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