Thesis
Thesis
Thesis
A Thesis Proposal
Presented to the Faculty of the College of Education
Polytechnic University of the Philippines
Sta. Rosa Campus
by
David, Allan
Guison, Chezka
Wagas, Jessica
2021
ABSTRACT
Title : Math Vlogs as a Supplementary Materials on the Mathematical
Understanding of College Students
Researchers : Allan David
Chezka Guison
Jessica Wagas
Degree : Bachelor of Secondary Education Major in Mathematics
Institution : Polytechnic University of the Philippines – Sta. Rosa Campus
Year : 2021
Adviser : Dr. Erist A. Capul
This study assessed the frequency of the students’ use of math vlogs or video
tutorials found on the internet and how it can help as a supplementary material on their
level of mathematical understanding. The respondents were the 345 college students of
Polytechnic University of the Philippines – Sta. Rosa Campus that came from different
courses and was provided with questionnaires using Google Forms for data gathering.
The study found out that the students only watch math vlogs sometimes
whenever they are having difficulty in answering a difficult problem and/or clarifying
some concepts taught by their teacher. For their level of mathematical understanding,
the respondents’ highest level is Concrete/Experiential Level where they prefer doing the
activities and learning the lessons hands-on. In relating the two variables, the alternative
hypothesis of the study was accepted wherein the degree of the students’ use of math
to the study which can help them in enhancing their teaching and learning styles.
statement of the problem, hypothesis, significance of this study, scopes and limitation,
and definition of terms. The overview of the researchers’ purpose of conducting this
Introduction
One of the most recent and still ongoing public health emergencies of global
concern is the COVID-19 pandemic which was first identified in December 2019. The
fight against the pandemic suffered profound effects and impacts on almost all sectors in
the human race. In Philippines, there are travel restrictions, closing of schools, economic
recession, political conflicts, racism and misinformation and controversies. One of the
most affected is the educational sector. Instead of starting June, the opening of classes
for School Year 2020-2021 was moved to October after publishing guidelines and
different modes of learning. There are five learning modalities given by the Department
the new normal in education in order to prioritize health and, at the same time, continue
to provide quality, inclusive and accessible education for every student. According to
Sec. Briones (2020) in the opening of classes via national television, there are 24.7
Every child has different learning preferences and styles. Some students prefer
to learn by hearing, some by seeing, others by doing, some by reading and others by
asking questions. Both students and teachers have been burdened with the task of
adapting to the new normal and on the interrupted communication between them. Out of
the five learning modalities, some of the students chose online learning because they
have Wi-Fi or broadband at home. One reason why online learning is better because,
according to Trish Sammer (2020), students can work through material at their own
pace. However, Weele (2020) said that the learners study by themselves only because
they have to complete the requirements needed than genuinely engaging with the
lessons. Live sessions are infrequent so students cannot raise their hands to ask
questions during the discussion because of the limited time. In the survey conducted by
Youtube outranks printed books because it is easier to learn just by pausing the video or
rewinding if the student didn’t understand the lesson. It also helps students in their self-
study when some topics discussed by the teacher are not properly explained.
Students find it so hard to learn mathematics especially when higher maths and
difficult word problems are involved. According to Kahrmann (2016) on his study about
Efficacy of Math Video Tutorials on Student Perception and Achievement, it is found that
students did actually use math videos for remediation and learning.
The researchers found the opportunity to conduct this study amidst of the
pandemic to see how math vlogs helps students in learning mathematics easy and
learning.
Theoretical Framework
According to Rackaway, C. (2012, pg. 189-200) study that “Many of the best
practices point to student interest in interactive materials, but one of the great
interactive graphics, videos, and vital source documents as an assessed part of student
three years. Results of the study suggest that multimedia supplements, when consistent
with interactive media best practices, improve student learning outcomes generally and
specifically show the greatest improvement in written test components, especially with
students who struggle early in a course.”. Similarly, that the use of short video clips
allows for more efficient processing and memory recall. The visual and auditory nature of
videos appeals to a wide audience and allows each user to process information in a way
students, especially those students who struggle, are given the opportunity to learn math
skills effectively, close their Achievement gaps, and have a better chance for a
productive future. Using technology, such as The video tutorials, can improve student
effective technology use for at-risk students found that simply replacing teachers with
(instead of “drill and kill” techniques) leads to higher engagement and learning gains. In
addition, More than 70 percent of public K–12 schools do not have sufficient broadband
to allow most of their students to Engage in digital learning activities at the same time.
