Term of Award

Spring 2014

Degree Name

ED.S in Instructional Technology

Document Type and Release Option

Education Specialist Paper (open access)

Department

Leadership, Technology, and Human Development

Education Specialist Chair

Randy Carlson

Education Specialist Chair Email

rcarlson@georgiasouthern.edu

Abstract

Researching US K-12 STEM proficiency reveals severe and widespread consequences, for post-secondary and vocational environments. Sources in both environments cite lack of skills and competency as the major cause of increasing remedial mathematics enrollment and growing unemployment. One reasonable and simple method of better preparing students is the viewing online mathematics instructional videos. Online mathematics instructional videos are widely available, efficacious, and free to access via KhanAcademy.org and YouTube’s Education portal. Mobile, personal, and desktop technology device ownership and free WIFI or reduced price Internet service is increasing dramatically each year, so means of access are not a problem. This study sought to determine if there were differences in three key learner characteristics: intrinsic motivation, extrinsic motivation, and mathematics self-efficacy among instructional video viewers. The study’s purpose was to begin to understand the mindset of video viewers in attempts to increase viewership and thereby increase mathematics proficiency. Utilizing an online anonymous questionnaire at a suburban low SES predominantly African American school, an ANOVA and Bonferroni post-hoc test determined differences in intrinsic motivation (IM) and mathematics self-efficacy (MSE) among video viewers. The statistically significant difference in intrinsic motivation occurred between viewers who never watch videos and those who often view them. Also, a statistically significant difference in intrinsic motivation and mathematics self-efficacy occurred between viewers who rarely watch videos and those who often view them. The difference in MSE was significant at the .05 CI, and the differences in IM were significant at the .01 CI.

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