Improving Students’ Achievement in Mathematics using Micro-learning Approach through TikTok Videos

Teaching and learning in the 21st century demand technology integration and innovation to address the needs of Gen Z learners. TikTok videos serve as a unique digital artefact tailored to these learners. Considering the popularity of TikTok, this study investigates the possibilities of using TikTok videos as a micro-learning approach to significantly improve students’ achievement in Mathematics. A quasi-experimental, pretest-posttest control group research design was used. Two intact classes of ninth graders from a junior high school in the Philippines participated in the study. The achievement scores served as the dependent variable, compared between the control group, which received traditional instruction, and the experimental group, which was exposed to a micro-learning approach through TikTok videos. To statistically analyze the intervention’s effect, a one-way analysis of covariance (ANCOVA) was used. Additionally, interviews were conducted to triangulate the quantitative data. The teacher used a mathematics micro-learning approach through TikTok videos during class discussions and conducted a TikTok video-making activity where the learners created their own micro-learning TikTok videos. The findings revealed that there is a significant difference in the achievement scores between the control group and the experimental group. The implication of this study suggests that mathematics educators can effectively use mathematics-related TikTok videos as a micro-learning approach to improve students’ achievement in mathematics.

Introduction

As technology changes the nature of education, significant improvements have been made to make learning more engaging and understandable. Traditional teaching methods, particularly in mathematics, often fail to capture students’ attention, leading to disengagement and a decline in learning outcomes (Bature, 2020; Wilkieet al., 2023). The latest OECD PISA 2022 reveal a significant gap in critical thinking, mathematical literacy, and problem-solving skills. These results highlight the need to create innovative approaches that cater to diverse learning styles and promote a deeper understanding of the concepts.

The integration of technology into education has the potential to transform traditional learning experiences into a more interactive and engaging one. Micro-learning, characterized by its compact and focused approach, has gained popularity in education with targeted learning activities designed to achieve specific learning outcomes (Smyrnova-Trybulskaet al., 2022). A study by Giurgiu (2017) indicated that micro-learning has been found effective in improving students’ engagement and knowledge retention. With the evolving learning landscape, this study explores the possibilities of integrating micro-learning approach through TikTok videos in traditional classroom discussion, particularly focusing on its ability to promote students’ achievement in mathematics.

The dynamic nature of TikTok, as one of the most popular media platforms, has become a medium for delivering micro-learning content to students as it enhances educational pedagogies (Khlaif & Salha, 2021). A study of Shail (2019) stated that micro-learning can improve retention, increase motivation, and cater to individuals’ learning paces. One particularly intriguing platform for micro-learning is TikTok, a short-term video-sharing application with vast popularity among Gen Z learners (Diazet al., 2023). Several studies also indicated that TikTok has been found effective in boosting students’ enthusiasm and drive for learning, as the content is clear and comprehensible when it aligns with the interests of like-minded individuals (Oliviaet al., 2023) and it can be utilized as an interactive learning tool to assist students speaking abilities when used with proper approaches and procedures (Cagas, 2022). While research has explored the use of TikTok for informal learning and entertainment, its potential for structured, curriculum-aligned micro-learning approach in mathematics, particularly on students’ achievement, remains largely unexplored.

Mathematics performance, for PISA, measures the mathematical literacy in formulating, applying, and interpreting mathematics across various contexts to describe, predict and explain phenomena, while acknowledging the significance of mathematics in the world. Micro-learning is a small-scale learning approach which is designed into small segments through a variety of media formats so the available information becomes “short-content” which allows someone to quickly understand the content (Frisnoiryet al., 2022). Based on the statistics provided by the TikTok team, this application can make a video with a minimum length of ten (10) seconds and a maximum of ten (10) minutes (Naceva, 2024). Within the classroom instruction, TikTok served as a micro-learning tool where the students were creating time-limited TikTok videos about solving and analyzing real-world problems related to the discussed lesson.

