Relationship Between Study Vlogs and Topic Interest among Grade 11 Students in General Mathematics
DOI:
https://doi.org/10.5281/zenodo.19182395Keywords:
study vlogs, topic interest, general mathematics, correlational study, pearson correlationAbstract
Study vlogs are online videos where students show their study habits, routines, and tips that other students can follow. On the other hand, Topic interest is a student’s attention, curiosity, and motivation for a subject, which grows over time and helps improve learning and performance. This study examined the relationship of study vlogs in developing the students’ topic interest in General Mathematics. A correlational design was used in this study to examine whether two different variables have a relationship. There were 62 grade 11 respondents utilized by the researchers. The research was carried out at Maguikay High School in G.K. Sudlon, Maguikay, Mandaue City, Cebu, Philippines, 6014. A researcher-made survey questionnaire with a 4-point Likert scale was used in this study, and the reliability of the instruments was tested using Cronbach’s alpha which yielded .94 for study vlogs and .96 for topic interest, which were computed using Pearson’s Correlation Coefficient. Each questionnaire helped the researcher clearly find the connection of each variable. The finding shows that there is a significant relationship between study vlogs and topic interest. Therefore, study vlogs could increase interest and improve math skills, especially when combined with teacher guidance and classroom activities. Overall, using study vlogs as a learning aid makes students more excited and active in General Mathematics. It builds lasting curiosity about math topics. Fun videos help them remember lessons better. They can study at their own speed without stress. It fixes confusion on hard ideas like equations. It sparks talks and tips with friends and teachers. This teamwork brings better skills and top grades for a long time.
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