacher. (Sharma, 2005)

2.6. Communication Level

Table 11

General Weighted Mean and Interpretation for the Application Level of the

Students

Communicatio
Courses
n Level
In my
GWM V.I
mathematics BS BS BSBA
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Explain the
lesson in front of 3.33 3.3 3.68 3.58 3.31 3.09 3.52 3.41 3.40 P
the class.
Help my
classmate on
solving a
problem by 3.53 3.6 4.08 3.48 3.51 3.23 3.66 3.52 3.58 VP
explaining the
process to
him/her.
Answer my
teacher’s
question
regarding
3.4 3.57 3.84 3.60 3.49 3.09 3.59 3.48 3.51 VP
certain steps in
solving a
particular
problem.
Present our
output
voluntarily when 3.23 3.57 3.56 3.60 3.32 3.18 3.52 3.50 3.43 P
there are group
activities.
Explain the topic
in an organized
manner when 3.3 3.40 3.68 3.45 3.55 3.23 3.66 3.41 3.46 P
I’m asked by my
teacher.
General
3.36 3.49 3.77 3.54 3.43 3.16 3.59 3.46 3.48 P
Weighted Mean
 V.I P P VP VP P P VP P P

Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”

Based on the results on Table 11, students can help their classmates when

solving a problem and they can answer their teacher’s question regarding their steps in

solving. However, explaining in front of class, voluntarily present group activities, and

creating an organized answer are only possibly which indicates low percentage of them

doing it.

Only three courses shows that they are very probably in Communication Level.

These are BSIE, BSIT, and BS HRM that has 3.77, 3.54, and 3.59 as their mean score

respectively. On the other hand, all the remaining courses results only to less than or

equal to 3.50 as an average which indicates that they are only possibly in this level.

As an over-all average, the students has 3.48 which shows that they are possibly

in Communication Level and they can somehow convey their knowledge to other

student. (Sharma, 2005)

2.7. Level of Mathematical Understanding of All Courses

Table 12

Summary of Weighted Mean and Verbal Interpretation of all the Courses’ Level of

Mathematical Understanding

General
Weighted
Level of Mathematical Understanding Interpretation
Mean of all
Courses
Intuitive 3.61 VP
Concrete/Experiential 3.77 VP

Pictorial/Representational 3.56 VP
Abstract 3.71 VP
 Application 3.63 VP

Communication 3.48 P

Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”

For the summary of the results in each level of mathematical understanding,

students got an average of 3.61 in Intuitive Level, 3.77 in Concrete/Experiential Level,

3.56 in Pictorial/Representational Level, 3.71 in Abstract Level, and 3.63 in Application

Level which interprets that they are very probably in these levels. However, in

Communication Level with a 3.48 mean score, the students are only possibly in this level

which means that the chance of being in this level is lower than the remaining ones.

To answer the second statement of the problem, the students are in the

Concrete/Experiential Level because it has the highest average among the other levels.

In accordance with Sharma (2005), the students are most likely to do activities hands-on

and engage themselves in the learning process actively.

3. Relationship of the Respondents’ Frequency of Using Math Vlogs and their

Level of Mathematical Understanding

The table 13 below shows the summary of computing the coefficient r with the

help of Microsoft Excel.

Table 13

Correlation Coefficient and P Value for the Relationship of the Respondents’

Frequency of Using Math Vlogs and their Level of Mathematical Understanding
Level of Mathematical
Math P Decisio
Understanding r Interpretation Conclusion
Vlogs Value n
(Concrete/Experiential)
There is no
Moderate Reject
x y 0.42 >0.05 significant
Correlation Ho
relationship
 Based on the findings in the results from statement of the problems 1 and 2, the

students watch math vlogs sometimes and is on the Concrete/Experiential Level. Upon

using the Pearson r, the researchers found out that there is moderate correlation

between these two with a correlation coefficient of 0.42. As for the decision, the null

hypothesis must be rejected because the P value is greater than the significance level

(0.05). Therefore, the frequency of students’ use of math vlogs and their

concrete/experiential level of mathematical understanding has no significant relationship.

The result of this study supports the findings of Wilson (2016) on her study that students’

amount of video watched has no significance in enhancing their learning in mathematics.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the findings, conclusions, and recommendations of this

study.

Summary of Findings

The significant findings of this study are summarized below:

1. The students of PUP Sta.Rosa Campus got an average of 3.47 and is interpreted that

they only watch math vlogs sometimes.

2. The level of mathematical understanding of the students is Concrete/Experiential

Level where its average is 3.77 which is the highest among the five other levels.

3. The correlation coefficient of the students’ degree of utilization of math vlogs and their

level of mathematical understanding is 0.42 which is interpreted as moderate correlation.

In computing for its P value, the researchers found that the two variables have no

significant relationship by rejecting the null hypothesis.

Conclusions

Based on the findings generated in this study, the following conclusions have

been formulated;

1. College students are watching math vlogs only sometimes when they are having a

difficulty in understanding a lesson or answering an activity.

2. The students are in the Concrete/Experiential Level wherein they prefer doing hands-

on learning activities, using manipulative, and seeing physical representations of the

topics discussed by the teacher.

3. The frequency of students in watching math vlogs has no significant relationship to

their Concrete/Experiential Level. They only watch videos related to math sometimes but

they prefer doing and learning the activities and lessons hands-on compare to only

focusing on screen and playing the videos online.

Recommendations

In the view of the foregoing conclusions, the following recommendations are

hereby proposed;

1. The researchers recommend that the learners watch an educational video in math

because it will help them in improving their skills in solving certain mathematical

equations and word problems.

2. The researchers recommend to teachers to involve more the students in higher level

of learning mathematics especially in communicating what they’ve learned. However,

continue the hands-on learning because it helps the students to be more involved in the

process of learning the lessons.

3. For teachers, it is recommended by the researchers to use math vlogs only as a

support material and be more focused on teaching the lesson or topic to students

directly. Relying the lesson from the videos will not gain learning. Therefore, modeling

and hands-on practice will help the students to retain what they have learned.