Abstract
The study determined the effectiveness of using video as an instructional tool to address their mathematics difficulties. This study specifically focused on Grade 7 learners at Dilausan National High School (NHS) as the participants. This study utilized a quasi-experimental research design, specifically two group design, to assess the effectiveness of using video-based instruction in addressing mathematics difficulties. Pretest scores indicated that both groups had below-average mathematics performance, with similar distributions of scores. Posttest scores showed improvements in both groups, with more participants reaching an average level of performance. However, the posttest scores of the treatment group, which received video-based instruction, showed a slight decrease in the number of participants reaching an average level compared to the control group. Before the intervention, both groups exhibited below-average performance in mathematics, as indicated by their pretest scores. However, after the intervention, there was a noticeable improvement in the posttest scores of both groups, with a shift towards average performance. In the traditional approach group, the number of participants scoring in the average range increased from 35 to 24. In contrast, in the video lesson approach group, the number of participants scoring in the average range increased from 42 to 20. Further, the posttest scores of the video lesson had no significant difference between the posttest scores in the traditional approach. Thus, the null hypothesis, which states that there is no significant difference between the participants’ posttest scores in video lesson and traditional approach, was not rejected.
