Designing and Developing Video Lessons in Mathematics Using Code-Switching: A Design-Based Research

Abstract

Unlike books and audio clips, videos provide stronger visual cues. They are made to help learners comprehend the events particularly when situations call for language interpretation. This design-based research developed a module in the form of video lessons covering the least-mastered competencies in Mathematics for Grade 9 students. This study identified the least-mastered competencies through a survey. Using the snowball sampling method, the researcher chose fifty public school teachers as participants in the study. The module was designed and developed with five video lessons, each lesson covering one competency. During the implementation stage, the lecturer employed code-switching to facilitate instruction. Forty Grade 9 learners had utilized the said module, which was evaluated by both learners and experts according to various criteria. Overall, the module was rated “acceptable” by both learners (M=4.44) and experts (M=4.65). Moreover, the module was deemed “highly acceptable” in terms of learning outcomes (M=4.58), and style and presentation (M=4.61). Code-switching as the medium of instruction, was also evaluated and rated by learners as “highly acceptable” in terms of attention (M=4.62), attitude (M=4.53), and success (M=4.74). The developed module achieved its objectives and opened opportunities for technology integration to cater to 21st-century learners. This approach to education caught the learners’ attention in helping them improve their knowledge and critical thinking ability, which are the goals of the secondary school mathematics curriculum. The output of this research may be used by other Mathematics educators as instructional material, and further assessment of its effectiveness is recommended.