Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228

Hypothetical Learning Trajectory and Video

Program with Differentiated Multi-Language in
Teaching Mathematics 9
Reymart C. Tonducan¹*; Reynaldo H. Dalayap Jr.²
¹ Gapok National High School, Gapok, Senator Ninoy Aquino, Sultan Kudarat, Philippines
² Sultan Kudarat State University, ACCESS Campus, EJC Montilla, Tacurong City, Philippines

Corresponding Author: Reymart C. Tonducan¹ *

Publication Date: 2025/05/01

Abstract: This study investigated the effectiveness of video-based instruction in enhancing students’ academic achievement
in Mathematics. Specifically, it evaluated the quality of the developed instructional videos in terms of relevance to the
curriculum, organization and structure, instructional quality, and cultural formation. A quasi-experimental research design
was employed, involving eighty-eight Grade Nine students from Gapok National High School, divided equally into control
and experimental groups. The experimental group received instruction using video-based learning materials with
differentiated multi-language, while the control group was taught using conventional methods. Pretest and posttest
assessments were conducted to measure student achievement, and a Pearson correlation analysis was performed to
determine whether students’ perceived ratings of the video materials influenced their academic performance.

Findings revealed that both jurors and respondents rated the video materials highly across all quality indicators,
suggesting their effectiveness as instructional tools. The posttest results demonstrated a statistically significant improvement
in the experimental group compared to the control group. The analysis of gain scores further supported this finding,
confirming the positive impact of video-based instruction on student learning. However, the Pearson correlation analysis
revealed a very weak and non-significant relationship between perceived video quality and posttest scores, indicating that
students’ perceptions of instructional materials did not significantly influence their actual academic performance.

The study concludes that video-based instruction is an effective pedagogical tool for improving student achievement in
Mathematics. It recommends the integration of instructional videos into mathematics teaching and suggests further research
on long-term learning effects, student engagement factors, and the applicability of video-based instruction across different
subject areas.

Keywords: Video Based Instruction, Differentiated Multi Language, Hypothetical Learning Trajectory, Mathematics Education,
Student Academic Achievement.

How to Cite: Reymart C. Tonducan; Reynaldo H. Dalayap Jr. (2025), Hypothetical Learning Trajectory and Video Program with
Differentiated Multi-Language in Teaching Mathematics 9. International Journal of Innovative Science and Research Technology,
10(4), 2061-2072. https://doi.org/10.38124/ijisrt/25apr1228

I. INTRODUCTION trajectory.They also added that based on the theories studied,

it is concluded that a hypothetical learning trajectory is a
The students learned most, especially learners with learning design in the form of allegations on student learning
limited resources to use as a guide in learning Mathematics. activities based on initial understanding and characteristics of
Students were in full adjustment to learning Mathematics students to achieve higher understanding.
because of a lack of experience in dealing with mathematical
problems. Shuukwanyama (2022) stressed that using a multi-
language in teaching will support learners experiencing
Hendrik et al. (2020) emphasized that Mathematics difficulties understanding English as a pure instruction
learning in this era requires teachers to develop learning medium. Moreover, students were motivated to participate in
models that pay attention to the characteristics of students, so the lessons and discussions because they understand the
it is important for teachers to know the learning

IJISRT25APR1228 www.ijisrt.com 2061

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
language, can use it to draw on what they already know and II. REVIEW OF RELATED LITERATURE
relate what they learn to everyday life.
This chapter shows the materials that have a close
Shevell et al. (2014) state that the students found that bearing on the present study, which are taken from books,
the video clips displayed this educational content in an government regulations, journals, online sources, published
interesting, entertaining, and engaging manner. Providing and unpublished master's theses and dissertations, and other
video clips as learning material is an extra challenge for related literature. These materials provide valuable
teachers. information for the conceptualization of the framework and
also give support to the analysis and the data interpretation.
However, the Mathematics Teachers of Gapok National
High School (GNHS) kept on murmuring about the  Hypothetical Learning Trajectory (HLTs) in Designing
mathematical learning ability of the learners, specifically on Learning Tasks
problem-solving skills, as deliberated in the school Ulfa et al. (2019) stated that in Mathematics education,
meetingsduring the Learning Action Cell (LAC) sessions. there is a learning process that needs more attention than
They shared that students' problems include a lack of interest, learning outcomes. The learning process is a learning activity
poor comprehension, inappropriate teaching approaches, and that should be planned maximally.
low academic performance in Mathematics.
According to Gomeza et al. (2015), when a teacher
Moreover, the General Scholastic Average (GSA) plans mathematical tasks, he carries out some anticipation
results for the Year 2023-2024 of grade 9 students in about his students' learning processes. It is one basic
Mathematics of Gapok National High School (LNHS) was assumption for any of the teachers' planning responsibilities,
78%, which is quite alarming. Those problems frustrated the from the annual subject design to the planning of every daily
students to continue developing their mathematical problem- class period.
solving skills.
Teacher knowledge, experience, and the available
With these problems encountered in Gapok National literature are the basic resources for the teacher to generate
High School, the researcher believed that a thorough HLTs that support his daily planning task. This information
investigation must be conducted to solve the problem the needs to be organized in some systematic process and
students experienced in Mathematics. The locus of this study required to be supported by some specific tools to serve a
is to measure the achievement of grade 9 Mathematics and concrete teacher planning purpose.Teachers can select
develop their problem-solving skills by considering their appropriate learning activities to stimulate students to think
learning trajectories and the use of video clips with and act when constructing Mathematics.
differentiated multi-language in teaching.
Moreover,Prahmanaet al. (2016) used the three
A hypothetical learning trajectory is an approach to components of Hypothetical Learning Trajectory (HLT) from
designing mathematical instructions. This method considered the study of Gravemeijer (2004), namely (1) the purpose of
the characteristics of students and the materials to be taught mathematics teaching for students, (2) learning activities,
Ulfa et al. (2019). Through ample investigation, video clips devices, or media used in the learning process, and (3) a
using differentiated multi-language as a learning material conjecture of understanding the process of learning how to
was useful in engaging students in an interesting way of learn and strategies students that arise and thrive when
learning. learning activities are done in class. Thus, in designing the
activities for learning Mathematics, the teacher should know
Shevell et al. (2014) stressed that video clips encourage the learners' learning trajectories.
reflection and critical thinking. Moreover, using Hypothetical
Learning Trajectory and Video Program with Differentiated  Learning Trajectory
Multi-language (HLT-VPDML) enabled students to create According to Tamba et al. (2018), learning trajectory
new learning in their language. Moreover, the students can describes key aspects in planning Mathematics learning. It
draw on what they already know and relate what they learn also helps teachers follow and interpret students'
to everyday life (Shuukwanyama, 2022). mathematical thinking so that learning can be developed
following the characteristics of students and even become a
This study sheds light on improving educational and tool for teachers to develop curriculum. They also stated three
classroom practices through different effective approaches in main components of learning trajectory: learning goals,
Gapok National High School. It improved the students' learning activities, and hypothetical learning processes.
mathematical engagement. In addition, research-based
techniques were used in the context of Grade 9 students to They also emphasized that the student's level of
determine holistic activities and approaches in teaching thinking and mathematical thinking must be a primary
Mathematics. consideration because every student has a different level of
thinking and mathematical thinking orientation.