Both TikTok and micro-learning approach in mathematics education can facilitate the breakdown of complex topics into smaller, more manageable units, making it easier for students’ comprehension and knowledge retention (Naceva, 2024; Fialloset al., 2021). Through the development of TikTok, it was possible for teachers to adopt micro-learning on the platform. This study investigates the effectiveness of micro-learning approach through TikTok videos to improve students’ achievement in mathematics. The researcher used TikTok during mathematics instruction and conducted a TikTok video-making activity to explore the impact of this innovative approach on students’ achievement. In this activity, the students were tasked to create a short TikTok video about analyzing and solving real-world problems about the topic with a given time duration, improving their achievement in mathematics.

Research Questions

1. How does the control group and experimental group compare in their achievement in Mathematics during the pretest and the posttest?

2. What are the perceptions of the students regarding the use of TikTok-based micro-learning for improving students’ achievement in Mathematics? How do these perceptions influence the implementation and effectiveness of this approach?

Theoretical Considerations

This study of improving students’ achievement in mathematics using micro-learning approach through TikTok videos is anchored on Social Learning Theory by Albert Bandura. This is a theory of learning process and social behavior which can be acquired by observing and imitating others (Crain, 2021). By observing engaging models and potentially interacting with the content, students can develop a deeper understanding of mathematics.

Social learning has core concepts: observational learning, modeling and social interaction. Using TikTok videos as a micro-learning approach on students’ achievement in mathematics classified all the core concept. Furthermore, it is also believed that the use of TikTok includes decision-making about the performance of the activity, observation, and extraction of information from those observations (Cilliers, 2021). Thus, the use of TikTok’s short, engaging videos provide a perfect platform for observational learning, modeling, and demonstrating mathematical concepts.

Methodology

Research Design

This study employed a quasi-experimental, pretest-posttest control-group research design. A pretest was administered to the participants before the intervention, and a posttest was administered after the intervention. The control group was taught using the same instruction with the integration of micro-learning approach through TikTok videos. The teaching methods used were presented on the treatment.

Quasi-experimental designs, such as nonequivalent control group pretest-posttest design, enables researchers to compare the effects of an intervention by measuring the dependent variable in both treatment and control groups before and after the intervention, thus providing a strong basis for interfering causality to a simple pretest-posttest design without the control group (Thomas, 2020). While quasi-experimental research does not eliminate all threats to internal validity, it is particularly useful in real-world settings where random assignments to conditions is not possible.

Research Setting

This study was conducted at St. Rita’s College of Balingasag, Inc., a Catholic, co-educational institution in the Philippines managed by the RVM sisters in the Municipality of Balingasag, Misamis Oriental. It is located at Tres Martires Street, Poblacion 3, Balingasag, Misamis Oriental. The school is surrounded by St. Rita’s Parish Church, People’s Palace of Balingasag, Balingasag Monument Park, and Misamis Oriental Provincial Hospital (Google, n.d.).

Participants

The participants of this study were the students from Grade 9 enrolled in St. Rita’s College of Balingasag, Inc. during the school year 2023-2024. Out of four intact sections, two classes were selected based on the results of the pretest, with one designated as the control group and the other as the experimental group.

Research Instruments

Two different research instruments was used to address the research questions presented in this study. This includes the Achievement Test and Interview Guide Questions which are both ready-made instruments.

1. The Achievement Test consists of 30 multiple-choice questions covering all topics in trigonometry. A Table of Specification was utilized, and competencies were based on the grade 9 curriculum guide in mathematics, as mandated by the Department of Education (Philippine Department of Education, 2016). This test has been validated and has a reliability coefficient of 0.80.

2. The Interview Guide Questions comprise of five (5) open-ended questions designed to gather students’ perceptions of their experiences of using TikTok during traditional classroom discussions.

