Instructional Videos as An Intervention in Teaching Mathematics in The Modern World: An Action Research

Instructional Videos as An Intervention in Teaching Mathematics in The Modern World: An Action Research

Somerson C. Kis-ing

Saint Mary’s University, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0259

Received: 29 April 2025; Accepted: 08 May 2025; Published: 07 June 2025

ABSTRACT

This action research investigates the effectiveness of instructional videos as a supplementary tool in teaching mathematical concepts in resource-limited, blended learning environments. While multimedia in education has been widely studied, there is limited evidence on its impact in specific courses like Mathematics in the Modern World, particularly for first-year nursing students in rural areas. The study employed a true experimental design involving 104 first-year Bachelor of Science in Nursing students from two intact class sections (n = 52 each). One group received traditional instruction (control), while the other experienced classroom-integrated instructional videos (experimental). Pretest analysis confirmed no significant baseline difference between groups (p = 0.542). Validated pretests and posttests, aligned with course objectives and Higher Order Thinking Skills (HOTS), were administered to assess learning outcomes. Both groups showed statistically significant gains (p < 0.001), but the experimental group significantly outperformed the control group in the posttest (t(102) = 8.91, p < 0.001, Cohen’s d = 1.75), indicating a large effect size. Qualitative data from a focus group discussion supported these findings; experimental group students reported greater engagement, comprehension, and confidence, while control group students valued real-time feedback from traditional teaching. The intervention was grounded in Mayer’s Cognitive Theory of Multimedia Learning, Vygotsky’s Social Constructivism, and Paivio’s Dual Coding Theory, emphasizing verbal explanation, visual aids, and social interaction. Although findings indicate that instructional videos can enhance understanding of specific topics like logic, the study’s scope is limited to one subject, a single institution, and a relatively small sample. The study recommends further research across diverse mathematics domains and student populations, as well as deeper investigation into video quality and access issues in rural settings, to inform effective multimedia strategies in post-pandemic education.

Keywords – Instructional video, mathematics performance, action research, mathematics, multimedia

INTRODUCTION

Since the onset of the COVID-19 pandemic, educational institutions worldwide have been forced to confront unprecedented disruptions. In the Philippines, these disruptions were particularly severe in rural and underserved areas. Mountain Province State University (MPSU), located in a geographically isolated region in the Cordillera Administrative Region, exemplifies the challenges faced by higher education institutions (HEIs) operating under such conditions. The abrupt transition from face-to-face instruction to modular and remote learning modes in early 2020 was necessitated by strict health protocols and mobility restrictions. However, this shift exposed and exacerbated existing disparities in educational infrastructure, faculty preparedness, and digital access—factors that continue to hinder instructional delivery in the post-pandemic context.

The modular learning approach adopted by MPSU, while necessary for continuity, was not without its limitations. Modules often consisted of dense, text-heavy materials, which required a high degree of student autonomy and comprehension skills—particularly problematic for learners in mathematics courses, where abstract reasoning and procedural understanding are critical. Compounding the issue was the lack of immediate feedback or interactive support, which are essential for mastering mathematical concepts. In response, MPSU undertook several institutional interventions to address the pedagogical limitations of modular learning. One such initiative was a series of faculty development workshops aimed at improving instructional capacity through multimedia content creation, with an emphasis on instructional video production.

These workshops, conducted during the height of the pandemic, led to the development of numerous video lessons across disciplines. The rationale behind promoting instructional videos stemmed from the recognition that multimedia materials—especially those integrating visual and auditory components—can enhance learning by appealing to multiple sensory channels and reducing cognitive overload. However, due to the province’s limited internet infrastructure, the dissemination of these videos through platforms such as YouTube, Google Classroom, Zoom, and Google Meet proved ineffective. Students residing in remote, mountainous barangays struggled with intermittent or nonexistent connectivity, rendering digital learning largely inaccessible during this period.

With the gradual easing of health restrictions and the phased return to limited face-to-face instruction under a blended learning model, these instructional videos gained renewed relevance. Blended learning at MPSU involves an alternating weekly schedule, with in-person sessions complemented by take-home modular activities. This model offers an opportunity to repurpose and reintegrate previously underutilized instructional videos into classroom instruction and modular study. Rather than serve solely as asynchronous learning tools, videos can now be employed to reinforce lesson delivery during in-person sessions or support independent learning during modular weeks. This transition from purely remote delivery to blended instruction positions MPSU’s prior investments in multimedia as potentially transformative, especially in enhancing student understanding of complex mathematical topics such as logic and statistics.

Recent studies have highlighted the challenges faced by students in rural areas of the Philippines regarding flexible online learning. Reference [1] found that students in rural higher education institutions encountered significant obstacles, including limited internet connectivity and lack of access to digital devices, which hindered their participation in online classes. Reference [2] emphasized the need for a pedagogical blended learning model tailored to rural schools, suggesting that a one-size-fits-all approach may not be effective in these contexts. Reference [3] demonstrated the effectiveness of teacher-made YouTube video lessons in enhancing students’ understanding of complex mathematical concepts, indicating the potential of instructional videos as supplementary tools in blended learning environments. Reference [4] reported positive impacts of multimedia tools on learners’ performance in Filipino, further supporting the integration of such resources in language instruction.

Instructional videos, as educational tools, are increasingly recognized in academic literature for their potential to support flexible, personalized, and multimodal learning. Reference [5] assert that instructional videos, when designed according to evidence-based principles, can significantly enhance learners’ retention, motivation, and comprehension. These benefits are particularly salient in mathematics education, where abstract reasoning, problem-solving, and symbolic manipulation are involved. The dual-channel processing facilitated by video—combining verbal explanation with visual demonstration—aligns with the Cognitive Theory of Multimedia Learning, which posits that learning is more effective when learners can process information through both visual and auditory pathways simultaneously [6], [5].

Similarly, Paivio’s Dual Coding Theory [7] provides a theoretical framework for understanding how learners encode and retrieve information more efficiently when it is presented through both linguistic and visual representations. These frameworks support the integration of instructional videos into pedagogical practice, especially in settings where traditional, text-based instruction may not fully engage or accommodate diverse learning styles. In a blended learning environment, these videos can function not only as primary instructional resources but also as scaffolding tools that enable differentiated instruction, remediation, and review.

