TikTok as a Teaching Platform: Measuring Its Effectiveness in Teaching Mathematics Concepts to Secondary School Students

Abstract

Many secondary school students continue to experience difficulties in understanding fundamental mathematical concepts. It is due to traditional teaching methods that inadequately engage learners and are hard to understand. This study examined the effectiveness of TikTok as a supplementary teaching platform in enhancing students’ motivation and academic performance in mathematics. It is also to identify the obstacles to its implementation in the classroom. A quantitative research design was employed involving 89 Form Two students from two selected classes in a secondary school in Selangor. Data collected using motivation and barriers questionnaires, as well as pre- and post-tests. Inferential analysis and descriptive statistics, such as Pearson correlation and paired-samples t-tests, were performed. The findings indicate a statistically significant improvement in students’ academic performance after the TikTok-based intervention, demonstrating the platform’s potential to support understanding of mathematical concepts. However, students’ motivation remained at a moderate level, suggesting that while TikTok enhances engagement through visual and interactive content, it does not necessarily cultivate intrinsic interest in mathematics. The obstacles, such as data protection and exposure to improper content, are among the barriers mentioned. In conclusion, TikTok can be a valuable supplementary tool in mathematics education, aiding in the development of 21st-century teaching methods with proper supervision and content moderation.