Research Article

Video lessons as mathematics supplementary learning materials for struggling students in online distance learning

Alvin Odon Insorio 1 2 3 * , Zorayda Taoc Villanueva 4, Dominador Esteban General III 4
More Detail
1 College of Graduate Studies and Teacher Education Research, Philippine Normal University, Manila, PHILIPPINES 2 San Pedro College of Business Administration, Laguna, PHILIPPINES3 San Pedro Relocation Center National High School-Main, Laguna, PHILIPPINES4 Pacita Complex National High School, Laguna, PHILIPPINES* Corresponding Author
Contemporary Mathematics and Science Education, 4(1), 2023, ep23008, https://doi.org/10.30935/conmaths/12818
Published: 08 January 2023
OPEN ACCESS   148 Views   113 Downloads
Download Full Text (PDF)

ABSTRACT

Online distance learning as a new normal learning modality gives new hope for the students to continue learning through the provision of the internet and devices. However, many students struggled with mathematics lessons because of the limited synchronous interaction time. Practical action research was conducted to address the said problem on grade 10 students utilizing teacher-made video lessons via Google Classroom as mathematics supplementary learning materials for struggling students. Participants were 50 strugglers with low grades from the first and second grading periods selected purposively. Test materials, survey questionnaire, and interview guide were the instruments used in data collection validated by two head teachers and one master teacher in mathematics education and pilot tested on non-participants. The result shows that the students performed better in the post-test examination after consuming teacher-made video lessons. Students understood the mathematics lessons better, and the performance tasks became manageable. However, they suggested having longer video lessons with more illustrative examples and explanations using the local language. Also, they requested to upload the video lesson early so that they could do advanced study.

CITATION (APA)

Insorio, A. O., Villanueva, Z. T., & General III, D. E. (2023). Video lessons as mathematics supplementary learning materials for struggling students in online distance learning. Contemporary Mathematics and Science Education, 4(1), ep23008. https://doi.org/10.30935/conmaths/12818