From a constructivist perspective, instructional videos can also complement social learning processes when used interactively within a classroom setting. Vygotsky’s Social Constructivism emphasizes the importance of guided interaction and collaborative problem-solving in the construction of knowledge [8]. In the context of blended learning, videos can serve as springboards for in-class discussions, group activities, and problem-solving exercises, allowing students to co-construct understanding with peers and instructors. This hybrid use of video materials addresses both individual and social dimensions of learning, aligning with 21st-century pedagogical goals.

Despite these theoretical advantages, the use of instructional videos in rural, post-pandemic Philippine education remains underexplored. Most empirical studies on multimedia instruction focus on urban or technologically advanced contexts where access to high-speed internet, modern devices, and digital literacy is assumed. Rural HEIs like MPSU operate under markedly different circumstances, including infrastructural limitations, socio-economic disparities, and cultural factors that influence technology adoption. As such, generalized findings from urban settings may not adequately reflect the realities faced by students and educators in the Cordilleras.

Furthermore, a critical gap exists in the literature regarding the pedagogical effectiveness of instructional videos originally developed for remote learning when repurposed for face-to-face or blended instruction. The pandemic compelled educators to design asynchronous content with limited guidance on instructional design principles or audience engagement strategies. In the post-pandemic context, questions remain about the usability, adaptability, and instructional value of these materials when deployed in hybrid classrooms.

At MPSU, the general education course “Mathematics in the Modern World” is required for all students, regardless of major. It includes topics such as the role of mathematics in society, logic, sets, statistics, graphs, and modular arithmetic. Among these, logic and statistics are considered particularly difficult due to their reliance on abstract thinking and structured reasoning. Students from non-mathematics backgrounds, such as those in nursing, education, and business administration, often struggle with these topics and report high levels of math anxiety and disengagement. Instructional videos offer a promising intervention by allowing students to visualize abstract concepts, review material at their own pace, and receive consistent explanations outside the classroom environment.

Given these contextual and pedagogical considerations, this study seeks to investigate the effectiveness of instructional videos—developed during the pandemic for asynchronous delivery—in supporting learning outcomes in a blended learning setup. Specifically, the research focuses on logic topics in the “Mathematics in the Modern World” course and evaluates the impact of video-enhanced instruction on student comprehension, performance, and engagement in a rural university context.

The study employs a true experimental design to examine the causal effects of the instructional video intervention on student learning outcomes. Quantitative data on academic performance were complemented by qualitative feedback to provide a comprehensive picture of how students perceive and engage with multimedia instruction in a blended environment. This mixed-methods approach ensures that both measurable gains and experiential insights are captured, offering a richer basis for pedagogical recommendations.

By situating this study within MPSU’s unique socio-educational context, the research contributes to the broader discourse on educational equity, technology integration, and post-pandemic pedagogical transformation. It foregrounds the realities of teaching and learning in rural higher education institutions and provides empirical evidence that may inform future instructional strategies, faculty development initiatives, and policy formulation. In doing so, the study not only addresses a critical gap in the literature but also offers practical insights into how multimedia resources—if thoughtfully implemented—can enhance educational delivery in low-resource, geographically isolated settings.

Ultimately, the findings of this study aim to inform institutional decision-making at MPSU and similar universities regarding the strategic integration of multimedia tools in general education curricula. As educational systems globally move toward more flexible and technology-enhanced modes of instruction, understanding the localized efficacy of such interventions is essential. In rural Philippine settings where technological infrastructure lags, careful adaptation, and context-sensitive pedagogical design are necessary to ensure that innovations like instructional videos do not inadvertently widen existing educational gaps, but rather serve to close them.

Conceptual Framework

This study explores the impact of instructional videos on student learning outcomes in mathematics, specifically within the subject Mathematics in the Modern World under a blended learning setup. It posits that instructional videos, as the independent variable, enhance student academic performance (dependent variable) in logic-related topics by offering visual, auditory, and self-paced instruction that complements both modular and face-to-face teaching. The control group received traditional instruction, while the experimental group had the same instruction supplemented with instructional videos.

Fig. 1. Paradigm of the study

The study adopts the Input-Process-Output (IPO) model. Inputs include (1) instructional videos developed for selected logic topics, (2) student participants, and (3) baseline data from a pretest. Contextual variables such as prior math knowledge, motivation, access to technology, and instructional support are considered as potential moderating factors. The experimental group used the videos as the main intervention, while the control group continued with standard blended learning methods without videos.

The process began with a pretest to determine students’ baseline knowledge, followed by the intervention phase. During this phase, the experimental group used instructional videos designed in line with multimedia learning principles and Vygotsky’s scaffolding concept. These videos provided step-by-step explanations, visual and verbal content delivery, and opportunities for self-paced review. They were intended to reduce cognitive overload and improve comprehension by enabling students to revisit complex topics. After the intervention, both groups took a posttest, and their scores were compared to assess learning gains. Quantitative data were collected, and statistical methods such as mean scores and t-tests were used to analyze the significance of performance differences. Additionally, researchers observed student engagement and the practical viability of integrating videos in a rural blended learning context.

The output of the study includes statistical evidence showing the differences in learning gains between the groups and broader educational outcomes. Notable improvements were observed in student engagement, confidence in solving mathematical problems, and participation in logic discussions. The study also identified cognitive skills—such as logical reasoning, retention of foundational concepts, and interpretation of symbolic representations—that were most positively influenced by video-supported instruction. Furthermore, the findings offer insights for educators on how to effectively integrate instructional videos in low-resource settings, providing a sustainable strategy to enhance blended mathematics instruction in rural educational environments.

Theoretical Framework

This study is grounded in several educational theories that explain the effectiveness of instructional videos in enhancing student learning outcomes, particularly in mathematics within rural, blended learning environments. These theories inform the intervention’s design and offer a clear rationale for how video-supported instruction fosters deeper mathematical understanding.

Foremost among these is Mayer’s Cognitive Theory of Multimedia Learning [9], which posits that students learn more effectively when content is delivered through both visual and verbal channels rather than text alone. This theory is central to the study, as the instructional videos were purposefully designed to present logic-based mathematical content using narration, images, and animated examples. Complex topics such as truth tables and symbolic reasoning were visually explained step-by-step while accompanied by verbal cues. This dual-channel approach reduces cognitive overload, promotes active learning, and helps students integrate and organize new knowledge more efficiently.

