Jhon Michael D. Olaguer* and Jay Ann V. Consignado-Octoman (Authors)
Abstract
This study investigates the effectiveness of teacher-made short-form videos in improving the academic performance of Grade 7 to Grade 10 students in Mathematics at Lakes City Christian School, San Pablo City, Laguna. With the integration of digital tools into education encouraged by national policies such as Republic Act No. 11899 and DepEd Order No. 21, s. 2019, the study explores how short-form videos—specifically those created by teachers—can serve as innovative and engaging instructional materials. Utilizing a quasi-experimental design, the research involved 237 students who underwent pre-test and post-test assessments to evaluate learning gains after the video-based intervention. Grounded in Cognitive Load Theory and the ADDIE instructional model, teacher-made videos were designed to boost comprehension and retention. Results showed statistically significant gains in student scores across all grade levels, suggesting that short-form videos effectively improved understanding and engagement in Mathematics. The study was limited to private high school students with digital access and did not examine other subjects or long-term retention. Still, it offers strong evidence for using teacher-made short-form videos as a supplementary classroom tool. The findings hold valuable implications for educators, institutions, and researchers aiming to enhance learning outcomes through educational technology.
Keywords: short-form videos, Mathematics education, academic performance, Cognitive Load Theory, multimedia learning, ADDIE model
DOI: http://doi.org/10.69651/PIJHSS0403442
Recommended citation: Olaguer, J. M. D., & Consignado-Octoman, J. A. V. (2025). The effectiveness of teacher-made short-form videos on student academic performance in Mathematics. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4760-4769. http://doi.org/10.69651/PIJHSS0403442
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