The good news is that research shows that if at-risk students gain ready access to
appropriate technology used in thoughtful ways, they can make substantial gains in
Diagram 1
Mathematical Understanding
The researchers aims to know the effect of the students’ degree in utilizing math
would be the frequency of the students’ use of math vlogs, while, the dependent variable
1. How frequent does the respondents use math vlogs in asynchronous class?
levels;
2.1 Intuitive
2.2 Concrete/Experiential
2.3 Pictorial/Representational
2.4 Abstract
2.5 Application
2.6 Communication
Hypothesis
The purpose of this study is to know how the utilization of math vlogs affects the
has been change from face-to-face to online. Learning mathematics through online are
limited since not all students cannot afford to have an unlimited connection. Alternative
may help the students to catch up to the lesson and can give a higher learning. This
study only focus on the relationship of using math videos as supplementary material to
The result of this study on how utilization of math vlogs affects the mathematical
Students: The result of this study will show how the video tutorial affects their
vlogs that can add improvements and suggestions to their learning styles.
Instructors: This study conducted will be utilizable for the instructors in defining their
teaching-learning style to be more innovative and encouraging for their students to learn
mathematics.
School: The information gathered by the researchers will be in used by the school for
developing new ways in promoting another way on how their students will understand
mathematics. It will also help the school creating ideas with accordance on how the
students and teacher will be at ease dealing with mathematics at the same time.
Definition of Terms
The following terms are defined by the researchers in order to have a clear
Mathematics.
Math Vlogs – videos located on the internet (Youtube) containing discussions of certain
Online Distance Learning – method used by students and teachers where the discussion
is conducted online via platforms like Google Meet, Zoom and more, that also includes
Understanding and Math Vlogs as it is the main variables of this study. The researchers
will make use of this secondary sources to broaden the researchers’ knowledge about
this paper, and to support and clarify the research problems given.
Mathematical Understanding
Suggate, 2007). This resulting network are mental representations like what is trying to
Representations can be viewed into two; internal and external. According to Goldin (as
cited in Barmby, Harries, Higgins & Suggate, 2007) that examples of internal
and affective and can be summarized as cognitive representations which is the main
Miura (2001) stated that external representations are also used in understanding of
communicate the ideas or concepts. Some examples are spoken language, written
symbols, pictures, and physical objects that can be used inside the classroom.
achieve mathematical understanding is not enough to show that the students can
immediately explain and apply what they’ve learned. In the paper of Mahesh Sharma
Perspectives”, she stated that there are levels of learning mathematics that can prove if
the knowledge acquired by the students are mathematically processed and learned in
achieving successful mathematical understanding. The first level is the Intuitive where
problem or proving a theorem takes place, while, the next level is Abstract where
students must be able to process symbols and formulas. The last two levels are
Applications and Communication where students are able to apply previous or learned
concept to another topic or to real-life situation, and students are capable of conveying
However, there are some factors that affects the understanding of students in
learning mathematics.
Mathematics Learner” that is conducted by Bed Raj Acharya in 2017 with respondents
consisting of children, head teachers, and parents which are asked by open ended
questions resulted in several findings such as math anxiety, lack of interest and negative
feeling towards math, lack of prior knowledge, lack of student’s labor in learning
mathematics, lack of parents’ awareness and interest that leads to influencing the
student’s motivation to study, low economic condition, and lack of motivation and
counseling makes it difficult for students to understand the subject. On the other hand,
students who did get the support and inspiration from their parents learn mathematics
better.
Thomas E. Hodges and Elizabeth Conner (2011) on their article “Role of Teacher
and Students in a Mathematics Classroom” mentioned that the high rate of mathematical
failure might be an indication that not sufficient collaboration is done to assist the
learners’ mathematical understanding, and that in most cases where students work on
their own that the student’s individual performance was not raised.
