Abstract

Abstract

This study examined the effect of instructional videos on student learning in Tier III mathematics intervention settings. The research questions asked ‘Does the use of high quality instructional videos have an effect on the intervention learning of mathematics students?’ and ‘Is it more effective to use direct instruction or instructional videos to address student needs?’ The study lasted 12 weeks with students receiving treatment for either 9 or 12 weeks. Qualitative data was collected through a pre and post attitudinal survey, an interview at the end of the study and the teacher’s log which was used through the study to track student progress. Quantitative data was collected through a pre and post summative assessment given before the study began and after it ended; as well as a series of formative pre and post topic tests for each lesson completed during the study. Findings found students who received experimental treatment (watching instructional videos) had the same level of mastery in the short term as students who received control treatment (direct instruction) in correlated lessons. However, in the long term, students who received experimental treatment in specific lessons had better retention than students who received control treatment in them same lesson.

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