Work

Contextualized Instructional Videos in Fundamental Operations of Fractions for Grade 6 Learners

Year: 2025

Type: article

Abstract: Mathematics is a vital subject that supports scientific and technological progress, but remains challenging for many young learners, especially in under-resourced and diverse educational environments. This study developed and validated contextualized instructional videos on fundamental fraction operations—addition, subtraction, multiplication, and division—for Grade 6 learners in a public school in General Santos City, Philippines. A Research and Development (R&D) design was employed, incorporating a needs assessment through a 30-item diagnostic test administered to 35 purposively selected learners. Video materials were developed based on identified learning gaps and were evaluated by experts on contextualization, acceptability, relevance, usability, and appropriateness. Quantitative data were analyzed using frequency, percentage, weighted mean, and one-way ANOVA. Findings revealed varied learner proficiency across operations. Highest mastery was observed in addition and subtraction of fractions (65.71%), while multiplication showed the lowest performance (30.00%). Moderate proficiency was noted in division (44.44%) and decimal-related tasks (38.57%). Expert evaluations of the developed videos yielded very high ratings: contextualization (M = 4.60), acceptability (M = 4.69), relevance (M = 4.83), usability (M = 4.83), and appropriateness (M = 4.83). ANOVA results indicated no significant differences in ratings among mathematics teachers, master teachers, and education supervisors (p > 0.05). The study concludes that contextualized instructional videos effectively address gaps in fraction learning by enhancing comprehension through localized and multimedia-supported instruction. Their consistently high validity ratings support their broader application in classroom settings. It is recommended that educational stakeholders integrate such validated multimedia tools into the curriculum to improve learner outcomes in mathematics.

Source: Psychology and Education A Multidisciplinary Journal

DOI: 10.70838/pemj.490508

Authors: Mohaira Alaba Hadji Sali, Tessie Colipano, Sherwin Pullan Uy

Institutions: Department of Education, Holy Trinity University

Language: English

Topic: Mathematics Education and Pedagogy

Subfield: Applied Mathematics

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4416682226