What Young Learners Want in Mathematics Videos: A Preference Study Informed by the Cognitive Theory of Multimedia Learning in Philippine Early Primary Education
Keywords:
microvideos; primary mathematics videos; subtitles; learner preference; teacher narrationAbstract
While Mayer’s Cognitive Theory of Multimedia Learning (CTML) has been extensively validated with adult and higher education populations, its applicability to early primary learners in multilingual contexts remains underexplored. This study examined the mathematics instructional video preferences of 120 Grade 1 to Grade 3 learners in a Philippine integrated laboratory school using a descriptive survey design. A researcher-developed preference checklist, validated through the Content Validity Index (CVI) procedure (scale-level CVI = 0.94), was administered via a facilitated video-viewing protocol, allowing learners to view representative video examples before indicating their preferences. Results showed a strong preference for microvideos and animated formats, with 96.7% of learners selecting videos under two minutes. Subtitles were preferred by 67.5% of participants, although this preference declined slightly from Grade 1 to Grade 3. Teacher narration was the most consistently preferred audio feature, whereas preference for peer narration declined with increasing grade level. These findings are discussed in relation to the CTML principles of segmenting, modality, signaling, and redundancy and are presented as context-sensitive indications rather than confirmatory evidence. Alternative interpretations, including cultural familiarity, media exposure, and Philippine classroom dynamics, are also acknowledged. This study establishes the first systematic preference-based empirical dataset for this population, generating design-oriented hypotheses for future research on the effectiveness of CTML-aligned video features in supporting mathematics learning among early primary students in multilingual educational settings.
https://doi.org/10.26803/ijlter.25.8.17
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