Video–Recorded Lessons: Its Effect to the Mathematics Performance of Learners
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 27, Issue 7
Abstract
This Quasi – Experimental Research Design was conducted to determine the effects of video–recorded lessons to the Mathematics performance of learners. The subjects of the study were 60 Grade 9 learners enrolled in a Public High School in the District of Passi City for school year 2022 – 2023. Thirty (30) learners were assigned to the experimental group and 30 learners to the controlled group with the used of Matched-Pair Design. The instruments used to gather data were the adopted quality-assured Video–Recorded Lessons. The researchers’ constructed the pre-test and post-test performance test to evaluate the Mathematics Performance of the respondents. The descriptive statistical tests employed were frequency, mean and standard deviation. For inferential test, independent sample t-test was employed and was set at α = 0.05. The findings revealed that the level of the Mathematics performance of both groups in the pretest is “Fairly Satisfactory” and in the posttest both groups were “Satisfactory”. No significant difference was noted in the Mathematics performance of learners in the pretest of both groups. There is a significant difference in the Mathematics performance of learners in their pretest and posttest. Moreover, significant differences were found in the Mathematics performance of learners in both groups in their posttest scores and at the same time in their mean gain score. The researcher recommends the utilization of the adopted quality-assured Video–Recorded Lessons in Mathematics classroom instructions.
Authors and Affiliations
Lyneth Lamit, Mary June Panizales
Keywords
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- EP ID EP763913
- DOI 10.5281/zenodo.14048353
- Views 17
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