INCREASING THE MEAN PERCENTAGE SCORE

(MPS) IN MATHEMATICS AMONG GRADE V

PUPILS THROUGH MATEAMA-TECH
VIDEO PRESENTATION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 623-627
Document ID: 2023PEMJ1394
DOI: 10.5281/zenodo.10303049
Manuscript Accepted: 2023-1-11
Psych Educ, 2023, 15(7): 623-627, Document ID:2023 PEMJ1394, doi:10.5281/zenodo.10303049, ISSN 2822-4353
Research Article

Increasing the Mean Percentage Score (MPS) in Mathematics Among Grade V

Pupils Through MaTEAMa-TECH Video Presentation
Marynel P. Olvida*, Richard C. Catarroja, Realyn M. Caguite, Bebelyn G. Nicoleta
For affiliations and correspondence, see the last page.
Abstract
This study focused on increasing the Mean Percentage Score (MPS) in Mathematics among Grade V
Pupils through MaTEAMa-TECH Video Presentation. Quasi-experimental method of research was
applied among 38 Grade V Pupils through purposive sampling. Mean Percentage and Paired T-test
were used to statistically analyze the data that has been collected. Results revealed that the Mean
Percentage Score (MPS) in Mathematics among Grade V pupils increased after the use of the
MaTEAMa-TECH Video presentation since the t-value (9.7148) was greater than the c-value (2.04)
the null hypothesis was rejected. There is a significant difference between Mean Percentage Score
(MPS) in Mathematics among Grade V pupils before and after using the MaTEAMa-TECH Video
presentation. These results proved that the video presentation provides an improvement in increasing
the Mean Percentage Score in Mathematics among Grade V pupils. A paved way to use MaTEAMa-
TECH Video Presentation increasing the MPS of the pupils in Mathematics.

Keywords: mean percentage score, MaTEAMa-TECH

Introduction Thus, on this modular distance learning condition and

K to 12 Curriculum in this new normal requires
teaching skills and knowledge to develop globally
competitive pupils. Learning in the new normal is
challenging for the teachers, students, and even
parents. Teacher provide the students with the lesson,
seatwork, or assignment that they can finish at their
own pace, within the deadline. This new way of
learning brought by the COVID-19 pandemic can be
an additional challenge during this tough time.
(Paramount direct 2020). It takes time and effort to be
an efficient agent of changes and equip learners with
enough knowledge and skills to keep abreast with the
new curriculum and for the realization of the
Department of Education's mission and vision.
In this Modular distance Learning (Printed Module)
technology also has a great impact to develop 21st-
century learners. Technology such as the use of video
presentation is one of the tools to deliver learning to
the pupils.
The above information motivates the researchers to
think of strategies to boost the interest of the learner to
learn in specific topic especially in mathematics.
Moreover, the researchers observed that the learners
show low interest in Mathematics and mostly they
didn’t finish answering their modules because they
hardly understand the lesson or activities. Also, the
Mean Percentage of Score (MPS) of first grading and
second grading in Mathematics is decreasing.
the MPS result, the researchers created video
presentation as instructional material believing that it
will help to increase the Mean Percentage Score of the
Grade V pupils in Mathematics. A video presentation
is one of the great tools that will help the pupils to
understand the topics in mathematics which also
motivates them to answer their unfinished
modules.The researchers decided to conduct action
research which is timely to test how effective video
presentation to increase the Mean Percentage Score of
the pupils in Mathematics.
Research Questions
The study aimed to investigate the effectiveness of the
use of MaTEAMa-TECH video presentation to
Increase the Mean percentage Score among Grade V.
Specifically, the study will seek to answer the
following research questions:
1. What is the Mean Percentage Score (MPS) in
Mathematics among Grade V pupils before and after
the use of the MaTEAMa-TECH Video presentation?
2. Is there a significant difference in the Mean
Percentage Score (MPS) in Mathematics among Grade
V pupils before and after using MaTEAMa-TECH
video presentation?
Literature Review
This part contains studies, articles, and related reading