Parents and teachers have a big influence in the students’ motivation and
interest towards learning mathematics. In addition to these, in the article of Loch, Gill
students with the flexibility to receive it whenever and wherever they are. In the article
Development” provided by Borko, Jacobs, Eiteljorg and Piitman (2008) that using videos
Math Vlogs
happening all over the world. There are given alternatives to continue providing
education to young generation. One of those is utilizing online classes with the help of
technology that is very powerful and essential today. Yuhanna, Alexander, and Kachik
article. The advantages mentioned by them are, first, the exchange of ideas where
students can do with experts easily in particular fields. Next is the comfortable
convenience, and the third one is low cost. Lastly, the ability to move easily within and
between documents which they called as navigation. Just pressing a button, users can
search for documents in multiple locations without moving from their computer.
Examples of these documents are articles, researches, thesis papers and multimedia
such as pictures and videos. However, in the study conducted by Muilenburg and Berge
in 2007 with 1,056 respondents, they found out that there are barriers that students face
in online learning. The eight factors are administrative issues, social skills, technical
skills, learner motivation, academic skills, cost and access to the internet, technical
problems, and time and support for studies. In detailed explanation, time and support for
As Steffes and Duverger (2012) reported in their study, one method for a teacher
context at the beginning of the class to increase their positive mood towards learning
In the world of mathematics, utilization of videos located on the internet are not
only for motivational purposes, but, can also be used to give additional knowledge to
students especially in today’s time. Students mostly face the difficulty of mathematics by
Dan Meyer (2015) from the National Council of Teachers of Mathematics, NCTM,
stated that That Common Core State Standards for Mathematics (CCSSM) have exerted
meet new standards for mathematics learning, and parents are struggling to understand
how to help them. So, the use of video tutorials addressed Mistretta’s (2013) finding
where current literature suggests that parents need to be taught how to support their
children at home. The videos provide parents with how their own child’s teacher teaches
the math concepts that enables them to assist and support their child at home. It gives
students another form of instruction delivery which are available to them at all times
online, and opportunity to view them as many times as the particular student needs.
Likewise, based on the research conducted by Mayes (2011) regarding the introduction
of teacher-assisted video instruction helping struggling math students and their parents
in perceiving math positively with a sample of 40 students from Indian Rocks Christian
School in Florida the paper showed that 65% of the parents felt that the videos were
beneficial, while, students rated the use of videos at an 87.5% approval rating. Mayes
found that not only did the videos help students when stuck on a homework problem, but
also students used them to keep up with assignments when absent, and to gain a head
start on learning. In addition, the study conducted by Gürbüz, Çatlioglu, Birgin, and
Toprak (2009) about the effect of assistance of technology such as educational videos in
learning probability of 8th grade students in a school in Turkey shows positive opinions
as a result by making the subject of probability more concrete and associated with real
life.
Tuomas Myllyskoski (2016) also found out on his thesis entitled, “Educational
Videos and Use of Tools in Mathematics Remedial Instruction”, that educational videos
are effective tool in helping students learn mathematics which Jacob Scot Otto (2015) in
his study regarding impact of teaching with content-based math videos oppositely
indicates that these videos are not a convincing method of instruction even when a
Also, limitation on the use of these videos are evident, as pointed out by Khan
and Slavitt (2013), because not all students have infinite access to the internet. In
connection, in the study of Kevin Graziano (2017) found out that students with access to
computers do not always have time to watch the videos or when available, it is difficult
includes videos that are readily available online. (Kahrmann, 2016). In addition, “The
Psychomotor Rehabilitation Skills” by Cooper and Higgins (2015) suggests that the use
of videos to support traditional learning should be encouraged and it is very unlikely that
they will be harmful to students’ learning. The research conducted by Kersaint, Dogbey,
Barber, and Kephart (2011) that investigates achievement, attitude, and retention of
college algebra students revealed that students who had access to an online tutoring
resource scores significantly higher than those who did not use the service.
