Comparative Effectiveness of Video-Based, Work Text-Based, and Traditional Teaching Methods on Integer Subtraction Proficiency in Non-Numerate Learners

Romie C. Mabborang^1, and Lougene N. Hilario²

¹Pamantasan ng Lungsod ng Maynila

²Tunasan National High School

Cite this paper:
Romie C. Mabborang and Lougene N. Hilario. Comparative Effectiveness of Video-Based, Work Text-Based, and Traditional Teaching Methods on Integer Subtraction Proficiency in Non-Numerate Learners. American Journal of Educational Research. 2024; 12(12):517-526. doi: 10.12691/education-12-12-4

Abstract

This study evaluates the effectiveness of three instructional methods—Video-Based, Work Text-Based, and Traditional Lecture-Based—on enhancing integer subtraction skills among non-numerate learners at Tunasan National High School. By leveraging Cognitive Load Theory (CLT), the research aims to reduce cognitive burdens and optimize learning outcomes. Results reveal that the Video-Based method significantly outperforms both Work Text-Based and Traditional methods. Statistical analyses, including the Wilcoxon Signed Ranks Test and the Friedman Test, demonstrate notable improvements in subtraction skills, with the Video-Based method showing the highest gains. Learners engaged with the Video-Based approach benefited from engaging, multisensory formats, and visual models, which facilitated deeper comprehension and retention. These findings highlight the superior efficacy of video-based learning in addressing the mathematical proficiency gaps among non-numerate learners. They provide actionable recommendations for educators and policymakers to integrate video-based instructional strategies into curricula, thereby enhancing student engagement and performance. Future research should explore the long-term effects and broader applicability of these methods across various mathematical concepts and diverse learner populations.

Keywords:
non-numerate learners quasi-experimental design mathematical proficiency integer subtraction Video-Based learning Cognitive Load Theory instructional methods

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	National Research Council. (2001). Adding it up: Helping children learn mathematics. National Academies Press. https:// nap.nationalacademies.org /read/9822/chapter/2. https:// nap.nationalacademies.org/ catalog/ 9822/ adding-it-up-helping-children-learn-mathematics.
[2]	Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing mathematical problem-solving success of third-grade students with diverse abilities. Journal of Learning Disabilities, 33(6), 545-557.
[3]	Sweller, J., van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational psychology review, 31, 261-292. https:// link.springer.com/ article/10.1007/s10648-019-09465-5.
[4]	Sweller J., Ayres P., Kalyuga S. (2011). Cognitive load theory. New York, NY: Springer. http:// ndl.ethernet.edu.et/ bitstream/123456789/31186/1/125.John%20Sweller.pdf.
[5]	Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist,38(1), 1-4.https:// www.uky.edu/ ~gmswan3/ 544/Cognitive_Load_%26_ID.pdf.
[6]	Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10, 251-296. https:// link.springer.com/ article/10.1023/A:1022193728205.
[7]	Alsawaie, O.N., & Alghazo, I.M. (2010). The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching. Journal of Mathematics Teacher Education, 13(3), 223-241.
[8]	Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (4th ed.). John Wiley & Sons.
[9]	Seago, N., Koellner, K., & Jacobs, J. (2018). Video in the middle: Purposeful design of video-based mathematics professional development. Contemporary Issues in Technology and Teacher Education, 18(1), 29–49. https://citejournal.org/volume-18/issue-1-18/mathematics/video-in-the-middle-purposeful-design-of-video-based-mathematics-professional-development/.
[10]	Hughes, E.M., & Yakubova, G. (2019). Addressing the mathematics gap for students with ASD: An evidence-based systematic review of video-based mathematics interventions. Review Journal of Autism and Developmental Disorders, 6(2), 147-158. https://pure.psu.edu/en/publications/addressing-the-mathematics-gap-for-students-with-asd-an-evidence-.
[11]	Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
[12]	Nabayra, K. (2020). The flipped classroom model for improved student engagement and achievement: A synthesis of research. Educational Review, 72(2), 163-194.
[13]	Herron, C., Cole, S. P., Corrie, C., & Dubreil, S. (1995). The effectiveness of video-based instruction in teaching mathematics to non-numerate learners. Journal of Educational Psychology, 87(4), 545-557.
[14]	S Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.. https://psycnet.apa.org/record/2009-01858-000.
[15]	Friel, S.N., & Carboni, L.W. (2010). Using video-based pedagogy in an elementary mathematics methods course. Journal of Mathematics Teacher Education, 13(3), 223-241. https:// www.semanticscholar.org/paper/ Using-Video% E2%80%90Based- Pedagogy-in-an-Elementary-Methods-Friel-Carboni/ 105996cd0538f396ed99030afefeecc9f14c7416.
[16]	Santagata, R., König, J., Scheiner, T., et al. (2021). Mathematics teacher learning to notice: A systematic review of studies of video-based programs. ZDM Mathematics Education, 53(1), 119-134. https://link.springer.com/article/10.1007/s11858-020-01216-z.
[17]	Wilcoxon, F. (1945). Individual Comparisons by Ranking Methods. Biometrics Bulletin, 1(6), 80-83. https:// www.jstor.org/ stable/ 3001968.
[18]	Sheskin, D.J., (2020). Handbook of Parametric and Nonparametric Statistical Procedures. CRC Press.
[19]	Gehan, E. A., & Jones, D. S. (2019). Statistical Methods for Survival Data Analysis, 4th Edition. John Wiley & Sons.
[20]	Friedman, M. (1937). The Use of Ranks to Avoid the Assumption of Normality Implicit in the Analysis of Variance. Journal of the American Statistical Association, 32(200), 675-701.
[21]	Daniel, W. W., & Cross, C. L. (2018). Biostatistics: A Foundation for Analysis in the Health Sciences, 11th Edition. Wiley.
[22]	Conover, W. J. (1999, reprinted 2021). Practical Nonparametric Statistics, 3rd Edition. Wiley.