Enhancing Grade 10 Students’ Performance in Geometric Sequences and Series through MathemaTikTok
Regie R. Naungayan *
Department of Education, Banayoyo National High School, Poblacion, Banayoyo, Ilocos Sur, Philippines.
Ardee Visa G. Baydan
Department of Education, Lidlidda National High School, Poblacion Sur, Lidlidda, Ilocos Sur, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study explores the impact of utilizing TikTok in improving the academic performance of the Grade 10 students at Banayoyo National High School in geometric sequence and series. Using an experimental research design, sixty-eight Grade 10 students were randomly grouped to compose the experimental and controlled groups.
Based on the results, both groups performed fairly satisfactorily in the pretest, but in the posttest, the experimental group performed very satisfactorily, while the control group performed satisfactorily. Comparing the pretest and posttest scores of the experimental group, the t-value (11.13) is greater than the critical value (2.03); hence, the null hypothesis is rejected, which means that utilizing TikTok-curated videos significantly enhances the academic performance of Grade 10 students in geometric sequences and series. Moreover, the t-test analysis of the posttest results from both groups reveals that the t-value (5.03) is also greater than the critical value (2.03), signifying a difference in the performance of both groups. The researchers recommend the following: a) teachers can utilize smartphones and modern apps like TikTok to enhance the teaching of complex lessons; b) create teacher-made videos to meet 21st-century students' needs and increase student engagement; and c) other subject areas should conduct related studies to validate these results.
Keywords: TikTok, MathemaTikTok, geometric sequence, geometric series, educreator