On the contrary, the study of Spradlin and Ackerman (2010) found no significant
difference between students who received traditional instruction with and without
Intermediate Algebra students at an Eastern University. Also, in the study “The Flipped
Approach: The Use of Embedded Questions in Math Videos” the results show that the
subject such as mathematics, which need guidance at several stages. So, mixing
technology into the mathematics classroom is more effective as some of studies implied
that the e-tools would not only equip them with better understanding of mathematics, but
Synthesis
Sharma (2005) that can help achieve successful mathematical understanding; Intuitive,
Communication. The support of teachers and parents is the most influential factor for
the chance of teachers to guide them in the learning process is low, and the parents
struggle because they are not familiar with certain lessons. But, by the help of
educational videos in math offered to the students and parents online as supplementary
support, learning in mathematics is much more possible based on the study of Mistretta
(2013) and Mayes (2011). According to Kersaint, Dogbey, Barber, and Kephart (2011)
that students who utilize online videos score higher than those who did not which is
contrary to what Spradlin and Ackerman (2010) who states that there is no difference
METHODOLOGY
This chapter presents the procedures that will be followed by the researchers
throughout the study. The coverage of this chapter is consists of research design,
Method of Research
wants to find out the status of how utilization of math vlogs and mathematical
understanding of students related to each other in today’s learning set-up. The paper is
also a quantitative research for this will measure numerical data. Secondary sources are
also used by the researchers such as related studies and literatures to support this
The population of this study will consists of 2,470 College students from
Polytechnic University of the Philippines – Sta. Rosa Campus, and 345 students will be
the sample distributed in every course. (See Table 1: Proportional Allocation for the
distribution of sample per course.) The researchers will use Stratified Sampling in
choosing the respondents where every courses has an equal opportunity to be included
in the sample. Slovin’s Formula and Proportional Allocation will be used to calculate the
Slovin’s Formula is used to calculate the sample size (n) given the population size (N)
N
n=
1+ N e 2
where;
n=sample ¿ ¿
N= population ¿ ¿
e=margin of error
Proportional Allocation is a procedure for dividing the sample among the strata which
will be the different courses. This will be helpful because the sampling that was used by
n2
x= n
N
where;
Table 1 shows the proportional allocation of the students in every courses which
Table 1
BSP 213 30
BSIE 270 38
BSIT 290 40
BSE 392 55
BS ECE 155 22
BS HRM 318 44
BSBA MM 614 86
Description of Respondents
The respondents of this study will be College Students that are currently enrolled
in Polytechnic University of the Philippines – Sta. Rosa Campus. They will be coming
Bachelor of Science in Hotel and Restaurant Management (BS HRM), and Bachelor of
Science in Marketing Management (BSBA MM). They are chosen because they have
higher mathematics subject and, at the same time, they already have self-initiative in
studying.
Research Instrument
This study will utilize questionnaires that is composed of two parts. The first past
is the utilization of math vlogs and the second part is about the mathematical
understanding of students. In order to measure the variables, the researchers will use
Likert Scale that comes with verbal interpretations in each. This will help the researchers
For the first part, it will use the following indicators to measure the frequency of
the respondents’ utilization of math vlogs; Always, Very Often, Sometimes, Rarely, and
Never.
Table 2
Sharma (2005), the researchers will use the indicators; Definitely, Very Probably,
Table 3
students. The gathering of data starts with the help of several teachers/faculty members
to face validate the content of the said questionnaire. Then, it will be distributed through
google form during the respondents’ free time after its validation. The researchers will
collect and tally the answers from the survey questionnaire for checking. Finally, the
of College students have significant relationship, the researchers will make use of the
following formulas;
Mean is the sum of a set of data divided by the number of data. The researchers will use
this to determine the average scores of each level of mathematical understanding of the
Σ fx
x̄ =
n
where;
x̄ =Mean
n=total frequency
Pearson-Product Moment measures the relationship between two variables by
computing and interpreting the correlation coefficient. This will be computed with the