Data Gathering/Experimentation Process

St. Rita’s College of Balingasag, Inc. employs a traditional classroom-based instruction. This direct interaction between students and their teachers sparks innovative inquiries, immediate teachers’ response, fosters more flexible content delivery, and allows them to have active discussion during class hours (Paul & Jefferson, 2019). Discussion typically follows a lecture-based format, where the teacher presents information and facilitates student understanding of the question and answer and group activities. Each class discussion lasts for one hour and occurs four times a week.

Students’ prior knowledge was assessed using an achievement test before the intervention, which served as a pretest for the control group and experimental group. The participants answered the test individual. Both groups were handled by the same teacher. The intervention activities in the experimental group were implemented for one (1) quarter to evaluate the effectiveness of the intervention.

The control group received lessons through traditional classroom instruction. In the experimental group, instructions were conducted with the integration of micro-learning approach through TikTok videos to analyze and solve real-world problems. Moreover, a mathematical TikTok video-making activity was conducted. This requires the participants from the experimental group to create their own TikTok video based the tasks uploaded in the Google Classroom. Each participant was given the same time allotment of the video they made.

The length of time during lectures were the same for the control and experimental groups to avoid biases. No contamination was also detected since participants’ TikTok videos were posted in their respective Google Classroom.

After the treatment period. The posttest was conducted to both the control and experimental groups through an achievement test. The participants from the experimental group were interviewed at the next meeting based on the interview guide questions to gather their experiences and perceptions of using micro-learning approach through TikTok videos in their classroom learning of mathematics to triangulate the result of quantitative data. The students’ achievement scores from both pretest and posttest were primary data used in the study.

Statistical Analysis

This study utilized the students’ scores on pretest and posttest and was described using mean and standard deviation. The posttest acted as the criterion measure while the pretest served as a covariate. Since the participants were from intact class sections from the junior high school and were not randomly chosen, the Analysis of Covariance (ANCOVA) was used.

Results and Discussions

The results of the study are presented on the table.

Table I shows the mean and standard deviation (SD) of the pretest and posttest scores of the students based on their achievement test results. The control group achieved a mean score of 14.3 on the pretest while the experimental group had a mean score of 12.4. Both groups had low scores, as the pretest consisted of 30 items covering concepts that had not been taught and were entirely new to them. In addition, it is evident that the mean score of the control group is higher than the experimental group. The mean score based on the posttest result of the experimental group has increased up to 17.7 while the control group’s mean score is 14.9.

Table I. Mean and Standard Deviation of Students’ Achievement Score in Mathematics

	Experimental group		Control group
	Pretest	Posttest	Pretest	Posttest
Mean	12.4	17.7	14.3	14.9
SD	2.41	2.74	2.6	4.23

Furthermore, the standard deviation (SD) of the pretest was 2.6 for the control group and 2.41 for the experimental group, indicating that both groups had a range of scores. However, it is recorded that the SD of the posttest from the control group is higher compared to the experimental group. This suggests that the control group’s performance became more diverse than that of the experimental group during the treatment period.

Table II shows the results of the analysis of covariance (ANCOVA) comparing the scores of both the control and experimental groups based on the pretest and posttest. The analysis produced an F-ratio of 13.89 and the computed probability value below the 0.05 level of significance (p-value = 0.0005^***). This indicates that there is a significant difference in the students’ achievement in mathematics, favoring the experimental group, thus rejecting the null hypothesis. It also suggests that the treatment group that are exposed to micro-learning approach through TikTok videos during traditional classroom discussion without the integration of TikTok. This further suggests that the use of mathematical TikTok videos positively influenced students’ achievement scores.