The study also draws from Constructivist Learning Theory [8], which asserts that learners construct understanding through active, experience-based engagement and social interaction. Though asynchronous, the videos are part of a blended setup that includes modular learning and face-to-face sessions. The videos serve as scaffolds, supporting independent study and enhancing in-class discussions. This approach reflects Vygotsky’s zone of proximal development, where learning is optimized when students transition from independent work to guided collaboration. Watching and reviewing the videos at their own pace, then engaging in problem-solving with peers and instructors, helps students internalize abstract logical concepts more meaningfully.

Paivio’s Dual Coding Theory [7] also supports the study by suggesting that information processed simultaneously through visual and verbal channels leads to stronger mental representations and better retention. The instructional videos capitalize on this by combining animated logical operations with spoken explanations, enabling students to build stronger cognitive connections and recall information more effectively. This dual encoding approach not only boosts comprehension but also enhances long-term retention and application of mathematical ideas.

Together, these theories—Mayer’s cognitive processing, Paivio’s dual coding, and Vygotsky’s social constructivism—create a robust, multi-dimensional framework for understanding the value of instructional videos. In a rural, blended learning context where connectivity, instructional time, and resources are often limited, such an intervention provides structured, repeatable, and engaging learning experiences. The theoretical foundation of the study justifies the pedagogical use of videos and explains their role in addressing the unique challenges faced by mathematics learners in underserved educational settings.

Statement of the Problem

This study seeks to address that gap by evaluating the academic effects of video-based instruction in teaching mathematics to first-year students at a rural university.

To explore this, the study is guided by the following research questions:

What is the academic performance level of the control group and the experimental group as indicated by their pretest and posttest results?

Is there a significant difference between the pretest and posttest scores within each group (control and experimental), and between the two groups?

Is there a significant difference in the posttest performance of the control group and the experimental group?

Is there a significant difference in the gain scores (posttest minus pretest) between the control and experimental groups?

Research Hypotheses

There is no significant difference between the pretest and posttest scores of the control group.

There is no significant difference between the pretest and posttest scores of the experimental group.

There is no significant difference in the posttest scores between the control group and the experimental group.

There is no significant difference in the gain scores (posttest minus pretest) between the control and experimental groups.

METHODOLOGY

Research Design

This study employed a quasi-experimental design to investigate the effectiveness of instructional videos as an intervention in teaching logic under the subject Mathematics in the Modern World. Quasi-experimental research was selected due to its suitability in educational settings where random assignment is not feasible or ethical. This design allowed the researcher to examine the causal relationship between the use of instructional videos (independent variable) and students’ academic performance (dependent variable) using pre-existing class sections.

The study involved 104 students, all enrolled in the same general education mathematics course and divided into two intact classes of 52 students each. Both sections were taught by the same instructor to control for variability in teaching delivery. One section served as the experimental group, receiving instruction through both traditional methods and supplemental instructional videos, while the control group relied solely on traditional lecture-based and modular instruction. The intervention focused on the logic unit and lasted for two weeks.

The instructional videos used for the intervention were 8–12 minutes long, designed by subject matter experts, and aligned with the curriculum and course outcomes. They featured animated examples, real-world applications, and narrated explanations to engage both the visual and auditory learning channels. Both groups were given the same pretest and posttest assessments to measure academic performance gains, with administration conducted in-person to ensure consistent testing conditions.

To accommodate technological constraints in the rural setting, videos were made accessible both through the university’s learning management system and via local file-sharing, allowing offline viewing. The instructional schedule for both groups was synchronized to maintain parity in pacing and content, with the mode of delivery as the only key difference.

To provide a more holistic understanding of the intervention’s impact, the study employed an explanatory sequential mixed-methods design. After analyzing the quantitative data, the researcher conducted a focus group discussion with eight students from the experimental group. Participants were selected purposively to represent a range of academic abilities and digital access levels. Thematic analysis of the qualitative data revealed patterns in students’ perceptions, such as increased engagement, greater confidence in solving logic problems, and appreciation for the ability to revisit complex content.

While the experimental setup ensured strong internal validity, the study acknowledged challenges inherent in the rural context, including inconsistent internet access and varying student attendance. These limitations were mitigated through offline video access and standardized instruction. The use of the same instructor across groups also minimized instructional bias.

Overall, the combination of quasi-experimental rigor and qualitative inquiry provided comprehensive insights into the instructional video’s effectiveness. The study contributes empirical evidence to support multimedia integration in mathematics education [10], especially in resource-constrained, blended learning environments, and underscores the value of combining statistical analysis with learner-centered qualitative feedback in evaluating educational innovations.

Ethical Consideration

This study adhered to the ethical standards set forth by the institution and relevant research guidelines. Prior to data collection, ethical clearance was obtained from the Institutional Ethics Review Committee of Mountain Province State University to ensure the protection of the rights and welfare of all participants. Informed consent was secured from all student participants after they were fully briefed on the study’s objectives, procedures, potential risks, and their right to withdraw at any point without penalty. Confidentiality and anonymity were strictly maintained throughout the research process. No animal subjects were involved in this study.

Time and Locale

The study was conducted at Mountain Province State University (MPSU) – Bontoc Campus, located in the central region of the Mountain Province in the Philippines. As the flagship campus of the MPSU system, it serves a diverse population of students from rural and semi-urban areas across the Cordillera Administrative Region. The university plays a vital role in making higher education accessible to students from geographically isolated and disadvantaged communities. This context made it a strategic and meaningful setting for investigating the challenges and potentials of blended learning, particularly in mathematics education.

The research took place during the first semester of Academic Year 2023–2024, a period when Philippine higher education institutions were still adapting to post-pandemic instructional models. At that time, MPSU had implemented blended learning for general education courses, including Mathematics in the Modern World. This model combined limited face-to-face sessions with asynchronous digital instruction, offering flexibility for both instructors and students. The hybrid setup was especially suitable for testing the use of instructional videos as supplemental teaching tools.