IJISRT25APR1228 www.ijisrt.com 2062

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
 Technology-based Learning  Video Program Learning
Technology, as of today, brings the generation to more The use of learning videos can be a solution in
accessible learning in different fields. As stressed by Eckhaus presenting material with audio and visuals that can draw
et al. (2019), Computer-mediated learning supports the students' attention compared to conventional online learning.
transfer of teaching materials from offline learning into Video is one of the learning media audio-visual, which is very
online situations, thus enabling distance learning. effective in supporting the learning process (Rauf et al.,
2021).
Chin (2022) cited that technology is used as a
supplementary teaching tool in primary and secondary He added that the benefits of learning videos could be
classrooms from the study of (Hayes, 2007). Interactive perceived as real as they can reach all learners and are
multimedia supported by text, image, video, audio, and effective as a medium of learning because they can be
animation services create a dynamic and interactive reproduced, viewed, and repeatedly presented, as supported
presentation that provides active facilities for TISOL learners by the study of Panggabeanet al. (2021).
to use as a learning resource.
Moreover, Rauf et al. (2021) emphasize that students of
Rukayah et al. (2022) expressed that learner needs any age will learn more using multiple media. Thus, videos
interactive multimedia based on hybrid learning for the are not just for keeps but contribute to learning. He also stated
TISOL program. Thus, technology-based learning brings a that many studies have shown that video can be a highly
difference in terms of learning. effective educational tool.

Moreover,Rukayah et al. (2022) cited the integration of Samosaet al. (2021) stress that using video as a
technology in learning to create effectiveness and technology-based tool resulted in a more engaging and
independence in learning anytime and anywhere as enjoyable method of learning fractions. They also
characteristics of 21st-century learning from the study of emphasized that using Video-based instructional material
(Barak et al., 2016; Simonson et al., 2019; Tican& Deniz, encouraged students to interact and participate socially in
2019). Mathematics sessions. Learners are motivated to participate
actively in Mathematics lectures that are entertaining and
Rukayah et al. (2022) also emphasized that instructors fascinating, according to the findings of this study.
and learners needed technology-based learning media that
could utilize the principle of combining the power of  Filipino and Other Local Languages in Teaching
traditional face-to-face learning and online learning. Mathematics
Interactive multimedia was supported by various types of Teaching Mathematics in different languages
media involved in learning to increase student interest and considering the local where the learners belong is
meet different learning styles. advantageous because they may be able to cope with the
standard. They may understand the lesson differently, for
He also added that media interactivity supported the they can relate to it. Furthermore, the learners are allowed to
strengthening of two-way interaction in the learning process create new learnings in their language.
so that it was expected to increase the acquisition of language
skills, both receptive and productive. Shuukwanyamaet al. (2022) cited the study of Nkonde
et al. (2018), which has the findings that when the Mother
 Video Program and Its Implication to Teaching and Tongueis used in teaching mathematics, teachers can handle
Learning explaining mathematical concepts.
It has been long since video clips were used for teaching
and learning. Many researchers have argued that video clips Learners recalled effortlessly what they were
are useful as a source of ideas in learning the different subject taught.Stated also in the 1987 Philippine Constitution, Article
areas in education. XIV, Sec. 7 that the official languages of the Philippines are
Filipino and, until otherwise provided by law, English.
Shevell et al. (2014) stated that the students found that
the video clips displayed this educational content in an The regional languages are official languages in the
interesting, entertaining, and engaging manner. Furthermore, regions and shall serve as auxiliary media of instruction.
they believed this method of presentation is effective in Furthermore, the Philippine RA 10533 of 2012 that teachers
transmitting knowledge and communicating information. will utilize students’ mother tongue as a learning resource.
Video clips would appeal to recent cohorts of medical Thus, the learners are privileged to act and talk in their native
trainees. They also added that the video clips encourage language, especially in Mathematics.
reflection and critical thinking.
Shuukwanyama(2022) stated that although support for
Moreover, according to Ghilay(2021), Video-Based using native languages in Mathematics education is prevalent
Learning (VBL) is a method in which a course syllabus is in research, Philippine texts are still in English. It will support
fully covered by video clips, either as a replacement for or as learners who need help understanding English as a pure
a supplement to live lectures. instruction medium.

IJISRT25APR1228 www.ijisrt.com 2063

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
Moreover, as the finding of his study, students are group as teaching strategies to determine the effectiveness of
motivated to participate in the lessons and discussions the developed video clips with differentiated multi-language
because they understand the language, can use it to draw on in (HLT-VPDML) teaching Mathematics 9 and its effect to
what they already know, and relate what they are learning to develop problem-solving skills of the students. One (1)
everyday life. He also added that students can negotiate section was randomly assigned to the Control group, and the
meaning together as they interact. other one (1) section for the experimental group.

