Vlogging and Students’ Self-Regulated Learning Skills in Mathematics

This study utilized quasi-experimental design to investigate the impact of vlogging to the self-regulated learning (SRL) skills of Grade 11 students enrolled in a Mathematics course, specifically, Statistics and Probability. The study involved two intact groups from a public school in Cagayan de Oro City, Philippines during the first semester of the school year 2021-2022. Results showed that both control and experimental groups have neutral SRL skills. This led to a no significant difference between the SRL skills of the groups. Hence it is recommended that teachers, specially those teaching Mathematics, may find interventions that may improve students' SRL skills. Moreover, while vlogging did not have effect to students' SRL skills in the context of this study, it can still be used as an effective educational tool. Lastly, this study may be replicated to a bigger scope using population from other schools to promote generalizability of the result especially that the study was conducted in the new normal.