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ERIC Number: ED525613
Record Type: Non-Journal
Publication Date: 2010
Pages: 270
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-9575-0
ISSN: N/A
Effect of Video Assisted Instruction on Parent, Teacher and Student Perceptions of a Quality 5th Grade Math Program
Mayes, Donald Roy
ProQuest LLC, Ed.D. Dissertation, Southeastern Baptist Theological Seminary
This research has been conducted in response to struggling math students and parents who become frustrated while trying to help their student at home. A need remains for a treatment that can increase math success and lower the anxiety level associated with math. The rationale for this research is an attempt to increase students' math success by the introduction of a video element into the instructional process. This video element will be explained by connecting several important areas of math instruction to the use of teacher-assisted video instruction. With the technology available today--such as a video pod cast or a video posted on a website--parents, students, and teachers may perceive a math program more positively, and be able to gain an increase in the quality of a math program by making these instructional videos available to students, while they are doing independent practice. These areas of instruction may include, but are not be limited to, reducing math anxiety, improving the homework environment by providing a time-saving help to parents, linking the concepts taught at school in a consistent way with independent practice done at home, providing strategies that are consistent with brain-based research and compatible with differentiated instruction in the math classroom. This research was conducted at a large Christian school in Largo, Florida (Indian Rocks Christian School). The school has an enrollment of 700 students in the traditional program and 120 students in the university model school. This study focused on the entire fifth grade population in the traditional program (N=40). The student population consisted of two sections taught by the same teacher. Results were analyzed based on three surveys of which two were given to the parents of the students--one at the beginning of the year and one at the end of the year--and one was given to the students at the end of the year. The classroom teacher gave insight into what she observed through the process as well. A review of the literature focused on seven major areas of influence on video assisted instruction in math for a private, Christian school. These areas consisted of a (1) theological perspective, a review of both (2) Behaviorism and (3) Constructivism as learning theories, the effectiveness of (4) "worked examples" in student achievement, the use of (5) brain-based research, (6) differentiated instruction in the math classroom, and the progress of (7) "e-learning". Results for the sample indicate that the parents place a high level of importance on math compared to other subjects. The majority of parents in the study (70.0%) rated math as "much more" or "the most" important subject. Also the parents' confidence level with respect to helping their student with math decreases as the difficulty of math increases (table 4.3). When rating the videos personally, 65.7% (23) of the parents felt the videos were beneficial for their own learning purposes. In terms of thinking more highly of the math program, 51.4% (18) of the parents gave the highest possible rating on the survey (a 5 on a 5 point scale--table 4.13). The most common response for the use of the videos was to help when stuck on a problem at 65.7% (23). Students rated the use of the videos even higher at an 87.5% (35) approval rating. Not only did the videos help students when stuck on a homework problem, but other uses such as keeping up with assignments when the student was absent, and looking at a video in advance to gain a head start on learning were discovered. The classroom teacher observed benefits such as improved relationships with parents when the parents could use the video to see how lessons were being taught, and a less adversarial relationship between the parent and the student during homework sessions. The students who used the videos to look ahead to the next day's lesson, raised the bar for the rest of the class and encouraged other students to do the same. Finally, the teacher noted that students who needed more time to process new material were able to use the videos over and over in their home environment until they were comfortable with the new concept. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A