Final Thesis Baby MOTAR Final Na Final Na Talaga For Binding - 1

Republic of the Philippines
MARINDUQUE STATE COLLEGE

COLLEGE OF EDUCATION Page
Bachelor of Secondary Education 1
Chapter 1
THE PROBLEM AND ITS SETTINGS
This chapter presents the problem and its settings. It includes the background of the
study, statement of the problem, hypothesis, conceptual framework, significance of the study,
scope and limitation of the study and the definition of terms.
Introduction
Learning is the acquisition of knowledge and skills possible through systematic
interaction between teachers and learners. It happens every day and involves teacher, learner,
and methodology and materials interaction. Lecture recordings are convenient and low-cost
technologies, allowing access to lecture content to students who are not able to attend
lectures, and provide a possibility to review content if concepts are not understood during
lectures. Learning is important for students to build a foundation of knowledge they can
utilize in their future careers. Learning via videos is considered an effective tool for many
students, as the topic was well reviewed by many researchers. Kay (2012), discovered that
videos are indeed good for improving students’ learning ability. Apart from Kay, other
studies have also revealed that videos are good for supporting students in learning
(Ljubojevic, Vaskovic, Stankovic and Vaskovic, 2014 ; Hsin & Cigas, 2013).
“Mathematics is a subject built on the discovery of creative thinkers.” It is filled with
facilitating ideas. The beauty of Mathematics consists of order, regularity and inner harmony.
It is necessary in human activity that reflects response to the needs dictated by human
existence and it is evident in all societies and cultures.
According to Mannila (2009), practically in mathematics’ courses, the lower the
students’ prior knowledge levels are, the less time can be spent on applying the topics of
content. This leads to the situation that there are large amount of students that only know a
separate collection of information without holistic view. And as a consequence, they can’t
see the importance and relevance of mathematics as they are not able to combine the learnt
content on prior knowledge. This often causes a decrease in motivation towards mathematics.
Recently, the researcher notice that students find difficulties in learning measure of
position which the ungrouped data are rather basic however, handling these kinds of data
requires proper organization because the value of the quartile would be void if the data is not
sorted first. Sorting the data in ascending order is challenging especially when done manually
and the size of the data is large. The number of data must not also change. When handling
ungrouped data, one must be organized to avoid mistakes and repetition of sorting. There are
different ways to obtain the quartile of the ungrouped data. The answer of each method may
even vary from each other. It is hard to know what method is used to reach the same answer.
In real life situation, the formula taught in the 10 th Grade Mathematics textbook “Next
Century Mathematics” involved 4 cases. It says that there are different formulas used
according to the total number of data. Consequently, it only involved one formula regardless
of the total number of data. This confuses learners on what to use especially when it uses two
different kinds of method. Using technology or different learning video, the students can
enhance or widen their knowledge by watching it.
Based on the study of H. Kinnari-Korpela in her research entitled “Using Short Video
Lectures to Enhance Mathematics Learning – Experiences on Differential and Integral
Calculus Course for Engineering Students”, the experiment was encouraging and the results
seem to indicate that the usage of short lecture method in mathematics context is meaningful
and necessary. The feedback from students revealed that they used the videos for example to
have more time to internalize and understand the content. Especially the step-by-step
solutions and explanations were seen valuable. According to students’ experiences, the result
was almost the same as if the teacher would have been physically teaching the content. Thus,
for example the students with low proficiency in mathematics had more time to think and
replay the explanations. Based on the feedback and results it seems that using short videos is
suitable method to present mathematics contents.
The researcher conducted this study to determine effectiveness of a recorded lecture
video in teaching measure of position in mathematics. A pre – test was first administered
with group of learners about the topic and recorded the trial result. Following this activity,
the researcher embarked on a recorded lesson discussion about the same topic and
administered subsequently a posttest.
The foregoing premises on the enhancement of learning mathematical formulas using
short video lectures together with the personally tried teaching experiences, the instances
gave impetus to the researcher to conduct this study focused on the effectiveness of recorded
lecture videos in teaching measures of position among Grade 10 learners in a wider scale of
students.
Statement of the Problem
This study generally aims to determine the effectiveness of recorded lecture video in
teaching measure of position among Grade – 10 learners in Mogpog National Comprehensive
High School.
Specifically, it sought to answer the following questions:
1. What is the level of performance in measures of position of the academically
challenged learners before instruction using recorded lecture video?

2. What is the level of performance measures of position of the academically challenged
learners after instruction using recorded lecture video?
3. Is there a significant difference between the performance test of the academically
challenged learners before and after the implementation of the recorded lecture video
in teaching measures of position?
4. What are the implications based on the findings of the study?
Research Hypothesis
Null Hypothesis
There is no significant difference between the performance of the academically
challenged learners in mathematical measures of position before and after the application of
the recorded lecture video.

Conceptual Framework
INPUT PROCESS OUTPUT
1. Administration of pre-
Student’s
test with the students
performance in
2. Teaching Measures of
measures of
1. Pre – test on Position through the
position.
Measures of Position recorded lecture video
2. Recorded Lecture 3. Administration of
Video in Teaching posttest with the students
The implication of
Measures of Position 4. Test the significance
using recorded
3. Posttest Testing between the scores of the
lecture as teaching
students in the tests.
tool based on the
5. Interpretation and
findings of the study.
analysis of data
Figure 1. Research Paradigm
Figure 1 shows the relationship of significant variables that made up to whole study.
The first box states the main research Input as raw material to deduce. The next box is
labeled as the Process, which contains the steps that the researcher followed in gathering the
data. Lastly, the box labeled “Output” is the students’ performances in measures of position
and its implication after using the recorded lecture video as a tool in teaching mathematical
component.
Significance of the Study
The study focused on explaining the effectiveness of recorded lecture video in
teaching measures of position among Grade-10 learners at Mogpog National Comprehensive
High School. Significantly, the results of the study will be advantageous to the following:
Students. Learners with a high or low level of understanding about the measure of
position in mathematics will find the result of this study helpful in increasing their interest in
using the recorded lecture video to enhance their learning academic performances. This study
will serve as their inspiration and motivation to understand and learn that through the help of
recorded lecture video is the other way to supplement their learning in measure of position or
in mathematics.
Teachers. The result of this study may help them to know or realized that they can
use videos to deliver course information that can be extremely helpful in opening up class
instruction. Lectures and other introductory information can be viewed before class, which
allows for more practice- and skill-related class activities. This study may give the teachers
ideas and strategies for reinforcing their lessons with the use of recorded lecture video. With
this, they might be able to introduce some new helpful ways or techniques to their class to
help their learners familiarize and understand the lesson easily to supplement learning
experiences.
School Administrators. The result of this study may provide them with reference for
formulating design and models that can be used to enhance the learning of the students in
terms of understanding and teaching measures of position or mathematics.

Future Researchers. The result of this study can be a source of valuable information
to be used in future researches. Furthermore, they may continue this and explore more with
complicated mathematical explorations.
Scope and Limitation
This study focused on the effectiveness of recorded lecture video in teaching
measures of position among Grade-10 learners in Mogpog National Comprehensive High
School. This particular study confined itself on the investigation concerning the significant
difference on the level of performance of the academically challenged learners on measures
of position before and after the application of recorded lecture video. The basis for the
student’s academic performance was the results of the pre-test and posttest given to them
before and after the use of the recorded lecture video. Participants were the Grade 10 learners
from Mogpog National Comprehensive High School, Academic Year 2022-2023.
The respondents of this study were forty(40) Grade-10 academically challenged
learners of Mogpog National Comprehensive High School. The researcher used One Group.
Definition of Terms
To avoid the occurrence of misinterpretation, the following terms used in this study
were defined operationally.
Academically Challenged Learners. It refers to the selected grade 10 learners of Mogpog
National Comprehensive High School, whose the grades were below 79 in their first quarter.
Those were the learners used by the researcher as respondents of the study.
Effectiveness. It refers to the result of the pre-test and posttest before and after the
instruction of recorded lecture video. It pertains to the changes in the scores of the
academically challenged learners in their pre-test or posttest.

