Video-Based Learning Impact On Long-Term Retention In Calculating Areas Between Two Curves
Abstract
This study investigates the impact of a multimedia intervention on students' understanding, engagement, and performance in mastering integration concepts in mathematics, particularly the calculation areas between curves. Traditional teaching methods often fail to address individual learning needs, resulting in inconsistencies in understanding and performance. This research involves 60 students from diverse academic programs who completed both the pre-tests and the post-tests. Descriptive statistics demonstrate improvements in understanding, confidence, engagement, and perceived support following the intervention. Paired t-tests revealed significant enhancements between the pre-test and the post-test (p < 0.001) as well as between the pre-test and the final exam marks (p = 0.014). However, no significant difference was observed between the post-test and the final exam scores (p = 0.333), indicating that the gains achieved were retained but not further increased. Visual analyses underscore reduced performance disparities, stronger alignment between post-test and final exam scores, and a positive correlation between post-test performance and final marks. While the intervention demonstrated its potential to improve learning outcomes, additional strategies may be required to amplify its long-term impact. This study highlights the value of multimedia-based approaches in enhancing mathematical understanding and provides insights for future instructional methods.
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Publication Date
01 September 2026
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European Publisher
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1st Edition
Pages
1-1
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Accounting and Finance, Business and Management, Communication, Law and Governance
Cite this article as:
Wahid*, J., & Daud, A. Y. (2026). Video-Based Learning Impact On Long-Term Retention In Calculating Areas Between Two Curves. In Y. Naoyuki, A. Peng Hwa, & J. Matthes (Eds.), GLY-Upcoming Volume: Innovating Together: The Convergence of Management, Communication, and The Digital Transformation, vol -. European Proceedings of Social and Behavioural Sciences (pp. 158-171). European Publisher. https://doi.org/10.15405/epsbs.2026.09.11