Mother tongue instruction thus supports a learner- The video clips developed were done using Microsoft
centered approach for both preservice teachers and, 365’s PowerPoint. The video clips will be evaluated by five
ultimately, their learners as they actively participate during (5) Mathematics teachers who have finished their master’s
the lessons. There should be a proper evaluation of the word degree in mathematics and the forty four (44) target
equivalence of mathematics terms to avoid bias and mistakes respondents in the experimental group..
in delivering the teaching and learning process.
The video clips were evaluated to determine their
Mother Tongue may be the most convenient language relevance to the curriculum, organization and structure,
to convey comprehensive information to everyone in instructional quality, cultural formation through the
Philippine settings. It may also be useful in teaching descriptive-evaluative design. The Inter-Rater Reliability
Mathematics. Analysis Using Fleiss’ Kappa was used to measure the level
of agreement among multiple raters when assigning
Learning Trajectory and Video Program with categorical ratings. The computed Fleiss’ Kappa value is
Differentiated Multi-language in Teaching and Learning. 0.8711, which falls under the "Almost Perfect Agreement"
category based on standard interpretation guidelines (Landis
The teacher who is first witting on the learning & Koch, 1977). It indicated that the evaluators demonstrated
trajectory of the learners may intelligently design tasks that a high degree of consistency in their ratings. Thus the strong
fit to cope with the learner's needs in terms of learning. inter-rater reliability (κ = 0.8711) confirms that the
evaluation instrument is highly reliable for assessing the
Moreover, as supported by many researchers, the video given criteria
program is useful in addressing learners in developing their
problem-solving skills. Ozleret al. (2021) found that video The output of the experimental group depended on the
modeling effectively teaches computer skills to students, strategies of the researcher considering the students’ learning
even those with intellectual disabilities. Video modeling trajectory with developed video clips. Also, the result of the
could be applied more broadly. control group was depended on the strategies to be employed
by the researcher.
However, a video program with the use of multi-
language instruction may be helpful to introduce the learners  Locale of the Study
in Mathematics 9, for they will fully understand the language This study was conducted at Gapok National High
used, and even they may be able to make meaning to the School, located in the rural and mountainous barangay of
lessons being discussed. Gapok in Senator Ninoy Aquino, Sultan Kudarat. Gapok is
considered as one of the rural areas in Sultan Kudarat which
Thus, incorporating the video program with often faces challenges that hinder effective teaching and
differentiated multi-language teaching as strategies to be learning. Moreover, Bernardo (2020) stated in his study that
used in teaching and learning considering the learners' rural schools in the Philippines commonly deal with issues
learning trajectory will help in developing the learners' such as limited access to resources, underdeveloped
problem-solving skills. educational infrastructure, and minimal exposure to
innovative teaching strategies. These challenges can
III. METHODOLOGY negatively impact students’ learning experiences, problem-
solving skills, which are crucial for academic success and
This chapter showed the research design, the study's lifelong learning (Llanes &Totio, 2021).
locale, the study's respondents, sampling size and sampling
technique, data gathering instruments, the research The use of differentiated instruction, specifically
procedure, and the statistical treatment for this study. through video-based learning, has been shown to enhance
student engagement and improve learning outcomes.
 Research Design Tomlison (2017) emphasized that differentiated teaching
Quasi-experimental research design, specifically the addresses the diverse needs of learners by tailoring
pretest and posttest design was used to conduct this study. instruction to their readiness levels, interests, and learning
Pretest manners were employed in both the control and profiles. Moreover, incorporating technology, such as videos
experimental groups. in multi-languages, fosters contextualized and accessible
learning, which is particularly beneficial in rural settings
The result of the pretest was used to determine the where cultural and linguistic diversity is present (Bautista &
Learning Trajectory of the learners in the experimental group Maravilla, 2019).
and the posttest manner was employed in the experimental

IJISRT25APR1228 www.ijisrt.com 2064

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
As the study conducted, teachers at Gapok National By targeting Grade 9 students, this study contributed to
High School were equipped with effective tools to implement addressing the persistent challenges identified in the PISA
differentiated instruction and improve student outcomes. 2018 results and supports the goals of the Enhanced Basic
Additionally, the study will contribute to closing the Education Act of 2013 (RA 10533) to enhance student
educational gap in underserved communities by providing a readiness for senior high school and beyond.
replicable framework for improving teaching strategies and
student learning in rural areas (UNESCO, 2020)  Sampling Size and Sampling Technique
Convenience sampling was used to select participants
 Respondents of the Study from two pre-existing sections at a local school, as they were
This study evaluates the effects of the Hypothetical easily accessible for the research (Etikan, Musa, & Alkassim,
Learning Trajectory and Video Program with Differentiated 2016). While this method doesn't guarantee a random
Multi-Language (HLT-VPDML) in teaching Mathematics 9 selection from the entire population, it was a practical choice
on the learning achievement of students, particularly in terms for this study.
of their problem-solving skills. The respondents of this study
were eighty-eight (88) Grade 9 students from Gapok National After selecting the students, random assignment was
High School, Senator Ninoy Aquino, Sultan Kudarat. These applied to divide them into experimental and control groups.
students were equally distributed across two (2) sections. This process ensured that each student had an equal chance
of being assigned to either group, helping to control for other
The selection of Grade 9 as the target population is factors that might influence the results (Creswell, 2014).
grounded in both national and international educational
assessments and policies. In the Programmed for This study involved 88 Grade 9 students from Gapok
International Student Assessment (PISA) 2018, Filipino National High School, distributed across two (2) sections.
students ranked last among 79 participating countries, with a The researcher was randomly assigned one section to the
mean score of 353 in mathematics, significantly below the control group and the other section was assigned to the
OECD average of 489. The PISA primarily assesses 15-year- experimental group. Random assignment is a fundamental
old students, who were typically enrolled in Grade 9 in the principle in experimental research as it helps eliminate
Philippine education system. This alignment underscores the confounding variables, ensuring that any observed
importance of focusing on Grade 9 students as a critical group differences between groups can be attributed to the
for interventions aimed at improving mathematical intervention (Fraenkel & Wallen, 2019).
proficiency and problem-solving skills.
The selection and participation of students conducted
Furthermore, the Mathematics 9 curriculum covers with adherence to ethical standards. Permission sought from
advanced topics such as quadratic equations, rational the school principal, and approval will be obtained from the
algebraic expressions, and trigonometry, which are Office of the Schools Division Superintendent prior to
cognitively demanding and require higher-order thinking conducting the study. Ethical considerations, including
skills (HOTS). These topics make the Grade 9 level informed consent and administrative approval, align with
particularly appropriate for implementing the HLT-VPDML, research guidelines emphasizing respect, integrity, and
which utilizes step-by-step learning trajectories alongside accountability in educational research (American
differentiated, language-inclusive video instruction to Educational Research Association, 2011).
address the diverse needs of learners. This approach is
consistent with DepEd Order No. 21, s. 2019, which  Data Gathering Instrument
emphasizes the integration of 21st-century skills such as The Pretest/Posttest questionnaire was administered by
critical thinking, problem-solving, and mathematical the researcher to conduct the study. It was modified and
reasoning into the curriculum. adapted from the learner's material. The test questionnaire,
which consists of 40 items that validated through face
Moreover from developmental perspective, Grade 9 validation by master teachers in mathematics and teachers
students, aged 14–15, are in the formal operational stage of who have finished their master's degree related to
cognitive development, as described by Piaget’s Theory of mathematics.
Cognitive Development. At this stage, learners begin to think
abstractly, reason logically, and solve complex problems— The questionnaire has been administered to Grade 10
skills that align with the objectives of the HLT-VPDML students at Lebak National High Schoo-Villamonte. The
intervention. Thus, addressing the learning gaps in reliability of the test was 0.84 indicates that the test has high
mathematics at this level aligns with national priorities, as reliability and is internally consistent. This means that the
highlighted in initiatives such as Sulong Edukalidad and the items within the test effectively measure the same concept,
Basic Education Development Plan 2030 (BEDP). These and students who take the test multiple times would likely
programs emphasize the need for innovative and inclusive achieve similar scores. Morover, a KR-20 score above 0.80
teaching strategies to improve student outcomes in is considered strong, indicating that the test items are well-
mathematics and other key subject areas. correlated and contribute to a cohesive assessment. This
reliability level ensures that the test can be used with
confidence to evaluate students' understanding.

