The Influence of Mathematics Learning Playlists in Student's Understanding
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Abstract
This study examines the influence of Mathematics Learning Playlists on student’s understanding of mathematical concepts, specifically in the topic of combinatorics. Utilizing the SAM (Successive Approximation Model) as the framework for development, the learning playlists were designed to provide structured, engaging, and self-paced learning experiences. The researcher-developed learning playlists consisted of researcher-made video lessons, self-learning activities (SLA), exercises, and quizzes. These were evaluated, then implemented among the purposively selected forty-one (41) Grade 10 Junior High School students in one of the public schools in Iligan City. The study employed a descriptive research design, measuring students’ performance through pre-test and post-test assessments to determine the influence of the intervention. A paired t-test was conducted to analyze the difference in scores, revealing statistically significant improvement in student’s understanding on Combinatorics after using the learning playlists. Students claimed that the Mathematics learning playlists helped them to understand the Combinatorics. The respondents perceived that the learning playlists was easy to follow, offering clear explanations, step-by-step solutions, flexible to revisit lessons anytime, and they overwhelmingly recommend Mathematics learning playlists as a valuable tool in teaching and learning. These findings indicate that Mathematics learning playlists serve as an instructional tool in enhancing conceptual understanding and academic performance. The study recommends the wider adoption of this strategy in mathematics education and further research on its long-term impact across different grade levels and mathematical domains.
Keywords— Mathematics Learning Playlists, student understanding, SAM model, combinatorics, self-paced learning
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