An Examination of Video Worked Examples on Student Performance in Calculus

Autor/inn/en	Judd, Jamison E.; Oshiro, Briana; Cloft, Kristal; DeFranco, Thomas C.
Titel	An Examination of Video Worked Examples on Student Performance in Calculus
Quelle	In: International Journal for Technology in Mathematics Education, 28 (2021) 4, S.215-224 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Calculus; Mathematics Instruction; Teaching Methods; Video Technology; Mathematics Skills; Mathematics Achievement; Comparative Analysis; Undergraduate Students; Skill Development + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The postsecondary Calculus series poses an ongoing challenge for students and instructors. With the rapid growth of STEM careers and the traditional role of calculus as a gatekeeper to higher mathematics, it is urgent that students develop a stronger skillset with regard to calculus topics. The current availability of technology allows instructors to offer interactive supplemental instructional materials outside of class time. In particular, worked examples have been shown to be an effective aid to student understanding. In this study the impact of video worked examples on student performance in a Calculus II class was assessed. The study examined the impact of viewing vs. not viewing the worked examples, as well as the timing of viewing the worked examples (either before or after lecture). T-tests indicate that there was no significant difference between students who watched the videos before or after lecture, but there was a significant difference between viewing vs. not viewing the videos. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01