Transformative mathematics learning vlogs: A participatory action research in partaking in mathematical knowledge

The COVID-19 pandemic prompted a shift toward alternative instructional strategies, with vlogging emerging as a promising medium for enhancing educational engagement. This study investigates how vlogging can transform traditional mathematics learning by fostering interactive and learner-centered approaches. Addressing the gap in integrating vlogging as a structured pedagogical tool, the research aimed to develop and evaluate Transformative Mathematics Learning Vlogs (TMLV) for distance education. Using Participatory Action Research with six primary and sixteen secondary participants selected through purposive sampling, the study progressed through iterative phases of data collection, analysis, and interpretation. Findings revealed that TMLV supported mastery of mathematics concepts, particularly probability, fostered creativity, collaboration, technological competence, and critical thinking, and encouraged broader stakeholder engagement. The results underscore that vlogging can serve as an effective medium for transformative learning in mathematics and other disciplines, offering inclusive access to quality education. Sustained stakeholder involvement is vital for the long-term integration of such tools in educational practice.