V3I6P48

Contextualized Video Lessons: A Tool for Enhancing the Mathematical Proficiency Level of Learners

Gieza B. Dagsa^1*, Rodelio B. Pasion, PhD²

Abstract

This study developed and evaluated contextualized video lessons to enhance the mathematical proficiency of Grade 1 learners at Consuelo Elementary School. Employing a descriptive-developmental research design, the study involved 29 Grade 1 learners whose mathematical proficiency was assessed using the Rapid Mathematics Assessment (RMA). Results identified the least-learned competencies, specifically subtraction (31%), missing shapes in patterns (34%), fractions (41%), and addition (41%), categorized as emerging or low proficient skills. These findings served as the basis for developing four contextualized video lessons entitled Ang Bahin (Fractions), Pagdugang (Addition), Pagkuha (Subtraction), and Ang Nawalang Porma sa Hulma (Missing Shapes in Patterns). The developed instructional materials were evaluated by experts using a non-print material evaluation instrument. Findings revealed that the video lessons obtained Very Satisfactory ratings in content quality, instructional quality, and technical quality, indicating high validity, curriculum alignment, and instructional appropriateness. Teachers likewise recognized the materials’ contextual relevance and their potential to improve learner engagement and understanding. The study concludes that contextualized video lessons may be effectively institutionalized as supplementary instructional tools to strengthen least-learned competencies in Grade 1 Mathematics and improve learners’ mathematical proficiency.

Keywords:

Contextualized Video Lessons, Mathematical Proficiency, Grade 1 Mathematics, Instructional Materials, Learner Engagement