Research Article
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Examination of Feedback That Elementary School Teachers Given On Students' Mathematics Homework

Year 2021, , 299 - 315, 14.12.2021
https://doi.org/10.17278/ijesim.1004076

Abstract

This quantitative study ascertained the benefits of project VLOGI as an intervention to the eighth-grade students in resolving the usual unattained learning competencies in Probability and Statistics, especially in the last quarter of the school year. The researcher utilized the true-experimental research design using vlogs as an intervention to this study. There were two (2) randomly selected classes out of the six (6) heterogeneous classes in school as (1) the control group (prevailing method) and (2) the experimental group (project VLOGI) in teaching. Respondents underwent pre-test and post-test utilizing the quality assured 20-item multiple-choice type of questionnaires, reviewed and verified by an expert panel of evaluators. The researcher used descriptive and inferential analyses using the SPSS 2.0 tool to analyze and interpret the outcomes. The study's significant results showed that learners improved their academic performance in Probability and Statistics using these vlogs. Likewise, learners gained knowledge while working on their projects to create vlogs. Furthermore, by capturing learners' attention and engaging them in their learning through various social media platforms, project VLOGI was served as an alternative teaching method in any discipline. Hence, project VLOGI was strongly recommended for teachers as a replacement when they are out of class due to ancillary functions in school to foster unattained learning competencies before the school year ends.

