Watch and Learn: Enhancing the Performance in Mathematics of Grade 3 Pupils through the use of Video-Based Instructional Material
DOI:
https://doi.org/10.11594/ijmaber.06.12.08Keywords:
video-based instruction, Least Learned Competencies, Mathematics PerformanceAbstract
Mathematics is a foundational subject, yet many elementary pupils struggle with abstract concepts such as multiplication and division. In the Philippines, gaps in mathematical proficiency remain evident in national and international assessments, further aggravated by limited instructional support and inadequate learning resources. Video-based instructional materials offer a promising approach by integrating visual, auditory, and contextual elements to make mathematics more interactive and accessible. This study employed a one-group pretest–posttest design with 38 Grade 3 pupils from Tinigaw Elementary School during S.Y. 2023–2024. A validated researcher-made test (KR-20 = 0.822) identified least mastered competencies and measured learning gains, while semi-structured interviews explored pupils’ challenges. Experts evaluated the acceptability of the developed materials using the DepEd LRMDS tool. Pretest results showed low mastery in the properties of multiplication (42%) and multi-digit division problems (62%). Qualitative findings revealed that pupils struggled with weak foundational knowledge, limited guidance, and poor-quality modules. Difficulties in multiplication and division, especially in problem-solving, and mismatched examples contributed to frustration and incomplete activities. After 12 weeks of video-based lessons, pupils’ mean performance improved significantly from 5.16 (SD = 2.03) to 8.61 (SD = 1.17), with a paired-sample t-test confirming statistical significance (t = -10.795, p < .05). Expert evaluation rated the materials “Acceptable” (M = 1.99). These results suggest that video-based instructional materials effectively enhance mathematical performance, increase engagement, and address learning gaps, supporting their integration in basic education to improve achievement in Mathematics.
Downloads
References
Berk, R. A. (2009). Multimedia teaching with video clips: T.V., movies, Youtube, and mtvU in the college class-room. International Journal of Technolo-gy in Teaching and Learning,5(1), 1–21.
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE national conference proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn; Brain, mind, experience and school. Washington: Na-tional Academy Press.
Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online cours-es. The American Journal of Distance Ed-ucation,19(4), 215–227. https://doi.org/10.1207/s15389286ajde1904_3.
Choi, H. J., & Johnson, S. D. (2007). The effect of problem-based video instruction on student satisfaction, comprehension and retention in college courses. British Jour-nal of Educational Technology,38(5), 885–895. https://doi.org/10.1111/j.1467-8535.2006.00676.x.
Cox, J. (2017). Benefits of technology in the classroom. www.teachhub.com/benefits-technology-classroom
Cruse, E. (2006). Using educational video in the classroom: Theory, research, and practice. Library Video Company, 12(4), 56-80.
Day, J. A. (2008). Investigating learning with web lectures (Doctoral dissertation, Georgia Institute of Technology).
DepEd Memorandum No. 160, s. 2012. Maxi-mum utilization of the national achieve-ment test (NAT) results to raise the achievement levels in low-performing schools. E:2011 Issuancestije jitippint partmcnt.tif (deped.gov.ph)
Ertmer, P. A., & Newby, T. J. (1993). Behavior-ism, cognitivism, constructivism: Compar-ing critical features from an instructional design perspective. Performance im-provement quarterly, 6(4), 50-72.
Fajaryati, N., Nurkhamid N., Pranoto P., Mus-likhin M., & Dwi, A. (2017). E-module de-velopment for the subject of measuring instruments and measurement in elec-tronics engineering education. Journal of Technological and Vocational Educa-tion,23(2), 2013th ser. http://dx.doi.org/10.21831/jptk.v23i2.13187
Felton, L. A., Keesee, K., Mattox, R., McCloskey, R., & Medley, G. (2001). Comparison of video instruction and conventional learn-ing methods on students' understanding of tablet manufacturing. American Jour-nal of Pharmaceutical Education,65(1), 53–56.
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
Gatchalian, W. (2021). The Perennial Crisis of the Education System. Senate of the Phil-ippines. Press Release - Privilege Speech "The Perennial Crisis of the Education System" Delivered by the Honorable Win Gatchalian, Senator of the 18th Congress (senate.gov.ph)
Greenberg D. and Zanetis, J. (2012). The im-pact of broadcast and streaming video in education, Ainhouse Research, CISCO.
Gueta, M. F. & Janer, S. S. (2021). Distance Learning Challenges on the Use of SelfLearning Module. United Internation-al Journal for Research & Technology. https://uijrt.com/articles/v2/i7/UIJRTV2I70010.pdf
IBM (2020). Kuder-Richardson Reliability Co-efficients KR20 and KR21. https://www.ibm.com/support/pages/kuder-richardson-reliability-coefficients-kr20-and-kr21
Kamariah, A. (2018). Using video as an authen-tic material in improving students writing ability. International Journal of Humani-ties and Innovation (IJHI),1(3), 184–199.
