Video-Based Teaching and Learning in Mathematics

Abstract This study investigates the effectiveness of Video-Based Teaching and Learning (VBTL) strategy in enhancing mathematics performance across diverse subjects. Employing a concurrent embedded mixed-method pretest-posttest approach with a control group and quasi-experimental design, initial assessments revealed comparable pretest math performance levels between control and experimental groups. However, subsequent analysis unveiled substantial differences in posttest math performance. Notably, in Linear Inequalities and System, the experimental group achieved an impressive posttest score of 90%, compared to the control's 53.5%, albeit lacking statistical significance (t-value = -1.479, p-value = 0.374). Conversely, in Function and Relation, the experimental group demonstrated a significant score of 78.938%, compared to the control's 48.23%, confirmed by statistical analysis (t-value = -9.197, p-value < 0.001). Similarly, in Logic and Proof, the experimental group scored notably higher (71.917%) than the control (47.833%), with statistical confirmation (t-value = -3.495, p-value < 0.001). The study confirms that Video-Based Teaching and Learning (VBTL) effectively improves mathematics performance by reducing cognitive load and enhancing comprehension of mathematical concepts through visual aids and interactive elements, thus validating the efficacy of VBTL and contributing to discussions on innovative teaching strategies in mathematics education. These findings contribute to discussions on innovative teaching strategies in mathematics education, emphasizing VBTL's role in reducing cognitive load and enhancing comprehension of mathematical concepts. Keywords: Video-based teaching and learning (VBTL), Mathematics performance, concurrent embedded mixed-method, Quasi-experimental design