Project Number

NOT APPLICABLE

References

  • Abad, J. R., & Arellano, A. D. (2020). Spiral progression approach in teaching junior high school mathematics. IOER International Multidisciplinary Research Journal, 2(4). 68-78.
  • Abah, J. A. (2020). An Appeal in the Case involving Conventional Teaching: Emphasizing the Transformation to Enhanced Conventional Teaching in Mathematics Education. VillageMath Educational Review (VER), 1(1), 1-10.
  • Abulencia, A. (2019). Lived experience of principals in the implementation of k to 12 program in the philippines. EDUCARE: International Journal for Educational Studies, 12(1), 1-24.
  • Aizikovitsh-Udi, E. (2019). Construction of critical thinking skills by the infusion approach in probability and statistics in daily life. Eleventh Congress of the European Society for Research in Mathematics Education, 1-9.
  • Akram, M. J. (2010). Factors affecting the performance of teachers at higher secondary level in punjab. Pakistan Research Repository (PPR). Higher Education Commission, Islamabad.
  • Al-Maroof, R. S., Salloum, S. A., Hassanien, A. E., & Shaalan, K. (2020). Fear from COVID-19 and technology adoption: the impact of google meet during the coronavirus pandemic. Interactives Learning Environments, 1(16).
  • Alegre, E. M., & Hazel Mae, L. (2019). The level of impact on spiral progression approach in mathematics to the academic performance of the grade 10 students. International Journal of Scientific and Research Publication, 9(4), 504-512.
  • Ariel, B., Bland, M., & Sutherland, A. (2021). Experimental Designs. The SAGE Quantitative Research Kit. SAGE Publications Ltd.
  • Batubara, K., & Natali, C. H. (2020). Improving the speaking skill by vlog as learning media for teaching long functional text for eight grade students at SMPN 17 medan. Randwick International of Education and Linguistics Science (RISS) Journal. 1(3), 363-371.
  • Behesti, M., Taspolat, O., Kaya, O. S., & Sapanca, H. F. (2018). Characteristics of instructional videos. World Journal on Educational Technology: Current Issues. 10(1). 61-69.
  • Bravo, E., Amante, B., Simo, P., Enache, M, & Fernadez, V. (2011). Video as a new teaching tool to increase student motivation. 2011 IEEE Global Education Conference (EDUCON), 638 – 642.
  • Buensuceso, D. B. (2015). Level of mastery of the competencies on fractions: basis for the proposed intervention program. The International Conference on Language, Humanities, & Innovation. 196-204.
  • Candelario-Aplaon, Z. (2017). Needs assessment of senior high school mathematics teachers in teaching statistics and probability. International Forum, 20(2), 143 – 159.
  • Capate, R. N. A., & Lapinid, M. R. C. (2015). Assessing the mathematics performance of grade 8 students as basis for enhancing instruction and aligning with k to 12 curriculum. Proceedings of the DLSU Research Congress 2015, 3, 3-7.
  • Chanoknath, S., & Louangrath, P.I. (2015). Descriptive and inferential statistics. International Journal of Research & Methodology in Social Science, 1(1), 22-35.
  • Chatterjee, K. & Mukherjee, D. (2016). On the estimation of homogeneous population size from a complex dual-record system. Journal of Statistical Computation and Simulation, 86(17), 3562-3581.
  • da Silva, B. G., Borges, Y. M., & Galo, R. (2020). The use of ludic resources for the teaching of probability and statistics in middle school. Research Society and Development, 9(11), 1-18.
  • Dangle, Y. R. P., & Sumaoang, J. D. (2020). The implementation of modular distance learning in the Philippines secondary public schools. 3rd International Conference on Advanced Research in Teaching and Education. 100-108.
  • Das, K., & Gupta, M. (2020). Action research on mathematics phobia among secondary school students. International Journal of Indonesia Education and Teaching, 4(2), 239-250.
  • Deken, C., Neuman, I., & Heinze, A. (2020). Mathematical prerequisites for STEM programs: what do university instructors expect from new STEM undergraduates? International Journal of Research in Undergraduate Mathematics Education, 6, 23-41.
  • Department of Education (1988). DO. 35, s. 1988. Utilization of instructional materials and accountability therefore.
  • Department of Education (2005). DO. 9, s. 2005 – Instituting measures to increase engaged time-on-task and ensuring compliance therewithin.
  • Department of Education (2009). DO. 109, s. 2009. Make-up classes for loss schooldays.
  • Department of Education (2016). K to 12 Curriculum guide mathematics (grade 1 to grade 10).
  • Department of Education (2016). DO. 35, s. 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.
  • Eren, E. & Ergulec, F. (2020). Teknolojik pedagojik içerik bilgisi tabanlı öğretim tasarımı modeli: okul-üniversite işbirliği kapsamında bir değerlendirme. Kırşehir Eğitim Fakültesi Dergisi, 21(3), 1247-1290.
  • Ernawati, & Sutiarso, S. (2019). Analysis of difficulties in solving mathematical problems categorized higher order thinking skills (HOTS) on the subject of rank and shape of the root according to polya stages, Journal of Physics: Conference Series, 1563, 1-8.
  • Erol, O., Çırak, N. S. & Beşer-Gülsoy, V. G. (2021). Sosyal medya kullanımının kişiliğe göre değişimi: öğretmen adayları örneklemi. Kırşehir Eğitim Fakültesi Dergisi, 22(1), 571-598. Fidan, M., & Debbag M. (2018). The usage of video blog (vlog) in the “school experience” course: the opinion of the pre-service teachers. Journal of Education and Future, 13, 161-177.
  • Fountain, M. (2017). Social media and its effects in politics: the factors that influence social media use for political news and social media use influencing political participation [Undergraduate Research Thesis, The Ohio State University].
  • Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: current use, calculations, and interpretations. Journal of Experimental Psychology General, 14(1), 2-18.
  • Gao, W., Tian, Y., Huang, T., & Yang, Q. (2010). Vlogging: a survey of videoblogging technology on the web. ACM Computing Survey, 42(4), 15:1 – 15:57.
  • Hae-Young, K. (2019). Statistical notes for clinical researchers: the independent samples t-test. Restorative Dentistry & Endodontics (RDE), 44(3), 1-6.