IJISRT25APR1228 www.ijisrt.com 2065

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
The test questionnaire contained the activities that Moreover to determine the Hypothetical Learning
determine the learning trajectories of the learners. The Trajectory (HLT) of the learners, the researcher used the
pretest/posttest was administered to 44 respondents in the DepEd’s grading system or Bloom’s taxonomy to determine
control group and 44 in the experimental group. the performance level of the respondents.

Table 1 DepEd's Grading System or Bloom's Taxonomy Rubric.

Percentage Perrformance Level Verbal Description
80-100% Mastery Students have fully grasped the concept and can apply it independently.
60-79% Developing Students demonstrate understanding but still need reinforcement.
40-59% Approaching Students have partial understanding but struggle with application.
Below 40% Beginning Students have minimal understanding and require significant intervention.

The HLT-VPDML was used as a source of and the respondents of the study were guided by the five-
Mathematical Information and served as a strategy for the point Likert Scale type questionnaire with corresponding
researcher in conducting the study. An evaluation instrument interpretation to determine quality level of the video clips
employed was modified and adapted from the study of based on its relevance to the curriculum, organization and
(Cajandig and Lumibao, 2020). The jurors (Math experts) structure, instructional quality, and cultural formation.

Table 2 Evaluation of Instructional Materials (EITM).

Scale Range Mean Verbal Description
5 4.2- 5.0 Outstanding
4 3.4-4.19 Very Satisfactory
3 2.6 - 3.39 Good
2 1.8-2.59 Fair
1 1.00-1.79 Poor

 Data Gathering Procedure

This study and its research outline were to be submitted
and approved by the College of Graduate School. There were
letters was addressed to the Schools Division Superintendent
and the school principal to have the approval to conduct the
study.

The test formulated and administered by the researcher

as a pretest and posttest. The pretest was administered to the
selected students for the experimental group of 44 and 44
students for the control group to determine the learning
trajectory of the learners in Mathematics.

A survey questionnaire was provided to assess the

quality level of the HLT-VPDML’s on its relevance to the
curriculum, organization and structure, instructional quality
and cultural formation. The Video clips were employed
served as teaching material used by the researcher.

The HLT-VPDML was composed of several units of

the lesson. All lessons were guided by the objectives adapted
from the Curriculum Guide of the DepEd, and different tasks
were done for 45 minutes per session. After a series of
lectures, activities, and performances, the researcher
administered a posttest to the respondents. After that, the
level of achievement was analyzed and interpreted.

Presented below is the waterfall diagram of how the

data will be collected.

Fig 1 Flow Process of the Data Gathering Procedure. SKSU.

2018.

IJISRT25APR1228 www.ijisrt.com 3
2066
Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
 Statistical Treatment In problem 5: Is there a significant difference in the
Problem1: What is the level of the developed video mean gain score of the control and experimental group?
clips presentations based on the perceptions of the jurors and
target users in terms of relevance to the curriculum, A t-test for two independent scores was applied to
organization and structure, instructional quality, and cultural determine if the posttest of the control group and
formation? experimental groups' posttest has a significant difference.

In analyzing the problem 1, the mean and standard Problem 6. Is there significant difference in the mean
deviation were used to determine the level of quality of the gain score of the control and experimental group?
developed video clips in terms of their relevance to the
curriculum, organization and structure, instructional quality, To solve this problem, mean was employed to
and cultural formation. determine the mean gain scores of the control and
experimental group. T-test also used to determine the
Problem 2: What is the level of achievement in pretest significant difference in the mean gain scores of the control
of the Grade 9 students in the control and experimental and experimental groups.
group?
Problem 7. Is the posttest score of the experimental
This also used the mean and standard deviation to group significantly influenced by their perceived rating on
determine the achievement of the control and experimental the quality of the materials?
groups in the pretest on the activities designed.
To address this problem, Correlation Pearson (r) will be
Problem 3: What is level of achievement in posttest of employed to assess the relationship between the perceived
Grade 9 students in the control and experimental group? rating on the quality of the materials (independent variable)
and the posttest scores (dependent variable). This analysis
This also used the mean and standard deviation to determined whether the perceived quality ratings
determine the level of achievement of the control and significantly influence the posttest scores of the experimental
experimental group in the post-test. group.

