DEVELOPMENT AND ACCEPTABILITY OF CONCEPTUALIZED VIDEO LEARNING LESSONS ON BASIC FUNDAMENTAL OPERATIONS USING VISUAL PATTERNS IN NUMERACY EDUCATION

Jhon Lee Rellama, Erica Bagsic, Jesus Santillan

Abstract


The effective teaching and learning of mathematics can be enhanced through visual patterns and representations, which are particularly important in the context of blended and remote learning. This study aimed to develop video learning lessons showcasing different problem-solving methods using existing visual patterns and techniques in Numeracy Education, specifically for manipulating basic math operations. The study employed a convergent mixed methods approach, integrating the ADDIE Model to ensure effective instructional design. The developed video learning lessons were highly accepted by five selected experts in the field, with feedback and recommendations provided for further improvement. Based on the significant feedback, the study concluded that visual learning concepts should be incorporated as a strategy in blended and remote learning education, especially in foundational topics of the mathematics curriculum. These findings highlight the importance of incorporating visual learning concepts in online mathematics education to improve learning outcomes.

Keywords


visual patterns, interactive learning, instructional design, non-digital games, educational technology

Full Text:

PDF

References


Alea, K., Jumantik, A., & Mononutu, D. (2020). Students’ Perception on the implementation of online learning in the middle of Covid-19 pandemic in Indonesia. Journal of Educational Sciences and Technology, 6(2), 143-150.

Branch, R.M. (2009). Instructional design: The ADDIE approach. Springer. 203pp. https://doi.org/10.1007/978-0-387-09506-6.

Capuyan, M. A., Tandoy, N. A., & Sembrano, J. V. (2019). Diagnostic assessment in mathematics: A basis for the design of remediation program. International Journal of Research in Mathematics Education, 10(3), 64-79.

Chang, C. C., & Chen, M. P. (2020). The effects of video-based learning on students’ cognitive and affective engagement and learning outcomes in flipped instruction. Journal of Educational Computing Research, 58(2), 344-370.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

DaveHax.com. (n.d.). Japanese multiplication techniques [Video]. YouTube.https://www.youtube.com/watch?v=JQvXtCpD_Ks

Debrenti, L. (2015). Learning mathematics through visual representations. Journal of Mathematics Education at Teachers College, 6(2), 30-38.

Dela Cruz, J. C., Laroa, M. S. A., Manzon, M. L. P., & Vicerra, V. P. (2014). The level of performance of grade five pupils in translating word problems into mathematical symbols. Asia Pacific Journal of Multidisciplinary Research, 2(3), 113-119.

Departmentof Education. (2015). Learning Resource Management and Development System (LRMDS). https://www.deped.gov.ph/k-to-12/basic-education-curriculum/

Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction. Pearson.

Fiqhan, A., Adinda, F., & Adib, M. (2022). The effectiveness of Japanese multiplication techniques on elementary school students’ mathematical abilities. Journal of Educational Sciences and Technology, 8(2), 191-201.

Hsieh, C. H., Wang, P. Y., & Tsai, C. C. (2021). Investigating the effects of flipped classroom and concept-driven video lessons on learners’ knowledge integration and conceptual change. Journal of Educational Technology & Society, 24(2), 70-84.

indySOW. (n.d.). Addition: Add the 10s first plus group the 10s [Video]. YouTube. https://www.youtube.com/watch?v=Zq3M4V4QaC4

Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006.

Lin, S. S. J., Chen, C. P., & Liu, E. Z. F. (2017). A review of the research on digital game-based learning in mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 469-486.

Múñez, D., Orrantia, J., & Rosales, R. (2013). Comparison of the effectiveness of visual representation versus traditional problem solving in the teaching of arithmetic concepts. Teaching Mathematics and its Applications, 32(3), 128-136.

Niemi, H., & Kousa, P. (2020). Finnish students’ and teachers’ perceptions of the transition to distance learning during the COVID-19 pandemic. Journal of Research in Education Sciences, 65(4), 111-129.

Niess, M. L., & Walker, J. M. (2005). Mathematics teacher learning in a video-intensive online community. Journal of Technology and Teacher Education, 13(3), 475-497.

PrepNorthwest. (n.d.). Subtraction of the Teens Breaking Down Technique [Video]. YouTube. https://www.youtube.com/watch?v=JtYwongQmJQ

Rahayu, S., Sutawidjaya, A. H., Khoirunnisa, L., Anwar, M., & Istiyanto, J.E. (2020). Learning experience during the Covid-19 Pandemic: A study of elementary school students in Indonesia. International Journal of Emerging Technologies in Learning , 15(10), 74-89.

Raiyn, J. (2016). The effectiveness of visual aids in teaching mathematics to elementary students. Journal of Education and Practice, 7(6), 44-49.

Raiyn, J. (2016). Use of visual learning methods in teaching science for slow learners. Journal of Education and Practice, 7(26), 52-57.

Shi, J., Wang, L., & Li, Y. (2021). Video-based flipped classroom teaching in mathematics education: A systematic review. Educational Technology Research and Development, 69(2), 769-798.

Sun, Y., Lin, C. C., Yu, Y. T., Chang, K. E., & Chen, G. D. (2020). Effects of video-based learning on mathematical problem-solving: a meta-analysis. Educational Technology Research and Development, 68(3), 1593-1613.

The Organic Chemistry Tutor. (n.d.). Subtraction: Fast Mental Math Trick [Video]. YouTube. https://www.youtube.com/watch?v=tOyjKsELX_o

Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), 1-8.

Tria, H. M. (2020). Developing the new normal educational policy amid the Covid-19 Pandemic in the Philippines. Journal of Educational Sciences and Technology, 6(2), 132-142.

Yung, B. H. W., & Pass, F. (2015). Learning performance and cognitive load with the use of visual representations in elementary mathematics. Journal of Educational Research, 108(4), 271-278.


Refbacks

  • There are currently no refbacks.


SDSSU Multidisciplinary Research Journal (SMRJ)

North Eastern Mindanao State University (NEMSU)
Research Journal Publication Office
Rosario, Tandag City Surigao del Sur 8300, Philippines

p-ISSN: 2244-6990
e-ISSN: 2408-3577