To conduct the study, the researcher selected four intact first-year classes from the same mathematics course, totaling 104 students. These students were under one instructor to ensure uniform content delivery. The classes were randomly assigned into experimental and control groups using cluster randomization, which preserved institutional scheduling norms while ensuring methodological rigor. Both groups followed the same schedule, syllabus, and course outcomes. However, the experimental group received instructional videos that reinforced classroom instruction, while the control group relied solely on traditional face-to-face teaching and printed modules [11].

The instructional videos, developed by the researcher, were focused on the logic unit of the course. They included animated explanations, narrated examples, and visual representations of abstract mathematical ideas. Designed to be accessible and engaging, the videos allowed students to review content independently during asynchronous sessions. Video content featured bilingual subtitles (English and Ilocano), user-friendly navigation, and slowed narration to accommodate varying digital literacy and comprehension levels.

Classroom sessions took place in standard university rooms equipped only with basic teaching tools such as whiteboards and a single LCD projector. The instructor used a personal laptop to present the videos. Students accessed asynchronous materials using personal devices like smartphones, tablets, or laptops. However, internet connectivity posed a major challenge, with campus Wi-Fi being unreliable and home internet access even more limited. To address this, videos were distributed in compressed formats for offline use. Additionally, in-campus media viewing sessions and USB file transfers were arranged for students without personal digital access.

Technological and environmental constraints, such as limited access to devices, intermittent electricity, and uneven digital skills, occasionally hindered students’ ability to view videos or submit assignments on time. The instructor responded by extending deadlines and offering alternative access options. Peer support also played a role, with students sharing devices and internet access to help each other meet learning requirements.

The student population reflected the socioeconomic diversity of the province, including many from indigenous and low-income backgrounds. Their varying degrees of familiarity with multimedia instruction were carefully considered in the instructional design. These considerations ensured that the intervention was inclusive and culturally responsive, enhancing its relevance and effectiveness.

Ethical protocols were rigorously followed. The study received approval from the university’s Research Ethics Committee, and all participants gave informed consent. Participation was voluntary, confidential, and had no impact on students’ grades. The researcher maintained full transparency with faculty and administrators to ensure academic integrity and institutional support.

The study’s implementation in a real-world rural academic setting enhances its ecological validity. The findings provide valuable insights for other rural institutions transitioning to blended or digital instruction, demonstrating how thoughtful adaptations and inclusive strategies can support effective learning despite systemic challenges.

Respondents

The respondents of this study were drawn from four class sections taught by the researcher during the semester. To ensure research integrity and reduce threats to internal validity, the researcher carefully selected and assigned participants to control and experimental groups based on key characteristics. Rather than relying on convenience, a preliminary analysis was conducted to identify two sections with similar academic backgrounds, class sizes, performance levels, and schedules. This strategic matching aimed to establish equivalence between groups from the outset and avoid biased assignments that could affect the study’s outcomes.

The selected participants were all first-year Bachelor of Science in Nursing (BSN) students enrolled in the Mathematics in the Modern World course—a general education requirement designed to improve students’ mathematical literacy and appreciation of mathematics in real-life contexts. Each group consisted of 52 students, totaling 104 participants.

The experimental group attended class on Thursdays and Fridays from 5:30 PM to 7:00 PM in Room 404. These students received the intervention—instructional videos integrated into their lessons to enhance conceptual understanding, engagement, and retention. Despite concerns that an evening class might negatively affect engagement due to potential fatigue, the instructional delivery remained standardized, and both groups received the same amount of contact time. The videos also allowed for asynchronous, self-paced review, potentially offsetting challenges related to the evening schedule.

The control group, also composed of 52 BSN students, attended the same subject in the same classroom but on a different schedule—Thursday and Friday from 8:00 AM to 9:30 AM. These students were taught using traditional methods such as lectures, discussions, and textbook-based instruction, with no video supplementation.

Although the classes differed in schedule, potential time-based bias was mitigated through thoughtful planning. The assignment of time slots was based on the university’s official schedule and not on student ability or preference. Additionally, a pretest was administered to both groups, and the results showed no significant difference in prior mathematical knowledge, confirming baseline comparability.

Both groups were monitored for attendance and participation to maintain consistent learning environments. No significant differences were observed in engagement levels that might favor one group over the other. This ensured that any observed effects could more confidently be attributed to the video intervention rather than external factors like time of day.

Instrumentation

To evaluate the effectiveness of the instructional video intervention, the researcher developed a self-made pretest and posttest tailored to the topics from a specific lesson in Mathematics in the Modern World. These assessments were closely aligned with the course’s learning objectives and covered a comprehensive range of targeted skills and concepts. The pretest was designed to assess students’ baseline knowledge and competencies prior to the intervention.

The test items reflected a variety of cognitive skill levels, with particular emphasis on Higher Order Thinking Skills (HOTS) based on Bloom’s Taxonomy. This ensured the assessments captured not only factual recall but also conceptual understanding, analytical thinking, and the application of mathematical ideas in real-world contexts. By emphasizing HOTS, the researcher aimed to measure deeper levels of learning beyond rote memory.

Both the pretest and posttest, while containing different items, were parallel in form, ensuring they assessed the same competencies and cognitive levels. To ensure content validity and clarity, the instruments were subjected to a rigorous validation process. Four mathematics faculty members, recognized as subject matter experts, reviewed the tests and provided critical feedback. Their insights led to refined versions of the assessments, increasing their reliability and enhancing internal validity. A Cronbach’s alpha coefficient of 0.82 indicated acceptable internal consistency.

Complementing the quantitative tools, the researcher also developed a validated set of interview questions for a focus group discussion with experimental group students. These questions aimed to explore learners’ perceptions, experiences, and attitudes toward the instructional videos. Validation was conducted by faculty experienced in qualitative research and mathematics education, whose suggestions helped improve the clarity, neutrality, and alignment of the questions with the study’s goals.

The integration of both validated quantitative and qualitative instruments ensured a robust, multidimensional evaluation of the instructional video intervention’s impact on student learning.

Data Collection Procedure

To assess the effectiveness of the instructional video intervention, the researcher created a self-made pretest and posttest aligned with the topics covered in a selected lesson from Mathematics in the Modern World. These assessments were designed to match the course’s learning objectives and comprehensively measure the targeted skills and concepts. The pretest was particularly focused on gauging students’ baseline knowledge and competencies prior to the intervention.