Table II. One-Way ANCOVA Summary for Students’ Achievement Score in Mathematics

Source of variation	DF	Adjusted sum of squares	Mean squares	F computed	P-value
Treatment	1	166.75	166.75	13.89	0.0005***
Error (Within)	56	672.45	12.01
Total	57	839.20

Based on the results from Table III, it shows the students responses on whether they find using TikTok videos helpful in understanding math concepts in class based on their experiences. One hundred percent (100%) of the students believe that it can be useful as a micro-learning tool, while no one believed that the use of micro-learning approach through TikTok videos was a useful tool in understanding mathematics concepts. As illustrated in Fig. 1, the responses of students from the experimental group regarding the TikTok video-making activity reveal a range of perspectives on engagement and learning outcomes, providing further evidence of the impact of the conducted intervention on the experimental group. The following are also conducted based on the students’ experiences:

Table III. Students’ Responses to the Question “Did you find using TikTok videos helpful in understanding math concepts in class? In what way?”

Responses	Frequency	%
Yes	5	100
No	0	0
Total	5	100

Fig. 1. Responses on TikTok Video-Making Activity made by students from the experimental group.

Mathematical TikTok Videos is Comprehensive and Easier to Understand

Learning mathematics is a continuous process of acquiring knowledge and skills. Based on the conclusion of the participants, learning using TikTok videos in mathematics help them comprehend and makes the topic more fun due to its short-form video presentation which they can rewatch whenever they want:

“Yes. Especially when I can’t understand a topic or how to solve it. But with TikTok, it gives me a better and concise explanation to our topic, particularly in trigonometry.” (Student 4, personal communication, April 26, 2024) “Yes, in my recent class about trigonometry, I was confused about our topic, but watching TikTok makes it easier to understand the lesson that we are tackling because of the tricks and hacks.” (Student 2, personal communication, April 26, 2024), integrating TikTok into math class makes the lesson easy to understand just by showing short and concise tricks and hacks.”—Student 1 “Yes. It makes it easier to understand because TikTok provides a shorter idea and summarize the topic in a short span of time.” (Student 5, personal communication, April 26, 2024).

This experience of student using TikTok videos resulting to a better comprehension and much easier to understand the math concepts is supported by the study of Khlaif and Salha (2021). Short TikTok videos are changing how skills are taught and learned by offering visually engaging materials that facilitate new communication methods. Integrating TikTok into teaching and educational practices promotes the creation of creative content aligned to the principles of instructional design. Therefore, short educational videos designed for teaching can be adapted to fulfill learning objectives and facilitate student learning. This approach could enhance student’s understanding of complex concepts and acquire new creative skills and knowledge (Khlaif & Salha, 2021).

Mathematical TikTok Videos is Convenient and Accessible

Student’s responses highlighting TikTok videos being convenient and accessible for them in learning Mathematical concepts:

“Before our teacher discussed the topic, I already learned it because of TikTok. I can already see how the process will work out.” (Student 3, personal communication, April 26, 2024) “It is easier on TikTok because you will just look at how it was solved. Then you can also review that video.”—tudent 1 “Yes, TikTok lessons are engaging and interesting because when I watch TikTok videos, I learn something about our topic, I can visualize it and at the same time, I can rewatch it over and over again.” (Student 4, personal communication, April 26, 2024)

This experience of students using TikTok videos as convenient and accessible is supported by the study of Lee Mei and Abdul Aziz (2022). TikTok is the leading music video and social platform, as well as the app with the fastest growth rate in the world. Due to various efforts to integrate social networking platforms, the TikTok application can now be used as a potent learning tool for teachers and students, both in and out of the classroom. Through TikTok, it can now be use of educational purposes by both students and teachers (Lee Mei & Abdul Aziz, 2022).

Conclusions and Recommendations

Based on the results of the study, the researchers concluded that micro-learning approach through TikTok videos could be used to improve students’ achievement in mathematics. Thus, the researcher recommends mathematics educators to incorporate micro-learning approach through TikTok videos to boosts students’ achievement in mathematics in a traditional classroom instruction. To further validate the relevance of the findings, similar studies may be conducted in a wide range of learning environments with a diverse focus and population.