Instructional videos in geometry for grade 9

Thesis (Bachelor of Secondary Education major in Mathematics) -- University of Rizal System-Morong.

EXECUTIVE SUMMARY: The study focused on the instructional videos in geometry for grade 9 students. It was conducted at URS-Laboratory school during the school year 2015-2016. With thirty four (34) grade 9 students from University of Rizal System Laboratory High School. It utilized an experimental method of research. The subject-respondents were grouped into two to compare the experimental and control groups with seventeen (17) students each. It also employed pretest and posttest design. It made use of the experimental method of research utilizing pretest/posttest design. The respondents were given pretest and posttest to determine the effectiveness of the developed instructional videos in geometry for grade 9. The lessons included three (3) selected topics in geometry such as introduction to circle, properties related to circle and angles in a circle. The average of their grade 7 and 8 was the equating variable in assigning the number of students in experimental and control groups. The control group was exposed to the traditional method of teaching geometry while the experimental group was exposed to the developed instructional videos in geometry. To determine the level of performance of the experimental and control group as revealed by the pretest and posttest results, mean and standard deviation were applied. To determine whether there is a significant difference on the level of performance of the experimental and control groups as revealed by the pretest and posttest results with respect to the different lessons, dependents t-test was used and to determine if there is significant difference on the level of performance of the experimental and control group as revealed by the posttest results with respect to the different lessons, independent t-test was applied. The study found out that the control group without the instructional videos in geometry for grade 9 was satisfactory in introduction to circles, very satisfactory in properties related to circles, and fairy satisfactory in angels in a circle after the lesson. In addition, as to the experimental group, the students were satisfactory in introduction of circles, properties related to circles, and angles in a circle before the lesson and outstanding in introduction to circles, properties related to circles, and angles in a circle after the lessons. The study also found out that there was significant difference on the level of performance of the experimental group as revealed by the pretest and posttest results with respect to the lessons introduction to circles, properties related to circles, and angles in a circle. There was a significant difference also on the level of performance of the experimental and control group as revealed by the posttest result on the lessons introduction to circles, and angles in a circle. Through the aid of the summary of findings, the study came up with the following conclusions: both the lecture-discussion method of teaching and the instructional videos helped improve the performance of the students in geometry; students who were exposed to the instructional videos had better performance compared to the students exposed to lecture-discussion method of teaching. Based from the findings and conclusions drawn, the following recommendations are hereby offered: the developed instructional videos in geometry may be utilized by teachers in teaching geometry; related studies may be conducted considering other group of students and other variables considered in the study like academic performance in mathematics.