REFERENCES

  1. Adhe, K. R. (2018). Pengembangan media pembelajaran daring matakuliah kajian PAUD di jurusan PG PAUD Fakultas Ilmu Pendidikan Universitas Negeri Surabaya [Development of online learning media for PAUD study courses in the PG PAUD Department, Faculty of Education, State University of Surabaya]. Journal of Early Childhood Care and Education, 1(1), 26-31. https://doi.org/10.26555/jecce.v1i1.3
  2. Amstelveen, R. (2018). Flipping a college mathematics classroom: An action research project. Education and Information Technologies, 24, 1337-1350. https://doi.org/10.1007/s10639-018-9834-z
  3. Baer, J., & Vargas, D. (2021). Effects of using video lessons in the mathematics achievement of senior high school learners. SSRN Working Papers. https://doi.org/10.2139/ssrn.3823175
  4. Barrot, J., Llenares, I., & del Rosari, L. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26, 7321-7338. https://doi.org/10.1007/s10639-021-10589-x
  5. Blair, L. (2016). Writing a graduate thesis or dissertation. Sense Publishers. https://doi.org/10.1007/978-94-6300-426-8
  6. Bokhove, C., & Drijvers, P. (2012) Effects of a digital intervention on the development of algebraic expertise. Computers & Education, 58(1), 197-208. https://doi.org/10.1016/j.compedu.2011.08.010
  7. Bouck, E. C., & Cosby, M. D. (2019). Response to intervention in high school mathematics: One school’s implementation. Preventing School Failure: Alternative Education for Children and Youth, 63(1), 32-42. https://doi.org/10.1080/1045988X.2018.1469463
  8. Brezovnik, S., & Lipovec, A. (2021). Primary school mathematics video lectures. In Proceedings of the International Symposium Elementary Mathematics Teaching (pp. 103-112).
  9. Bullo, M. (2021). Integration of video lessons to grade-9 science learners amidst COVID-19 pandemic. International Journal of Research Studies in Education, 10(9), 67-75. https://doi.org/10.5861/ijrse.2021.670
  10. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
  11. CunHua, L., Ying, Z., Qunzhuang, O., & Wijaya, T. T. (2019). Mathematics course design based on six questions cognitive theory using Hawgent dynamic mathematic software. Journal on Education, 2(1), 36-44. https://doi.org/10.31004/joe.v2i1.266
  12. De Koning, B. B., Hoogerheide, V., & Boucheix, J. M. (2018). Developments and trends in learning with instructional video. Computers in Human Behavior, 89, 395-398. https://doi.org/10.1016/j.chb.2018.08.055
  13. DepEd Order No. 012, s. 2020. (2020). Adoption of the basic education learning continuity plan for school year 2020-2021 in the light of the COVID-19 public health emergency. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_012.pdf
  14. DM-CI-2020-00162. (2020). Suggested strategies in implementing distance learning delivery modalities (DLDM) for school year 2020-202. https://region8.deped.gov.ph/wp-content/uploads/2020/07/DM-CI-2020-00162-2.pdf
  15. Fiorella, L., & Mayer, R. E. (2018). What works and what doesn’t work with instructional video. Computers in Human Behavior, 89, 465-470. https://doi.org/10.1016/j.chb.2018.07.015
  16. Fraenkel, J., & Wallen, N. (2010). How to design and evaluate research in education. McGraw-Hill.
  17. Given, L. (2008). The SAGE encyclopedia of qualitative research methods. SAGE. https://doi.org/10.4135/9781412963909
  18. Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. SAGE. https://doi.org/10.4135/9781483384436
  19. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the 1st ACM Conference on Learning at Scale conference (pp. 41-50). https://doi.org/10.1145/2556325.2566239
  20. Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, P. (2015). Video and online learning: Critical reflections and findings from the field. HIIG Discussion Paper Series No. 2015-02. https://doi.org/10.2139/ssrn.2577882
  21. Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectations and reality. Full report. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University, NY, USA. https://files.eric.ed.gov/fulltext/ED547237.pdf
  22. Huang, M. C.-L., Chou, C.-Y., Wu, Y.-T., Shih, J.-L., Yeh, C. Y. C., Lao, A. C. C., Fong, H., Lin, Y.-F., & Chan, T.-W. (2020). Interest-driven video creation for learning mathematics. Journal of Computers in Education, 7(3), 395-433. https://doi.org/10.1007/s40692-020-00161-w
  23. Huang, R., Kinshuk, & Price, J. K. (2016). ICT in education in global context: Comparative reports of innovations in K-12 education. Springer. https://doi.org/10.1007/978-3-662-47956-8
  24. Isnaini, J., & Azhar, E. (2021). Mathematics learning independence: The relationship of YouTube as a media for mathematics learning. Desimal: Jurnal Matematika [Decimal: Journal of Mathematics], 4(2),177-184.
  25. Jungić, V., Kaur, H., Mulholland, J., & Xin, C. (2015). On flipping the classroom in large first year calculus courses. International Journal of Mathematical Education in Science and Technology, 46(4), 508-520. https://doi.org/10.1080/0020739X.2014.990529
  26. Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831.https://doi.org/10.1016/j.chb.2012.01.011
  27. Kinnari-Korpela, H. (2015). Using short video lectures to enhance mathematics learning–experiences on differential and integral calculus course for engineering students. Informatics in Education, 14(1), 67-81. https://doi.org/10.15388/infedu.2015.05
