International Online Conference on Mathematics Education Abstract Book

This experimental study ascertained the benefits of project VLOGI (Video Lectures on Giving Instruction) to Grade 8 learners and mathematics teachers to resolve the mathematical content issues in probability. The researcher observed that this content has a low level of proficiency in higher grade levels of all time since it falls in the last quarter of the school year. Thus, some mathematics teachers teaching in the lower grades tend to skip or fail to teach the learning competencies due to lack of time, resulting in spiral deterioration rather than having a spiral progression approach of the Philippine K to 12 Basic Education Program. To bridge the gap of the untaught learning competencies under the content of probability, the researcher utilized project VLOGI to his instructions. Explicitly, this study sought to answer the following questions; 1. What is the students' performance in the pre-test for those exposed to the traditional method and project VLOGI? 2. Is there a marked difference in students' performance in the pre- test between those disclosed in the conventional teaching and project VLOGI? 3. What is the students' performance in the post-test for those exposed to the traditional method and project VLOGI? and 4. Is there a significant difference in students' performance in the post-test between those disclosed in the conventional teaching and project VLOGI?. The researcher's intervention, named project VLOGI, was inspired by videoblogging (Vlog), which is the new blogging trend for digital natives in the contemporary time. Currently, Vlog has a lot to offer in an educational setting. In the current situations, Vlogs may consider as support instructional materials in blended learning modalities for instruction. This videoblogging has a richer web experience than conventional text blogging since it integrates movies, sound, still images, and text, increasing the information – and potential emotions – shared with users (Kusumaningrum and Rahkmanina, 2017). Videoblogging activities can meet today's students' needs surrounded by these highly dynamic and interactive technologies (Baran, 2007). Furthermore, in some research, using videos as a learning media in mathematics improves students' motivation to learn, their comprehension and interpretation of the lesson, and their achievement (Lalian, 2019). The researcher used the experimental research design in his study. The researcher made VLOGs with all the learning competencies under the mathematical content of probability were anchored from the DepEd's Curriculum Guide (2016) of the Philippines. The two (2) randomly selected classes out of the six (6) heterogeneous-classes in school were the study respondents; 1. the control group or the group exposed in the Conventional Method of teaching, and 2. the group exposed in an approach where project VLOGI introduced was the experimental group. Utilizing the 20-item ready-made questioners taken from the DepEd Learners Module in Mathematics 8 (2013) served as the research instruments before and after the interventions. The invited expert panel of evaluators was there to examine the content validity of the construct. The data were obtained and tabulated for statistical treatment using the pre-test scores compared to all respondents' post-test scores. The researcher used the means, standard deviations, and the independent sample t-test using the SPSS tool to analyze and interpret the outcomes. The study results showed that both groups had started with the same performance level before the implemented intervention. Fortunately, there was a significant improvement in the learners' scores observed using project VLOGI than in Conventional Method in teaching after the conducted intervention with a medium effect 72 size of comparison by Cohen's (1992). Thus, utilization of project VLOGI may awaken students' interest and may augment teacher's absence in the classroom. Hence, project VLOGI should use as an alternative approach in teaching mathematics, and it is highly recommended to those teachers with uncertain responsibilities because of the ancillary services in school. Moreover, the digital learners performed way better in introducing project VLOGI in their lessons. Likewise, it encouraged students' interest to learn with excitement as they engaged their learning to any social media platforms using this project VLOGI.