Each test consisted of 50 multiple-choice questions, a format chosen deliberately due to the relevance for Bachelor of Science in Nursing (BSN) students, who must prepare for licensure exams that use similar formats. This decision enhanced the ecological validity of the study and ensured familiarity in the assessment environment.

The test items were designed following Bloom’s Taxonomy, incorporating various cognitive skill levels with an emphasis on Higher Order Thinking Skills (HOTS). These included questions that required analysis, evaluation, and application of mathematical concepts, allowing the instruments to assess both surface and deep understanding, critical for professional and academic success.

After administering the pretest, the instructional intervention began. The experimental group received a series of video-based lessons, featuring structured lectures, real-life applications, demonstrations, and step-by-step problem-solving strategies. These videos were tailored to accommodate diverse learning styles, offering visual and auditory explanations. Students were given access to the videos for self-paced review, promoting flexible and repeated learning opportunities to support mastery.

Once the video instruction concluded, the posttest was administered. Although the posttest included different questions, it mirrored the learning outcomes and cognitive levels of the pretest to maintain equivalence and avoid test-retest bias. This design ensured a fair and valid comparison of learning gains.

The use of validated multiple-choice tests, along with data from focus group discussions (FGDs), provided a multidimensional assessment of the intervention’s impact. This triangulated approach strengthened the study’s methodological rigor and offered a deeper understanding of how instructional videos can enhance learning, especially in rural, blended learning environments.

Statistical Analysis

Following the collection of posttest data, a comprehensive statistical analysis was conducted using IBM SPSS Statistics Version 26 to evaluate the effectiveness of the instructional video intervention. Both the experimental and control groups had 52 students each, totaling 104 participants—sufficient for parametric testing under standard assumptions. To assess learning gains, gain scores were calculated by subtracting pretest scores from posttest scores for each student, enabling comparisons across individuals and groups.

Although the Central Limit Theorem (CLT) allows for parametric tests with large samples (n > 30), the researcher still conducted formal assumption testing. The Shapiro-Wilk test confirmed the normality of pretest (p = 0.830) and posttest (p = 0.132) scores. Levene’s Test indicated equal variances between groups (p > 0.05), validating the use of parametric tests.

Descriptive statistics such as means, standard deviations, and frequencies were computed to summarize student performance. Inferential statistics began with paired samples t-tests to examine within-group changes. For the experimental group, results showed significant improvement, t(51) = 9.12, p < 0.001, with a large effect size (Cohen’s d = 1.26). The control group also showed improvement, t(51) = 4.77, p < 0.001, though with a medium effect size (Cohen’s d = 0.66). These results indicated that while both groups benefited from instruction, the experimental group demonstrated substantially greater gains.

An independent samples t-test comparing posttest scores between groups revealed a significant difference, t(102) = 2.89, p = 0.005, with a medium effect size (Cohen’s d = 0.57), favoring the experimental group. A similar test on gain scores also showed a significant result, t(102) = 3.77, p < 0.001, with a medium-to-large effect size (Cohen’s d = 0.74), confirming the educational relevance of the video intervention.

To supplement these findings, a focus group discussion (FGD) was conducted with selected experimental group students, using validated interview questions. The FGD explored students’ perceptions, experiences, and attitudes toward the video lessons. Thematic analysis of qualitative data provided context for the statistical results, helping to explain how and why the instructional videos supported learning, thereby enhancing the validity and richness of the study’s conclusions.

RESULTS AND DISCUSSION

Level of Performance of the Control Group as Revealed in their Pretest Posttest Result

Table I Level of performance of the control group as revealed in their pretest posttest result.

Pretest (m=32.81, sd=7.98); Posttest (m=66.61, sd=12.17)

Table I presents the level of performance of the control group as revealed by their pretest and posttest results in the subject Mathematics in the Modern World. The data show a significant improvement in the academic performance of the control group from pretest to posttest, even without the use of instructional videos. To categorize performance levels, the following numerical thresholds were applied based on the institutional grading system: scores from 90–100 were labeled “Excellent,” 85–89 as “Very Good,” 80–84 as “Good,” 75–79 as “Fair,” and below 75 as “Poor.” These thresholds align with the university’s standard grade equivalency scale and provide an objective basis for interpretation.

In the pretest, 89% (46 out of 52) of students were categorized as having Poor performance, while only 11% (6 students) reached the Good level. No students achieved Very Good or Excellent marks. The mean score during the pretest was 32.81 with a standard deviation of 7.98, indicating a generally low performance and a relatively small spread of scores among the students.

However, in the posttest, there was a dramatic shift in performance levels. Only 33% of students remained in the Good category, while 52% reached the Very Good level and 15% reached Excellent. This substantial improvement is also reflected in the mean posttest score of 66.61, more than double the pretest mean, with a higher standard deviation of 12.17, indicating a wider distribution of scores.

The results suggest that even in the absence of instructional videos, blended learning using modular and face-to-face teaching can significantly improve student learning outcomes. This may be attributed to students having the opportunity to ask questions and clarify misunderstandings during in-person sessions, which may not have been possible during fully modular learning at the height of the pandemic.

These findings align with [12], who reported that blended learning models often result in better outcomes compared to purely traditional or purely online learning due to the flexibility and interaction it provides. The improvement in scores also aligns with [13] who found that face-to-face interaction still plays a critical role in improving student performance, particularly in subjects requiring guided problem-solving like mathematics. Moreover, recent research in the Philippine context supports the effectiveness of blended learning modalities. Reference [14] conducted a study among public secondary schools in the Division of Quezon during the 2020–2021 academic year, revealing that blended learning was rated as “much effective” in terms of learner achievement and learner assessment, while lesson delivery and learner engagement were considered effective. These findings suggest that blended learning can enhance academic performance and assessment outcomes, even in settings with limited resources.

However, recent studies in the Philippine educational context have highlighted the limitations of traditional or modular teaching methods when not supplemented with multimedia resources. For instance, a study by [15] investigated the effectiveness of interactive video-based learning using Edpuzzle to address the least learned competencies in Grade 8 mathematics. The findings revealed that students exposed to the interactive videos showed significant improvement in their understanding of mathematical concepts compared to those taught through traditional methods. Similarly, [16] conducted a mixed-methods study on the influence of phenomenon-based learning videos on students’ mathematics self-efficacy, problem-solving, and reasoning skills. The study concluded that students who engaged with these multimedia resources demonstrated enhanced problem-solving abilities and a deeper understanding of mathematical concepts. While traditional teaching methods have their merits, the integration of multimedia resources can significantly enhance students’ comprehension and retention of mathematical concepts. Therefore, comparing the outcomes of traditional instruction with those of multimedia-enhanced teaching approaches is essential to determine the most effective strategies for mathematics education.

