Self-Made Video Tutorials in Mathematics 8

Abstract

Changing face-to-face classroom settings into online classrooms and distance learning is part of the "New Normal" in the current circumstances. Math would be more complicated and difficult for students to learn. The researcher tries to create ways to teach and learn mathematics by creating traditional materials. The researcher's goal is to create online tutorial videos that demonstrate various tactics, strategies, and shortcuts for studying Mathematics as remedial activities for students who are having difficulty with the subject. Students can access and utilize the content at their own pace and at their most convenient time by using self-made math video tutorials. The study used quasi-experimental research design. The skills included in the video tutorials were identified using the MELC. The self-made video tutorials underwent validations from four (4) mathematics experts and four (4) ICT experts. The study has forty-five (45) student-respondents under online distance learning. The results revealed that the level of acceptability of self-made video tutorials in terms of Components as to content, objectives, relevance and interactivity were perfectly acceptable. This also revealed that the level of acceptability of self-made video tutorials in terms of Characteristics as to communication skills, quality of voice, clearness of audio and voice quality were also perfectly acceptable as the statements were strongly agreed. The level of students? performance in terms of their Diagnostic Test were Fairly Satisfactory, while their Summative Test revealed that they were under Very Satisfactory. There is a significant difference between diagnostic and summative test as the gained score went higher after the utilization of self-made video tutorials. The level of acceptability of self-made video tutorials in terms of Components has no significant effect with the students? academic performance. The level of acceptability of self-made video tutorials in terms of Characteristics has also no significant effect with the students? academic performance.