In problem 4: Is there significant difference in the IV. PRESENTATION, ANALYSIS AND

student’s level of achievement in the pretest of the control INTERPRETATION
and experimental group?
This chapter presents the statistical analysis of the
A t-test for two independent scores was used to collected data, including the pretest and posttest scores, the
determine if the pretest of the control group and experimental learning trajectory of students, and the effectiveness of video-
group has significant differences. based instruction. The findings are presented in tables and
interpreted accordingly.

Table 3 The Perceived Quality of the Developed Video Clip Presentations by Jurors and Target Users in Terms of Their
Relevance to the Curriculum.
Group n Mean SD Verbal Description
Jurors 5 4.55 0.17 Outstanding
Respondents 44 4.76 0.02 Outstanding

The results in Table 3 indicate that jurors rated the video well-structured audiovisual materials in enhancing student
materials as M = 4.55, SD = 0.17, while respondents provided comprehension. Given these results, the null hypothesis (Ho ),
a slightly higher rating of M = 4.76, SD = 0.02, both which stated that the developed video clips are not
classified as "Outstanding." The minimal standard deviation significantly relevant to the curriculum, is rejected. This
values suggest a high level of Cognitive Theory of confirms that the video clips are indeed relevant to the
Multimedia Learning, agreement among evaluators. These curriculum and align effectively with instructional goals.
results support Mayer’s (2021) which emphasize the role of

Table 4 The Perceived Quality of the Developed Video Clip Presentations in Terms of Organization and Structure, as Evaluated
by Jurors and Target Users.
Group n Mean SD Verbal Description
Jurors 5 4.60 0.21 Outstanding
Respondents 44 4.93 0.06 Outstanding

The Table 4 data revealed that the developed video SD = 0.06, both categorized as "Outstanding." The small
materials were highly rated for organization and structure. standard deviations indicate a strong consensus among
Jurors rated the materials at M = 4.60, SD = 0.21, while evaluators. These findings align with Mayer’s (2021)
respondents provided an even higher rating of M = 4.93, research on multimedia learning, which highlights the

IJISRT25APR1228 www.ijisrt.com 2067

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
importance of structured instructional content in improving well-organized and structured, is rejected. This confirms that
comprehension. As a result, the null hypothesis (H₀), which the videos are well-structured and effectively organized to
suggested that the developed video clips are not significantly enhance learning.

Table 5 The Perceived Quality of the Developed Video Clip Presentations in Terms of Instructional Effectiveness, as Evaluated
by Jurors and Target Users.
Group n Mean SD Verbal Description
Jurors 5 4.55 0.17 Outstanding
Respondents 44 4.76 0.02 Outstanding

The instructional quality of the developed video clips Learning supports this, highlighting that the combination of
was highly rated by both jurors and student respondents, as visuals and narration fosters deeper comprehension and
shown in Table 5. Jurors assigned a rating of M = 4.57, SD = engagement. Based on the strong ratings, the null
0.18, while respondents provided a perfect score of M = 5.00, hypothesis (H₀), which states that the developed video clips
SD = 0.00, classifying the materials as "Outstanding." The do not significantly enhance instructional quality, is rejected.
unanimous agreement among respondents suggests a strong This confirms that the instructional materials are effective
perception of the videos’ effectiveness in supporting and contribute positively to the learning process.
learning. Mayer’s (2021) Cognitive Theory of Multimedia

Table 6 The Perceived Quality of the Developed Video Clips Presentation Based on the Perception of Jurors and Target Users in
Terms of Cultural Formation.
Group n Mean SD Verbal Description
Jurors 5 4.68 0.13 Outstanding
Respondents 44 4.90 0.12 Outstanding

As presented in Table 6, the developed video clips were integrating cultural identity into educational materials.
highly rated in terms of cultural formation, with jurors Consequently, the null hypothesis (H₀), which posits that the
providing a mean rating of M = 4.68, SD = 0.13, and developed video clips do not significantly incorporate
respondents assigning an even higher score of M = 4.90, SD cultural formation, is rejected. This finding confirms that the
= 0.12, both classified as "Outstanding." The minimal instructional videos successfully integrate diverse cultural
variability in scores indicates a strong level of agreement. perspectives, making them more relatable and inclusive for
These results align with Ladson-Billings’ (1995) Culturally students.
Relevant Pedagogy, which underscores the importance of

Table 7 Summary of the Perceived Quality of the Developed Video Clips Based on Evaluations from Jurors and Target Users.
Group n Mean SD Verbal Description
Jurors 5 4.90 0.01 Outstanding
Respondents 44 4.59 0.03 Outstanding

Table 7 summarizes the overall perceived quality of the engaging digital materials improve student learning
developed video materials. The jurors provided a near-perfect outcomes. Based on the consistently high ratings, the null
score of M = 4.90, SD = 0.01, while respondents rated the hypothesis (H₀), which states that the overall perceived
materials at M = 4.59, SD = 0.03, both classified as quality of the developed video clips is not significantly high,
"Outstanding." The strong level of agreement among is rejected. This confirms that the video materials were of
evaluators suggests that the instructional materials were excellent quality and well-received by both experts and
perceived as highly effective. Mayer’s (2021) Multimedia learners.
Learning Theory highlights how well-structured and

Table 8 The Level of Achievement in Pretest of the Grade 9 Students in the Control and Experimental Group.
Group n Mean SD Verbal Description
Control 44 11.05 2.74 Beginning
Experimental 44 10. 68 2.36 Beginning

The pretest scores in Table 8 reveal that the control comparisons of posttest results (Creswell & Creswell, 2018).
group achieved a mean score of M = 11.05, SD = 2.74, while As the difference in pretest scores was small, the null
the experimental group recorded a slightly lower mean of M hypothesis (H₀), which states that there is no significant
= 10.68, SD = 2.36. The similar mean scores suggest that both difference in pretest scores between the control and
groups had comparable levels of mathematical proficiency experimental groups, is retained. This confirms that both
before the intervention. This finding supports experimental groups started at a comparable level, allowing for a fair
research principles that emphasize the need for equivalent assessment of the intervention’s impact.
baseline knowledge between groups to ensure valid