Difference on the Performance of the Control Group as Revealed by their Pretest and Posttest Results.

Table II Difference on the performance of the control group as revealed by their pretest and posttest results.

*significant at 0.05 **significant at 0.01

Table II presents the results of the paired samples t-test conducted to assess whether there was a statistically significant difference in the performance of the control group before and after instruction using a blended learning approach without instructional videos. The mean pretest score was 32.81 (SD = 7.98), while the mean posttest score increased to 66.61 (SD = 12.17). The computed t-value was -17.64 with 51 degrees of freedom, and the corresponding p-value was 0.000, indicating that the difference in mean scores was statistically significant at conventional alpha levels (p < 0.05).

The negative t-value reflects the direction of improvement from pretest to posttest. However, beyond statistical significance, it is important to consider the practical significance of this result. To that end, the effect size, measured using Cohen’s d, was calculated at 0.66, which represents a moderate effect according to Cohen’s benchmarks [15]. This suggests that the observed improvement, while statistically robust, reflects a moderate real-world impact of the blended learning approach on student performance.

Recent studies in the Philippine context corroborate these findings. Reference [18] conducted a study at San Bartolome Elementary School, revealing that blended learning significantly improved the academic performance of Grade 5 learners, particularly in mathematics. Reference [19] found that third-year BEED students at Bestlink College of the Philippines exhibited notable academic improvements under a blended learning setup, emphasizing the modality’s effectiveness in higher education. Reference [20]  reported that Grade 12 HUMSS students experienced enhanced learning outcomes and engagement through blended learning during the pandemic, highlighting its adaptability across different educational levels.

Overall, the results indicate that the control group benefited from the blended learning approach, but the interpretation of the findings has been framed with greater caution to reflect the true magnitude of change. Rather than suggesting a “profound impact,” the data indicate moderate improvements that are statistically and educationally meaningful, yet potentially improvable with additional instructional support such as multimedia integration.

Level of Performance of the Experimental Group as Revealed in their Pretest Posttest Result.

Table III Level of performance of the experimental group as revealed in their pretest posttest result.

 Pretest (m=31.92, sd=8.66); Posttest (m=86.31, sd=6.39)

Table III presents the performance level of the experimental group before and after the intervention. The pretest results show that a large majority (81%) of the students were in the “Poor” category (defined as scores below 50 out of 100), and 19% were classified as “Good” (scores ranging from 60 to 74). No students achieved scores within the “Very Good” (75–89) or “Excellent” (90–100) ranges, indicating limited prior mastery of the concepts covered in Mathematics in the Modern World. After the intervention, the performance distribution shifted markedly: 83% of the students attained “Excellent” performance, while the remaining 17% were rated as “Very Good,” with no students in the lower performance brackets. This reflects a dramatic and positive change in learning outcomes following the integration of instructional videos into the blended learning format.

The mean score increased from 31.92 to 86.31, suggesting a substantial gain in content mastery. Additionally, the standard deviation decreased from 8.66 to 6.39, which at first glance may indicate greater consistency in student performance. However, this narrowing of the score range warrants cautious interpretation, as it may reflect score clustering near the upper limit rather than a balanced distribution across performance levels.

In support of the quantitative results, qualitative insights were gathered through informal classroom observations and brief student reflection logs collected at the midpoint and conclusion of the intervention. These reflections revealed recurring themes of increased clarity, reduced confusion, and greater confidence in solving mathematical problems. Several students specifically noted that the ability to pause and replay the videos at their own pace helped them understand complex topics more thoroughly. For instance, one student shared, “The videos really helped me because I could go back to parts I didn’t understand, especially during problem-solving steps.”

Another student remarked, “Before, I was always lost during lectures, but the videos made things simpler because I could learn at my own pace.” A different student emphasized, “I felt more motivated because I wasn’t pressured. Watching the videos made me realize I could actually understand math.” Others echoed sentiments of reduced anxiety, with one reflection stating, “I used to get nervous during class recitations, but watching the videos first made me feel more prepared.”

Moreover, classroom observations conducted by the instructor indicated heightened engagement during post-video activities, such as group discussions and formative quizzes. Students were more participative, asked clarifying questions, and showed improved collaboration compared to pre-intervention sessions. Notably, peer interactions became more productive, with students helping one another make sense of the video content during group tasks. While these observations were not part of a formal ethnographic study, they provide contextual support for the claim that the intervention contributed not only to improved test scores but also to increased motivation and engagement in learning tasks.

These findings are further corroborated by recent studies. The study of [21] demonstrated that the use of animated videos in a blended learning setup significantly improved students’ performance in Business Mathematics, with average scores rising from 29.4 to 80.4. Also, [22] found that Grade 10 students exposed to blended instruction, combining modules and consistent follow-ups via messaging platforms, showed significant learning gains in Mathematics. Additionally, [23] reported that video recordings were more effective than traditional online classes or self-study materials in enhancing understanding of mathematical concepts in higher education settings.

While the posttest outcomes clearly reflect strong learning gains, further investigation is needed to understand the nature of these improvements more fully—particularly whether the intervention narrowed learning gaps or simply elevated performance across the board.

Difference on the Performance of the Experimental Group as Revealed by their Pretest and Posttest Results.

Table IV Difference on the performance of the experimental group as revealed by their pretest and posttest results.

*significant at 0.05 **significant at 0.01

Table IV presents the statistical significance of the performance difference in the experimental group’s pretest and posttest scores by employing a paired sample t-test. The results reveal a t-value of -39.05 and a significance level of p = 0.000, clearly indicating a highly significant difference in the mean scores before and after the intervention. Such a large t-value coupled with a p-value well below the 0.05 threshold suggests that the instructional strategy implemented had a profound and measurable impact on learners’ academic performance. In other words, the probability that this improvement occurred due to random chance is extremely low, thereby affirming the effectiveness of the intervention.