Measure of Position. It pertains to topic used by the researcher to present by means of
recorded lecture video about how to get the percentiles, deciles, and quartiles in a given data.
Posttest. It refers to the fifteen item multiple-choice test given by teacher after teaching
using recorded lecture after the topic has been discussed. The test given at the end of the
lesson to determine the effectiveness of the applied strategy.
Pre-test. It refers to the test given to learners before using the recorded lecture video to
determine the students’ prior knowledge.
Recorded Lecture Video. It pertains to the video prepared and used by the researcher as part
of teaching aid in conducting the study. The recording of a lecture or presentation uses any
combination of the tools such as Microphone, Camera, Screen capture, Presentation capture,
or Document camera in order to teach the measures of position.
Scores. The total number of correct responses in the test about measure of position either on
their pre-test score before instruction recorded lecture video or the scores after the instruction
of recorded lecture video.
Teaching. It is the process of guiding, facilitating and giving information by means of
teaching through the use of recorded lecture video about measure of position prepared by the
researcher.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a collection of literature and studies together with concepts of
well-known educators to give clarifications and support to selected variables or factors
included in the study. These were the references used in the conceptualization of this study
classified into 9 themes namely: Mathematics Learning, Effective Teaching of Mathematics,
Media and learning, Media diversity, Lecture recording, Videotape recorder, Lectures Video,
Video based learning and Lecture Capture.
Mathematics Learning
According to the study of Alberta Education, students are curious, active learners
with individual interests, abilities, needs and career goals. They come to school with varying
knowledge, life experiences, expectations and backgrounds. A key component in developing
mathematical literacy in students is making connections to these backgrounds, experiences,
goals and aspirations.
Additionally, students construct their understanding of mathematics by developing
meaning based on a variety of learning experiences. This meaning is best developed when
learners encounter mathematical experiences that proceed from simple to complex and from
the concrete to the abstract. The use of manipulative, visuals and a variety of pedagogical
approaches can address the diversity of learning styles and developmental stages of students.
In all levels of understanding, students benefit from working with a variety of materials, tools
and contexts when constructing meaning about new mathematical ideas. Meaningful student
discussions also provide essential links among concrete, pictorial and symbolic
representations of mathematics.
However, the learning environment should value, respect and address all students’
experiences and ways of thinking, so that students are comfortable taking intellectual risks,
asking questions and posing conjectures. Students need to explore mathematics through
solving problems in order to continue developing personal strategies and mathematical
literacy. It is important to realize that it is acceptable to solve problems in different ways and
that solutions may vary depending upon how the problem is understood.
Based on the study of H. Kinnari-Korpela in her research entitled “Using Short Video
Lectures to Enhance Mathematics Learning – Experiences on Differential and Integral
Calculus Course for Engineering Students”, the experiment was encouraging and the results
seem to indicate that the usage of short lecture method in mathematics context is meaningful
and necessary. The feedback from students revealed that they used the videos for example to
have more time to internalize and understand the content. Especially the step-by-step
solutions and explanations were seen valuable. According to students’ experiences, the result
was almost the same as if the teacher would have been physically teaching the content. Thus,
for example the students with low proficiency in mathematics had more time to think and
replay the explanations. Based on the feedback and results it seems that using short videos is
suitable method to present mathematics contents.
Videos as Tools for Learning Mathematics
Learners could grasp the mathematics lesson through video lessons because their
teachers explained the content using the Filipino and English languages. Learners can also
improve their visualizing abilities by watching video lessons. Watching requires obtaining
and combining information from numerous audio and visual sources. With these video
lessons, learners understand the things they are having difficulty with because they can watch
the process. This is particularly true for the mathematical computations that no one may be
teaching at home.
According to Kahrmann, videos are suitable supplementary instructional materials
that improve students’ learning experiences in developing school learning competencies. He
found that technology has opened new doors for educators to provide the modelling and
assistance students and parents need outside of the classroom. For example, learners were
guided by the video lessons on dealing with the tasks assigned to them from their module;
they gained confidence in answering them. They also devised methods for dealing with
mathematical difficulties incorporated into the module activities. This suggests that students
were more likely to watch video lessons to get positive results in the class.
Furthermore, according to Nugent, video is a medium that is appropriate for a variety
of learning sciences, including classes, small groups, and even one learner alone.
Additionally, video lessons as digital interventions assisted learners in acquiring secondary
mathematics competencies. These also improve proficiency and digital literacy, which are
critical in today's world.
Effective Teaching of Mathematics
According to the study of Generation Ready (2022), the old paradigm of balanced
instruction focused on enabling children and teachers to achieve success at school. Today’s
paradigm focuses on students achieving college and career readiness in life, beyond school.
The old paradigm of balanced instruction focused on enabling children and teachers to
succeed at school. Today, the focus is for students to achieve college and career readiness in
life beyond school. Additionally, effective teachers of mathematics know the pedagogy that
determines how their students successfully learn. Such teachers recognize that in order for
students to effectively use mathematics they need to understand the concepts presented as
well as become fluent with the skill taught. It is through the ongoing and increasingly
complex application of concepts and skills that students become secure and competent in
their use.
Media and Learning
According to Mayer (2014), “Instructional media in e-learning can be viewed as a
way in which information is delivered to learners through various electronic sources.”
Similarly, Costley & Lange (2017) cited that, “from a learning perspective, media can
have a profound impact on how learners process and ultimately comprehend the content due
to its essential role as content deliverer. Ineffective use of media contributes to interest,
engagement, and motivation issues, and ultimately contributes to a lack of understanding in
e-learning environments.”
However, Molnar (2017) says that, “various media factors including pace,
intelligibility, quality, diversity, and congruence can contribute to these learning problems if
used ineffectively. Therefore, in order to promote learning within online courses, ways in
which media factors contribute to engagement and processing issues and ways in which such
issues can be alleviated should be examined.”
As stated by Fisher et. al (2017), pace refers to the rate of speed at which information
is presented through visual media, which can affect the way in which learners engage in the
content and process information. If visual media are delivered too quickly, student
comprehension levels may suffer.

Moreover, Guo et.al (2014) says that, “appropriate pace of instructor speech is
important to ensure that learners effectively process information disseminated to them.
Ultimately, speaking rates affect engagement and learning.”
Likewise, Molnar (2017) cited that “The size of visual media can affect the way in
which learners make sense of the information and ultimately engage in the lecture.”
Based on the study of Heribanova et al. (2011), “quality of media within video
lectures represents the appearance of the presentation and design of the video lecture, or
essentially how the learner sees it.” It is important to ensure that the quality of visual media is
complementary to student engagement and ultimately learning.
Media diversity
According to Costley & Lange (2017), “media diversity in terms of video lectures
represents the use of a variety of types of media to deliver information to the learners
throughout the lesson.” Issues may occur among learners online when there is a lack of
media diversity. The presentation of content through diverse forms of media plays a
significant role in the way students’ process information.
Likewise, Mayer (2014) explains that when diverse forms of media are delivered,
online learners can process the information through dual coding that takes place through both
verbal and nonverbal cognitive channels.
According to Brante and Holmqvist (2017), congruence within video lectures
represents a connection between multiple pieces of information presented through various
media sources. Therefore, a lack of congruence occurs when learners have difficulty making
sense of multiple media sources used at the same time.

However, Lange and Costley (2019) cited that “when instructors use diverse forms of
media, they need to make sure the various forms of media complement each other rather than
distract the learners. Extraneous processing that negatively affects learning occurs when
learners become distracted by trying to make sense of two or more unrelated forms of media
simultaneously.”
Furthermore, Kizilcec et al. (2015), says that “physically separating complementary
sources of information from each other on the screen can create additional distractions that
negatively affect information transfer.”
Lecture recording
According to Edutopia (2005), “lecture recordings are a convenient and low-cost
technology, allowing access to lecture content to students who are not able to attend lectures,
and provide a possibility to review content if concepts are not understood during lectures.”
Similarly, linguistically diverse students from the broader Asia-Pacific region may
supplement face-to-face participation with recorded lectures. Technology nowadays is
common among schools, offices, and to every individual, as this supports learning and helps
in developing knowledge, wherein, integration is the use of technology to enhance, reiterate,
present, and assess how students understand the syllabus or the program.
Videotape recorder
Based on the study of A.D. Greenberg, et al. (2012) states that “combination of video
and text makes sense, as it was believed that video is effective for more than simply showing
dynamic processes.” Video itself is a tool for learning that when properly applied obtains
extensive benefits. It’s also a medium for collaboration, and a language unto itself that is of
universal appeal.
Moreover, J. A. Akerele, et al. (2012) cited that, “when video is used in teaching, it
enhances learners’ positive attitude towards the course. Also, it affects their performances
positively.”
Prodanov (2012), as well, has reported the experiment of voice-over slides where the
screen capture was used as recording the in-class explanations of lecturer.
Additionally, Mettiäinen and Karjalainen (2012), provided both the audio recordings
and PowerPoint slides with lecturer’s voice explaining the topic. They didn’t record the
authentic classroom lectures but instead provided lecture summaries recorded by four
teachers.
Lectures Video
According to Scutter et al. (2010), lecture videos make a course and its content more
accessible to students with disabilities or students with English as a second language.
Whether offered in a traditional face-to-face class or in an online section, the availability of
lecture videos better enable students with disabilities or students for whom English is not a
first language to overcome their individual challenges.
Based on the study of Holbrook and Dupont (2009), lecture videos reduce requests to
instructors for content clarification. Traditional classroom students can access lectures
outside of class and revisit a topic they are struggling to comprehend. This ‘second look’ at
the concept may generate a better understanding and thus negate the need to contact the
instructor via phone or email.
However, Bollmeier et al. (2010), cited that “after using lecture videos students tend
to feel they have an enhanced understanding of content, and some studies have indicated
better learning outcomes as evidenced by improved grades.”