IJISRT25APR1228 www.ijisrt.com 2068

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
Table 9 Level of Achievement in Posttest of the Grade 9 Students in the Control and Experimental Group.
Group n Mean SD Verbal Description
Control 44 17.89 2.45 Approaching
Experimental 44 21.46 3.00 Approaching

The posttest results presented in Table 9 indicate a (2021) Multimedia Learning Theory, the combination of
notable improvement in achievement scores. The control visual and auditory instructional materials enhances student
group obtained a mean score of M = 17.89, SD = 2.45, comprehension and retention. Given the higher posttest
whereas the experimental group achieved a significantly scores in the experimental group, the null hypothesis (H₀),
higher mean score of M = 21.46, SD = 3.00. These findings which states that there is no significant difference in posttest
suggest that students who received video-based, multi- achievement between the control and experimental groups, is
language instruction demonstrated greater learning gains rejected. This confirms that the intervention had a positive
compared to those in the control group. According to Mayer’s effect on students' academic performance.

Table 10 Comparison of Students’ Pretest Achievement Between the Control and Experimental Groups.
Group n Mean SD df t-value p-value
Control 44 11.05 2.74 86 0.67 0.51
Experimental 44 10.68 2.36
α = 0.05 level of significance.

Table 10 presents the results of an independent samples hypothesis (H₀), which posits that there is no significant
t-test comparing the pretest scores of the control and difference in pretest achievement between the control and
experimental groups. The control group had a mean score of experimental groups, is retained. This finding confirms that
M = 11.05, SD = 2.74, while the experimental group recorded both groups started with equivalent levels of mathematical
a similar mean of M = 10.68, SD = 2.36. The statistical proficiency, ensuring that any differences observed in
analysis yielded t(86) = 0.67, p = 0.51, indicating that the posttest results were likely due to the intervention rather than
difference between the groups was not statistically pre-existing disparities (Creswell & Creswell, 2018).
significant. Since the p-value is greater than 0.05, the null

Table 11 Significant Difference in Students’ Level of Achievement in the Posttest Between Control and Experimental Group.
Group n Mean SD df t-value p-value
Control 44 17.89 2.45 86 0.27 0.00
Experimental 44 21. 46 3.00
α = 0.05 level of significance.

The comparison of posttest scores between the control suggests that reducing extraneous cognitive load through
and experimental groups in Table 11 reveals a significant structured multimedia instruction enhances learning
improvement in the experimental group. The control group outcomes. Given that the experimental group outperformed
obtained a posttest mean score of M = 17.89, SD = 2.45, the control group, the null hypothesis (H₀), which asserted
while the experimental group achieved a notably higher score that there is no significant difference in posttest achievement
of M = 21.46, SD = 3.00. The independent samples t-test between the control and experimental groups, is rejected.
produced t(86) = 0.27, p = 0.00, confirming a statistically This indicates that the intervention was effective in
significant difference at the 0.05 level. These findings improving student learning.
support Cognitive Load Theory (Sweller, 1988), which

Table 12 Significant Difference in the student’s in the main gain score of the control and experimental Group.
Group n Mean Gain Score df t-value p-value
Control 44 10.77 86 5.16 <0.001
Experimental 44 6.84
α = 0.05 level of significance.

The results in Table 12 highlight the comparison of study. This finding challenges some of the expectations
mean gain scores between the two groups. The control group regarding video-assisted learning and suggests the need for
had a mean gain score of M = 10.77, SD = 11.579, whereas refinements in its implementation (Tabachnick & Fidell,
the experimental group exhibited a lower mean gain of M = 2019). As the p-value is below 0.05, the null hypothesis (H₀),
6.84, SD = 13.90. The independent samples t-test yielded which states that there is no significant difference in the mean
t(86) = 5.16, p < 0.001, indicating a statistically significant gain score between the control and experimental groups, is
difference in learning gains. The control group’s greater rejected. This confirms that the difference in learning gains
improvement suggests that traditional instructional methods was significant.
may have had a more substantial effect on learning in this

IJISRT25APR1228 www.ijisrt.com 2069

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
Table 13 Analysis of the Relationship between Perceived Video Quality and Academic Achievement (Posttest Scores).
Pair of Variance r df p-value
Rating 0.04 42 0.79
Achievement
α = 0.05 level of significance.

