Filipino students exhibit lower levels of performance in mathematics and science competency compared to neighboring countries based on national and international surveys. The root cause of this issue is the decline in students' interest in learning mathematics alongside their insufficient critical thinking skills. This has posed challenges among mathematics teachers to innovate ways on how to enhance students' critical thinking skills and motivate students towards better performance in mathematics. The primary objective of the study was to determine the effectiveness of a contextualized question-embedded video-based teaching and learning tool on the interest and mathematical critical thinking skills of Grade 10 students. The study used a descriptive experimental research design with the REACT and Socratic methods to contextualize and embed questions in the video tool. A survey questionnaire was used to assess students' interest before and after utilization, and a pretest and posttest assessment was conducted to evaluate students' interpretation, analysis, evaluation, and inference skills. Based on the findings, using a contextualized question-embedded video-based teaching and learning tool is effective in increasing students' interest and critical thinking skills. Moreover, there was a significant difference between students' mathematical interest in terms of their attitude, initiatives, mathematics experience, and the utilization of contextualized question-embedded video-based teaching and learning tool. The pretest and posttest results of the experimental and control groups also showed significant differences in critical thinking skills. The study concludes that using contextualized question-embedded video-based as teaching and learning tools effectively improves students' interest and critical thinking skills in Mathematics. Further larger-scale studies with different grade levels can validate the findings of the current study.
eontextualized, question-embedded, interest, critical thinking skills
Alcantara, E. C., & Bacsa, J. M. P. (2017). Critical Thinking and Problem-Solving Skills in Mathematics of Grade-7 Public Secondary Students. Asia Pacific Journal of Multidisciplinary Research, 5(2), 21–25.
Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. Turkish Online Journal of Educational Technology, 19(1), 21–39.
Azmidar, A., Darhim, D., & Dahlan, J. A. (2017). Enhancing Students’ Interest through Mathematics Learning. Journal of Physics, 895, 012072. https://doi.org/10.1088/1742-6596/895/1/012072
Bottge, B. A., & Cho, S.-J. (2013). Effects of enhanced anchored instruction on skills aligned to Common Core math standards”. Learning Disabilities: A Multidisciplinary Journal, 19(2), 73–83.
Chan, T., Looi, C. K., Chen, W., Wong, L., Chang, B., Liao, C. C., Ogata, H. (2018). Interest-driven creator theory: Towards a theory of learning design for Asia in the twenty-first century. Journal of Computers in Education, 5(4), 435-461.
Chen, Y., & Jilk, L. M. (2019). The Effect of Embedded Questions in Video-Based Instruction on Students’ Mathematics Learning. Journal of Educational Multimedia and Hypermedia, 28(4), 443-464.
CORD, (1999). Teaching science contextually, CORD Communications, Inc., Waco, Texas, USA.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed-method approaches. Fifth edition. Los Angeles: SAGE. Ch. 1, The Selection of Research Approach, p.3-21
Cubillas, T. (2018). Development and Validation of Strategic Intervention Materials (SIMs) in Teaching Elementary English 4: A Content Validation. Vol. 08, Issue, 06, pp.21252 21259
Cubillas, Trixie E. PhD (2020). Contextualized Learning Material (CLM) in Developing Conceptual Understanding of Grade 7 Mathematics. International Journal of Scientific and Research Publications (IJSRP) 10(03) DOI: http://dx.doi.org/10.29322/IJSRP.10.03.2020.p9967
Department of Education Order No. 35. (2016). The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. Retrieved from https://www.deped.gov.ph/wpcontent/uploads/2016/06/DO_s2016_035.pdf.
Dewey, J. (1913). Interest and effort in education. Cambridge: Riverside Press.
Otoo, D., Iddrisu, W. A., Kessie, J. A., & Larbi, E. (2018). Structural Model of Students’ Interest and Self-Motivation to Learning Mathematics. Education Research International, 2018, 1–10. https://doi.org/10.1155/2018/9417109
Firdaus, Ismail Kailani, Md. Nor Bin Bakar, Bakry. (2015). Developing Critical Thinking Skills of Students in Mathematics Learning. Journal of Education and Learning. Vol. 9(3) pp. 226-236.