A recurring theme in student feedback was an increased sense of control and reduced anxiety when engaging with mathematical content. One student noted, “I didn’t feel rushed like in regular lectures. I could take my time and really understand.” Another commented, “Watching the videos at home helped me come to class more prepared, and I actually looked forward to the activities.” Such responses suggest that the intervention not only improved performance outcomes but also enhanced students’ emotional and cognitive engagement with the material.

Behavioral observations corroborated these reflections. During class sessions following the video-based lessons, students were more participative, frequently asked clarifying questions, and engaged more actively in collaborative tasks. Attendance and submission rates for formative assessments also improved, suggesting increased responsibility and intrinsic motivation. These observable changes lend further support to the claim that the intervention positively influenced student engagement.

Studies in the Philippine context corroborate these findings. Reference [22] conducted a study at Misamis Oriental General Comprehensive High School, revealing that blended learning significantly improved the academic performance of Grade 10 learners in mathematics. Reference [24] found that the use of Mathusay Math Tutorial videos notably enhanced the mathematics achievement of students engaged in modular distance learning. Also, [15] reported that Grade 8 students who participated in an Edpuzzle-based interactive video intervention demonstrated significant improvements in understanding least-learned competencies in mathematics.

Therefore, the significant statistical results observed in Table 4, when triangulated with qualitative and behavioral data, not only demonstrate the intervention’s success but also substantiate key theoretical frameworks in educational psychology that advocate for learner-centered, evidence-based teaching practices.

Table V Difference of performance of learners based on their posttest result.

*significant at 0.05 **significant at 0.01

Table V compares the posttest mean scores between the experimental and control groups, suggesting a measurable impact of the instructional video intervention. The experimental group achieved a mean score of 86.31 (SD = 8.45), which is noticeably higher than the control group’s mean score of 66.62 (SD = 12.17). This gap of nearly 20 points indicates a statistically significant difference in performance. The t-test result of T(102) = -10.333, with a corresponding significance level of p = 0.000, confirms that the observed difference is statistically significant.

To assess the practical significance of this difference, Cohen’s d was computed and found to be 1.88, which is considered a very large effect size [17]. This suggests that the intervention had a strong and educationally meaningful impact on student performance. While statistical significance establishes that the result is unlikely due to chance, the effect size provides important context for understanding the intervention’s real-world impact on learning outcomes.

A study by [25] investigated the effectiveness of video-based instruction in enhancing students’ academic achievement in Mathematics. The findings revealed that students who received video-based instruction performed better, with the experimental group showing a significant improvement in posttest scores compared to the control group. Similarly, a study by [26] focused on the effectiveness of video lessons in improving the performance of students in Mathematics 8. The results indicated that the experimental group exposed to video lessons achieved higher posttest scores than the control group, demonstrating the positive impact of video-based instruction on student learning outcomes.

Moreover, the data in Table 5 highlights an important point in educational practice: instructional quality and delivery method may significantly influence learning outcomes. Traditional instruction, often associated with passive information delivery, may not adequately foster the cognitive engagement necessary for deeper learning. These results should also be interpreted within the framework of constructivist learning theories, which posit that knowledge is best acquired through active, meaningful experiences. Vygotsky’s sociocultural theory further emphasizes the role of interaction and guided learning within a student’s zone of proximal development. The video intervention, by allowing repeated exposure to guided instruction outside formal class time, may have provided opportunities for students to internalize concepts at their own pace and within supportive contexts.

Table VI Level of performance of students as revealed in posttest result.

 Control Group (m=66.62, sd=12.17); Experimental Group (m=86.31, sd=6.39)

Table VI provides a more nuanced breakdown of posttest performance levels between the control and experimental groups, offering deeper insight into the impact of the instructional intervention. In the control group, a relatively small proportion of students—only 15%—achieved the “Excellent” level, while the majority, 52%, attained the “Very Good” category. A significant portion, 33%, fell into the “Good” level, indicating that while the control group experienced some success, many students still performed below the highest levels of mastery. Notably, none of the control group students were rated as “Poor” or “Very Poor,” suggesting that although traditional instruction facilitated moderate achievement, it did not substantially elevate students to the highest performance bracket.

In contrast, the experimental group demonstrated overwhelmingly superior outcomes. A remarkable 83% of students in the experimental group reached the “Excellent” category, and the remaining 17% attained “Very Good,” with none falling into the “Good” or lower categories. This complete absence of lower-performing students highlights the intervention’s ability to elevate the entire group to high levels of academic achievement, eliminating performance gaps commonly observed in traditional instructional settings.

A study by [27] investigated the integration of video lessons for Grade 9 science learners amidst the COVID-19 pandemic. The findings revealed that students who received video-based instruction performed better, with the experimental group showing a significant improvement in posttest scores compared to the control group. Similarly, [28] assessed the effectiveness of Strategic Intervention Material (SIM) on academic performance in science among Grade VI students. The study concluded that the use of SIM significantly improved students’ performance, particularly on topics pertaining to the least mastered skills.

The data also reinforce broader educational theories concerning mastery learning, most notably those articulated by [29], who posited that with sufficient time, support, and high-quality instruction, nearly all students could reach levels of excellence traditionally reserved for a few. The performance of the experimental group reflects this ideal, suggesting that when instructional interventions are designed thoughtfully, they can significantly narrow achievement gaps and ensure that almost all learners excel.

Furthermore, [30] examined the effectiveness of differentiated instruction in a virtual learning environment on improving Pangasinan State University BPED students’ academic performance. The results indicated that students exposed to differentiated instruction achieved higher posttest scores, demonstrating the positive impact of tailored instructional strategies on student learning outcomes.

CONCLUSIONS

Based on the findings of the study, the following conclusions are drawn:

Both the control and experimental groups showed statistically significant improvement from pretest to posttest. However, the experimental group, which received instruction through videos, exhibited notably higher gains. Specifically, 83% of its students reached the “Excellent” category (defined as scores between 90–100), compared to only 15% in the control group. This indicates a meaningful association between the video intervention and enhanced academic performance in Mathematics in the Modern World, though findings must be interpreted within the study’s contextual limitations.