n Σ xy−Σ x Σ y
r=
√ [ n Σ x − ( Σ x ) ] [n Σ y −( Σ y ) ]
2 2 2 2
where;
r =correlation coefficient
Σx=∑ of x scores
Σy=∑ of y scores
Σ x =∑ of squared x scores
2
Σ y =∑ of squared y scores
2
Table 4
This chapter presents the data gathered, analysis of data, and the interpretation
of the results. The findings were presented in table form and were sequenced following
The table shows the degree of each courses in watching math vlogs when they
Table 5
General Weighted Mean and Verbal Interpretation for the Frequency of Students’
When I have no
synchronous BS BS BSBA GWM V.I
BSA BSP BSIE BSIT BSE
class, I watch ECE HRM MM
math vlogs to…
Support and add
knowledge to
3.5 3.53 3.16 3.58 2.95 3.09 3.43 3.36 3.33 S
what I already
know
Understand the 3.67 3.47 3.34 3.73 3.02 3.46 3.41 3.34 3.43 S
lesson taught by
my teacher
Learn new
concepts or 3.67 3.37 3.24 3.76 3.07 3.41 3.55 3.28 3.42 S
techniques
Answer a
3.83 3.7 3.71 3.93 3.33 3.64 3.61 3.33 3.64 VO
difficult problem
Clarify concepts
about topics
3.67 3.63 3.58 3.88 3.13 3.64 3.57 3.24 3.54 VO
taught by my
teacher
General
3.67 3.54 3.41 3.78 3.10 3.45 3.51 3.31 3.47 S
Weighted Mean
V.I VO VO S VO S S VO S S
The students from all courses got a 3.33 mean average as a response to
watching math vlogs to support and add knowledge to what they already know which
interprets as sometimes. For the second and third statement, it resulted also that they
watch math vlogs sometimes to understand the lesson taught by their teacher and to
learn new concepts or techniques with a mean average of 3.43 and 3.42, respectively.
On the other hand, they watch very often when they are answering a difficult problem
and clarifying concepts from the topic taught by their teacher which has a mean average
of 3.64 and 3.54. In support, Mayes (2011) stated that videos help students when stuck
Science in Hotel and Restaurant Management (BS HRM) got 3.67, 3.54, 3.78, and 3.51
as their general weighted mean. This interprets that these courses are watching math
vlogs very often. However, the remaining courses, Bachelor of Science in Industrial
Engineering (BSIE) with 3.41 mean, Bachelor of Secondary Education (BSE) with 3.10,
sometimes.
As for the general weighted mean of all courses, the researchers found out that
they only watch math vlogs sometimes in their asynchronous class with an average of
3.47, which in the study of Graziano (2017), it also results that students do not always
The following levels have tables each that shows the average score of the
Table 6
General Weighted Mean and Interpretation for the Intuitive Level of the Students
In my
mathematics BS BS BSBA GWM V.I
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Connect my
previous
knowledge in
math to
3.93 3.67 4.03 3.70 3.95 3.50 3.61 3.50 3.74 VP
understand the
current lesson
taught by my
teacher.
Answer
problems given
by my teacher
3.27 3.47 3.39 3.53 3.09 3.23 3.30 3.40 3.34 P
without basing
to any logical
reasons.
Use my intuition
in understanding
3.4 3.73 3.71 3.70 3.51 3.32 3.52 3.58 3.56 VP
a concept in
mathematics.
Understand the
lesson by 3.73 3.83 3.92 3.80 3.76 3.32 3.86 3.65 3.73 VP
recalling some
terms I’ve
encountered
before.
Recall previous
lessons and
3.53 3.80 3.97 3.63 3.86 3.45 3.59 3.69 3.69 VP
apply it to the
current one.
General
3.57 3.70 3.80 3.67 3.63 3.36 3.58 3.56 3.61 VP
Weighted Mean
V.I VP VP VP VP VP P VP VP VP
In the Intuitive Level, the students are very likely to connect their previous
knowledge in math to understand the current lesson by their teacher, use their intuition
in understanding a concept, and recall some terms and previous lesson they’ve
encountered to understand a lesson in mathematics. It has 3.74, 3.56, 3.73 and 3.69
teacher without any logical reasons students are just possibly doing this in their
In total, the respondents’ average in Intuitive Level is 3.61 which indicates that
they are very probably in this level. They are able to connect a new material to their
Table 7
the Students
V.I VP VP VP VP VP P VP VP VP
Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”
Unlike in the lowest level, students in each statements are all very probably in
this level. They uses materials which has 3.83 average, preferred when teacher uses
materials in their class – 3.94, when they see representations of the lessons – 3.73,
practice the concept hands-on – 3.71, and doing physical activities related to the topic
According to Sharma (2005), that students under this level can use manipulative
to introduce, practice, and re-enforce rules, concepts, and ideas. And, the respondents
Table 8
of the Students
Pictorial/
Representatio- Courses
nal Level
In my GWM V.I
mathematics BS BS BSBA
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Solve a problem
given by my 3.40 3.67 4.00 3.78 3.42 3.32 3.64 3.64 3.61 VP
teacher.