  • Hernando-Malipot, M. (2019, June 25). Teachers’ group laments lack of textbook for K to 12. Manila Bulletin, p 9.
  • Huang, H. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), 18-40.
  • Into, C. A. D., & Gempes, G. P. (2018). Untold stories of teachers with multi ancillary functions: a phenomenology of fortitude. Journal of Advances in Humanities and Social Sciences, 4(18), 13-25.
  • Jaron, M. A. E., Sandoval, M. P., & Garcia. F. A. (2015). As assessment of organizational commitment among selected administrative employees of Yazaki-Torres manufacturing, inc. CAS Research Journal, 2(2), 201-237.
  • Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive analysis. IJAM – International Journal of Academic Medicine, 4(1), 60-63.
  • Kilicaslan, H., & Vural, S. (2018). The effects of creative drama teaching methods on academic success in architectural education. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2157-2167.
  • Kunasaraphan, K. (2018). Classroom action research for teaching mathematics in secondary schools. The ICBTS Research Conference Proceedings 2018 in Vienna, 433 -437. Kunwar, R. (2020). Mathematics phobia: causes, symptoms, and ways to overcome. International Journal of Creative Research Thoughts (IJCRT), 8(8), 818-822.
  • Lalian, O. N. (2019). The effects of using video media in mathematics learning on students’ cognitive and effective aspects. AIP Conference Proceedings 2019, 030011, 1-4.
  • Landau, S. & Evirett, B. (2004). A handbook of statistical analyses using SPSS. Chapman & Hall/CRC Press LLC.
  • Machera, R. P. (2017). Teaching intervention strategies that enhance learning in higher education. Universal Journal of Educational Research, 5(5), 733-743.
  • Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 43-71). Cambridge University.
  • Mullis, I. V. S., Martin, M. O., Goh, S., & Cotter, K. (Eds.). (2016). TIMSSS 2015 encyclopedia: education policy and curriculum in mathematics and science, TIMSS & PRILS International Study Center website.
  • Muniz-Rodriguez, L., Rodriguez-Muniz, L. J., & Alsina, A. (2020). Deficits in the statistical and probabilistic literacy of citizens: effects in a world in crisis, mathematical modelling and simulation in science and engineering MDPI. E Mathematics, 8(11), 1-20.
  • Orale, R. L., & Uy, M. E. A. (2018). When the spiral is broken: problem analysis in the implementation of spiral progression approach in teaching mathematics. Journal of Academic Research, 3(3), 14-24.
  • Overton, C. E., Stage, H. B., Ahmad, S., …, Webb, L. (2020). Using statistics and mathematical modeling to understand infectious disease outbreaks: COVID-19 as an example. Infectious Disease Modelling, 5, 409-441.
  • Paring, I. R., Cereno, A. C., & Decano, R. (2021). Determining factors to students’ science achievement in the implementation of K to 12 spiral progression approach: a mixed method. International Journal of Educational Research Review, 6(3), 46-54.
  • Paul, J. & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. Face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1(7), 1-9.
  • Perez, J. C. S., Bongcales, R. C. A., & Bellen, J. A. (2020). A scoping on the implementation of the spiral progression approach. Journal of Academic Research, 1(1), 11-22.
  • Rakhmanina, L., & Kusumaningrum, L. (2017). The effectiveness of video blogging in teaching speaking viewed from students’ learning motivation. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 27-34.
  • Rashid, M., & Zaman, S. (2018). Effects of teacher’s behavior on academic performance of students. 3rd International Conference on Research and Practices in Education, 1-15.
  • Read, L., & Atinc, T. M. (2017). Investigation into using data to improve learning Philippine case study. Global Economy and Development. Brookings 1775 Massachusetts Avenue, NW Washington, DC.
  • Ridhawaanah, H. D., & Khemduth, S. A. (2019). Impact of spiral teaching on quadratics: action research with grade 11 students in mauritius. Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia, 220-227.
  • Rigo, F, & Mikus, J. (2021). Asynchronous and synchonous distance learning of english as a foreign language. Media Literacy and Academic Research, 4(1), 89-106.
  • Rosenbusch, K. (2020). Technology intervention: rethinking the role of education and faculty in the transformative digital environment. Advances in Human Developing Resources, 22(1), 87-101.
  • Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & That, K. (2020). Mathematics anxiety among STEM and social science students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International Journal of STEM Education, 7(46), 1-11.
  • Shivaraju, P. T., Manu, G., Vinaya, M., & Savkar M. K. (2017). Evaluating the effectiveness of pre-and post-test model of learning in a medical school. National Journal of Physiology, Pharmacy and Pharmacology, 7(9), 947-951.
  • Sevgi, S., & Gürtaş, K. (2020). Ortaokul öğrencilerinin geometriye yönelik tutum ve öz-yeterliliklerinin incelenmesi. Kırşehir Eğitim Fakültesi Dergisi, 21(1), 416-455.
  • Sumuglu, U. (2021). A case study on teaching Turkish through distance education. International Journal of Psychology and Educational Studies, 8(1), 174-190.
  • Tapanan, H. E., Antig, M. G., & Tapanan, M. L. J. (2021). Assessment of teacher’ performance and the spiral progression approach in mathematics. International Journal of Innovative Science and Research Technology, 6(1), 668-675.
  • Tiro, A. S. (2020). Description of probability and randomized events literacy for statistics students at university negeri makassar. Journal of Physics: Conference Series, (WEAST 2020), 1899, 1-6.
  • Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Technology, 62, 231-235.
  • Ullah, O., & Iqbal, M. (2020). Comparison of Impact of Traditional and Modern Teaching Methods on Students' Performance at Elementary School Level. Global Regional Review, V(I), 386-395.
  • Yumusak, G. K. (2016). An analysis of the science curricula in turkey with respect to spiral curriculum approach. Journal of Education and Practice, 7(9), 99-105.
  • Zamalia, M., & Porter, A. (2016). Students’ perceived understanding and competency in probability concepts in an e-learning environment: an australian experience. Pertanika Journal Social Sciences & Humanities, 24, 73-82.

