Comparative Effectiveness of Video-Based, Work Text-Based, and Traditional Teaching Methods on Integer Subtraction Proficiency in Non-Numerate Learners
Year: 2024
Type: article
Abstract: This study evaluates the effectiveness of three instructional methods—Video-Based, Work Text-Based, and Traditional Lecture-Based—on enhancing integer subtraction skills among non-numerate learners at Tunasan National High School. By leveraging Cognitive Load Theory (CLT), the research aims to reduce cognitive burdens and optimize learning outcomes. Results reveal that the Video-Based method significantly outperforms both Work Text-Based and Traditional methods. Statistical analyses, including the Wilcoxon Signed Ranks Test and the Friedman Test, demonstrate notable improvements in subtraction skills, with the Video-Based method showing the highest gains. Learners engaged with the Video-Based approach benefited from engaging, multisensory formats, and visual models, which facilitated deeper comprehension and retention. These findings highlight the superior efficacy of video-based learning in addressing the mathematical proficiency gaps among non-numerate learners. They provide actionable recommendations for educators and policymakers to integrate video-based instructional strategies into curricula, thereby enhancing student engagement and performance. Future research should explore the long-term effects and broader applicability of these methods across various mathematical concepts and diverse learner populations.
Authors: Romie C. Mabborang, Lougene N. Hilario
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405751073