The research presented used split screen chemistry/mathematics video-lectures to improve student understating and performance on mathematical concepts presented in a first semester freshman-level chemistry course. The students were required to complete a pre-video and post-video assessment quiz that asks questions involving material taught in the video. EdPuzzle© was used as the vehicle for the delivery of the videos.<br/><br/>Utilization of EdPuzzle allows for the acquisition of data regarding how long and how many times a student watched the videos. Additionally EdPuzzle has the ability to pause the video at certain points within the lecture and ask questions over the material. If the students answered the question incorrectly students could review the lecture material that discussed a particular concept by rewinding the video to the time code indicated in the video. If the students answered the problems correctly then they were allowed to proceed. Finally, EdPuzzle prevents students from simply skipping ahead to answer questions without watching the applicable video.<br/><br/>Previous research within our group has demonstrated that incorporation of the video-lectures improved the students’ performance on examinations. We expect that the data obtained will show a continuation of this trend. The new methodology presented will provide a greater amount of information that will allow us to alter the videos to further enhance the students’ academic success in future classes.

Impact of chemistry/mathematical video-lectures on student-based learning in a freshman level chemistry course

253rd National Meeting (2017)

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