Furthermore, Ljubojevic et al. (2014), students performed better when videos were
included in the mid-session of the lecture.
Likewise Lopez et al. (2016) also found out that students found the videos and clips
to be the most useful and efficient teaching tool to improve learning.
In the study conducted by Brecht (2012), found out that videos and clips designed to
support tutoring have a significant result.
In addition, Geri (2012), indicated about 94% of the students might improve their
understanding of the learning materials via watching videos.
Another study of Meehan and McCallig (2019) referred to as online lectures—
recordings of the lecture content done by the lecturer (not necessarily during the live lecture)
which have a one‐to‐one correspondence with a live lecture from the course. Sometimes
those online lectures can be split into many shorter videos—on average.
Video based learning
Brame, the assistant director of Center for Teaching in Vanderbilt University (2016)
stipulated that in order to create effective video-based learning, she listed out a few
suggestions to improve video-based learning. These were her suggestions:
1. Displaying key information (signaling).
2. Segmenting the video clip into smaller pieces (segmenting)
3. Elimination of extraneous information (weeding)
4. Matching the process of both audio and visual channel to convey information
(matching modality)
5. Making materials that are relevant for a particular class.

According to Kay (2012), she did a thorough research on learning effectiveness through
videos. She found out that video-based learning did bring benefits in understanding,
motivation in learning, improving study habits and better grades. In a nutshell, the inclusion
of videos and clips in learning has positive learning outcomes.
In addition, Bell and Bull (2010), also mentioned that teachers need to actively
participate in controlling the video session such as pausing, asking questions, replaying key
segments and assessing understanding. If teachers were not around to control of the video
and clips, the students’ understanding of the videos may be hampered.
Based in the study of Lalian (2010), utilizing video lessons as intervention material
for modular distance learning can help students increase their understanding and performance
in mathematics.
According to the study of Ladrillo’s (2021), entitled “Effects of Teacher-Made
Learning Videos on Students’ Academic Performance among Grade 9 Mathematics under
Modular Approach.” It implies that utilizing video lessons in mathematics intervention
helped the learners to perform better academically. Since the teacher explained the lesson
content in the video lessons, the learners had significant learning improvement from the test
result. Furthermore, it implies that teacher-made videos can deliver lessons and activities that
help the learners understand the mathematics concepts. Moreover, videos empower learners
to watch their lessons under their control. They can replay or pause anywhere and anytime as
long as they have devices, even with or without internet connections.
Lectures Capture
According to Dona et al. (2017), Australian lecturers found that 91% of mathematics
and science lecturers predominantly taught face-to-face, compared to just 44% in arts. It
appears that any proper investigation of LC adaptation necessitates a nuanced, discipline-
specific approach.
Based on the study of Yoon et al. (2014), synchronized audio and the students to view
at their own leisure can download visual recordings of live lectures.
In addition, Williams et al. (2012, stated that “audiovisual recordings of face-to-face
lectures, can also be short videos intended to be watched before lectures, additional content,
or complete video substitutes for lectures.”
Similar to the study of Baer and Vargas entitled “Effects of Using Video Lessons in
the Mathematics Achievement of Senior High School Learners”, they say that the result
showed that the post-test scores of the experimental groups taught with video lessons are
remarkably better as compared to those which were taught the traditional approach. The data
in the pre-test reveals that the computed p-value of 0.495 means that the hypothesis of no
significant difference is accepted. There is no significant difference in the pre-test scores of
the class groups. Analysis using an independent sample t-test revealed a significant
improvement in the posttest score of the experimental group t(50.224) = -3.107, p <.001.
These findings suggest that watching video lessons from YouTube is effective and can be a
possible approach to improving the mathematics achievement of SHS learners.
Synthesis and Relevance of Related Literature and Studies
In the overall review of related literature and studies, collecting this information is
crucial for the learners to use it efficiently. This recorded lecture plays an essential part in
learning some mathematical concepts that will help the learners.

Based on the study of Lalian (2010), utilizing video lessons as intervention material
for modular distance learning can help students increase their understanding and performance
in mathematics.
According to the study of Ladrillo’s (2021), entitled “Effects of Teacher-Made
Learning Videos on Students’ Academic Performance among Grade 9 Mathematics under
Modular Approach.” It implies that utilizing video lessons in mathematics intervention
helped the learners to perform better academically. Since the teacher explained the lesson
content in the video lessons, the learners had significant learning improvement from the test
result. Furthermore, it implies that teacher-made videos can deliver lessons and activities that
help the learners understand the mathematics concepts. Moreover, videos empower learners
to watch their lessons under their control. They can replay or pause anywhere and anytime as
long as they have devices, even with or without internet connections.
From a learning perspective cited by Costley and Lange (2017), they said that media
can have a profound impact on how learners process and ultimately comprehend the content
due to its essential role as content deliverer. Ineffective use of media contributes to interest,
engagement, and motivation issues, and ultimately contributes to a lack of understanding in
e-learning environments.” Additionally, which is mentioned by Scutter et al. (2010), lecture
videos make a course and its content more accessible to students with disabilities or students
with English as a second language. Whether offered in a traditional face-to-face class or in an
online section, the availability of lecture videos better enable students with disabilities or
students for whom English is not a first language to overcome their individual challenges.
On the other hand, Meehan and McCallig (2019) said that as online lectures
recordings of the lecture content done by the lecturer (not necessarily during the live lecture)
which have a one‐to‐one correspondence with a live lecture from the course. Sometimes
those online lectures can be split into many shorter videos—on average.
Yoon et al. (2014) discussed that, synchronized audio and visual recordings of live
lectures, which students can download to view at their own leisure. In addition, Williams et
al. (2012), stated that “audiovisual recordings of face-to-face lectures, it also be short videos
intended to be watched before lectures, additional content, or complete video substitutes for
lectures.”
The recorded lecture video is very useful in the learning of students in which the
students will understand the lesson very well if they saw visuals or some images that can
catch their attention. Students benefit from working with a variety of materials, tools and
contexts when constructing meaning about new mathematical ideas. Meaningful student
discussions also provide essential links among concrete, pictorial and symbolic
representations of mathematics. Videos do play a role in the satisfaction level of learners
towards e-learning. In a nutshell, as the few studies indicated above have already identified
the effectiveness of learning via video, the rest of this paper explored the learning
effectiveness of videos in teaching business related topics and has included suggestions to
improve teaching using videos and clips. These literatures and studies served as the baseline
in conducting this research. This research is distinct from other researches since it focused on
understanding the recorded lecture video about measure of position. Additionally, this
explained the difficulties experienced by the some learners and provided the necessary
interventions in helping them out to overcome difficulties in learning mathematics.

Chapter 3
RESEARCH METHODOLOGY
This chapter describes the research design, research locale, population and sample,
the data gathering instrument, the data gathering procedure, statistical treatment and data
analysis procedure.
Research Design
The method applied in this study was quasi-experimental design, specifically the One
Group Pretest-Posttest design type. In this research design, the pretest was administered with
40-selected Grade 10 the respondents before the treatment was implemented while the
posttest was administered after the treatment. This design is suited to the study considering
its purpose of identifying the significant difference of performance of the academically
challenge learners in measures of position before and after the application of the recorded
lecture video.
Table 1
Quasi-Experimental Design
Group Test Treatment Test
Grade 10 learners of Recorded Lecture Video about
Mogpog National Pre-Test Measures of Position Posttest
Comprehensive High (Experimental Treatment)
School
Research Locale
This illustration points out map of Marinduque province highlighting the municipality
of Mogpog with arrow pointing the location of Mogpog National Comprehensive High
School where the study was conducted.
Figure 2. Map of Mogpog pinpointing Mogpog National Comprehensive High School