Fitzpatrick, J. J., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines. Pearson.
Francisco, J., Dela Cruz, R., Espinosa, S., Mojicaet, M. (2019). The Effect of Contextualized T-MATH Video on the Performance of Grade 8 Learners in Mathematics. Vol. 3 No. 1 (2019): Ascendens Asia Journal of Multidisciplinary Research Conference Proceedings. 2019-06-18
Ganal, N. N., & Guiab, M. R. (2014). Problems and Difficulties Encountered by Students Towards Mastering Learning Competencies in Mathematics. Researchers World, 5(4), 25.
Guinocor, Marvin & Almerino, Jr & Mamites, Irene & Lumayag, Charisma & Villaganas, Mary & Capuyan, Mae. (2020). Mathematics Performance of Students in a Philippine State University. International Electronic Journal of Mathematics Education. 15. 10.29333/iejme/7859.
Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, P. (2015). Video and online learning: Critical reflections and findings from the field. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2577882 Hannum, W. (2015). Motivation. Retrieved January23, 2016, from https://goo.gl/C3Ovj9.
Illiyas, Mohammed B. (2017). Interest in Mathematics and Academic Achievement of High School Students in Chennai District. M Phil Research Scholar, Department of education, Prist University, Thanjavur
Insorio, A. O., & Macandog, D. M. (2022). Video Lessons via YouTube Channel as Mathematics Interventions in Modular Distance Learning. Contemporary Mathematics and Science Education, 3(1), ep22001. https://doi.org/10.30935/conmaths/11468
Kahrmann, Carol (2016). Efficacy of Math Video Tutorials on Student Perception and Achievement. Doctor of Education in Teacher Leadership Dissertations. Office of Collaborative Graduate Programs, Kennesaw State University.
Kim, J. H., & Park, S. (2018). The Effects of Question-Embedded Video-based Learning on Students’ Mathematical Understanding and Problem-Solving Ability. The Asia-Pacific Education Researcher, 27(5), 385-395.
Kinnari-Korpela, H. (2015). Using Short Video Lectures to Enhance Mathematics Learning – Experiences on Differential and Integral Calculus Course for Engineering Students. Informatics in Education, 14(1), 67–81. https://doi.org/10.15388/infedu.2015.05
Kosterelioglu, Ilker (2016). Student Views on Learning Environments Enriched by Video Clips. Department of Educational Studies, Faculty of Education, Amasya University, Turkey. Universal Journal of Educational Research 4(2): 359-369, 2016
Malaguial, P.A., Gacoscos, G., Martinez, E., Abusama, H., & Valdez, A., Senior High School Strands: Factors Affecting the Students’ Preference. ASEAN Journal of Educational Research and Technology 2(1) (2023) 57-6
Mitchell, M. (2015). Examining the efficacy of an experimental intervention. Journal of Educational Psychology, 107(3), 755-767.
NAEP (2013). What Does the NAEP Mathematics Assessment Measure. National Center for Education Statistics.
Nyman, Rimma (2017), Interest and Engagement: Perspectives on Mathematics in the Classroom, Pedagogical. Curricular and Professional Studies, University of Gothenburg.
OECD (2013), PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy, OECD Publishing. http://dx.doi.org/10.1787/9789264190511-en
Orozco, L. R., & Pasia, A. E. (2021). Enhancing Student’s Higher Order Thinking Skills through Contextualization of a Sociocultural Mathematics Teaching. International Multidisciplinary Research Journal, 3(2), 1–9. https://doi.org/10.54476/iimrj280
Orfanou, K., et al. (2020). The Impact of Question-Embedded Videos on Students’ Learning Experience and Mathematics Achievement. International Journal of Mathematical Education in Science and Technology, 51(1), 144-162.
