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

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.

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