Project VLOGI (Video Lectures on Giving Instructions): Effects on Learners’ Performance in Probability and Statistics

Year 2021, , 299 - 315, 14.12.2021
https://doi.org/10.17278/ijesim.1004076

Abstract

This quantitative study ascertained the benefits of project VLOGI as an intervention to the eighth-grade students in resolving the usual unattained learning competencies in Probability and Statistics, especially in the last quarter of the school year. The researcher utilized the true-experimental research design using vlogs as an intervention to this study. There were two (2) randomly selected classes out of the six (6) heterogeneous classes in school as (1) the control group (prevailing method) and (2) the experimental group (project VLOGI) in teaching. Respondents underwent pre-test and post-test utilizing the quality assured 20-item multiple-choice type of questionnaires, reviewed and verified by an expert panel of evaluators. The researcher used descriptive and inferential analyses using the SPSS 2.0 tool to analyze and interpret the outcomes. The study's significant results showed that learners improved their academic performance in Probability and Statistics using these vlogs. Likewise, learners gained knowledge while working on their projects to create vlogs. Furthermore, by capturing learners' attention and engaging them in their learning through various social media platforms, project VLOGI was served as an alternative teaching method in any discipline. Hence, project VLOGI was strongly recommended for teachers as a replacement when they are out of class due to ancillary functions in school to foster unattained learning competencies before the school year ends.

Supporting Institution

Department of Education - Region VI Western Visayas Basic Education Research Fund

Project Number

NOT APPLICABLE

Thanks

I would like to thank you in advance for the opportunity if you will .consider my article to be published in your Journal. I am looking forward to working with you in the future

