Volume 19, No. 2, 2022

Youtube-Based Teacher-Created Videos For Online Mathematics Learning During The Pandemic And Its Effect To Students’ Mathematics Performance

Jahfet N. Nabayra


With the abrupt shift of learning modalities from face-to-face to online learning, institutions, teachers, and students have to rethink and recalibrate their previous instructional approaches as a response to the educational limitations brought by the pandemic. This educational design research aimed to develop YouTube-based teacher-created videos as learning materials for mathematics online learning during the pandemic and determined its effect on students’ mathematics performance. It included 129 non-mathematics major first-year college students from a State University in the Philippines whose mathematics performance was measured through a validated researcher-made questionnaire. Data analysis tools employed for quantitative data were mean, standard deviation and Wilcoxon Signed-Rank test all processed through SPSS. A significant difference was found in the performance of the students before and after the use of teacher-created videos uploaded on YouTube in learning mathematics online which favored the performance after the intervention. Hence, teacher-created videos uploaded on YouTube are indeed effective means of helping the students maximize mathematics learning opportunities online in the new normal. The flexible, personalized, and student-friendly features of the videos suit the students’ need for comprehensive, efficient, and accessible learning materials during the pandemic.

Pages: 1380-1390

Keywords: YouTube videos; teacher-created videos; online learning; mathematics learning; pandemic learning; mathematics performance

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