  28. Lipomi, D. J. (2020). Video for active and remote learning. Trends in Chemistry, 2(6), 483-485. https://doi.org/10.1016/j.trechm.2020.03.003
  29. Lovakov, A., & Agadullina, E. (2021). Empirically derived guidelines for effect size interpretation in social psychology. European Journal of Social Psychology, 51(3), 1-20. https://doi.org/10.1002/ejsp.2752
  30. Lydersen, S. (2020). Mean and standard deviation or median and quartiles? Journal of the Norwegian Medical Association, 140(9). https://doi.org/10.4045/tidsskr.20.0032
  31. Mayer, R. E. (2014). The Cambridge handbook of multimedia learning. Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
  32. Muniyandy, S., Khuenyen, N., Yap, C. G., Shogo, M., My, N. A., Chowdhury, M. E. H., & Musa, A. F. (2015). Influence of YouTube videos on the learning of tablet- and capsule-formulation by Malaysian pharmacy students: A pilot study. Pharmacy Education, 15(1), 248-251.
  33. Nugroho, A., Warnars, H. L. H. S., Heriyadi, Y., & Tanutama, L. (2019). Measure the level of success in using Google Drive with the Kuder Richardson (KR) reliability method. In Proceedings of the 2019 International Congress on Applied Information Technology (pp. 1-7). https://doi.org/10.1109/ait49014.2019.9144915
  34. Ou, C., Joyner, D. A., & Goel, A. K. (2019). Designing and developing video lessons for online learning: A seven-principle model. Online Learning, 23(2), 82-104. https://doi.org/10.24059/olj.v23i2.1449
  35. Ovadiya, T. (2021). Implementing theoretical intervention principles in teaching mathematics to struggling students to promote problem-solving skills. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.1944682
  36. Poquet, O., Lim, L., Mirriahi, N., & Dawson, S. (2018). Video and learning: A systematic review (2007-2017). In Proceedings of the 8th International Conference on Learning Analytics and Knowledge. https://doi.org/10.1145/3170358.3170376
  37. Rahmadani, S. I., & Nurlaelah, E. (2019). Video-based learning: Using technology to increase student mathematics learning results. In Proceedings of the 1st International Seminar STEMEIF (pp. 569-579).
  38. Roberts, C. M. (2010). The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation. SAGE. https://doi.org/10.4135/9781452219219
  39. Sahin, A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: A case study. Journal of Educational Technology & Society, 18(3), 142-152.
  40. Sharma, L. R. (2021). Analysis of difficulty index, discrimination index and distractor efficiency of multiple choice questions of speech sounds of English. International Research Journal of MMC, 2(1), 15-28. https://doi.org/10.3126/irjmmc.v2i1.35126
  41. Syarifudin, A. S. (2020). Implementasi pembelajaran daring untuk meningkatkan mutu pendidikan sebagai dampak diterapkan social distancing [Implementation of online learning to improve the quality of education as a result of implementing social distancing]. Jurnal Pendidikan Bahasa Dan Sastra Indomesia [Journal of Indonesian Language and Literature Education], 5(1), 31-34. https://doi.org/10.21107/metalingua.v5i1.7072
  42. Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics. Pearson.
  43. Tan, S., Zou, L., & Wijaya, T. T. (2020). Using video learning to improve students’ mathematical ability. Journal of Didactic Mathematics, 1(3), 117-126. https://doi.org/10.34007/jdm.v1i3.364
  44. Taylor, M. J., McNicholas, C., Nicolay, C., Darzi, A., Bell, D., & Reed, J. E. (2014). Systematic review of the application of the plan-do-study-act method to improve quality in healthcare. BMJ Quality & Safety, 23(4), 290-298.https://doi.org/10.1136/bmjqs-2013-001862
  45. Turmudi, E. Nurlaelah, E., Supandi, S., & Kusumaningsih, W. (2013). Pembelajaran kalkulus berbasis e-learning untuk menumbuhkan kreativitas dan karakter mahasiswa [E-learning based calculus learning to foster student creativity and character]. Jurnal Kreano [Kreano’s Journal], 4(2), 126-130.
  46. Wagner, M., Gegenfurtner, A., & Urhahne, D. (2020). Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis. Zeitschrift für Pädagogische Psychologie [Journal of Educational Psychology], 35(1), 11-31. https://doi.org/10.1024/1010-0652/a000274
  47. Wijaya, T. T., Jianlan, T., & Aditya, P. (2020). Developing an interactive mathematical learning media based on the TPACK framework using the Hawgent dynamic mathematics software. In M. H. Miraz, P. S. Excell, A. Ware, S. Soomro, & M. Ali (Eds.), Emerging technologies in computing (pp. 318-328). Springer. https://doi.org/10.1007/978-3-030-60036-5_24
  48. Yunitasari, R., & Hanifah, U. (2020). Pengaruh pembelajaran daring terhadap minat belajar siswa pada masa COVID-19 [The effect of online learning on students’ interest in learning during the COVID-19 period]. Edukatif: Jurnal Ilmu Pendidikan [Edukatif: Journal of Educational Sciences], 2(3), 232-243. https://doi.org/10.31004/edukatif.v2i3.142
  49. Zhang, X., Zhou, Y., & Wijaya, T. T. (2020). Hawgent dynamic mathematics software to teach line and angle. Jurnal Nasional Pendidikan Matematika [National Journal of Mathematics Education], 4(2), 237-247. https://doi.org/10.33603/jnpm.v4i2.3473