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· Volume III Issue IV


Philippines was ranked second-lowest for mathematics in PISA 2018 with a score of 353 points in mathematical literacy, below the average of 489 points. Additionally, in the researcher’s one year of teaching mathematics 10 under K to 12 curriculum, students always got low performance level in the quarterly assessments. The average performance level of the students handled by the researcher in mathematics 10 was 48.74, 44.83, 44.42, and 44.95 for the first, second, third and fourth quarter assessment respectively for the school year 2019 – 2020. Moreover, the average performance level of grade 10 students handled by the researcher for this school year 2020 – 2021 for the first quarter where the new normal system in education started due to COVID19 is 43.95. This implies that the performance of students is lower in the modular printed modality compare to face to face modality. Lastly, for the school year 2019 – 2020, item analysis after periodical tests revealed that competencies on “equation of a circle” has the most numbered of not mastered items. With the mentioned circumstances, the researcher was motivated to take an action to improve the academic performance of students in one of the least learned topics in mathematics 10 especially in this time of pandemic. A pre-experimental research design was used in this research specifically one-group pretest-posttest design seeing that it determined the effects of a video lesson as an intervention. This action research aimed to determine if the developed video lesson can improve the academic performance level of the students or not. The respondents of this action research were the Grade 10 – Courage students of Casiguran Technical Vocational School handled by the teacher-researcher in the school year 2020-2021. Based from the analysis of the data gathered, the following findings revealed; (1) Student respondents garnered a mean score of 4.97 or performance level of 21.62% during the pretest. (2) Student respondents garnered a mean score of 14.71 or performance level of 63.96%. (3) T-tests of pretest and posttest revealed the computed absolute t value which is 11.18 and the tabulated t value which is 2.03 with 0.05 level of significance (two tail distribution). On the light of the findings, the following conclusions are drawn: (1) The performance level of the student-respondents is low and this can be attributed to the fact that the video lesson was not introduced yet. Students don’t know yet the lesson and the only thing that they have during pretest were their retained knowledge from prior lesson. (2) The performance level of student-respondents increased from 21.62% to 63.96% and can be attributed to the fact that the video lesson was introduced already. Indeed, the video lesson is effective in increasing the performance level of the students and was helpful to every student in understanding the concept of equation of circle. All of the student-respondents were able to garnered a higher score in posttest compared to their scores during pretest. (3) The null hypothesis must be rejected since the computed absolute t value is greater than the tabulated value. Therefore, there is a significant difference in the means scores of Grade 10 – Courage students during pretest and posttest. This implies that the video lesson on equation of circle as an intervention is effective in improving the performance level of student-respondents. Based from the conclusions drawn after the analysis and interpretation of the data gathered from the study, the following are recommended: (1) The researcher shall share the result of this study to his fellow teachers in Casiguran Technical Vocational School through school – based INSET. (2) The researcher will seek an approval from the school head to make the video lesson used as an intervention in this study available for use in the school and will serve as an instructional material.

Keywords: Performance Level, Video Lesson, Equation of a Circle, Pandemic

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