Prove that the
formula I use in
solving a certain 3.50 3.77 4.18 3.73 3.36 3.14 3.55 3.65 3.61 VP
problem is
correct.
Illustrate
theorems and
3.43 3.53 3.76 3.70 3.38 3.23 3.39 3.49 3.49 P
postulates in
mathematics.
Prove that the
steps I do in
solving a 3.50 3.63 4.00 3.65 3.44 3.27 3.43 3.48 3.55 VP
problem is
correct.
Prove that my
answer is
correct when 3.47 3.80 3.84 3.60 3.40 3.32 3.52 3.55 3.56 VP
solving a
problem.
General
3.46 3.68 3.96 3.69 3.40 3.26 3.51 3.56 3.56 VP
Weighted Mean
V.I P VP VP VP P P VP VP VP
Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”
The table 8 shows that the students can solve a problem given by their teacher
with a mean of 3.61. Proving that the formula they use in solving is very probable for it
has a mean of 3.61 also. However, they can only possibly illustrate theorems and
postulates in their mathematics class – 3.49. On proving their steps in solving and their
answer is very likely to them to do in their class for it has 3.55 and 3.56 mean average
respectively.
For the students’ general weighted mean in this level, it is computed as 3.56
which indicates that they are very probable in this level. In the Pictorial/Representational
Level, students can solve a problem or prove a theorem according to Sharma (2005).
Table 9
General Weighted Mean and Interpretation for the Abstract Level of the Students
In my
mathematics BS BS BSBA GWM V.I
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Use formulas
effectively to
answer 3.70 3.87 4.03 3.75 3.76 3.46 3.73 3.61 3.74 VP
problems given
by my teacher.
Understand
mathematical
symbols that my 3.70 3.70 4.18 3.75 3.89 3.50 3.66 3.65 3.75 VP
teacher uses
when teaching.
Understand how
I can use
3.70 3.90 4.32 3.75 3.67 3.46 3.75 3.58 3.77 VP
formulas in
solving.
Determine what
symbols I
should use in 3.53 3.47 4.08 3,78 3.62 3.32 3.55 3.57 3.62 VP
certain
equations.
Differentiate
formulas
3.70 3.80 4.00 3.68 3.62 3.46 3.59 3.58 3.68 VP
depending upon
their use.
General
3.67 3.75 4.12 3.74 3.71 3.44 3.66 3.60 3.71 VP
Weighted Mean
V.I VP VP VP VP VP P VP VP VP
Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”
In the Abstract Level, seven out of eight courses are very probable to be in the
level. Among those seven, BSIE is the only course that has an average more than 4.00
which is 4.12 mean score. On the other hand, BS ECE got the lowest mean score 3.44
wherein the verbal interpretation of it is possibly. It means that there is only 50% chance
As for the General Weighted Mean of the respondents in this level, they have
3.71 score which can be interpreted that they are most likely to be in this level.
According to Sharma (2005) students that are in this level can already process symbols
Table 10
General Weighted Mean and Interpretation for the Application Level of the
Students
V.I VP VP VP VP VP P VP VP VP
Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”
Table 10 presents the mean average of the courses in the Application Level. The
respondents are very probably to apply their previous and current knowledge to both
direct assessment and real-life applications of the concepts taught by the teacher.
The average score of each courses for the Application Level are; BSA – 3.56,
BSP – 3.59, BSIE – 3.94, BSIT – 3.71, BSE – 3.68, BS ECE – 3.40, BS HRM – 3.53,
BSBA MM – 3.66. As noticed, the students from BS ECE has the lowest mean score
which indicates that they are only possibly in this level, while, all the remaining courses
are most likely to be in the Application Level where students are able to apply their
Table 11
General Weighted Mean and Interpretation for the Application Level of the
Students
Communicatio
Courses
n Level
In my
GWM V.I
mathematics BS BS BSBA
BSA BSP BSIE BSIT BSE
class, I am able ECE HRM MM
to…
Explain the
lesson in front of 3.33 3.3 3.68 3.58 3.31 3.09 3.52 3.41 3.40 P
the class.
