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PERSONALIZED INSTRUCTIONAL VIDEOS AS INTERVENTION MATERIALS IN GRADE 8 ON THE LEAST LEARNED COMPETENCIES IN ALGEBRA


Rachelle Mae C. Noriel
Teacher, Laguna State Polytechnic University
Abstract
This study entitled “Personalized Instructional Videos as Intervention Materials in Grade 8 on the Least Learned Competencies in Algebra” attempted to answer the questions: (1) What is the level of Personalized Instructional Videos in terms of: Objectives, Content, Presentation, Evaluation? (2) What is the level of students’ performance in Mathematics 8 on least learned competencies in Algebra in terms of: Pre-Test and Post-Test? (3) Is there significant difference between the students’ performance in Mathematics 8 on least learned competencies in Algebra in terms of Pre-Test and Post-Test? (4) Is there a significant effect of the personalized instructional videos on the students’ performance in Mathematics 8 on the least learned competencies in Algebra in terms of Post-Test? The research designs used were the Descriptive method to determine the effectiveness of the personalized instructional videos on the students’ performance in the least learned competencies in Algebra. The non-probability sampling technique specifically purposive sampling technique was used to determine the respondents in this study. The Grade 8 students composed of 398 population and only 30 students were selected as the experimental group based on their availability of gadgets and their accessibility in Internet. The mean, standard deviation, frequency, and percentage are used to determine the level of personalized instructional videos to identify the level on the students’ performance in the least learned competencies. T-Test was used as statistical treatment to determine the significant difference on the pre-test and post-test scores and Multiple Regression for the significant effect of personalized instructional videos on the students’ performance in the least learned competencies. Findings revealed in this study: (1) The level of personalized instructional videos implied Very High; (2) The level of personalized instructional videos in students’ performance in the least learned competencies showed that there was improvement from low mastery to average mastery; (3) The difference between the students’ performance in terms of pre-test and post-test that there are significant; (4) The effect of the personalized instructional videos revealed that there was no significant effect on the students’ performance. Based on the results and conclusions, the following recommendations were highlighted: Teachers want to make their own instructional videos may use the familiar medium of instruction and shows mastery of content using different platforms in delivering; The students may use the instructional videos in conducive learning environment with availability of gadgets and accessibility of internet that most of use nowadays even in modular distance learning; The administration, the teaching-learning Mathematics in this time of pandemic may help the learners within blended learning; The future researcher, the personalized instructional videos may be localized and suitable for the learners and presentable to the way more facilitating, stimulating and exciting for the learners to be enthusiastic and eager to learn; Similar studies on the use of the learning material as intervention not just only in Mathematics but also in other subject areas may be conducted and the use of other variables aside from those considered in the study.
Keywords: Personalized instructional videos, intervention materials, least learned competencies in Algebra
Journal Name :
EPRA International Journal of Research & Development (IJRD)

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Published on : 2021-07-18

Vol : 6
Issue : 7
Month : July
Year : 2021
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