Piaget, Jean (1983), Piaget’s Theory.P. Mussen (ed). Handbook of Child Psychology. 4th edition. Vol. 1. New York:Wiley.
Quimod, Ellaine (2020). Constructs Of Critical Thinking Skills Among Secondary School Students. 10.13140/RG.2.2.35242.36803.
Rajab, H. M. (2019). The effectiveness of using T-Math video tutorials in teaching mathematics on academic achievement and attitudes of eighth-grade students in Jordan. International Journal of Emerging Technologies in Learning, 14(19), 156-173.
Robosa, Joseph & Paras, Niña & Perante, Lhyza & Alvez, Trizhia & Tus, Jhoselle. (2021). The Experiences and Challenges Faced of the Public School Teachers Amidst the COVID-19 Pandemic: A Phenomenological Study in the Philippines. International Journal of Advance Research and Innovative Ideas in Education.7.10.6084/m9.figshare.14028833.v1.
Rohayati, A. (2013). Development of a video-based learning tool for enhancing students’ problem-solving skills in physics. Eurasia Journal of Mathematics, Science & Technology Education, 9(4), 371-381.
Smith, J., & Johnson, L. (2018). The Impact of Contextualized Learning Materials on Student Achievement in Mathematics. Journal of Educational Research, 45(2), 123-136.
Syafril, S., Aini, N. R., Netriwati, Pahrudin, A., Yaumas, N. E., & Engkizar. (2020). Spirit of Mathematics Critical Thinking Skills (CTS). Journal of Physics, 1467(1), 012069. https://doi.org/10.1088/1742-6596/1467/1/012069
Tweissi, R. (2016). Integrating ICT in EFL classrooms: Teachers’ attitudes and perceptions in Jordanian context. International Journal of Instruction, 9(1), 177-192.
Wawuda, G. M. (2019). Integration of YouTube Videos in Teaching and Learning of English Language Speaking Skills among Secondary School Students in Nakuru County, Kenya. https://ir-library.ku.ac.ke/handle/123456789/20006
Van der Meij, H., Bӧckmann, L. Effects of embedded questions in recorded lectures. J Comput High Educ 33, 235–254 (2021). https://doi.org/10.1007/s12528-020-09263-x
Vural, O. F., Zellner, R. (2013). The Impact of a Question-Embedded Video-based Learning Tool on E-learning. Gaziantep University Social Science Journal, 747-757.
Wang, X., Sun, N., & Wickersham, K. (2017). Turning Math Remediation into “Homeroom:” Contextualization as a Motivational Environment for Community College Students in Remedial Math. The Review of Higher Education, 40(3), 427-464. http://doi.org/10.1353/rhe.2017.0014
Wong, T., & Chan, W. (2019). Identifying children with persistent low math achievement: The role of number-magnitude mapping and symbolic numerical processing. Learning and Instruction, 60, 29–40. https://doi.org/10.1016/j.learninstruc.2018.11.006
World Economic Forum. (2021). Future of Jobs Report 2020. World Economic Forum.
Yang, Z., & Liu, Y. (2018). A review of unsupervised feature learning and deep learning for time-series modeling. Pattern Recognition Letters, 101, 31-46.
Yeh, C. S., Cheng, H. N., Chen, Z., Liao, C. C., & Chan, T. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1). https://doi.org/10.1186/s41039-019-0100-9
Jeerhic S. Malaluan. Janopol Oriental National High School. Tanauan City, Batangas
Rose R. Andrade. Corresponding author. Laguna State Polytechnic University. San Pablo City Campus. Corresponding email: rose.andrade@lspu.edu.ph
Cite this article:
Malaluan, J.S. & Andrade, R.R. (2023). Contextualized question-embedded video-based teaching and learning tool: A pathway in improving students’ interest and mathematical critical thinking skills. International Journal of Science, Technology, Engineering and Mathematics, 3 (2), 39-64. https://doi.org/10.53378/352990
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
