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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Crodua Jr., Jovito B.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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MATHematikula: The Use of Cinematic Mathematics Videos to Enhance Students' Numeracy Skills in the Least-Learned Competencies in Statistics and Probability Crodua Jr., Jovito B.; Itaas, Estela C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 4 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.04.12

Abstract

This study investigated the effectiveness of MATHematikula, a cinematic mathematics video, in enhancing numeracy skills among senior high school students, particularly in the least-learned competency of Statistics and Probability. Utilizing an explanatory sequential mixed-method design, 50 participants were randomly assigned to either an experimental group, which received instruction supplemented with the cinematic video, or a control group taught using the traditional approach. A paired samples t-test revealed significant posttest score improvements in both groups, while analysis of covariance (ANCOVA) confirmed that the experimental group outperformed the control group, demonstrating the intervention’s effectiveness. Qualitative findings from interviews with 10 participants further highlighted their experiences with MATHematikula, including its ability to simplify learning, make lessons more engaging, and the technical challenges encountered. To cope with these challenges, students employed peer collaboration, resourcefulness, and self-motivation. Additionally, insights revealed that students actively engaged with the platform’s interactive features, utilized it as a learning tool, and expressed enthusiasm for promoting it to their peers. These findings reveal the potential of cinematic mathematics videos as an innovative pedagogical tool for improving student learning outcomes in mathematics.
Emergent Innovative Mathematics Pedagogies in Contemporary Education: Foundations Towards the Development of a Pedagogical Framework Crodua Jr., Jovito B.; Luzano, Jay Fie P.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 4 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.04.16

Abstract

There is a growing need for more innovative approaches to teaching mathematics in classrooms worldwide. Teachers are expected to deliver pedagogies that cater to diverse learners, engage them in meaningful mathematical learning, and provide access to opportunities for all students to succeed in mathematics. This study sought to explore the lived experiences of teachers in implementing innovative mathematics pedagogies (IMP) and examine the foundations for the development of pedagogical framework that could guide other educators in teaching mathematics. This transcendental phenomenological study investigated senior high school mathematics teachers from public secondary schools in Region XI (Davao Region), Philippines, identified for their instructional innovations. Participants in the study were 10 purposively selected senior high school mathematics teachers. In-depth interviews were used as the research methodology to collect in-depth narratives of teachers’ lived experiences with IMP. Findings from the study provided insight into IMP from the teachers’ perspectives. Three main themes, Mathematical Engagement, Mathematical Representation, and Mathematical Action and Expression were found to characterize innovative teaching of mathematics. These themes included 14 subthemes, including game-based, contextualized, peer-based, project-based and experiential learning for mathematical engagement. Mathematical representation includes differentiated, technology-enhanced, use of SIMs, and asynchronous learning. Consequently, inquiry-based, assessment-based, problem-based, reflection-based, and remediation and enrichment math learning compose mathematical action and expression. These themes and subthemes collectively provide insight into teachers’ instructional practices used to engage students in mathematical learning.   
Co-Authors Itaas, Estela C. Luzano, Jay Fie P.