Unleash the untaught mathematics competencies through online, shareable and offline video lectures

Abstract

The study aimed to determine the benefits of project online, shareable and offline (OSO) video lectures to seventh-grade students during flipped classroom to resolve untaught mathematics competencies before the school year ended. The study employed the experimental research design, and three groups were randomly selected from the seventh-grade population as respondents. These three groups underwent pre-test and post-test during and after the intervention using the verified and quality-assured test questionnaires by an expert panel of evaluators. The study’s findings revealed that learners’ test scores differed significantly among the three groups based on one-way analysis of variance. However, the Tukey post-hoc test showed that the flipped online group differed substantially from the flipped shareable and offline groups. Consequently, project OSO was considered a valuable resource in the flipped classroom and is highly recommended for instructing learners when the teacher is out due to school-related functions among the three video lectures’ platforms. Keywords: Ancillary service, flipped classroom, mathematics education, project OSO, unattained competencies;