Abstract

Research evidence has shown that technological advancement has enhanced classroom instruction. However, education is facing a challenge of keeping up with fast technological advancement and aligning technology to classroom instruction. One such technology is videos, which can become a powerful digital resource if used creatively. Videos have the potential to transform Mathematics Education by providing better understanding of concepts and improved attitudes towards Mathematics. The 21st century pedagogy focuses on several core competencies, one of which is the use of digital resources like videos. This study investigated the use of videos in the teaching and learning of fractions in Mathematics and its effect on the performance of learners in Junior Schools. The objective of the study was to investigate the effect of use of videos on learners’ performance in fractions in Mathematics. The study was guided by the constructivism theory by Vygostky in 1978. The research design was quasi-experimental involving Solomon four (4) groups. The target population for this study consisted of grade seven (7) learners and their Mathematics teachers. Purposeful sampling method was used to select four (4) Junior Schools in Kwale County, Samburu sub-County. The sample included 216 grade seven (7) learners and four (4) Mathematics teachers. Of the learners, 108 were assigned to the experimental group, and 108 to the control group. Random sampling was employed to select both the control and experimental classes. Qualitative and quantitative data was gathered using Standard Student Assessment Tests (SSAT), a class observation schedule, and questionnaires. The observation schedule and questionnaires were administered to the teachers, while the SSATs were given to the students. The collected data was analyzed using independent t-tests and analysis of variance (ANOVA), with the Statistical Package for Social Sciences (SPSS) software. Descriptive statistics were presented in tables and figures. The finding revealed a significant difference in performance between the experimental group, which used videos, and the control group, which did not. Based on the finding, it is recommended that Mathematics teachers should be encouraged to utilize videos in the teaching of fractions to improve the academic performance of the learners.