Help my
classmate on
solving a
problem by 3.53 3.6 4.08 3.48 3.51 3.23 3.66 3.52 3.58 VP
explaining the
process to
him/her.
Answer my
teacher’s
question
regarding
3.4 3.57 3.84 3.60 3.49 3.09 3.59 3.48 3.51 VP
certain steps in
solving a
particular
problem.
Present our
output
voluntarily when 3.23 3.57 3.56 3.60 3.32 3.18 3.52 3.50 3.43 P
there are group
activities.
Explain the topic
in an organized
manner when 3.3 3.40 3.68 3.45 3.55 3.23 3.66 3.41 3.46 P
I’m asked by my
teacher.
General
3.36 3.49 3.77 3.54 3.43 3.16 3.59 3.46 3.48 P
Weighted Mean
V.I P P VP VP P P VP P P
Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”
Based on the results on Table 11, students can help their classmates when
solving a problem and they can answer their teacher’s question regarding their steps in
solving. However, explaining in front of class, voluntarily present group activities, and
creating an organized answer are only possibly which indicates low percentage of them
doing it.
Only three courses shows that they are very probably in Communication Level.
These are BSIE, BSIT, and BS HRM that has 3.77, 3.54, and 3.59 as their mean score
respectively. On the other hand, all the remaining courses results only to less than or
equal to 3.50 as an average which indicates that they are only possibly in this level.
As an over-all average, the students has 3.48 which shows that they are possibly
in Communication Level and they can somehow convey their knowledge to other
Table 12
Summary of Weighted Mean and Verbal Interpretation of all the Courses’ Level of
Mathematical Understanding
General
Weighted
Level of Mathematical Understanding Interpretation
Mean of all
Courses
Intuitive 3.61 VP
Concrete/Experiential 3.77 VP
Pictorial/Representational 3.56 VP
Abstract 3.71 VP
Application 3.63 VP
Communication 3.48 P
Legend: “4.51-5.00 (Definitely (D))”, “3.51-4.50 (Very Probably (VP))”, “2.51-3.50 (Possibly (P))”, “1.51-
2.50 (Probably Not (PN))”, and “1.00-1.50 (Definitely Not (DN))”
Level which interprets that they are very probably in these levels. However, in
Communication Level with a 3.48 mean score, the students are only possibly in this level
which means that the chance of being in this level is lower than the remaining ones.
To answer the second statement of the problem, the students are in the
Concrete/Experiential Level because it has the highest average among the other levels.
In accordance with Sharma (2005), the students are most likely to do activities hands-on
The table 13 below shows the summary of computing the coefficient r with the
Table 13
students watch math vlogs sometimes and is on the Concrete/Experiential Level. Upon
using the Pearson r, the researchers found out that there is moderate correlation
between these two with a correlation coefficient of 0.42. As for the decision, the null
hypothesis must be rejected because the P value is greater than the significance level
(0.05). Therefore, the frequency of students’ use of math vlogs and their
The result of this study supports the findings of Wilson (2016) on her study that students’
Chapter 5
study.
Summary of Findings
1. The students of PUP Sta.Rosa Campus got an average of 3.47 and is interpreted that
Level where its average is 3.77 which is the highest among the five other levels.
3. The correlation coefficient of the students’ degree of utilization of math vlogs and their
Conclusions
Based on the findings generated in this study, the following conclusions have
been formulated;
1. College students are watching math vlogs only sometimes when they are having a
2. The students are in the Concrete/Experiential Level wherein they prefer doing hands-
their Concrete/Experiential Level. They only watch videos related to math sometimes but
they prefer doing and learning the activities and lessons hands-on compare to only
Recommendations
hereby proposed;
1. The researchers recommend that the learners watch an educational video in math
because it will help them in improving their skills in solving certain mathematical
2. The researchers recommend to teachers to involve more the students in higher level
continue the hands-on learning because it helps the students to be more involved in the
support material and be more focused on teaching the lesson or topic to students
directly. Relying the lesson from the videos will not gain learning. Therefore, modeling
and hands-on practice will help the students to retain what they have learned.