Source: https://nona.netfeatures/map/placedetail.1484218 /wiki/Mogpog
Mogpog National Comprehensive High School is located in the province of Marinduque, IV-
B –MIMAROPA, in Barangay Capayang municipality of Mogpog. The school was
established on January 01, 1997. School ID: 301557, Classification: DepEd Managed, School
Type: School with no Annexes, Class Organization: Monograde.
The study was conducted at Mogpog National Comprehensive High School. It is one
of the best performing school in the province. The researcher resides in this place and know
well the teaching – learning situations that takes place in this school. This school just recently
started the process of going back to the face-to-face class. Although it is hard for the students
to adapt and understand lessons easier and faster especially in mathematics subject as viewed
by most students for it being hard and challenging, this school is keen on adhering with
educational standards in relation to teach lessons/topics well. Hence, its ultimate goal is to
release students with a good understanding on specific topics and subjects. With the above-
mentioned reasons, the researcher with her high regards to the institution resolutely
conducted the study in this place which is Barangay Capayang, Mogpog, Marinduque.
Population and Sampling Technique
The subject of this study were the 40 selected Grade 10 students who are officially
enrolled in this school year 2022-2023 at Mogpog National Comprehensive High School in
Mogpog, Marinduque.
The researcher used purposive sampling technique in selecting the samples banking
on three considerations. First, the year level of which the topic is best suited and taught.
Second, the approval from the parents of the respondents. And third, the availability of the
respondents was considered to determine as to when the researcher is allowed to conduct the
demonstration teaching convenient for the learners.
The researcher used a One Group, in the execution of teaching measures of position
using recorded lecture video.
Data Gathering Instrument
The main instrument used in gathering the data was the adopted questionnaire about
measures of position. The test is about Measure of Position. It consists of two parts, one part
was a 10-item Multiple Choice which is knowledge based with equivalent one (1) point each
totaling ten (10) points, and the second part is a five (5) item Multiple Choice which is
computation based with corresponding one (1) point for each item equivalent to five (5)
points with the total of fifteen (15) points. It was given to the students to measure their
knowledge and skills in the particular topic as pre-test and post-test. The set of test was
carefully inspected and examined by two experts, a teacher teaching Assessment in
Learning, an expert in test validation and have knowledgeable about a reliable assessment
tool and a Mathematics teacher who incidentally was the researcher’s resource teacher
teaching the same subject and handling the class respondents.
To describe the performance of the students in measures of position before and after
the intervention, the frequency counts and the level of proficiency assessment tools (DepEd
Order No. 73, s.2012) as presented in table 2 was used.
Table 2
Performance Level Assessment Tools
Level of Proficiency Equivalent Numerical Value
Beginning 74% -below
Developing 75%-79%
Approaching Proficiency 80%-84%
Proficient 85%-89%
Advanced 90%- above
Data Gathering Procedure
The original title proposed by the researcher was checked, revised, and check by the
researcher adviser to maintain conformity on the subject of the research. The researcher
chose one particular topic in Mathematics which is measure of position for ungrouped data
that students find it confusing. The researcher designed a lesson plan about learning measure
of position and recorded lecture video about measure of position to test if this is effective in
learning. A test was likewise designed and requested a specialist in this subject to validate it.
A request letter duly signed by the research adviser was sent to the Principal of Mogpog
National Comprehensive High School asking permission to conduct the study with students
from Grade 10 of Mogpog National Comprehensive High School as the respondents of the
study. Upon approval, the researcher prepared a letter for the mathematics grade 10 teacher
and the parents of the selected students to ask permission if their children and students are
allow to serve as the respondents of the said study. Also, the researcher prepared a letter to
the respondents requesting their permission to participate in the study before administering
the adopted questionnaire. After getting the necessary permits to conduct the survey, the
schedule to conduct of the study was framed properly on the days convenient to the
mathematics teacher said.
In addition the researcher determined one essential learning competency in
Mathematics in which the use of recorded lecture video is applicable. Afterwards, the
researcher prepared the identical pre-test and posttest consisting of fifteen multiple choice
items about measures of position and requested a two specialist on mathematics field and one
expert on language field check it.
On January 13, the researcher administered the pre-test about measures of position for
ungrouped data. Likewise, on the same day the demonstration teaching with the used of
recorded lecture video about quartiles was conducted. Then, on January 16 and 18, the
demonstration teaching with the use of recorded lecture video about deciles and percentiles
was conducted. The posttest was administered after the presentation about percentiles. The
respondents were given 20 minutes to answer the test.
The test papers of the respondents were collected, checked, interpreted and analyzed.
Statistical Treatment and Data Analysis
To determine the effectiveness of recorded lecture video in learning measure of
position some statistical tools were used in computing and analyzing the results of the data
gathered. These include frequency counts, percentage, mean, and paired samples t-test. To
describe the level of performance of the respondents, frequency, percentage and level of
proficiency assessment tool (DepEd Order No.73, s.2012) were utilized.
To prove the significant difference between the pretest and posttest scores of
respondents in measures of position, Paired Samples t-test was used.

Chapter 4
RESULTS, ANALYSIS AND INTERPRETATION OF DATA
This chapter includes the presentation, analysis, and interpretation of data gathered in
accordance with the sequence of specific questions raised in Chapter 1. The data gathered,
after applying statistical tools, is presented in table and graph forms.
This chapter has three parts; first part is the scores of the students in the pre-test and
posttest about measures of position. The second part is the T-test on the significant difference
between scores of students in the pre-test and posttest about measures of position. Third, the
implications based on the findings of the study.

Student’s Scores in the Pre-Test and Posttest about Measures of Position
This figure below represents the scores of the students’ in the pre-test on measures of
position before using the recorded lecture video about measures of position and their posttest
scores after the recorded lecture video was applied.
Figure 3.
Scores in Measures of Position
Pre-test and Postest Scores in Measures of Position together with the illustration on
indications of mean gain
Pre-test and Posttest about Measures of Position

13
11
9
7
5
3
1
1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0
2 4P 1 4 5 2 6 6 4 5 6 4 2 6 2 7 0 1 3 4 3 4 5 3 4 6 4 6 3 3 1 6 3 3 4 5 4 4 2 3
r
e
-
t Pre-test Posttest Gain Scores
e
s
t
6 6P 4 5 6 6 1 8 5 8 6 5 5 9 9 1 8 5 7 8 8 7 1 6 8 8 1 9 6 7 7 9 1 8 9 1 1 9 1 1
o 2 3 3 0 0 2 0 0 1
s
t
t
e
s Mean
t
4 2 3
G
1 1 4 6 2 1 3 0 1 3 3 7 6 8 4 4 4 5 3 8 3 4 2 6 3 3 4 6 3 7 5 5 7 6 5 8 8 3.75
a
i
n 7.95
S
c
o
4.2
r
e
s
Figure 3, clearly shows that the student’s scores and understanding in measures of
position improved as indicated by black colored line graph after using recorded lecture video.
The highest score on the pre-test is 7, whereas the highest score on the posttest is 13. The
lowest score 0 in the pre-test increased to 4 in the posttest. The average score in pre-test is
3.75 while the average scores in posttest is 7.95. The average gained score is 4.2. Therefore,
in the pre-test and posttest about measures of position the students’ scores improved, as
shown in the mean gain score after the application of recorded lecture video in the course of
teaching the particular lesson on measure of position.

Table 3
Pre-test and Posttest Scores in Measures of Position
Student Pre-test Percentage Performance Posttest Percentage Performance Level
Number Scores Scores Level Scores Scores
(%) (%)
1 2 13.33 Beginning 6 40.00 Beginning
7 6 40.00 Beginning 12 80.00 Approaching Proficiency
16 7 46.67 Beginning 13 86.00 Proficient
23 5 33.33 Beginning 13 86.00 Proficient
36 5 33.33 Beginning 12 80.00 Approaching Proficiency
Legend:
Beginning (74%-below)
Developing (75%-79%)
Approaching Proficiency (80%-84%)
Proficient (85%-89%)
Advanced (90%-above)
Table 3 shows the pre-test and posttest scores of the forty (40) academically
challenged learners in measures of position. First, the data revealed that in the pre-test, the
performance level of all the academically challenged learners were all in the Beginning level.
Second, the posttest scores revealed that there were changes in the scores of the academically
challenged learners after instruction using recorded lecture video in teaching measures of
position. But then despite the improvement of scores in the posttest as shown in Figure 3, 36
respondents remained in the Beginning level. However, 2 academically challenged learners
gained improvement from Beginning to Approaching Proficiency and 2 out of 40
academically challenged learners gained Proficient level in the posttest.
Table 4
Summary table for Pre-test and Posttest levels of Performance in Measures of Position
Pretest Posttest
Level Frequency Percentage Level Frequenc Percentage

(%) y (%)
Advanced 0 0 Advanced
Proficient 0 0 Proficient 2 5
Approachin 0 0 Approaching 2 5
g Proficiency
Proficiency
Developing 0 0 Developing
Beginning 40 100 Beginning 36 90
Total 40 100 Total 40 100
Table 4 shows the pre- test and posttest scores of forty (40) academically challenged
learners in measures of position. The data reveals that in the pre-test, the performance levels
of 40 academically challenged learners are in the Beginning level. The posttest scores reveals
that there are few positive changes on the scores of students after using the recorded lecture
video in teaching measures of position.

