World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue II (February 2026), pp.411-432
Lenny M. Lopez
Jose Emmanuel C. Mandapat
Editha R. Pridas
Armando S. Vinoya
Virgen Milagrosa University Foundation
San Carlos City, Pangasinan
Abstract
This quantitative developmental-evaluative method of research study was conducted to develop and evaluate intervention material in the teaching of Mathematics 6. Further, the study was conducted in the SDO of Pangasinan I which is composed of three congressional districts with thirty-three districts and five hundred fifty-three schools.
Results show that the competencies that are least mastered in Grade 6 Mathematics are dividing simple fractions and dividing mixed fractions, numbers, and number sense exponent and base, calculating speed, distance, and time and construction, and interpreting graphs based on a given data. There are only a few video lessons in the teaching of Mathematics 6. The features of the video lessons can be a valuable resource for teaching and learning Grade 6 Mathematics, offering a dynamic and engaging way to understand mathematical concepts. The developed video lessons were able to meet all the features beyond standards, highly recommended for approval for public utilization along with content quality; instructional quality; technical quality; and other findings.
The researcher recommends that teachers in SDO1 Pangasinan utilize the developed video lessons in Mathematics to address the least mastered competencies among learners. Teachers should continuously innovate and improve the learning experience by integrating modern education tools, especially technology and online resources. Additionally, the school administration should support teachers in creating video lessons that inspire a lifelong appreciation for Mathematics and help develop confident, capable learners.
Keywords: Video Lessons, Common Least mastered learning Competencies,
Intervention Materials
