The flipped approach: The use of embedded questions in math videos
Abstract
This study investigates the use of embedded questions in math videos and their effect on students self-paced learning in a hybrid math course. A treatment group watched math videos with embedded questions and a comparison group watched the same videos but without the embedded questions. The two groups are compared in terms of (a) amount of video watched, (b) quality of written work, (c) performance in assessments, (d) course component scores, and (e) opinions about self-paced learning and the flipped classroom method. The pre-to-posttest improvement for the treatment group was higher than the comparison group. The embedded questions might have helped to draw students’ attention to their learning but there was no statistical significance in the data to support the claim that the embedded questions can enhance students learning.
Subject Area
Mathematics education|Education|Educational technology
Recommended Citation
Wilson, Ashley Danielle, "The flipped approach: The use of embedded questions in math videos" (2016). ETD Collection for University of Texas, El Paso. AAI10118228.
https://scholarworks.utep.edu/dissertations/AAI10118228