In the pre – test, the scores of 40 respondents are all peg in the Beginning level. After
applying the recorded lecture video teaching on measures of position, only 36 out of 40
learners remained stacked in the Beginning level in their posttest result. Two respondents
gained improvement from Beginning to Approach Proficiency level in the posttest.
Similar with the study of Baer and Vargas entitled “Effects of Using Video Lessons
in the Mathematics Achievement of Senior High School Learners”, they said that the result
showed that the post-test scores of the experimental groups taught with video lessons are
remarkably better as compared to those, which were taught the traditional approach. The data
in the pre-test reveals that the computed p-value of 0.495 means that the hypothesis of no
significant difference is accepted. There is no significant difference in the pre-test scores of
the class groups. Analysis using an independent sample t-test revealed a significant
improvement in the posttest score of the experimental group t(50.224) = -3.107, p <.001.
These findings suggest that watching video lessons from YouTube is effective and can be a
possible approach to improving the mathematics achievement of SHS learners.
Table 5
Test of Difference in the Scores of Students in the Pre-test and Posttest about Measures of
Position of the Grade 10 Learners on Mogpog National Comprehensive High School
Paired Samples Test
Paired Differences
95% Confidence
Std. Std. Interval of the
Deviatio Error Difference Sig. (2-
Mean n Mean Lower Upper t df tailed)
Pair 1 pretest -3.82500 2.25192 .35606 -4.54520 -3.10480 -10.743 39 .000
posttest
P-value Remarks Decision
Pretest and Posttest 0.000 Significant Reject the null hypothesis
The test of difference as shown in table 5 indicates that there is a significant difference
between the pre-test and posttest scores given to learners about measures of position where
the P-value is .000 lower than .05. It indicates that the use of recorded lecture video in
teaching and classroom instructions aids the respondent to perform better in the measures of
position. There is a significant change in the students’ test scores after the use of recorded
lecture video in teaching. It only proves that the used of this model truly help students to
develop deeper understanding in measures of position and mathematical concepts. Therefore,
the decision is to reject the null hypothesis.
The study’s findings were consistent with the study of H. Kinnari-Korpela in her
research entitled “Using Short Video Lectures to Enhance Mathematics Learning –
Experiences on Differential and Integral Calculus Course for Engineering Students” where
the experiment was encouraging and the results seem to indicate that the usage of short
lecture method in mathematics context is meaningful and necessary. The feedback from
students revealed that they used the videos for example to have more time to internalize and
understand the content. Especially the step-by-step solutions and explanations were seen
valuable. According to students’ experiences, the result is almost the same as if the teacher is
at the moment physically teaching the content. Thus, for example the students with low
proficiency in mathematics had more time to think and replay the explanations. Based on the
feedback and results it seems that using short videos is suitable method to present
mathematics contents. This teaching strategy complements educators valuing on ample
repetition makes perfect.

Implications of using Recorded Lecture Video in Teaching Measures of Position based
on the Findings of the Study
The significant difference between the scores of the academically challenged learners
in the pretest and posttest about measures of position implies that the use of recorded lecture
video in teaching certainly help the respondents to perform better and understand the
measures of positions and the mathematics concept as it provides valuable support for
students’ retentive memory.
The findings of the study have shown the through the use of recorded lecture video in
teaching measures of position for ungrouped data, the performance of the learners was
improved, they get a better and deeper understanding when they see and hear what is being
taught by the teacher. Hence, teachers can use audio visual or recorded lecture video in
teaching mathematical concepts as it provides valuable support for student learning.

Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter condenses and sums up the result of this study. It consists of the
summary of findings, which is a brief discussion about the study, the conclusion which is
based on the result of the study, and the recommendations given. This study entitled
“Effectiveness of Recorded Lecture Video in Teaching Mathematical Measures of Position
among Grade-10 Learners” was conducted to identify the effect of the recorded lecture video
in teaching measures of position.
Summary of Findings
Based on analysis and interpretation of the data gathered from the respondents, the
following findings were drawn:
1. The scores obtained by the academically challenged learners in the pretest given at
the beginning of the study, it revealed that academically challenged learners had very
inadequate knowledge about the mathematical measures of position. This required the
use of recorded lecture video in teaching in order to achieve the mastery-learning
competency in measures of position for ungrouped data.
2. The posttest identical to the pretest administered with the respondents after applying
the recorded lecture video in classroom teaching about mathematical measures of
position revealed great improvement. Thirty six (36) out of forty remained in
Beginning Level but gained higher score in the pre-test, 2 moved on to Approaching
Proficiency Level while 2 moved onto Advanced Proficient Level. A test on
significant mean difference between scores of academically challenged learners in the

pre-test and posttest of measures of position for ungrouped data was used to analyze
the posttest scores. Thus, the scores and mean obtained in the posttest depicted that
the academically challenged learners had gained improvement in measures of position
for ungrouped data with the use of recorded lecture video.
3. At 0.05 level of significance, the computed p-value indicates that there is a significant
difference between the scores of the academically challenged learners in the pre-test
and posttest about measures of position for ungrouped data. The mean scores in the
posttest was significantly greater than the mean scores in the pretest hence, the null
hypothesis is rejected.
4. The results of the study implied that the use of recorded lecture video in teaching and
instruction contribute positively to the performance of students in the measures of
position for ungrouped data especially in teaching mathematics.
Conclusion
Based on the findings, the researcher found out that the use of recorded lecture video
in teaching improves the performance of the academically challenge learners in measures of
position for ungrouped data in mathematics. It was found that the null hypothesis was
rejected since there was a significant difference between the scores of students before the
treatment was given and after it was employed. Concededly, recorded lecture video can help
students increase their understanding and performance in mathematics.

Recommendations
In the light of foregoing findings and conclusion of the study, the researcher offers
the following recommendations:
1. Teachers may use recorded lecture video in teaching measures of position or
mathematics subject. Watching video lessons should be used in teaching learners in
Mathematics especially in heterogeneous classes because it improves their classroom
performance.
2. Teachers may encourage students to be persistent in class discussion and improve
their study habits to enhance their mathematical capabilities. Additionally, teachers
should be given in-service training on the integration of video watching in teaching
for them to gain more knowledge and a clear understanding of the approach.
3. Teachers may attend workshops or training sessions that deal with recorded lecture
video and impart what is learned to the students through incorporating the recorded
lecture in discussing mathematical concepts. Although tedious on the part of the
teachers, they should be encouraged to prepare and use video lessons to motivate
learners to participate in class discussions.
4. Further studies may be conducted about the topics in Mathematics in which
accompanying recorded lecture may be used to strengthen and arouse the interest of
the students.
5. Future researchers may conduct similar study over one whole semester, including
other topics instead of only one topic with another larger sample size or group of
students in either math grade level.

REFERENCES
BIBLIOGRAPHY
Afolabi, A. F., & Akerele, J. A. (2012). Effect of Video on the Teaching of Library Studies
among Undergraduates in Adeyemi College of Education, Ondo. Library Philosophy and
Practice. Retrieved from https://www.edutopia.org/technology-integration-guide-
description.
Berk, R. A. (2009). Multimedia Teaching with Video Clips: International Journal of

Technology in Teaching and Learning, 5(1), 1–21.[4]
Bollmeier, S.G., Wenger, P.J., Forinash, A.B. (2010). Impact of online lecture-capture on
student outcomes in a therapeutics course. American Journal of Pharmaceutical
Education, 74(7).
Greenberg, A., Barnett, T. L., & Nicholls, J. A. F. (2007). Teaching experiential learning:
Adoption of an innovative course in an MBA marketing curriculum. Journal of
Marketing Education, 29 (1), 25-33.[5]
Hsin, W. J., & Cigas, J. (2013). Short videos improve student learning in online education.
Journal of Computing Sciences in Colleges, 28(5), 253-259. Retrieved from
http://kauppinen.net/tomi/learning-in-the-era-of-online-videos-camera-ready.pdf
Kay, R.H. (2012). Exploring the use of videopodcasts in education: A comprehensive review
of the literature. Computers in Human Behavior, 28(2012), 820-831. Retrieved from
https://www.lth.se/fileadmin/cee/Documents/Kay_2012_Podcasts.pdf
Ladrillo, S. (2021). Effects of Teacher-Made Learning Videos on Students’ AcademicP

among Grade 9 Mathematics under Modular Approach.
López, S.D.F., Ferrando, F., & Fabregat-Sanjuan, A. (2016). Learning/training video clips:
an efficient tool for improving learning outcomes in Mechanical Engineering.
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Mannila, L. (2009). Teaching mathematics and programming: new approaches with

empirical evaluation. TUCS Dissertations 124. Turku Centre for Computer Science.
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O. N. Lalian. (2018). “The Effects of Using Video Media in Mathematics Learning on

Students’ Cognitive and Affective Aspects,” AIP Conference Proceedings, vol. 2019, p.
030011.
Prodanov, V.I. (2012). In-Class Lecture Recording: What Lecture Capture has to Offer to the
Instructor. ASEE PSW Conference. Cal Poly San Luis Obispo
APPENDICES
APPENDIX A
Detailed Lesson Plan in Statistics for Grade 10 learners
I. OBJECTIVES
At the end of the lesson, students should be able to:
1. Illustrate the following measures of position: quartile, decile, and percentile
2. Calculate a specified measure of position (e.g. 90th percentile) of a set of data;
3. Interpret measures of position; and
4. Solve problems involving measures of position.
II. SUBJECT MATTER
A. Topic: Measure of Position
B. Sub-topic: Ungrouped Data
C. References: Mabli, S.M. 2020. Quarter 4 – Module 33 Measures of Position of
Ungrouped Data. Mathematics - Grade -10 Module. Department of Education:
Cordillera Administrative Region. pp. 1-24
D. Materials: Laptop, PowerPoint Presentation
III. PROCEDURE
Teacher activity Student activity
A. Daily Routine
a. Prayer/ Greetings
“Good morning class!!” Good morning, ma’am.
“Before we start, please stand and let’s have our Student will lead the prayer
prayer”
b. Checking of Cleanliness, Attendance and

Students will arrange their
Assignment
chairs and kept unnecessary
things.
Checking of Cleanliness
“Before you take your seat, please arrange your chairs
properly and see to it that your area is free from any
trash or any object which is not related to our topic”
Checking of attendance
“Class monitor, is there any absentee for today?”

