THE EFFECT OF PRE-RECORDED LESSON AND HOME TUTORIAL TO THE ACADEMIC PERFORMANCE IN MATHEMATICS OF GRADE 11 STUDENTS

Teachers were concerned about students’ academic performance in Mathematics during this pandemic notably that students were not able to acquire what they were meant to gain in Mathematics. Consequently, this study was conducted to determine the effect of a pre-recorded lesson and home tutorial on the academic performance in Mathematics of grade 11 students. To do this study, the researcher divided the study participants into control and experimental groups using a combination design (non-equivalent and pretest-posttest design), a sort of quasi-experimental methodology. The groupings were made at the discretion of the researcher. Both groups had thirty-two study participants. Furthermore, purposive sampling technique was used. As a result, the study participants were 11th grade students, especially those taking general academic strand. Moreover, pre-test and post-test were made by these groups. Only the experimental group, however, received the treatment, which included a pre-recorded lesson and a home tutorial. The significant findings of the study were that there was no significant difference in the average pre-test score between the control and experimental groups during the pre-test. Then, the average post-test score of the control and experimental groups differed significantly, which means that there was a significant difference in the average post-test score of the control and experimental groups. This implied that experimental group performed better in Mathematics than control group. Thus, giving a pre-recorded lesson and home tutorial to grade 11 students improved their academic performance in Mathematics.