Specific

Author(s)/Title Gap(s) Problem/Research Methods Findings/Conclusion

Questions
Alraje, T.S. & • Investigate the factors that a) What is the relationship Research Design: Quantitative a) Instructional support was the
Shindel, B.W. influence student among emotional, using Cross-sectional most dominant factor
engagement in mathematics organizational, and determining student
Student Engagement classes by exploring the instructional support Statistical Tests: engagement followed by
and Math Teacher following: (a) the and student a) Pearson Correlation emotional support with
Support relationship among engagement? b) Independent-sample t-test for moderate positive correlation
emotional, organizational, b) What is the comparing student engagement with student engagement and
and instructional support relationship among levels in terms of teacher’s organization support has the
and (b) the impacts of years of teacher gender and one-way between lowest correlation value.
characteristics of teacher, experience, sexual group analysis of variance for b) Student engagement was
such as years of experience, orientation, and years of experience on level of remarkably impacted after
and sexual orientation, on student engagement? student engagement. approximately 10 years in
student engagement since teaching practice by the
these factors are unclear Respondents: 6,206 mathematics interaction of teacher’s gender
and unidentified. teachers (50 schools and 300 and years of experience in
classrooms) favor of females.

Skilling, K., Bobis, J., • Exploration of the reasons a) What beliefs do high Research Design: Longitudinal a) Students’ beliefs about their
& Martin A. for individual student shifts and low engaging mixed methods (QUAL-QUAN) mathematics achievement,
in motivation and students hold about behavior towards mathematics,
The “ins and outs” of engagement during their their achievement and Statistical Tests: and students’ emotional
student engagement in transition from primary to engagement in a) Reliability and descriptive response towards mathematics
mathematics: shifts in secondary school. mathematics? statistics (Likert Scale) are strong for HAE students
engagement factors b) What individual b) Inter-rater reliability than LAE students.
among high and low characteristics b) HAE indicated high levels of
achievers. differentiate high and Respondents: 37 first year self-efficacy, valuing of math,
low engaging students; students of secondary school enjoyment and an orientation
and how do they towards understanding
influence students’ mathematics over performance.
responses to learning LAE students also displayed
in mathematics relatively high adaptive factors
classrooms? but not consistently. Their self-
efficacy beliefs were not as
strong as high achieving
 students; however, they
reported being as persistent and
portrayed positive feelings and
learning orientations towards
their mathematics work.

Akman, E. & Carik, • Students have difficulty in a) What are the effects of Research Design: Mixed method a) There is a significant
R. learning fractions at every Keşfet Kurtul in terms pre-test-post-test comparison difference between the pretest
class level. Students have of academic group quasi-experimental and post-test of the academic
The effect of difficulty in practicing and achievement? design. achievement test of the
educational virtual comprehending the b) What are the effects of treatment and comparison
reality game on following subjects; Keşfet Kurtul in terms Statistical Tests: groups.
primary school fractions operations, of student engagement a) Independent sample b) Significant difference is not
students’ achievement understanding the concept in mathematics? t-test, paired sample t-test, detected, however, it was seen
and engagement in of fractions, sorting in c) According to the Covariance analysis, that the engagement in
mathematics fractions and indicating teachers’ opinions, how b) Descriptive statistics, mathematics remains the same
fractions on numerical axis. can students’ Univariate analysis of variance, in the treatment group, and
engagement in Games-Howell post hoc test. decreased in the comparison
mathematics be c. content analysis group.
evaluated? c) According to the teachers’
Respondents 64 fourth-grade opinions, it was found that
studets Keşfet Kurtul enhances the
student engagement. Also, they
found that the content in the
virtual reality environment was
more enjoyable and interesting
to the students.

