Effectiveness of snackable video clips on the grammar proficiency of OMSC grade 7 dtudents A.Y. 2024-2025
Keywords:
snackable video clips, nanolearning, grammar proficiency, TikTok, short-form content, English language teaching, quasi-experimental designAbstract
This study addresses the gap by examining the effectiveness of TikTok-based snackable video clips in enhancing the grammar proficiency of Grade 7 students at Occidental Mindoro State College (OMSC). A quasi-experimental pre-test and post-test design was employed with two groups: one receiving traditional instruction and the other exposed to snackable video clips of grammar lessons. A validated 50-item researcher-made test assessed proficiency in subject-verb agreement, verb tenses, and prepositions. An Independent Sample t-test was used to evaluate learning gains and determine statistical significance. Pre-test results showed no significant difference between the control and experimental groups, confirming baseline equivalence. Post-test results revealed significant improvement in both groups, with the experimental group achieving higher mean scores compared to the control group, indicating a statistically non-significant post-test difference. While both methods improved grammar proficiency, the TikTok-based approach yielded greater gains and sustained engagement, supporting research that short-form, multimedia-rich instruction enhances learning outcomes. The study concludes that snackable video clips via TikTok are an effective alternative for grammar instruction. It is recommended that schools integrate short-form video content into English curricula, provide teacher training in digital pedagogy, and develop contextually relevant materials aligned with students’ media habits.
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Copyright (c) 2026 Rio Anne Cabuhat, Clara Jene S. Erandio, John Vincent F. Francisco, Baby Pamela P. Oliveros, Glayza D. Tiongson, Joanna S. Gepana (Author)
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