None, ma’am
Checking of Assignments
“Do we have any assignments?”

None, ma’am
c. Review
Before we proceed to our new lesson lets have first a
quick review. Do you still remember Central Tendency?

Yes, ma’am
So how we define central tendency?

Central Tendency is a
descriptive summary of a data
set through a single value that
reflects the centre of the data

distribution. Along with the
variability of a data set, central
tendency contains mean,
median and mode.
“Very good! Well then let’s continue our lesson.
d. Motivation “To begin with our new lesson, let us
have our simple activity. You are all familiar with this
game. 4pics 1 words. I will flash picture and you will
guess what the shuffled words is.
Position
Divide
Equal
Parts
Okay very good!!! Those words are related to our topic
for today which is Measure of Position.
Do you know the most popular Chinese zodiac legend?
According to this legend, the Jade Emperor made an
order to designate animals as the calendar signs. The
twelve animals that arrive first in the banquet shall be
selected. On that day, the rat got up early and rushed to
the banquet. On his way, he met the ox and asked the ox
to carry him on his back. As the two were approaching
the site, the rat slid in front of the ox, and became the
first lucky animal of the Chinese zodiac. Following rat
and ox are tiger, rabbit, dragon, snake, horse, sheep,
monkey, rooster, dog, and pig.
Answer the following questions based on the story.
1) Which of the following belongs to the first 50% that
arrived earlier than the rest of the group?
A. tiger B. rabbit
C. dragon D. all of the above
2) Which of the following belongs to the second 50%
that arrived later than the rest of the group?
A. horse B. snake
C. dragon D. none of the above
3) Which of the following represents the median?
A. dragon B. snake
C. horse D. none
4) Which of the following belongs to the first 25% that
arrived earlier than the rest of the group?
A. tiger B. rabbit
C. dragon D. snake
5) How many percent of the animals arrived later than
the tiger?
A. 25% B. 50%
C. 75% D. 100%
B. Lesson Proper
Measure of position is a measure by which the position
of a data is determined through its value.
From the previous activity, we observed that each
animal has a position. Take for example the tiger.
 The tiger belongs to the first 50% or top 50% of
the group that arrived earlier than the rest of the
animals.

 The tiger belongs to the first 25% or top 25% of
the group that arrived earlier than the rest of the
animals.
 The tiger arrived earlier than 75% of the
animals.
Interestingly, based on this example, we can say that
there are several measures that can be used to describe
the position of the tiger.
One measure that you had discussed when you were in
Grade 7 and Grade 8 was the median.

In applying the concept of median, you arrange all the
observations/scores/data in either ascending or
descending order. This ordered set is then divided into
two equal parts. The median then is the middle number
that divides the data into two equal parts. Fifty percent
of the data is below the median (lower half). In the story,
the median is the snake because 50% of the animals
arrived later than the snake.
The animals that belong to the first fifty percent of the
group that arrived earlier are rat, ox, tiger, rabbit,
dragon, and snake. The animals that belong to the fifty
percent of the group that arrived later are the horse,
sheep, monkey, rooster, dog, and pig.
Let us have a recap on the concept of median. Let us
first consider a data set with odd number of values.
Example:
A. In their Physical Education class, seven students
practiced shooting the basketball ball from the free
throw line for twenty times. Below is the list of the
successful shots done by the seven students:
9, 3, 5, 6, 8, 10, 11
Find the median of the data set.
Solution:
First, let us arrange the values in ascending order:
3, 5, 6, 8, 9, 10, 11
Then, find the middle number. Since there are 7 values,
the middle is the 4th value counting from either left of
right.
3, 5, 6, 8, 9, 10, 11
Therefore, the median is 8. This means that about 50%
of the group has a lower number of successful shots than
8 and about 50% of the group has a higher number of
successful shots than 8.
Let us proceed in finding the median of a data set with
even number of values.
Example:
A. In their Physical Education class, eight students
participated in throwing the shot put. Below is the list of
how far the shot put reached per student.
17, 7, 5, 9, 11, 3, 13, 15
Find the median of the data set.
Solution:
First, let us arrange the values in ascending order:3, 5,
7, 9, 11, 13, 15, 17

Then, find the middle number. Since there are 8 values,
then the middle values are the 4th value from the left and
the 4th value from the right. 3, 5, 7, 9, 11, 13, 15, 17
The median is the mean of the two values.
(9+11)÷2=20÷2= 10
Therefore, the median is 10 meters. This means that 50%
of the group threw shorter than 10 meters and 50% of
the group threw longer than 10 meters. Say, Hero is one
of the students who threw the shot put and his throw
reached 15 meters. This means that Hero belongs to the
group that threw the shot put farther than 10 meters.
Previously, we only divided the data set into two equal
parts, but we may also divide the data set into more parts
of equal sizes such as into four, ten, or even hundred
parts. Doing this will require us to compute for
quartiles, deciles, and percentiles, respectively.
The quartiles are values which divide a list of ordered
numbers into four equal parts. There are three quartiles
which are denoted as 𝑄1, 𝑄2, and 𝑄3.
If the data are arranged in ascending order, the second

quartile, 𝑄2, is the median of the data set. This means
that 50% of the numbers in the data set lie below 𝑄2.
The first quartile, 𝑄1 is the median of the lower half of
the data set. This means that 25% of the numbers in the
data set lie below 𝑄1.
The third quartile, 𝑄3 is the median of the upper half of
the data set. This means that 75% of the numbers in the
data set lie below 𝑄3.
The quartiles can be interpreted in several ways. For 𝑄1,
we can claim that the pig, dog, and rooster belong to the
25% of the group that arrived latest in the group. The
pig, dog, rooster, monkey, sheep, horse, snake, dragon,
and rabbit belong to the 75% group that arrived later
than the rest of the group.
The Quartiles for Ungrouped Data
Were you able to accurately determine the different
quartiles of the previous activity?
Since 𝑄2 is equal to the median, the step in finding for
the median of the data set is the same. To find 𝑄1, we get
the median of the lower half. To find 𝑄3, we get the

median of the upper half. This is called the Tukey’s
Method.
Let us try some examples.
Examples:
A. Averina, a shoe store owner, wanted to compare the
different brands of shoes. The table below shows her
record of the number of pairs of shoes bought from each
of the brands in one week. Find 𝑄1, 𝑄2, 𝑄3.
1. Arrange the numbers of pairs of shoes in ascending
order.
2. Identify the median of the number of pairs of shoes.
This is 𝑄2.
3. Identify the lower half of the number of pairs of
shoes.
4. Identify the median of the lower half of the number of
pairs of shoes. This is Q1.
5. Identify the upper half of the number of pairs of
shoes.
6. Identify the median of the upper half of the number of
pairs of shoes. This is 𝑄3.
B. Alice wanted to compare the fruits with high water to
substitute water to hydrate the body and found the
following data. Find 𝑄1, 𝑄2, 𝑄3.
1. Arrange the amounts of water per cup in ascending
order.
107, 128, 137, 138, 141, 142, 151, 209
2. Identify the median of the amounts of water per cup.
This is 𝑄2.
3. Identify the lower half of the amounts of water per
cup.
4. Identify the median of the lower half of the amounts
of water per cup. This is 𝑄1.
5. Identify the upper half of the amounts of water per
cup.
6. Identify the median of the upper half of the amounts
of water per cup. This is 𝑄3.

Another method of finding quartiles is the Mendenhall
and Sincich Method. Given a data set with n number of
values, first, we arrange the data in ascending order.
Next, we find the position of 𝑄1 ,L , in the data set:
𝐿 = 𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑄1 =¼ (𝑛 + 1). Then round up to the
nearest integer. Finally, look for the value of the L th
value in the data set.
To find the position of 𝑄3, the U, in the data set use the
formula:
𝑈 = 𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑄3 =¾(𝑛 + 1)
Then round UP to the nearest integer. Then look for the
value of the Uth value in the data set.
Example:
Alucard, a coffee shop owner, recorded the number of
orders of the different coffee drinks in a day.
1. Arrange the values in ascending order.

