Effectiveness of the Utilization of Supplementary Video Material on Students’ Mathematics Performance in Algebra

Abstract

This study explored the effectiveness of supplementary video materials in enhancing Grade 7 students’ performance in Algebra, specifically on integers. It aimed to: (1) assess pretest and post-test scores of control and experimental groups; (2) examine any significant differences between them; (3) evaluate the video’s acceptability in terms of learning objectives, engagement, video presentation, and higher-order thinking; and (4) propose instructional material based on results. Using a quasi-experimental pretest-posttest design and descriptive method, the study involved 67 students from a public high school in Camarines Sur. One section received traditional instruction, while the other used teacher-made video lessons aligned with the MATATAG curriculum. These materials were grounded in VARK learning styles and Mayer’s multimedia learning theory. A 35-item test and acceptability survey were used for data collection. Results showed both groups improved, with the experimental group reaching a higher performance level, though the difference was not statistically significant. The video materials were rated “Highly Acceptable,” especially for motivation and engagement. The study recommends continued use of video-based tools in Algebra instruction and offers a teaching guide to support implementation.