A Mixed Methods Study of the Influence of Phenomenon-based Learning Videos on Students’ Mathematics Self-efficacy, Problem-solving and Reasoning Skills, and Mathematics Achievement

Jenny C. Cano^1, and Laila S. Lomibao²

¹Saint Paul University Surigao, Surigao City, Philippines

²University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

Cite this paper:
Jenny C. Cano and Laila S. Lomibao. A Mixed Methods Study of the Influence of Phenomenon-based Learning Videos on Students’ Mathematics Self-efficacy, Problem-solving and Reasoning Skills, and Mathematics Achievement. American Journal of Educational Research. 2023; 11(3):97-115. doi: 10.12691/education-11-3-2

Abstract

This study investigated the influence of phenomenon-based learning videos (PhBLVs) on students’ mathematics self-efficacy, problem-solving skills, reasoning skills, and mathematics achievement using mixed methods experimental embedded design. The participants of this study were the two intact classes both mathematics education students enrolled in Calculus class at USTP-CDO Philippines. The study used an adapted instrument on mathematics self-efficacy scale and four researcher-made instruments on problem solving, reasoning, mathematics achievement, and in-depth interview subjected to validity and reliability tests. The quantitative aspect utilized quasi-experimental pretest-posttest control group design with one control group exposed to conventional short-video lectures from YouTube and one experimental group exposed to PhBLVs during asynchronous online classes. An in-depth interview followed with 11 participants from the experimental group chosen as informants. The quantitative data were analyzed using mean, standard deviation, and ANCOVA, while the qualitative data were analyzed using thematic analysis technique. Quantitative data analysis revealed that students exposed to PhBLVs had significantly higher mathematics self-efficacy, problem-solving and reasoning skills as compared to students exposed to non-phenomenon-based videos. However, the result showed that students’ mathematics achievement under control and experimental groups are comparable. This was supported by the results of qualitative data analysis which revealed that students exposed to PhBLVs had remarkable experiences with five key themes emerged: difficulty with problem construction, enhancement of reasoning and problem-solving skills, solving real-world problems relevant to social issues, relating math to real-life contexts, and confusing yet enjoyable activities. This implies that PhBLVs can increase students’ mathematics achievement and can significantly influence the mathematics self-efficacy, problem-solving and reasoning skills of students. Hence, the researcher recommends to tertiary mathematics educators to use PhBLVs for Calculus and its related mathematics courses as students are engaged in an inquiry or discovery form of learning cultivating their higher-order thinking skills.

Keywords:
explanatory sequential design mixed method experimental embedded design instructional material educational video mathematics education teaching strategy

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