References

  • Abad, J. R., & Arellano, A. D. (2020). Spiral progression approach in teaching junior high school mathematics. IOER International Multidisciplinary Research Journal, 2(4). 68-78.
  • Abah, J. A. (2020). An Appeal in the Case involving Conventional Teaching: Emphasizing the Transformation to Enhanced Conventional Teaching in Mathematics Education. VillageMath Educational Review (VER), 1(1), 1-10.
  • Abulencia, A. (2019). Lived experience of principals in the implementation of k to 12 program in the philippines. EDUCARE: International Journal for Educational Studies, 12(1), 1-24.
  • Aizikovitsh-Udi, E. (2019). Construction of critical thinking skills by the infusion approach in probability and statistics in daily life. Eleventh Congress of the European Society for Research in Mathematics Education, 1-9.
  • Akram, M. J. (2010). Factors affecting the performance of teachers at higher secondary level in punjab. Pakistan Research Repository (PPR). Higher Education Commission, Islamabad.
  • Al-Maroof, R. S., Salloum, S. A., Hassanien, A. E., & Shaalan, K. (2020). Fear from COVID-19 and technology adoption: the impact of google meet during the coronavirus pandemic. Interactives Learning Environments, 1(16).
  • Alegre, E. M., & Hazel Mae, L. (2019). The level of impact on spiral progression approach in mathematics to the academic performance of the grade 10 students. International Journal of Scientific and Research Publication, 9(4), 504-512.
  • Ariel, B., Bland, M., & Sutherland, A. (2021). Experimental Designs. The SAGE Quantitative Research Kit. SAGE Publications Ltd.
  • Batubara, K., & Natali, C. H. (2020). Improving the speaking skill by vlog as learning media for teaching long functional text for eight grade students at SMPN 17 medan. Randwick International of Education and Linguistics Science (RISS) Journal. 1(3), 363-371.
  • Behesti, M., Taspolat, O., Kaya, O. S., & Sapanca, H. F. (2018). Characteristics of instructional videos. World Journal on Educational Technology: Current Issues. 10(1). 61-69.
  • Bravo, E., Amante, B., Simo, P., Enache, M, & Fernadez, V. (2011). Video as a new teaching tool to increase student motivation. 2011 IEEE Global Education Conference (EDUCON), 638 – 642.
  • Buensuceso, D. B. (2015). Level of mastery of the competencies on fractions: basis for the proposed intervention program. The International Conference on Language, Humanities, & Innovation. 196-204.
  • Candelario-Aplaon, Z. (2017). Needs assessment of senior high school mathematics teachers in teaching statistics and probability. International Forum, 20(2), 143 – 159.
  • Capate, R. N. A., & Lapinid, M. R. C. (2015). Assessing the mathematics performance of grade 8 students as basis for enhancing instruction and aligning with k to 12 curriculum. Proceedings of the DLSU Research Congress 2015, 3, 3-7.
  • Chanoknath, S., & Louangrath, P.I. (2015). Descriptive and inferential statistics. International Journal of Research & Methodology in Social Science, 1(1), 22-35.
  • Chatterjee, K. & Mukherjee, D. (2016). On the estimation of homogeneous population size from a complex dual-record system. Journal of Statistical Computation and Simulation, 86(17), 3562-3581.
  • da Silva, B. G., Borges, Y. M., & Galo, R. (2020). The use of ludic resources for the teaching of probability and statistics in middle school. Research Society and Development, 9(11), 1-18.
  • Dangle, Y. R. P., & Sumaoang, J. D. (2020). The implementation of modular distance learning in the Philippines secondary public schools. 3rd International Conference on Advanced Research in Teaching and Education. 100-108.
  • Das, K., & Gupta, M. (2020). Action research on mathematics phobia among secondary school students. International Journal of Indonesia Education and Teaching, 4(2), 239-250.
  • Deken, C., Neuman, I., & Heinze, A. (2020). Mathematical prerequisites for STEM programs: what do university instructors expect from new STEM undergraduates? International Journal of Research in Undergraduate Mathematics Education, 6, 23-41.
  • Department of Education (1988). DO. 35, s. 1988. Utilization of instructional materials and accountability therefore.
  • Department of Education (2005). DO. 9, s. 2005 – Instituting measures to increase engaged time-on-task and ensuring compliance therewithin.
