Impact of Pre-Laboratory Videos on Concept Retention and Laboratory Performance

Abstract

This action research project investigated how the use of pre-laboratory videos, in contrast with pre-laboratory questions, impact student success and performance in a laboratory activity. In a learning goal on types of chemical reactions and balancing chemical equations, one laboratory was performed. The treatment group was assigned pre-laboratory videos to watch, while the non-treatment group was given pre-laboratory questions to answer. Data was collected before, during, and after the laboratory activity. Data collection tools included (a) Pre-Laboratory Quiz, (b) Pre- and Post-Laboratory Survey, (c) Post-Laboratory Questions, (d) Student Interviews, (e) Teacher Observations, and (f) Cumulative Assessment. While the data did not support the use of pre-laboratory videos over pre-laboratory questions to improve student’s retention and application of concepts, strong qualitative data indicates that the visual component of the video improved student’s performance and confidence in the laboratory. Students discussed the benefit of the review of (a) safety information, (b) chemical information, (c) techniques, and (d) equipment, while describing how a combination of video and questions may be even more effective. While within the purview of this study the pre-laboratory video did not have an academic impact, the literature suggests otherwise, indicating further research may be required. The positive impact on student preparedness and confidence alone makes pre-laboratory videos a powerful tool to be used within a science classroom.