2, 3, 5, 5, 6, 7, 8, 9, 10
2. Locate the position of 𝑄1 using the formula ¼(𝑛 + 1)
and round up to the nearest integer.
Since there are 9 values in the data set, n=9.
𝐿 =¼(𝑛 + 1)
=¼(9 + 1)
=¼(10)
= 2.5
The computed value 2.5 becomes 3 after rounding up.
3. Find the Lth value in the data set.
Since 𝑄1 is the 3rd data element.
4. Locate the position of Q3 using the formula ¾(𝑛 + 1)
and round up to the nearest integer. We are determining
the 𝑄3, therefore, we make sure that the percentage
below the 𝑄3 that we get should not be less than 75%.
That is why, whatever mixed number value of U that
you get, it must always be rounded up.
𝑈 =¾(𝑛 + 1)
=¾(9 + 1)
=¾(10)
= 7.5
The computed value 7.5 becomes 8 after rounding up.
5. Find the Uth value in the data set.
Since 𝑄3 is the 8th data element,
This method makes sure that by rounding up, the values
of 𝑄1 and 𝑄3 are actual values from the data set.
The Deciles for Ungrouped Data
The median divides the data set into two equal parts.
Quartiles divide the data set into four equal parts.
Deciles, on the other hand, are values that divide the
data set into ten equal parts. There are nine deciles
which are denoted as 𝐷1, 𝐷2, 𝐷3,…, 𝐷9.
If the data are arranged in ascending order, 𝐷1 would
mean that 10% of the data lie below it. 𝐷2 would mean
that 20% of the data lie below it.
Deciles are computed in the same way as the quartiles.

First, we arrange the data in ascending order. Next,
locate the position of the deciles in the data set. To
do this, we use the following formula:
i
𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝐷𝑖 = (𝑛 + 1) and round up to the nearest
10
integer. Finally, find the value that corresponds to the
computed position.
Example:
A. Mr. Ling is an English teacher. He is interested in the
reading speed of his students. The following are the
numbers of words his students can read in one minute.
50, 25, 23,30,42, 20, 13, 16,16, 10, 12, 11, 11,11, 19
Find the seventh decile.
1. Arrange the numbers of words read by the students in
one minute in ascending order.
10, 11, 11, 11, 12, 13, 16, 16, 19, 20, 23, 25,30,42, 50
2. Locate the position of 𝐷7 using the formula
i
𝐷7 = (𝑛 + 1) and round up to the nearest integer. Since
10
there are 15 values in the data set, then 𝑛 = 15 and we
are looking for 𝐷7, then 𝑖 = 7.
i
𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝐷𝑖 = (𝑛 + 1)
10
7
𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝐷7 = (15 + 1)
10
7
= (15 + 1)
10
7
== (16)
10
=112/10
=11.2
The computed value 11.2 becomes 12 after rounding up
to the nearest integer.
3. Find the 12th value in the data set.
B. In Mr. Ling’s class, Guinevere finished her exam in
just 30 minutes. The time Guinevere spent in answering
the test is the 8th decile. What does this mean?
Explanation: So, if the time spent by Guinevere in taking
the exam is the 8th decile, it means that 80% of her
classmates finished the same test by spending the same
amount of time or longer time than her. Or 80% of her
classmates answered the test same time as hers or were
slower than her.

The Percentiles for Ungrouped Data
The median divides the data set into two equal parts.
Quartiles divide the data set into four equal parts.
Deciles divide the data set into ten equal parts.
Percentiles, on the other hand, divide the data set into
one hundred equal parts. There are ninety-nine
percentiles which are denoted as 𝑃1, 𝑃2, 𝑃3,…, 𝑃99.
If the data are arranged in ascending order, 𝑃1 would
mean that 1% of the data lie below it. Percentiles are
computed in the same way as the quartiles and the
deciles.
First, we arrange the data set in ascending order. Next,
locate the position of the percentiles in the data set. To
do this, we use the following formula:
i
𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑃𝑖 = = (𝑛 + 1) and round up to the
100
nearest integer. Finally, find the value that corresponds
to the calculated position.
Example:
A. The table below shows the list of the most
endangered animals on Earth.
Find the 70th percentile of the numbers of endangered
animals.
1. Arrange the values from the least endangered to the
most endangered using their given numbers.
2,500, 1,000, 800, 562, 380, 350, 340, 300, 300, 140, 84,
70, 68, 50, 10
i
2. Locate the position of 𝑃70 using the formula 𝑃70 =
100
(𝑛 + 1) and round up to the nearest integer. Since there
are 15 values in the data set, then 𝑛 = 15 and we are
looking for 𝑃70, then 𝑖 = 70.
i
𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑃70 = (𝑛 + 1)
100
70
𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑃70 = (15 + 1)
100
70
= (16)
100
1,120
=
100
= 11.2
The computed value 11.2 becomes 12 after rounding up
to the nearest integer.
3. Find the 12th value in the data set from the left.
This means that the Tooth-Billed Pigeon is more
critically endangered compared to70% of the group of
endangered animals.
C. Generalization
Measure of position is a measure by which the position
of a data is determined through its value. The measures
of position discussed in this module are quartiles,
deciles, and percentiles.
Quartiles divide the ordered set of data into four equal
parts.
Deciles divide the ordered set of data into ten equal
parts.
Percentiles divide the ordered set of data into 100 equal
parts.
In finding for the measures of position of a given data
set, we always start by arranging the data in either
ascending order or descending depending on the
variable under study.
Two methods are discussed in finding for Quartiles:
Tukey’s method and Mendenhall and Sincich
Method. Measures of position are computed in similar
manner.
D. Application
On the whole sheet of paper , answer the following
problems (1 point Representation, 1 point- solution, 1
point-Final Answer)
Countries with the Highest Number of Covid-19 Cases
as of July 30, 2020.
1. What is the Upper Quartile or third quartile of the
data?
A. 261,457 B. 471,123
C. 620,333 D. 1,021,611
2. What is the fifth decile of the data?
A. 261,457 B. 327,690
C. 395,005 D. 471,123
3. What is the 80th percentile of the data?
A. 471,123 B. 620,333
C. 1,021,611 D. 2,555,518
4. Which country has a higher number of Covid-19 cases
compared to the country in the 40th percentile?
A. Iran B. United Kingdom
C. Pakistan D. Spain
IV. EVALUATION
Below is a table containing the Annual Expenditure per family in the different regions of the
Philippines.
A. Calculate the following. For Quartiles, use the Mendenhall and Sincich Method.
1. 𝑄1 2. 𝑄3 3. 𝐷4 4. 𝐷7 5. 𝑃45 6. 𝑃80
B. Find, describes, and then interprets the position of CAR using percentiles
V. ASSIGNMENT
There are a lot of examples that show how the measures of position are applied in real-life
situations. Give utmost 5 examples of real-life situations that use the measures of position.
Make sure to briefly explain how these situations use the measures of position.
APPENDIX B
Test Questions
Name:________________ Grade &Section:______________
MULTIPLE CHOICE
Directions: Read each item carefully. Encircle the letter of the correct answer.
1. The median of a given data set is also the ______.
A. First quartile B. Second quartile C. Seventh decile D. None of the above.
2. What measure divides the distribution into ten equal parts?

A. Median B. Quartile C. Decile D. Percentile
3. The first quartile of the data set is equal to the ______.
A. 5th decile B. 50th percentile C. 25th percentile D. 75th percentile
4. What is the median of the scores 6, 8, 11, 25, 15, 10, 2, 8, 16?
A. 2 B. 6 C. 8 D. 10
5. Using Turkey’s Method, what is the first quartile of the following set of values:
12, 15, 22, 23, 34, 8, 19, 17, 18.
A. 12 B. 12.5 C. 13.5 D. 15
6. From the given data set in item #5, which number is greater than the third Quartile?
A. 18 B. 19 C. 22 D. 23
7. In the 2019 National Career Achievement Examination (NCAE), Aileen’s score in the
Mathematics Ability Test is at 90th percentile. What does this mean?
A. Aileen’s score is 90 points.
B. Aileen scored higher than 89% of the examinees.
C. Aileen is the 90th in position among all the examinees.
D. Aileen scored higher than the other 90% of the examinees
For items 8 to 10, refer to the table below.