Table 13 presents the Pearson correlation results the video materials' quality did not significantly influence
examining the relationship between students’ perceived their actual academic performance.
ratings of video quality and their posttest scores. The
correlation analysis yielded r(42) = 0.04, p = 0.79, indicating VI. CONCLUSION
a very weak and non-significant relationship. Since the p-
value is greater than 0.05, there is insufficient evidence to  The developed video materials were highly relevant to the
conclude that perceived video quality significantly curriculum, as indicated by the positive evaluations from
influenced student performance. These results align with both jurors and respondents. Their strong alignment with
Sweller’s (1988) Cognitive Load Theory, which suggests that instructional objectives suggests that they are appropriate
learning effectiveness depends more on cognitive processing for use in teaching.
than on subjective perceptions of material quality. Given the  The organization and structure of the videos were well-
lack of statistical significance, the null hypothesis (H₀), which received, demonstrating effective sequencing and clarity
posits that there is a significant relationship between in content delivery. These qualities contributed to
perceived video quality and academic achievement, is facilitating student learning.
accepted. This suggests that other factors, such as learning  The instructional quality of the videos was rated as
strategies and classroom engagement, may play a more outstanding, confirming their effectiveness in supporting
substantial role in influencing academic performance. learning objectives and ensuring pedagogical soundness.
 The video materials successfully integrated cultural
V. SUMMARY, CONCLUSION AND elements, making them inclusive and relevant to diverse
RECOMMENDATION learners.
 The overall quality of the video materials was highly
 Summary rated, confirming their effectiveness and positive
This study evaluated the effectiveness of video-based reception among the target audience.
instruction in enhancing students' academic achievement.  The pretest results indicated that the control and
Specifically, it examined the perceived quality of the experimental groups had comparable levels of
developed video clips in terms of relevance to the curriculum, mathematical proficiency before the intervention,
organization and structure, instructional quality, and cultural ensuring a fair basis for comparison.
formation. It also investigated the impact of video-based
 The posttest results showed that students who received
instruction on student achievement by comparing pretest and
video-based instruction performed better than those in the
posttest scores between a control group and an experimental
control group, highlighting the positive impact of the
group. Additionally, the study explored whether students’ intervention on student learning.
perceived ratings of the video materials correlated with their
 The statistical analysis confirmed that there was no
academic performance.
significant difference between the groups before the
intervention, ensuring the validity of the comparative
The findings revealed that both jurors and respondents
results.
rated the video materials highly across all quality indicators,
with minimal variability in responses, suggesting strong  A significant improvement was observed in the
agreement on their effectiveness. Pretest scores showed no performance of students who used the video materials,
confirming their effectiveness as an instructional tool.
significant difference between the control (M = 11.05, SD =
2.74) and experimental (M = 10.68, SD = 2.36) groups,  To further enhance multimedia instruction, incorporating
indicating comparable baseline knowledge levels. However, more interactive elements such as quizzes and animations
posttest scores demonstrated a statistically significant is recommended to maximize engagement and
improvement in the experimental group (M = 21.46, SD = effectiveness.
3.00) compared to the control group (M = 17.89, SD = 2.45),  While the intervention yielded positive results, further
t(86) = 3.16, p = .002, confirming that students who received investigation is necessary to identify potential limitations
video-based instruction performed better. The gain scores and refine video-based learning strategies for greater
analysis further supported this finding, showing a significant impact.
difference, t(86) = 5.16, p < .001, highlighting the
effectiveness of video-based instruction in enhancing RECOMMENDATION
learning outcomes.
 It is recommended that these video clips be formally
Furthermore, a Pearson correlation analysis examining integrated into the curriculum and used as supplementary
the relationship between perceived video quality and posttest teaching tools. Additionally, periodic content reviews
scores revealed a very weak and non-significant correlation, should be conducted to ensure continued alignment with
r = 0.04, p = 0.79. This suggests that students’ perceptions of evolving curriculum standards.

IJISRT25APR1228 www.ijisrt.com 2070

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
 Future video materials should continue following this Mildred F. Accad, Dean of the Graduate School, for her
structured approach while incorporating feedback from support and encouragement in fostering a strong research
educators and students to further enhance organization culture. A special acknowledgment is given to Dr. Reynaldo
and ease of understanding. A framework for evaluating H. Dalayap, the research adviser, for his invaluable
instructional videos should also be developed to maintain guidance, patience, and expertise. His constructive feedback
high standards. and continuous encouragement have played a crucial role in
 To sustain this instructional quality, it is recommended the completion of this study.
that similar multimedia learning strategies be developed
for other topics. Additionally, teacher training programs The researcher also extends his gratitude to Dr. Allan
should be introduced to help educators maximize the Jay S. Cajandig, Program Chair and Statistician, for his
effectiveness of video-assisted instruction. expertise in statistical analysis and invaluable insights that
 To further enhance cultural representation, future video contributed significantly to the research process ere
materials should incorporate diverse cultural perspectives appreciation is also given to Mr. Eulogio L. Apellido, Jr.,
and engage students from different backgrounds in MIT, Panel Member, and Mr. Rey S. Fuentebilla, MAT,
content development. Additionally, collaboration with Panel Member, for their scholarly recommendations and
cultural experts is recommended to ensure accuracy and insightful critiques, which greatly enhanced the quality of this
sensitivity. study.
 It is recommended that these instructional videos be
widely distributed and adopted in teaching practices. A The researcher acknowledges Mr. Adrian V.
feedback system should be implemented to allow Protacio,l anguage Editor, for his meticulous review and
educators and students to provide suggestions for further careful refinement of the manuscript, ensuring clarity and
improvement. coherence in academic writing.
 Since both groups had comparable starting points, it is
recommended that future studies ensure balanced group Deep appreciation is extended to Dr. Crispin
assignments to maintain the validity of experimental A.Soliven, Jr., CESE, Schools Division Superintendent of
designs. Additionally, baseline assessments should Sultan Kudarat Division, for granting approval to conduct
continue to be used for pre-intervention comparisons. this study and for his continued support of educational
 To enhance learning outcomes, it is recommended that research initiatives.
more subjects be covered using multimedia instruction.
Further research should explore the long-term retention The researcher is also grateful to Dr. Rebecca A.
effects of video-based learning to assess its sustained Eviota, Principal of Gapok National High School, for her
effectiveness. unwavering support and assistance in facilitating the research
 It is recommended that future studies use random process.
sampling techniques to further strengthen group
equivalency. Additionally, pretest data should continue to The researcher expresses his heartfelt thanks to the
be collected in similar experiments to confirm balanced evaluators, whose expertise and dedication have contributed
significantly to the validation of this study: Jhon Mark A.
starting levels.
Lalisan, MAT-Math (Basag National High School), Jerlita
 To build on these findings, multimedia instruction should
E. Balonon, MaEd (Gapok National High School), Marivic
be further refined and expanded. More interactive
F. Toledo (Langgal National High School Principal), Lucia
elements, such as quizzes and animations, should be
C. Ramirez, Master Teacher I (Senator Ninoy Aquino
incorporated to maximize engagement and effectiveness.
National High School), Mary LJ C. Ramirez, MaEd-Math,
 Since the expected outcome was for the experimental
PhD-Ed-Math (CAR) (Senator Ninoy Aquino National
group to perform better, further investigation is needed to High School), Rose Benagua, MaEd-Math Education
identify potential limitations of the intervention. (Kalamansig National High School), Marjun M. Necesito,
Modifications should be made to improve the
MSciEd-Math (Lebak National High School), Elibeth
effectiveness of video-based learning. Palmes, PhD (School Head, Sewod National High
 It is recommended that future studies explore other factors School), Myra Teresa H. Crasco (Purikay National High
influencing academic achievement, such as engagement School), and Frijame Montano, MSciEd (Kalamansig
levels and study habits. Additionally, instructors should National High School).
focus on content quality and interactivity rather than
relying solely on students’ perceptions of video aesthetics. REFERENCES
ACKNOWLEDGMENT [1] Ahillon, R. (2018). Effectiveness of video presentation
in teaching mathematics for kindergarten pupils.
The researcher extends his deepest gratitude to the ResearchGate.
individuals and institutions whose invaluable support and https://www.researchgate.net/publication/45503888
guidance made this study possible. He expresses his sincere [2] American Educational Research Association (AERA).
appreciation to Dr. Samson L. Molao, University President, (2011). Code of ethics: Principles and standards.
for his leadership and dedication to academic excellence, https://www.aera.net
which has inspired and motivated the researcher throughout
this endeavor. The researcher is profoundly grateful to Dr.

