Aiding Students’ Learning Gaps on Least   Learned Competencies in Statistics through Micro-Learning Videos

In the 21st century, technology's integration into daily life has revolutionized various sectors, including education. The shift to online learning due to theCOVID-19 pandemic has affected students' ability to retain knowledge. This study investigates the effectiveness of micro-learning videos as technology-driven   solutions   to   post-pandemic   learning   challenges, specifically   in mathematics education. Employing a pre-test and post-test quasi-experimental control group design, the research centers on two 7th-grade classes at St. Rita's College of Balingasag. Analysis of Covariance (ANOVA) is used to assess pre-test and post-test scores. The experimental group is exposed to micro-learning videos, while the control group follows conventional teaching methods. Results show a notable advantage for the experimental group (F-ratio = 114.17, p< .0001*) in mathematical proficiency and understanding of the least-learned competencies. Students using micro-learning videos achieve significantly higher adjusted post-test scores. These findings align with prior research, affirming the efficacy   of   micro-videos   in   enhancing   learning   achievements   and   student satisfaction,   as   demonstrated   by   Tang   et   al.   (2022).   The   study   recognizes limitations, as it is limited to Grade 7 students at St. Rita's College during the2022-2023 academic year. Future research could broaden its scope to include diverse student demographics and a longer timeframe to measure sustained impacts on varied learning styles.

Keywords:  Technology  Integration,  Micro-Learning  Videos,  Least-Learned Competencies, Multimedia Learning Strategies

To cite:  Abadies, L. V. E., Dagala, J. G., & Dalen, J. R. G. (2023, November 25). Aiding Students’ Learning Gaps on Least Learned Competencies in Statistics through Micro-Learning Videos. https://doi.org/10.17605/OSF.IO/7FS82