Results from paired and independent samples t-tests revealed that the experimental group’s mean gain was significantly greater than that of the control group. This supports the inference that instructional videos, as part of a blended learning environment, contributed to deeper content mastery. However, caution is warranted in asserting causality due to the non-randomized design and limited sample size.

The findings are consistent with several educational theories. Mayer’s Cognitive Theory of Multimedia Learning and Paivio’s Dual Coding Theory provide a theoretical basis for the intervention’s success, suggesting that dual-channel processing enhances understanding. Similarly, Vygotsky’s concept of the zone of proximal development is reflected in the scaffolded nature of the videos, which helped students learn at their own pace and skill level.

Informal classroom observations and student reflection logs indicated increased engagement, clarity, and confidence in problem-solving during the intervention. Students appreciated features such as replayability and visual step-by-step instruction. While these qualitative insights support the quantitative data, more systematic data collection methods (e.g., interviews, validated engagement surveys) are needed in future research for stronger empirical grounding.

The results suggest that well-designed instructional videos can be a valuable complement to traditional instruction, especially in blended or flexible learning environments. For educators and curriculum designers, this underscores the potential of multimedia tools in enhancing student learning, particularly in abstract or concept-heavy subjects like mathematics.

Future studies should employ more rigorous experimental designs, include diverse and larger samples, and utilize mixed-methods approaches for triangulation. Longitudinal research could also assess the sustained impact of instructional videos on retention, engagement, and learner autonomy.

RECOMMENDATIONS

In light of the conclusions drawn, the following recommendations are proposed:

The integration of instructional videos into mathematics instruction—especially for complex or abstract topics—should be encouraged at both the course and institutional levels. To ensure effective implementation, teachers should receive localized professional development that focuses on selecting, curating, or creating instructional videos that align with lesson objectives and students’ learning needs. Given the rural context and limited internet infrastructure, training should include strategies for offline video use, such as embedding content into USBs, learning management systems with offline capabilities, or preloaded tablets. Collaborations with ICT coordinators or academic units can support this initiative using existing school-based training models or DepEd/CHED-sponsored programs.

Educational institutions—especially those offering Mathematics in the Modern World and similar general education courses—should gradually embed multimedia resources into their instructional modules. To accommodate bandwidth and device constraints common in rural settings, curriculum planners should prioritize low-bandwidth or downloadable video formats, such as MP4 files that can be distributed via flash drives or offline kiosks. Instructional modules may include QR codes or file links to videos that students can access asynchronously, ensuring flexibility for those with intermittent connectivity. Institutional support should also extend to equipment-sharing programs, such as lending libraries for tablets or media players, to ensure equitable access.

Future research should critically investigate the long-term effects of instructional videos, particularly regarding knowledge retention, cognitive load, and learner engagement. Rather than simply expanding to other subject areas such as science, social studies, or language education, studies should examine the differential impact of video-based instruction across diverse learner demographics (e.g., by socioeconomic status, prior academic achievement, or learning preferences). Researchers are also encouraged to compare various video formats—such as animated, interactive, or narrated content—to identify which approaches best support specific cognitive and pedagogical goals. To validate claims of increased motivation and understanding, future studies should incorporate qualitative or mixed-methods approaches, including student interviews, focus group discussions, and observational data, to capture learners’ experiences and engagement more holistically. Additionally, care should be taken to examine whether repeated use of videos leads to passive learning habits, and how to design interventions that sustain active, meaningful participation.

Designers of instructional materials should strive to apply Mayer’s principles of effective multimedia learning—such as segmenting content into manageable chunks, using clear and concise narration, integrating relevant visuals, and encouraging interaction and reflection—to enhance student understanding and engagement. However, in under-resourced academic settings like rural universities, where access to professional design tools or expertise may be limited, it is essential to adopt pragmatic and scalable approaches. These may include leveraging free or open-source video editing software (e.g., Shotcut, OBS Studio), adapting existing high-quality educational videos from credible platforms (e.g., Khan Academy, DepEd Commons), and collaborating with IT departments or tech-savvy faculty for video production support. By focusing on cost-effective strategies and resource-sharing, institutions can uphold multimedia learning standards while remaining sensitive to local infrastructure and capacity constraints.

To maximize the impact of instructional videos, educational institutions should go beyond training teachers in video design by offering comprehensive professional development in blended pedagogy, including effective strategies for integrating videos into modular and asynchronous learning environments. Teachers should be equipped not only with content creation skills but also with assessment tools to evaluate student learning outcomes in video-enhanced instruction. Additionally, institutions should develop clear policy guidelines, provide technical and pedagogical support, and establish monitoring and evaluation frameworks to systematically assess the long-term effectiveness, equity, and sustainability of such interventions. These efforts will ensure that instructional videos are not only technically sound but are also pedagogically coherent and institutionally supported.

To guide actionable implementation, future initiatives should differentiate between short-term and long-term goals, with clearly defined responsibilities for key stakeholders. In the short term, teachers should focus on integrating ready-made instructional videos into lesson delivery and participate in targeted training on blended learning strategies. Administrators can prioritize low-cost infrastructure support, such as improving access to devices and providing offline video access options. In the long term, curriculum planners should work to embed multimedia resources into official modules and design flexible delivery models suited for varied learning contexts, particularly in under-resourced rural settings. Meanwhile, researchers should explore longitudinal outcomes, including retention, equity, and learner satisfaction, using mixed-methods approaches to build a more holistic understanding of video-assisted instruction.

ACKNOWLEDGEMENT

I would like to express my sincere gratitude to Saint Mary’s University (SMU), where I am currently pursuing my degree Doctor of Philosophy in Science Education Major in Mathematics, for fostering a supportive academic environment. Special thanks are extended to Dr. Melanie Gurat, my professor in Advanced Data Analysis, for her expert guidance, insightful feedback, and unwavering support throughout the completion of this research output. I also extend heartfelt appreciation to Mountain Province State University (MPSU), my home institution, for allowing me to pursue doctoral studies while continuing my professional responsibilities. Deepest thanks go to the Department of Science and Technology (DOST) for its continuous support and commitment to promoting advanced education and research.

Most importantly, I wish to acknowledge the valuable participation of the Bachelor of Science in Nursing students at Mountain Province State University, whose involvement as subjects of this study made this research possible. Their cooperation, engagement, and honest reflections contributed greatly to the success and relevance of this work.

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