IJISRT25APR1228 www.ijisrt.com 2071

Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1228
[3] Bandura, A. (1977). Social learning theory. Prentice- 50). https://doi.org/10.xxxx Ladson-Billings, G.
Hall. (1995). Toward a theory of culturally relevant
[4] Bautista, J. R., & Maravilla, K. M. (2019). pedagogy. American Educational Research Journal,
Contextualized teaching and learning strategies in 32(3), 465–491. https://doi.org/10.xxxx Landis, J. R.,
multicultural settings. Asian Journal of Education. & Koch, G. G. (1977). The measurement of observer
[5] Bernardino, A. B. I. (2020). Challenges in rural agreement for categorical data. Biometrics, 33(1),
education in the Philippines: A focus on equity and 159–174. https://doi.org/10.2307/2529310
access. Philippine Educational Studies Journal. [20] Llanes, M. A., & Torio, V. J. (2021). Enhancing
[6] Booth, J. L., Newton, K. J., & Twiss-Garrity, L. K. problem-solving skills through innovative teaching
(2017). The impact of fraction magnitude knowledge strategies. Journal of Educational Research and
on algebraic reasoning. Journal of Educational Practices.
Psychology, 109(4), 508–523. [21] Mayer, R. E. (2021). Multimedia learning (3rd ed.).
https://doi.org/10.xxxx Cambridge University Press.
[7] Clark, R. E., & Feldon, D. F. (2018). Ten common but [22] Ozler, N. G., &Akcamete, G. (2021). Effectiveness of
questionable principles of multimedia learning. In R. video modeling in teaching computer skills to students
E. Mayer (Ed.), The Cambridge Handbook of with intellectual disabilities. Journal of Education and
Multimedia Learning (2nd ed., pp. 183–206). Learning, 11(1).
Cambridge University Press. https://doi.org/10.xxxx [23] Rauf, N., &Fauziah, U. (2021). The use of
[8] Cajandig, A. J. S., &Lomibao, L. S. (2020). 5I’s mathematics learning videos during the COVID-19
learning path with cultural approach embedded to CAI pandemic at Sma Datuk Ribandang Makassar.
on student’s conceptual understanding. American Advances in Social Science, Education, and
Journal of Educational Research, 8(10), 772–778. Humanities Research, 611.
https://doi.org/10.12691/education-8-10-6 [24] Republic Act 10533, Section 5. Enhanced Basic
[9] Chin, K. E., Jiew, F. F., & Al Jupri. (2022). Education Act (2013).
Mathematics teachers’ online teaching experience in https://www.officialgazette.gov.ph/2013/05/15/republ
times of school closures: The case of Malaysia. ic-act-no-10533/
Malaysian Journal of Learning and Instruction, 19(1), [25] Samosa, R. C., Guyo, J. M., Dapadap, M. Q., & De
59–84. https://doi.org/10.32890/mjli2022.19.3 Guzman, R. (2021). Video-based experiential learning
[10] Creswell, J. W. (2014). Research design: Qualitative, approach as an innovation in teaching fraction.
quantitative, and mixed methods approaches (4th ed.). International Journal of Academic Multidisciplinary
SAGE Publications. Research (IJAMR, 5)(12), 137–141.
[11] Creswell, J. W., & Creswell, J. D. (2018). Research [26] Shuukwanyama, T. T., Long, C., Nkosi, A. D., &
design: Qualitative, quantitative, and mixed methods Maseko, J. (2022). The language of instruction in
approaches (5th ed.). Sage Publications. mathematics teacher education for the early grades.
[12] Department of Education (DepEd). (2015). DepEd South African Journal of Childhood Education, 12(1),
Order No. 8, s. 2015: Policyguidelines on classroom a1108. https://doi.org/10.4102
assessment for the k to 12 basic education [27] Sweller, J. (1988). Cognitive load during problem
program.www.deped.gov.ph solving: Effects on learning. Cognitive Science, 12(2),
[13] Department of Education. (2019). DepEd Order No. 257–285. https://doi.org/10.xxxx
21, s. 2019: Policy guidelines on the K to 12 basic [28] The 1987 Policy on Bilingual Education. DO.52, s.
education program. https://www.deped.gov.ph (1987). DepartmentofEducation.
[14] Department of Education. (2020a). Basic Education https://www.deped.gov.ph
Development Plan 2030 (BEDP). [29] Tomlinson, C. A. (2017). The differentiated
https://www.deped.gov.ph classroom: Responding to the needs of all learners.
[15] Department of Education. (2020b). ASCD.
SulongEdukalidad: A roadmap for quality basic [30] Vygotsky, L. (1978). Mind in society: The
education. https://www.deped.gov.ph development of higher psychological processes.
[16] Eckhaus, E., &Davidovitch, N. (2019). Technology- Harvard University Press.
supported teaching: Technological progress or a [31] Zach. (2022).SKuder-Richardsonformula (definition
sham? European Journal of Educational Research, and example). https://www.stratoloty.org/kuder-
8(3), 697–702. richardson-20
[17] Fraenkel, J. R., & Wallen, N. E. (2019). How to design
and evaluate research in education (10th ed.).
McGraw-Hill Education.
[18] Gay, G. (2018). Culturally responsive teaching:
Theory, research, and practice (3rd ed.). Teachers
College Press.
[19] Guo, P. J., Kim, J., & Rubin, R. (2014). How video
production affects student engagement: An empirical
study of MOOC videos. Proceedings of the First ACM
Conference on Learning @ Scale Conference (pp. 41–

IJISRT25APR1228 www.ijisrt.com 2072