Otto, J. • I reflected on different a) What is the impact of a Research Design: Experimental a) Videos had little impact on
teaching approaches I had content-based video (pretest-posttest) student’s ability to perform a
The Impact of Teaching seen that involved lessons when used in a mathematical skill.
with Content-based with videos. I started to mathematics class? Statistical Tests: Descriptive b) The data also shows is method
Math Videos. notice that the most b) How does teaching statistics, paired-sample t-test had a minor impact on
common teaching approach technique coupled student’s ability to perform a
to videos is one that I have with a content-based Respondents: 14 grade 6 and 11 mathematical task.
employed numerous times. video impact student grade 7 students c) The data from this AR project
This common method is a learning? would direct me to say that
 lesson that involves an c) How do cognitive metacognitive strategies
introduction to the topic, an teaching strategies employed in language classes
announcement that there is used in language class such as think-aloud lessons did
a video, and then 2 a support learning not seem to transfer over to
showing of the video in during content-based content-based video lessons
entirety. I also noted that video lessons? after one trial.
the students are passive
when watching a video and
the constructivist in me
worried that the students
were not being given the
opportunity to build
understanding as well as
they could be if they were
to be more active.
Lalian, O.N. • Mathematics is often This study aimed to Research Design: Meta-analysis This study can be concluded that
regarded by some students describe the comparative Design the use of learning videos in
The effects of using as complicated, even scary. influence of using videos mathematics education has more
video media in • It is often considered as a in mathematics learning Statistical Tests: Percentages, emphasis on cognitive aspects to
mathematics learning boring lesson by students. between elementary, Variance and Weighted mean achieve the objectives of
on students’ cognitive Thus, the student's junior and senior high mathematics learning than
and affective aspects motivation to follow this school students Respondents: 18 Researches affective aspects.
lesson will be so low that it concerning cognitive and articles (6 for elementary, 7 for
affects the cognitive and affective aspects. junior high and 5 for senior high)
psychomotor aspects of the
student in this lesson

Sharma, K.J. • Many students are not a) What are the Research Design: Quantitative a) The analysis of the pre and
college ready, and remedial experiences of (Experimental Design) post-test each individual group
Effects Of Instructional programs are not effective students participating indicates that there was no
Videos And Real-Life for them, which means a in two different Statistical Tests: significant gain in achievement
Mathematics Activity waste of time, energy, and instructional a) Regression analysis, for the Decimal Video and
On Student money. interventions related to independent t-test and Percent Activity (dVpA) group
Achievement And decimal, percent and correlation analysis. but there was a statistically
Attitude In A fraction concepts? b) Descriptive statistics and T- significant gain for the
Community College b) Does supporting test Decimal, Percent, Fraction
traditional instruction
Transitional with instructional c) Descriptive statistics and Activity and Video (dpfAV)
Mathematics Course videos and real-life ANOVA group students.
activities have a d) Percentages (Survey b) 1. The evidence suggests that
positive impact on the questionnaires) the instructional video and
mathematics real-life activity assisted
achievement of Respondents: Students have an instruction does make a
students when 8th grade or lower mathematics difference in students’
compared to: a. a skill level mathematical achievement.
traditional method b. The mathematical achievement
supporting traditional of the dpfAV group was
instruction with stronger than the mathematical
instructional videos achievement of the dVpA
alone c. supporting group
traditional instruction 2. The analysis of data did not
with real-life activities indicate any significant
alone? difference between the two
c) Does supporting groups’ mathematical 97
traditional instruction achievement.
with instructional 3. There is no difference in the
videos and real-life mathematical achievement of
activities have a students taught by real-life
positive impact on mathematics activity assisted
mathematical attitudes instruction and students taught
of students? by instructional video and real-
d) What are transitional life assisted instruction.
mathematics students’ c) A statistically significant
attitudes towards the difference was not found
use of instructional between the mathematical
videos and real-life attitudes of students taught by
activities in their the instructional video and
mathematics course? real-life activity assisted
instruction and the
mathematical attitudes of
students taught using
traditional methods.
d) Students reported positive
attitudes towards the use of