Leading Countries Based on Facebook Usage
8. What is the fifth decile of the number of FB users?
A. 37 million B. 38 million C. 38.5 million D. 40 million
9. What is the 80th percentile of the number of FB users?
A. 76 million B. 89 million C. 130 million D. 140 million
10. Which country has greater number of users compared to the country in the 40 th
Percentile?
A. Bangladesh B. Columbia C. Turkey D. United Kingdom
11. Which country has lower number of users compared to the country in the 7th Decile?
A. Vietnam B. Philippines C. Mexico D. Brazil

12. Which country has greater number of users compared to the country in the 40 th
Percentile?
A. Bangladesh B. Columbia C. Turkey D. United Kingdom
13. Based on the 2018 Family Income Survey in the Philippines on the average Annual
income of families per region (arranged in ascending order), the third Quartile is 308
thousand. What does it mean if the average annual income of Families in the Cordillera
Administrative Region (CAR) is 354 thousand?
A. Families in CAR have the highest average annual income among the 17 Regions.
B. Families in CAR earn an average annual income that is higher than at least 13
regions.
C. Families in CAR earn an average annual income that is higher than at most 13
regions.
D. Families in CAR earn an average annual income that is less than at least 13 Regions.
14. Among the list of top ten countries with the fastest internet speed (arranged in
Ascending order), Taiwan’s internet speed 85.02 Mbps is the ninth decile. What does this
mean?
A. Taiwan has the fastest internet speed.
B. Another country has the fastest internet speed.
C. Taiwan has the slowest internet speed among the ten countries.
D. Taiwan’s internet speed surpassed only one country’s internet speed.
15.Among the list of selected forty-five countries (arranged in ascending order),

UK’s social media usage penetration which is 66% is the fifth decile. United States’ 70%
social media penetration is the sixth decile. The Philippines has 67% social media usage
penetration. What does this mean?
A. The Philippines’ percent of social media penetration is higher than 22 Countries.
B. The Philippines’ percent of social media penetration is higher than at least 22
Counties.
C. The Philippines’ percent of social media penetration is higher than 23 Counties.
D. The Philippines’ percent of social media penetration is higher than at least 23
Countries .
APPENDIX C
KEY TO CORRECTION
1. C
2. C
3. B
4. D
5. C
6. D
7. D
8. B
9. B
10. C
11. A
12. A
13. B
14. A
15. C
APPENDIX D
LETTERB TO THE VALIDATORS

November 21, 2022
MA. TERESA C. CHAVEZ, MAT

College Lecturer
Marinduque State College
Dear Mrs. Chavez:
Greetings!
The undersigned is a student of Marinduque State College -School of Education who is

currently working on his/her research entitled: “EFFECTIVENESS OF RECORDED
LECTURE VIDEO IN TEACHING MEASURE OF POSITION AMONG GRADE- 10
LEARNERS” as requirement for the degree Bachelor of Secondary Education major in
Mathematics.
Prior to the actual administration of the research instrument, the researcher needs to validate
his/her instrument of which part of the procedure is consultation with the expert to ensure
validity in content and structure.
In connection with this, the researcher would like to request your expertise and technical
assistance in validating the attached questionnaire. Your comments and suggestions will be
of great help for the success of these undertakings.
Thank you very much.
Respectfully yours,
BABY ANN P. MOTAR

Researcher
November 21, 2022

ROMALYN DC. MACAYAON, LPT

College Lecturer
Marinduque State College
Dear Ms. Macayaon:
Greetings!

Mathematics.
Prior to the actual administration of the research instrument, the researcher needs to validate
his/her instrument of which part of the procedure is consultation with the expert to ensure
validity in content and structure.
In connection with this, the researcher would like to request your expertise and technical
assistance in validating the attached questionnaire. Your comments and suggestions will be
of great help for the success of these undertakings.
Thank you very much.
Respectfully yours,
BABY ANN P. MOTAR

Researcher
APPENDIX E
LETTER TO THE PRICIPAL
APPENDIX F
LETTER TO THE TEACHER
APPENDIX G
LETTER TO THE PARENTS
November 22, 2022
Dear Parent:
Greetings!

Mathematics. This is a demonstration teaching of which the target participants are the
selected grade 10 learners of Mogpog National Comprehensive High School.
In view of this, may I ask your permission that your child be allowed to participate in the
above-mentioned undertaking.
Rest assured that the data to be gathered will be kept confidential and will be stored in
researcher’s file. Further, the safety of your students is on top of the priorities, hence, the
standard health protocol will be strictly observed in the entire duration of the activity.
I do hope for your positive response upon this request. Thank you very much.
Respectfully yours,
BABY ANN P. MOTAR

Researcher
APPENDIX H
PARENT CONSENT FORM
I,________________________________________________ give permission to my

child,_________________________________________________ to participate in the
research study entitled; “Effectiveness of Recorded Lecture Video in Teaching Measures
of Position among Grade-10 Learners” conducted by Ms. Baby Ann P. Motar.
_____________________________ ___________________________
Parent’s Signature Date
APPENDIX I
RESEARCH INSTRUMENT VALIDATION FORM

APPENDIX J
CONDUCTING THE STUDY

APPENDIX K
RAW DATA FOR THE PRE-TEST
STUDENT NUMBER TOTAL SCORES
1 2
2 4
3 1
4 4
5 5
6 2
7 6
8 6
9 4
10 5
11 6
12 4
13 2
14 6
15 7
16 0
17 1
18 3
19 4
20 3
21 4
22 4
23 5
24 3
25 4
26 6
27 4
28 6
29 3
30 3
31 1
32 6
33 3
34 3
35 4
36 5
37 4
38 4
39 2
40 3
APPENDIX L
RAW DATA FOR THE PRE-TEST
STUDENT NUMBER TOTAL SCORES
1 6
2 6
3 4
4 5
5 6
6 6
7 12
8 8
9 5
10 8
11 6
12 5
13 5
14 9
15 9
16 13
17 8
18 5
19 7
20 8
21 8
22 7
23 13
24 6
25 8
26 8
27 10
28 9
29 6
30 7
31 7
32 9
33 10
34 8
35 9
36 12
37 10
38 9
39 10
40 11
APPENDIX M
CURRICULUM VITAE
Personal Information
Name : Baby Ann Pantoja Motar

Date of Birth : October 23, 2001
Place of Birth : Magapua, Mogpog, Marinduque
Age : 22
Civil Status : Single
Address : Magapua, Mogpog, Marinduque
Educational Background
Tertiary : Marinduque State College –

Institute of Education
A.Y. 2022 – 2023
Secondary
(Senior High School) : Educational System Technology
Institute S.Y. 2021 – 2022
(Junior High School) : Butansapa National High School

S.Y. 2011 – 2014
Elementary : Magapua Elementary School

S.Y. 2001 – 2007

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Republic of the Philippines

MARINDUQUE STATE COLLEGE

THE PROBLEM AND ITS SETTINGS

scope and limitation of the study and the definition of terms.

Learning is the acquisition of knowledge and skills possible through systematic

“Mathematics is a subject built on the discovery of creative thinkers.” It is filled with

existence and it is evident in all societies and cultures.

According to Mannila (2009), practically in mathematics’ courses, the lower the

enhance or widen their knowledge by watching it.

Lectures to Enhance Mathematics Learning – Experiences on Differential and Integral

suitable method to present mathematics contents.

The researcher conducted this study to determine effectiveness of a recorded lecture

administered subsequently a posttest.

The foregoing premises on the enhancement of learning mathematical formulas using

Statement of the Problem

teaching measure of position among Grade – 10 learners in Mogpog National Comprehensive

Specifically, it sought to answer the following questions:

1. What is the level of performance in measures of position of the academically

challenged learners before instruction using recorded lecture video?

2. What is the level of performance measures of position of the academically challenged

learners after instruction using recorded lecture video?

3. Is there a significant difference between the performance test of the academically

in teaching measures of position?

4. What are the implications based on the findings of the study?

There is no significant difference between the performance of the academically

the recorded lecture video.

INPUT PROCESS OUTPUT

Figure 1. Research Paradigm

Significance of the Study

The study focused on explaining the effectiveness of recorded lecture video in

teaching measures of position among Grade-10 learners at Mogpog National Comprehensive

terms of understanding and teaching measures of position or mathematics.

complicated mathematical explorations.

Scope and Limitation

This study focused on the effectiveness of recorded lecture video in teaching

measures of position among Grade-10 learners in Mogpog National Comprehensive High

difference on the level of performance of the academically challenged learners on measures

from Mogpog National Comprehensive High School, Academic Year 2022-2023.

The respondents of this study were forty(40) Grade-10 academically challenged

were defined operationally.

Academically Challenged Learners. It refers to the selected grade 10 learners of Mogpog

academically challenged learners in their pre-test or posttest.

Measure of Position. It pertains to topic used by the researcher to present by means of

lesson to determine the effectiveness of the applied strategy.

determine the students’ prior knowledge.

or Document camera in order to teach the measures of position.

of recorded lecture video.

Teaching. It is the process of guiding, facilitating and giving information by means of

REVIEW OF RELATED LITERATURE AND STUDIES

well-known educators to give clarifications and support to selected variables or factors

classified into 9 themes namely: Mathematics Learning, Effective Teaching of Mathematics,

Video based learning and Lecture Capture.

knowledge, life experiences, expectations and backgrounds. A key component in developing

mathematical literacy in students is making connections to these backgrounds, experiences,

goals and aspirations.

Additionally, students construct their understanding of mathematics by developing

solving problems in order to continue developing personal strategies and mathematical

Lectures to Enhance Mathematics Learning – Experiences on Differential and Integral

suitable method to present mathematics contents.

Videos as Tools for Learning Mathematics

According to Kahrmann, videos are suitable supplementary instructional materials

that improve students’ learning experiences in developing school learning competencies. He

Furthermore, according to Nugent, video is a medium that is appropriate for a variety