  • Department of Education (2009). DO. 109, s. 2009. Make-up classes for loss schooldays.
  • Department of Education (2016). K to 12 Curriculum guide mathematics (grade 1 to grade 10).
  • Department of Education (2016). DO. 35, s. 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.
  • Eren, E. & Ergulec, F. (2020). Teknolojik pedagojik içerik bilgisi tabanlı öğretim tasarımı modeli: okul-üniversite işbirliği kapsamında bir değerlendirme. Kırşehir Eğitim Fakültesi Dergisi, 21(3), 1247-1290.
  • Ernawati, & Sutiarso, S. (2019). Analysis of difficulties in solving mathematical problems categorized higher order thinking skills (HOTS) on the subject of rank and shape of the root according to polya stages, Journal of Physics: Conference Series, 1563, 1-8.
  • Erol, O., Çırak, N. S. & Beşer-Gülsoy, V. G. (2021). Sosyal medya kullanımının kişiliğe göre değişimi: öğretmen adayları örneklemi. Kırşehir Eğitim Fakültesi Dergisi, 22(1), 571-598. Fidan, M., & Debbag M. (2018). The usage of video blog (vlog) in the “school experience” course: the opinion of the pre-service teachers. Journal of Education and Future, 13, 161-177.
  • Fountain, M. (2017). Social media and its effects in politics: the factors that influence social media use for political news and social media use influencing political participation [Undergraduate Research Thesis, The Ohio State University].
  • Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: current use, calculations, and interpretations. Journal of Experimental Psychology General, 14(1), 2-18.
  • Gao, W., Tian, Y., Huang, T., & Yang, Q. (2010). Vlogging: a survey of videoblogging technology on the web. ACM Computing Survey, 42(4), 15:1 – 15:57.
  • Hae-Young, K. (2019). Statistical notes for clinical researchers: the independent samples t-test. Restorative Dentistry & Endodontics (RDE), 44(3), 1-6.
  • Hernando-Malipot, M. (2019, June 25). Teachers’ group laments lack of textbook for K to 12. Manila Bulletin, p 9.
  • Huang, H. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), 18-40.
  • Into, C. A. D., & Gempes, G. P. (2018). Untold stories of teachers with multi ancillary functions: a phenomenology of fortitude. Journal of Advances in Humanities and Social Sciences, 4(18), 13-25.
  • Jaron, M. A. E., Sandoval, M. P., & Garcia. F. A. (2015). As assessment of organizational commitment among selected administrative employees of Yazaki-Torres manufacturing, inc. CAS Research Journal, 2(2), 201-237.
  • Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive analysis. IJAM – International Journal of Academic Medicine, 4(1), 60-63.
  • Kilicaslan, H., & Vural, S. (2018). The effects of creative drama teaching methods on academic success in architectural education. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2157-2167.
  • Kunasaraphan, K. (2018). Classroom action research for teaching mathematics in secondary schools. The ICBTS Research Conference Proceedings 2018 in Vienna, 433 -437. Kunwar, R. (2020). Mathematics phobia: causes, symptoms, and ways to overcome. International Journal of Creative Research Thoughts (IJCRT), 8(8), 818-822.
  • Lalian, O. N. (2019). The effects of using video media in mathematics learning on students’ cognitive and effective aspects. AIP Conference Proceedings 2019, 030011, 1-4.
  • Landau, S. & Evirett, B. (2004). A handbook of statistical analyses using SPSS. Chapman & Hall/CRC Press LLC.
  • Machera, R. P. (2017). Teaching intervention strategies that enhance learning in higher education. Universal Journal of Educational Research, 5(5), 733-743.
  • Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 43-71). Cambridge University.
  • Mullis, I. V. S., Martin, M. O., Goh, S., & Cotter, K. (Eds.). (2016). TIMSSS 2015 encyclopedia: education policy and curriculum in mathematics and science, TIMSS & PRILS International Study Center website.
  • Muniz-Rodriguez, L., Rodriguez-Muniz, L. J., & Alsina, A. (2020). Deficits in the statistical and probabilistic literacy of citizens: effects in a world in crisis, mathematical modelling and simulation in science and engineering MDPI. E Mathematics, 8(11), 1-20.
  • Orale, R. L., & Uy, M. E. A. (2018). When the spiral is broken: problem analysis in the implementation of spiral progression approach in teaching mathematics. Journal of Academic Research, 3(3), 14-24.
