Hypothetical Learning Trajectory and Video Program with Differentiated Multi-Language in Teaching Mathematics 9

This study investigated the effectiveness of video-based instruction in enhancing students’ academic achievement in Mathematics. Specifically, it evaluated the quality of the developed instructional videos in terms of relevance to the curriculum, organization and structure, instructional quality, and cultural formation. A quasi-experimental research design was employed, involving eighty-eight Grade Nine students from Gapok National High School, divided equally into control and experimental groups. The experimental group received instruction using video-based learning materials with differentiated multi-language, while the control group was taught using conventional methods. Pretest and posttest assessments were conducted to measure student achievement, and a Pearson correlation analysis was performed to determine whether students’ perceived ratings of the video materials influenced their academic performance. Findings revealed that both jurors and respondents rated the video materials highly across all quality indicators, suggesting their effectiveness as instructional tools. The posttest results demonstrated a statistically significant improvement in the experimental group compared to the control group. The analysis of gain scores further supported this finding, confirming the positive impact of video-based instruction on student learning. However, the Pearson correlation analysis revealed a very weak and non-significant relationship between perceived video quality and posttest scores, indicating that students’ perceptions of instructional materials did not significantly influence their actual academic performance. The study concludes that video-based instruction is an effective pedagogical tool for improving student achievement in Mathematics. It recommends the integration of instructional videos into mathematics teaching and suggests further research on long-term learning effects, student engagement factors, and the applicability of video-based instruction across different subject areas.