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.