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Abstract
This study aimed to evaluate the effectiveness of micro-lecture videos in improving remedial learning outcomes in trigonometry. A total of 100 high school students needing support in trigonometry were selected based on their previous scores and were provided with micro-lecture videos over four weeks. A quasi-experimental design was used to examine the intervention’s impact. Pre- and post-test scores were compared using a paired t-test, and an analysis of variance (ANOVA) was conducted to analyze differences between student groups. ANOVA analysis indicated a significant difference in performance among student groups, with grade 12 natural science students achieving the highest improvement (mean post-test score of 78.6%, F [3, 95] = 7.394, p < .001, η2 = 0.19). The findings revealed significant improvements across all questions, with post-test scores consistently higher. These results suggest that micro-lecture videos are effective in enhancing students’ understanding of trigonometry, particularly for older students or those specialized in natural science. The implications of the findings highlight the need for personalized instructional tools in remedial education, especially for abstract subjects like trigonometry. Further research is recommended to explore how micro-lectures can be tailored to different learning needs and their long-term impact on academic performance.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 4, April 2025, Article No: em2618
https://doi.org/10.29333/ejmste/16173
Publication date: 01 Apr 2025
Online publication date: 17 Mar 2025
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