Kearney, M., & Schuck, S. (2005). Students in the director's seat: teaching and learning with student-generated video. In P. Kommers & G. Richards (Eds.), Proceedings of Ed-media 2005 world conference on educational multi-media, hypermedia, and telecommunica-tions. AACE: Norfolk, VA.
Khan, M. L., Richards, K., & Wu, M. L. (2010, June). Understanding the effectiveness of video-based instruction versus text-based instruction. In EdMedia+ Innovate Learn-ing (pp. 3638–3646). Association for the Advancement of Computing in Education (AACE).
Kinnari-Korpela, H. (2015). Using short video lectures to enhance mathematics learn-ing-experiences on differential and inte-gral calculus course for engineering stu-dents. Informatics in Education-An Inter-national Journal,14(1), 69–83.
Lonergan, J. (1984). Video in language teach-ing. Cambridge: Cambridge University Press.
Mackey, T. P., & Ho, J. (2008). Exploring the relationships between web usability and students' perceived learning in web-based multimedia (WBMM) tutori-als. Computers & Education,50(1), 386–409. https://doi.org/10.1016/j.compedu.2006.08.006.
Magsambol, B. (2020). P.H. lowest among 58 countries in math, science – global as-sessment. P.H. lowest among 58 countries in math, science – global assessment (rappler.com)
McCombs, S., & Liu, Y. (2007). The efficacy of podcasting technology in instructional delivery. International Journal of Tech-nology in Teaching and Learning,3(2), 123–134.
Mitra, B., Lewin-Jones, J., Barrett, H., & Wil-liamson, S. (2010). The use of video to enable deep learning. Research in Post-Compulsory Education,15(4), 405–414.
Mitra, B., Lewin‐Jones, J., Barrett, H., & Wil-liamson, S. (2010). The use of video to enable deep learning. Research in Post‐Compulsory Education, 15(4), 405-414.
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environ-ments. Educational psychology re-view, 19(3), 309-326.
Nordstrom, K., & Korpelainen, P. (2011). Crea-tivity and inspiration for problem solving in engineering education. Teaching in Higher Education,16(4), 439–450.
Obagah-stephen, Ramota & Brisibe, Warebi. (2017). The Effectiveness of Instructional Videos in Enhancing Learning Experience of Architecture Students in Design and Drawing Courses: A Case Study of Rivers State University, Port-Harcourt.
Pan, G., Sen, S., Starett, D., Bonk, C. J., Rodgers, M., Mikoo, M., et al. (2012). Instructor-made videos as a student scaffolding tool: A case study. Journal of Online Learning and Teaching,8(4), 298–311.
Panganiban, G. L., & Madrigal, D. V. (2021). Grappling with the learning modules: Ex-perience of Public Elementary Pupils At-tending English Written Modular Clas-ses. Technium Social Sciences Jour-nal, 20(1), 263–274. https://doi.org/10.47577/tssj.v20i1.3640
Pe Dangle, Y. R. & Sumaong, J. D. (2020). The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools. 3rd International Confer-ence on Academic Research in Science, Technology and Engineering. DOI: https://www.doi.org/10.33422/3rd.icate.2020.11.132
Salama, A. M. (2009) Transformative Peda-gogy in Architecture and Urbanism. Um-bau-Verlag, Solingen, Germany ISBN # 978-3937954-042 https://unmgrc.unm.edu/resource-hub/documents/what-is-instructional-media.pdf
Salamuddin, A. A. (2021). Comparative Analy-sis of Students’ Perceptions in Modular Distance Learning Approach Versus Face-to-Face Learning Approach of Mindanao State University – Sulu. Open Access Indo-nesia Journal of Social Sciences, 4(4), 395-407. https://doi.org/10.37275/oaijss.v4i2.57
Schunk, D. H. (2012). Learning theories an ed-ucational perspective sixth edition. Pear-son.
Shyu, H. Y. C. (2000). Using video-based an-chored instruction to enhance learning: Taiwan's experience. British Journal of Educational Technology,31(1), 57–69.
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. The Cambridge handbook of multimedia learning, 3(2), 19-30.
Tarantino, K., McDonough, J., & Hua, M. (2013). Effects of student engagement with social media on student learning: A review of literature. The Journal of Tech-nology in Student Affairs,1(8), 1–8.
Tinigaw Elementary School. (2021). Summary Matrix of Selected Data Elements of Mod-ified Learner Enrolment and Survey Form (MLESF).
Zane Education. (2016). what is Visual Learn-ing? Discover the Educational Benefits of Visual Learning and its Value to Students in Education. http://www.zaneeducation.com
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2025 Mary Roselene M. Repolito
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
