<![CDATA[Statistics and Probability are frequently perceived as abstract and challenging subjects, resulting in low engagement and academic performance, particularly among Humanities and Social Sciences (HUMSS) students with limited mathematical orientation. This study investigates the effect of integrating curated social media video content on students’ academic performance and learning engagement. A mixed-methods action research design was employed involving 50 Grade 11 HUMSS students at Tunasan National High School. Data were collected through pre-test and post-test assessments, a Likert-scale perception questionnaire, and guided reflection journals. Quantitative data were analyzed using descriptive statistics and a paired-samples t-test, while qualitative data were examined through thematic analysis. The findings indicate a statistically significant improvement in students’ performance, with mean scores increasing from pre-test (M = 18.42, SD = 3.89) to post-test (M = 26.18, SD = 4.12), t(49) = −11.31, p < 0.001. Qualitative results reveal enhanced engagement, improved conceptual clarity, and increased learning autonomy. The study concludes that integrating pedagogically curated social media videos effectively improves students’ performance and engagement in Statistics and Probability. These findings highlight the potential of social media as a complementary digital learning resource that bridges informal and formal learning environments.]]>
Copyrights © 2025
