Abstract
TikTok is one of the most popular social media applications at present. Its videos cover a wide range of content, including academically related ones. Studying its impact on education, TikTok was examined as a tool for use in the teaching and learning process. This study aimed to assess whether TikTok has an impact on the performance of Grade 7 students in Factoring Polynomials. Concurrent embedded design, which collected both types of data simultaneously, with quantitative data as the primary focus, was employed in the study. Through the use of a comprehensive sampling technique, thirty-four (34) participants were tasked with answering the pre-test. After 20 minutes, students watched TikTok Videos about factoring polynomials on TikTok. Afterward, the post-test was administered for 20 minutes, followed by an additional 5 minutes for collecting insights on the advantages of TikTok Mathematical Videos. The gathered data were analyzed using frequency counts, percentages, means, standard deviations, the Wilcoxon Signed-Rank Test, and thematic analysis. The results showed that most students achieved a satisfactory performance after the intervention. However, it was found that there is no significant difference between the performance of Grade 7 students in Factoring Polynomials before and after the intervention. Nevertheless, TikTok Mathematical Videos provide entertainment, make learning easier, are rich in content, and facilitate faster learning based on the themes that emerge from the advantages.
