Mathematics Performance and Learning Experiences of Underperforming Grade 7 Learners During a Follow-Up Video Intervention
DOI:
https://doi.org/10.69569/jip.2026.424Keywords:
Follow-up video lessons, Mathematics performance, Problem-solving, Review, Video-based learningAbstract
This action research examined Grade 7 learners’ problem-solving performance and experiences during a 10-day follow-up video intervention in Mathematics at Barayong National High School. This study used a mixed-methods approach, combining activity and end-of-class quiz results with post-intervention interviews with ten underperforming learners. Quantitative data were summarized using descriptive statistics, while interview responses were analyzed thematically. Activity performance showed a generally increasing trend, with mean scores rising from 10 out of 20 in the initial session to 16 out of 20 in the final sessions. Learners described the videos as helpful for reviewing difficult concepts, replaying explanations, practicing procedures, and learning at their own pace. The findings indicate progress in mathematics performance during the intervention and suggest that follow-up video lessons may provide flexible opportunities for review, practice, and application.
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