Abstract
This study examined the effectiveness of an Edpuzzle-based interactive video intervention as a potential online learning strategy for addressing the least learned competencies in Grade 8 mathematics at one of the secondary schools in the province of Sorsogon. Using a mixed-method research design with a pretest-posttest control group, the study compared outcomes for an experimental group exposed to the Edpuzzle intervention and a control group taught through traditional methods, followed by a structured interview discussion with 10 students from the experimental group. Sixty students, equally divided into control and experimental groups, were assessed on competencies, including factoring polynomials, simplifying rational expressions, and solving equations and inequalities in two variables. Pretest results showed both groups at a "Needs Improvement" level, with mean scores of 58.1 and 59.1 for the control and experimental groups, respectively. After the intervention, the control group’s posttest mean rose modestly to 64.9, reaching a "Fairly Satisfactory" level, indicating slight improvement through traditional instruction. In contrast, the experimental group demonstrated a significant increase, with a posttest mean of 84.3, classified as "Very Satisfactory." This substantial improvement suggests that the Edpuzzle-based intervention was highly effective in enhancing students' understanding of the targeted competencies. Statistical analysis using a t-test for independent samples confirmed a significant difference between the posttest scores of the two groups, while a paired t-test for the experimental group indicated a notable pretest-to-posttest improvement. Qualitative feedback that was thematically analyzed from the experimental group highlighted increased engagement and perceived benefits from the interactive learning format. These findings underscore the potential of Edpuzzle as an online instructional tool for addressing mathematical challenges, suggesting that integrating interactive video-based learning can serve as an effective online intervention to enhance student performance in mathematics. The study advocates for broader use of technology-enhanced interventions in educational settings to improve competency in complex subjects.