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Psych Educ, 2023, 15(7): 623-627, Document ID:2023 PEMJ1394, doi:10.5281/zenodo.10303049, ISSN 2822-4353
Research Article
about increasing the Mean Percentage Score (MPS) in
Mathematics and the use of Video Presentation in the
learning process. This includes materials that help the
researchers better understand the subject of the study.
The inputs provide the researchers evident on the use
of video presentation to increase the Mean Percentage
Score of the pupils.
The use of video is only beginning to meet the needs
of today’s and tomorrow’s learners. Using videos in
teaching is not new. It was proposed that videos are
effective when used to develop information literacy. it
is revealed that the level of effectiveness of video
presentation to students learning is highly effective.
(Mendoza G., Caranto L. & David J.2015)
Farda L. (2015) explains in her research the
importance of use video with various activities as a
part of media and techniques to increase students
listening skills. Video provides information in audio
and visual form at the same time. Gallacher (undated)
affirms that “A good idea is to choose scenes that are
very visual. The more visual a video is, the easier it is
to understand as long as the pictures illustrate what is
being said”. A very good selection of video materials
to expose learners to suitable materials that facilitate
their learning”
On the other hand, Brame (2016) Summarize in her
study that Video may provide a significant means to
improve student learning. The utility of video lessons
can be maximized by matching modality to content.
By using both the audio/verbal channel and the
visual/pictorial channel to convey new information,
and by fitting the particular type of information.
Hence, Ljubojevic et al. (2014) presented the results of
his study indicate that a more efficient method for
increasing the students’ participation and deeper
learning is to display the educational context of
supplementary video clips instead of inserting
entertainment videos. The outcomes of using videos
are increasing student activity and the efficiency of the
teaching process. Video has an important role in
increasing the efficiency of learning. The
entertainment video at the beginning of the lecture
motivated students towards learning, so testing results
were better for that method than if a lecture without
videos was used. A better effect was achieved when
educational video content was used. This research
showed that the most efficient method of use of
supplementary video is an integration of educational
video content.
Indeed, Mendoza et al., (2015) reveal the result that,
the level of the effectiveness of using video
Olvida et al.
presentation to student’s learning is highly effective.
Video is good for tutoring help and 38.9% believed
that it helped to raise their course grade. Conclude
that, there is a significant difference among students’
perceptions on the use of video presentations when
grouped according to their academic level. Same with,
Huang et al. (2020) researcher article finds out that,
student-created video activity improved high-
achieving and low-achieving students’ in mathematics
achievement assessment revealed that there were
significant differences in the pre-and post-test scores.
Mean Percentage Score (MPS) indicates the ratio
between the number of correctly answered items and
the total number of test questions or the percentage of
correctly answered items in a test (Grey Chronicles,
2009) Walangsumbat (2020) strategic plan through the
BLAZE program emphasizes the importance of
increasing the performance level of learners by at least
5% from the previous MPS. It also includes the
activities to improve academic performance by
creating transformative activities that are
complementary to ensure the optimum potential and
learning across all learning areas as manifested in the
improvement of MPS.
Based on the review of related literatures and studies,
the researchers conceptualized that video may provide
a significant means to improve student learning
(Brame 2016). Likewise, more efficient method for
increasing student participation and has an important
role in increasing student activity efficiency in the
teaching process. (Ljubojevic et al., 2014) . Moreover,
the researchers conceptualized that the video
presentation has great help to the pupil's understanding
of the topic, especially in a mathematics lesson. It can
be used to increase the mean percentage score of the
pupils in mathematics through a video presentation.
Methodology
Research Design
The researcher employed a quasi-experimental method
which has limited leverage and control over the
selection of study participants. Specifically, in quasi-
experiment, the researchers cannot randomly (Levy,
Y., & Ellis, T. J. 2011) select the respondent. In
addition, it explained and upright how the data was
gathered to scrutinize and collate the Pre-test and Post-
test of the Mean Percentage Score (MPS) in
Mathematics among Grade V pupils through the help
of MaTEAMa-TECH Video Presentation.
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Research Article
The pretest was administered among Grade V pupils
after the distribution of the module for Quarter 3 Week
1. Then, a MaTEAMa-TECH video presentation will
be given to see the increase in the Mean Percentage
Score in Mathematics. The Mean Percentage Score of
the pretest and posttest will compare accordingly. The
significant difference will compute using the
dependent t-test or paired t-test.
Research Locale
The study was conducted among Grade V pupils of
Ajos Elementary School. The School is located at
Brgy Ajos Catanauan, Quezon Catanuan I district.
This locale has been chosen whereas the researchers
are currently teaching in Ajos Elementary School.
Population Sampling
Purposive sampling was used by the researchers due to
its intentional selection of informants based on their
ability to elucidate a specific theme, concept, and
phenomenon. (Robinson, R. S. 2014). The subject of
the study was composed of Grade V pupils from Ajos
Elementary School. The total numbers of respondents
are 38 Grade V pupils wherein twenty-one (21) male
and seventeen (17) female.
Research Instrument
The instrument used to measure the study is the
pretest-posttest (summative test) composed of
twenty(20)item test taken from MaTEAMa-TECH