  • Overton, C. E., Stage, H. B., Ahmad, S., …, Webb, L. (2020). Using statistics and mathematical modeling to understand infectious disease outbreaks: COVID-19 as an example. Infectious Disease Modelling, 5, 409-441.
  • Paring, I. R., Cereno, A. C., & Decano, R. (2021). Determining factors to students’ science achievement in the implementation of K to 12 spiral progression approach: a mixed method. International Journal of Educational Research Review, 6(3), 46-54.
  • Paul, J. & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. Face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1(7), 1-9.
  • Perez, J. C. S., Bongcales, R. C. A., & Bellen, J. A. (2020). A scoping on the implementation of the spiral progression approach. Journal of Academic Research, 1(1), 11-22.
  • Rakhmanina, L., & Kusumaningrum, L. (2017). The effectiveness of video blogging in teaching speaking viewed from students’ learning motivation. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 27-34.
  • Rashid, M., & Zaman, S. (2018). Effects of teacher’s behavior on academic performance of students. 3rd International Conference on Research and Practices in Education, 1-15.
  • Read, L., & Atinc, T. M. (2017). Investigation into using data to improve learning Philippine case study. Global Economy and Development. Brookings 1775 Massachusetts Avenue, NW Washington, DC.
  • Ridhawaanah, H. D., & Khemduth, S. A. (2019). Impact of spiral teaching on quadratics: action research with grade 11 students in mauritius. Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia, 220-227.
  • Rigo, F, & Mikus, J. (2021). Asynchronous and synchonous distance learning of english as a foreign language. Media Literacy and Academic Research, 4(1), 89-106.
  • Rosenbusch, K. (2020). Technology intervention: rethinking the role of education and faculty in the transformative digital environment. Advances in Human Developing Resources, 22(1), 87-101.
  • Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & That, K. (2020). Mathematics anxiety among STEM and social science students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International Journal of STEM Education, 7(46), 1-11.
  • Shivaraju, P. T., Manu, G., Vinaya, M., & Savkar M. K. (2017). Evaluating the effectiveness of pre-and post-test model of learning in a medical school. National Journal of Physiology, Pharmacy and Pharmacology, 7(9), 947-951.
  • Sevgi, S., & Gürtaş, K. (2020). Ortaokul öğrencilerinin geometriye yönelik tutum ve öz-yeterliliklerinin incelenmesi. Kırşehir Eğitim Fakültesi Dergisi, 21(1), 416-455.
  • Sumuglu, U. (2021). A case study on teaching Turkish through distance education. International Journal of Psychology and Educational Studies, 8(1), 174-190.
  • Tapanan, H. E., Antig, M. G., & Tapanan, M. L. J. (2021). Assessment of teacher’ performance and the spiral progression approach in mathematics. International Journal of Innovative Science and Research Technology, 6(1), 668-675.
  • Tiro, A. S. (2020). Description of probability and randomized events literacy for statistics students at university negeri makassar. Journal of Physics: Conference Series, (WEAST 2020), 1899, 1-6.
  • Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Technology, 62, 231-235.
  • Ullah, O., & Iqbal, M. (2020). Comparison of Impact of Traditional and Modern Teaching Methods on Students' Performance at Elementary School Level. Global Regional Review, V(I), 386-395.
  • Yumusak, G. K. (2016). An analysis of the science curricula in turkey with respect to spiral curriculum approach. Journal of Education and Practice, 7(9), 99-105.
  • Zamalia, M., & Porter, A. (2016). Students’ perceived understanding and competency in probability concepts in an e-learning environment: an australian experience. Pertanika Journal Social Sciences & Humanities, 24, 73-82.
There are 66 citations in total.

Details

Primary Language English
Subjects Applied Mathematics
Journal Section Research Article
Authors

Sherwin Batilantes 0000-0001-8868-0511

Project Number NOT APPLICABLE
Publication Date December 14, 2021
Published in Issue Year 2021

Cite

APA Batilantes, S. (2021). Project VLOGI (Video Lectures on Giving Instructions): Effects on Learners’ Performance in Probability and Statistics. International Journal of Educational Studies in Mathematics, 8(4), 299-315. https://doi.org/10.17278/ijesim.1004076