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Apr 23, 2025
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Abstract
This study investigated the effectiveness of MATHematikula, a cinematic mathematics video, in enhancing numeracy skills among senior high school students, particularly in the least-learned competency of Statistics and Probability. Utilizing an explanatory sequential mixed-method design, 50 participants were randomly assigned to either an experimental group, which received instruction supplemented with the cinematic video, or a control group taught using the traditional approach. A paired samples t-test revealed significant posttest score improvements in both groups, while analysis of covariance (ANCOVA) confirmed that the experimental group outperformed the control group, demonstrating the intervention’s effectiveness. Qualitative findings from interviews with 10 participants further highlighted their experiences with MATHematikula, including its ability to simplify learning, make lessons more engaging, and the technical challenges encountered. To cope with these challenges, students employed peer collaboration, resourcefulness, and self-motivation. Additionally, insights revealed that students actively engaged with the platform’s interactive features, utilized it as a learning tool, and expressed enthusiasm for promoting it to their peers. These findings reveal the potential of cinematic mathematics videos as an innovative pedagogical tool for improving student learning outcomes in mathematics.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Crodua Jr., J. B., & Itaas, E. C. (2025). MATHematikula: The Use of Cinematic Mathematics Videos to Enhance Students’ Numeracy Skills in the Least-Learned Competencies in Statistics and Probability. International Journal of Multidisciplinary: Applied Business and Education Research, 6(4), 1702-1716. https://doi.org/10.11594/ijmaber.06.04.12
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Bebell, D., & O’Dwyer, L. M. (2010). Educa-tional Outcomes and Research from 1:1 Computing Settings. The Journal of Tech-nology, Learning, and Assessment, 9(1), 1–16. http://chilwellps.vic.edu.au/wp-content/uploads/2012/04/Edcational-Outcomes-and-Research-from-1to11.pdf
Berk, R. A. (2009). Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom. Interna-tional Journal of Technology in Teaching and Learning,.
Bland, J., & Altman, D. (1999). Measuring agreement in method comparison stud-ies. Statistical Methods in Medical Re-search, 8(2), 135–160. https://doi.org/10.1191/096228099673819272
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2007). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436. https://doi.org/10.1016/j.tate.2006.11.012
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic re-view. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Cleary, T. J., & Zimmerman, B. J. (2004). Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537–550. https://doi.org/10.1002/pits.10177
Creswell, J. W., & Creswell, J. D. (2017). Re-search Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Department of Education (2019). 2018 PISA results: Performance of Filipino students. Department of Education, Philippines. https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-Report.pdf
Fiorella, L., & Mayer, R. E. (2015). Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding. https://assets.cambridge.org/97811070/69916/frontmatter/9781107069916_frontmatter.pdf
Gratela, K., & Janer, S. (2022). Effectiveness of video lessons in improving the numeracy level of grade 7 students amidst pandem-ic. United International Journal for Re-search & Technology, 3(8). https://uijrt.com/articles/v3/i8/UIJRTV3I80020.pdf
Guo, P. J., Kim, J., & Rubin, R. (2014). How vid-eo production affects student engage-ment. Korea Advanced Institute of Sci-ence and Technology, 41–50. https://doi.org/10.1145/2556325.2566239
Hattie, J., Donoghue, G. Learning strategies: a synthesis and conceptual model. npj Sci-ence Learn 1, 16013 (2016). https://doi.org/10.1038/npjscilearn.2016.13
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digi-tal technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hrastinski, S. (2008). A theory of online learn-ing as online participation. Computers & Education, 52(1), 78–82. https://doi.org/10.1016/j.compedu.2008.06.009
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066x.57.9.705
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Mercado, R. A. (2022). Effectiveness of video clips presentation in teaching mathemat-ics for grade five pupils. International Journal for Research in Applied Science & Engineering Technology (IJRASET), 10(11). https://www.ijraset.com/best-journal/effectiveness-of-video-clips-presentation-in-teaching-mathematics-for-grade-five-pupils
Mercier, E. M., & Higgins, S. E. (2012). Collabo-rative learning with multi-touch technol-ogy: Developing adaptive expertise. Learning and Instruction, 25, 13–23. https://doi.org/10.1016/j.learninstruc.2012.10.004
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Edu-cational Psychology Review, 19(3), 309–326. https://doi.org/10.1007/s10648-007-9047-2
Muniz, M., Reina, R., & Segovia, I. (2018). Using multimedia instructional resources to improve understanding of statistical con-cepts. Journal of Computer Assisted Learning, 34(5), 516-529. doi: 10.1111/jcal.12253
OECD (2022). Education at a Glance 2022: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/3197152b-en
Palincsar, A. S., & Brown, A. L. (1984). Recip-rocal teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and In-struction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psy-chology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Phuong, T. T. T., Danh, N. N., Le, T. T. T., Phu-ong, T. N., Thanh, T. N. T., & Minh, C. L. (2022). Research on the application of ICT in Mathematics education: Biblio-metric analysis of scientific bibliography from the Scopus database. Cogent Educa-tion, 9(1). https://doi.org/10.1080/2331186x.2022.2084956
Pintrich, P. R. (2004). A Conceptual Frame-work for Assessing Motivation and Self-Regulated Learning in College students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Plano Clark, V. L., & Ivankova, N. V. (2016). Mixed Methods Research: A Guide to the Field. SAGE Publications. https://doi.org/10.4135/9781483398341
Rosenshine, B. (2012). Principles of instruc-tion: Research-based strategies that all teachers should know. American Educa-tor, 36(1), 12-39.
Selwyn, N. (2011). Education and Technology: key issues and debates. http://eprints.ioe.ac.uk/15980/
Voogt, J., Knezek, G., Cox, M., Knezek, D., & Brummelhuis, A. T. (2011). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Ac-tion. Journal of Computer Assisted Learn-ing, 29(1), 4–14. https://doi.org/10.1111/j.1365-2729.2011.00453.x
Vygotsky, L. (1978). Mind in Society: the de-velopment of higher psychological pro-cesses. https://ci.nii.ac.jp/ncid/BA03570814
Warschauer, M., & Matuchniak, T. (2010). New Technology and Digital Worlds: Analyz-ing evidence of equity in access, use, and Outcomes. Review of Research in Educa-tion, 34(1), 179–225. https://doi.org/10.3102/0091732x09349791
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Routledge.