VIDEO ASSISTED MATH LESSON: AN INTERVENTION TO ADDRESS THE LEARNING GAPS IN RADICAL EXPRESSIONS OF SELECT GRADE 9 STUDENTS

Abstract

The result of the Performance Report on Most Essential Learning Competencies During the second grading period showed that among the four(4) long tests administered comprising of Most Essential learning competencies for 2 weeks, long test for weeks 5 and 6 of 9-San-Antonio which is about Radical Expressions has the least MPS of 30.41.These circumstances prompted the researchers to use video assisted lesson as an intervention to address the learning gaps of these students under the Modular Distance learning Modality.
Social media might offer video lessons among our students, but we have to face the reality that not all of them could have an access to it nor could exactly meet the learning abilities and needs of our students. Students come with different abilities, skills and characteristics. Furthermore, students respond positively when learning is meaningful, personalised and relevant, (Minder 2017). The video-assisted math lesson was disseminated and utilized through different means and platforms available to the respondents. Three (3) of the respondents (those with an internet connection) it was sent via Facebook messenger), eight (8) who have gadgets only at home, it was sent via Bluetooth, and nine (9) of them who do not have any gadgets were allowed to lend unit of tablet from the researchers and pass on to their co-respondents near their house with proper safety measures and disinfection of the gadget.
The performance of the students in terms of a pre-test and a post-test shows that the pre-test mean score was 8.1 ,while the post-test mean score was 13.2. The mean gain of 5.1 was computed to check if there is a significant difference between the mean performance of the students before and after the intervention. The p value 0.000014 was smaller than the alpha value 0.05 hence, there is a significant effect of the intervention to the performance of the students. Based on the outcomes, it is recommended that Video-assisted Math lesson could be used as an intervention material not just to address the learning gaps of the students in a particular lesson but also to serve as supplementary material to those students under the Modular Distance Learning Modality hand in hand with their printed modules.