video presentation aligned on the Grade V
Mathematics MELC with the table of specification that
personally made by the teacher. The video presentation
consists of a discussion or presentation of the topic,
topic examples, and a series of activities with twenty-
five (25) minutes duration.
Validation
For the validation of the MaTEAMa-TECH video
presentation before the final administration, will be
subject initial try out to 15 respondents (5 master
teachers,5 school ICT coordinators, 1 district
Mathematics coordinator, and 4 school mathematics
coordinators) in the district. The researcher used lesson
exemplar for the congruency of the video content and
checklist questionnaire that was modified and
developed by Morales & Rosa (2008) was also adapted
by Guo (2013) to test the validity and aesthetic value
of the video.
After the try-out, a checklist questionnaire used to
validate the MaTEAMa-TECH video presentation was
Olvida et al.
computed for face and content validation. In addition,
suggestions and recommendations from the said
evaluators were used to strengthen and stabilize the
teacher-made video presentation. Thus, the responses
taken were valid and MatTEAMa-TECH video
presentation was ready for actual administration.
Gathering Procedure
The school provided letter of request to ask permission
from the Inter-Agency Task Force (IATF) to conduct
the summative test concerning the health protocol of
the Covid 19 pandemic. The letter of request was
presented to the Sangguniang Barangay of Ajos to
seek permission to conduct the said study. In addition,
the researchers presented a letter of request to the
district supervisor to seek permission to allow the
researcher to conduct validation of the instrument.
Upon approval, the researchers started to conduct the
validation of the instrument followed by the
distribution of the module together with the
MaTEAMa-TECH video presentation.
The pretest was administered on the first week of the
3rd quarter. After the pre-test, the distribution of the
MaTEAMa-TECH Video Presentation occurred and
was followed by the posttest given to the experimental
group. After, summative test or posttest the data were
collected, tallied, computed, and compared. The
significance deference was determined through paired
t-test.
Data Collection and Analysis
The data gathered were collected, analyzed, and
computed with the use of the Mean Percentage score
of the Pretest and Posttest while Paired t-test was used
for the significant difference in the Mean Percentage
Score (MPS) in Mathematics among Grade V pupils
before and after using MaTEAMa-TECH video
presentation.
Ethical Issues
For ethical considerations on the facilitation of the
study. The researchers with the endorsement from the
School Head and letter of approval from the District
Supervisor was provided with utmost care for the
Validation of the MaTEAMa- TECH Video
presentation. Moreover, regarding the respondent. The
researchers strictly took confidentiality and anonymity
in their identities will keep secret. Hence, checking of
the summative (Pretest-Posttest) was done by the
adviser as one of the researchers.
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Research Article
Results and Discussion
This part presents the analysis and interpretation of the
data gathered, presented in tables, followed by its
references and justifications from the gathered
literature and studies.
Table 1. Mean Percentage Score (MPS) in
Mathematics among Grade V pupils before and after
the use of the MaTEAMa-TECH Video presentation
Table 1 shows the results of pretest and posttest
obtained by 38 pupil respondents from Grade V in the
20-item test conducted by the researchers.
Data revealed that The Mean Percentage Score (MPS)
acquired in the pretest is 9.47% and for the Post-test is
51.05%. It clearly shows that the MaTEAMa-TECH
video presentation help in increasing the Mean
Percentage Score (MPS) in Mathematics among Grade
V pupils. The study obtained similar findings with
Ljubojevic et al. (2014) indicated that Video has an
important role in increasing the efficiency of learning.
Same with, Mendoza et al., (2015) reveal that level of
the effectiveness of using video presentation to
student’s learning is highly effective and helped to
raise the course grade.
Table 2. Significant difference in the Mean Percentage
score (MPS) in Mathematics among Grade V pupils
before and after using MaTEAMa-TECH video
presentation
It shows the result of paired T-test on finding the
significant difference in the pretest and posttest. The
mean, Standard Deviation, and Difference between the
Mean of the pretest are 1.89, 1.39, and 0.23 while the
post-test is 10.21, 4.89, and 0.79 respectively. The t-
value is 9.7148 and the critical value is 2.04. The null
hypothesis is rejected since the t-value is greater than
the critical value. Therefore, there is a significant
difference in the Mean Percentage Score (MPS) in
Olvida et al.
Mathematics among Grade V pupils before and after
using the MaTEAMa-TECH video presentation. This
result implies that the video presentation provides an
improvement in increasing the Mean Percentage Score
in Mathematics among Grade V pupils. Likewise,
Brame (2016) summarizes that Video provides a
significant means to improve student learning. Huang
et al. (2020) revealed that there were significant
differences in the pre-and post-test scores.
Conclusion
Based on the findings, the following conclusions were
drawn; (1) The Mean Percentage Score (MPS) in
Mathematics among Grade V pupils increase after the
use of the MaTEAMa-TECH Video presentation
compare to the pretest without the MaTEAM-TECH
video presentation. (2) Video Presentation helps in
increasing the Mean Percentage Score (MPS) in
Mathematics which clearly shows that the MaTEAMa-
TECH video presentation was greatly helpful to
understanding the lesson
The following are hereby recommended based on the
result of the study: (1) Teachers can use Video
presentation as a medium of instruction in increasing
the Mean Percentage Score in Mathematics (2) Video
presentation can be a great help to maintain and
sustain the interest of the learner in different subjects.
(3) School heads may conduct or organize training on
making self-made video presentations through school
LAC sessions to help other teachers in making their
video presentations as their instructional material.
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