Video Podcast (Vodcast) as Complementary Aid in Teaching Algebra

Abstract

Technology had been widely integrated in the 21st century teaching-learning process in the field of mathematics education in order to meet the demands and needs of the digital native students. This study aimed to determine the effectiveness of video podcast on the performance of the students in learning Algebra. The study utilized a quasi-experimental design through purposive sampling to compare the learning of groups after the use of video podcast. Using t-test at 0.05 level of significance, computed value for the measure of difference of the pretest score which is less than the p-value which means that there is no significant difference between the pretest mean scores of the two groups. Results on the posttest mean scores of the control and experimental groups indicates that the strategies being employed in control group and in experimental group played a vital role in improving learners’ performance in algebra. Using the t-test at 0.05 levels of significance, the computed t-value for the mean gain scores of the two groups was less than the p-value which entails no significant difference between the mean gain scores of the two groups. The results connote that teaching strategy employed on the control and experimental groups offers a positive impact on students’ performance. Therefore, the performance of the experimental group which utilized video podcast was as effective as to the performance of the control group which utilized traditional method of teaching in learning Algebra.