Effect of instructor-created videos of science content on student achievement

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Montana State University - Bozeman, College of Letters & Science


In this classroom research project students were exposed to teacher-created videos. The videos were created as a means for students to have materials that would help review content outside of the classroom. Videos showed any hands-on experiments absent students may have missed and also offered the opportunity for students to review procedures. Videos also reviewed content from class discussions, explained key concepts, and included modeling as a means of explaining concepts. The goal of the study was to look at achievement on unit tests and compare the results between when the videos were accessible and when they were not. Results of the research suggested that the inclusion of the videos had no significant impact on student achievement on unit assessments and few students accessed the videos. The students that did access the videos had favorable reviews of the content.




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