Effects of Using Video Lessons in the Mathematics Achievement of Senior High School Learners

Abstract

The purpose of this study was to determine the effects of watching video lessons on the Mathematics Achievement of Senior High School learners in San Jose City National High School. Using the experimental design, the study monitored two comparative groups of learners.
The Control Group and Experimental Group were two homogenous sections of Senior High School. In the experimental group, lessons were taught by watching video lessons from YouTube and the control group was taught using the traditional method in teaching. Pre-test scores reveal that the control group has a mean of 19.54 (Sd=6.171) while the experimental group reported a mean score of 18.45 (sd=6.577) which is a little higher. The experimental group of learners obtains a mean score of 42.17 (Sd=4.751) while the control group obtained a mean score of 36.20 (Sd=10.105). The result showed that the post-test scores of the experimental groups taught with video lessons are remarkably better as compared to those which were taught the traditional approach. The data in the pretest reveals that the computed p-value of 0.495 means that the hypothesis of no significant difference is accepted. There is no significant difference in the pretest scores of the class groups. Analysis using an independent sample t-test revealed a significant improvement in the posttest score of the experimental group t(50.224) = -3.107, p < .001. These findings suggest that watching video lessons from YouTube is effective and can be a possible approach to improving the mathematics achievement of SHS learners.

Keywords: effects, watching video lessons, mathematics achievement