Huang, M.C. • The TIMSS results showed
that a percentage of low-
Interest-driven video achieving students had
creation for learning negative attitudes and low
mathematics. interest in mathematics.
Dumigsi, M. • The National Achievement a) What is the academic
Test results for the last five achievement of Grade
Effectiveness of years showed that
Strategic Intervention mathematics got the lowest
Material in mean percentage score
Mathematics as compared to other subjects.
Remediation for Grade • The one hour teaching-
9 Students in Solving learning interaction in the
Problems Involving classroom is not enough for
Quadratic Functions the slow learners to grasp
the concept.
instructional video and real-life
activities in the transitional
mathematics courses.
a) How does an interest- Research Design: Mixed a) This study found statistical
driven video creation Method evidence that the interest-
learning activity driven video creation learning
facilitate elementary Statistical Tests: activity resulted in significant
students’ math Descriptive Statistics and improvements in mathematics
learning? nonparametric tests, Mann- achievement.
b) What are the high- and Whitney U Test, and Wilcoxon’s b) Both high- and low-achieving
low-achieving signed-ranked test students had positive attitudes
students’ attitudes and and low anxiety regarding the
anxiety levels in Respondents: 21 fifth graders activity and perceived
participating in the mathematics and found the
student-created video learning activity to be highly
activity? useful.
c) What are the students’ c) Students showed greater
perceptions of the engagement and involvement
usefulness of in the activity than in
mathematics and the traditional teaching methods
learning activity based
on their participation
in the self-created
video activity?
Research Design: Quasi- a) Pretest and posttest results of
experimental design both groups presented in
9 students in solving frequency and percentage
problems involving Statistical Tests: Descriptive distributions and the analysis
Quadratic Functions statistics and independent of covariance showed that
using the SIM and the sample t-test Grade 9 students under
Grade 9 Learner’s remediation in the
Material in Respondents: 16 students who experimental group had a
Mathematics as got lowest scores in quarter better achievement than those
remediation tools? exam in the control group.

Arpilleda, A.J (2021) • Students perceive
exponents as challenging,
Strategic Intervention unnecessary and
Material: A tool in complicated concepts and
enhancing grade nine also, they think that
students’ mathematical exponents have no
performance. connection with everyday
life. With the different rules
or laws of exponents,
students tend to experience
problems in remembering
these rules.
Diaz, E., et al. • Teachers in Mathematics
must be more considerate
Working and Non- of why some students are
working Learners in frequently absent from the
Math: Basis for class. For the working
Utilizing Strategic students to cope with the
Intervention Materials lessons, the teacher should
intervene to help those
students.
b) Is there a significant b) Results indicate that the use of
difference in the SIM in remediating solving
academic achievement problems involving quadratic
in solving problems functions increases the
involving Quadratic students’ achievement
Functions between the significantly higher than the
students with SIM and use of Grade 9 Math Learner’s
the students with Materials.
Grade 9 Learner’s
Material in
Mathematics as
remediation tools?
Determine the Research Design: Quantitative Innovative materials used by the
effectiveness of the using descriptive and teacher, as included in the
Strategic Intervention experimental methods. material, enhanced the
Material (SIM) in performance of the students. This
Mathematics 9 on Statistical Test: Descriptive and helped the teacher address the
Positive, Zero, and Paired Sample t-test least-learned competency.
Negative Integral
Exponents Respondents: 77 Students from
Grade 9 students of St. Paul
University Surigao-Basic
Education Department
This study is aimed to Research Design: Quantitative, Therefore, the result of the given
determine if there is a Experimental Design(Survey study is not significant at p < .05
significant difference in research design)
the performance in The academic performance in
mathematics of Preprints Statistical Test: t-Test mathematics is the same, meaning
working and non-working there is no significant difference.
students of Malacañang Respondents:24 students (12
High School for the First working and 12 non-working)
Grading period of the
School Year 2018-2019
and to propose a Strategic
 Interventions Material
Plan for specific topic.

RESEARCH QUESTIONS:
1. What are the effects of SIM-based video materials in terms of students’ achievement?
2. What are the effects of SIM-based video materials in terms of students’ engagement?
3. What are the experiences of students participating in SIM-based video materials compared to those who are not exposed to SIM-based video materials?