Effects of Implementing Peer-Reviewed Video-Recorded Tasks Essay Sample
Abstraction
A survey researching differences in IB SL Mathematics students’ apprehension of trigonometry was conducted in an international embarkation school in Switzerland. The sample size was made up of 18 indiscriminately selected pupils. divided into two groups. The intercession group integrated peer-reviewed video-recording activities in their lessons while the comparing did non. The research design was experimental and the research worker assumed the void hypothesis ( no important different result ) . Prior to the beginning of the execution stage. a pre-test was undertaken. following a intervention stage where the advanced instruction pattern was implemented. A post-test was carried out three hebdomads subsequently. Data was statistically analyzed. including a T-test between the two columns of alteration per centums. which was applied in order to reject or corroborate the void hypothesis. Qualitative consequences are besides presented. Background Study Location The following survey was conducted at LAS. a boarding private secondary school in Leysin. a little small town with a moderate-sized ski resort in the French-speaking portion of Switzerland. LAS follows the American Advanced Placement ( AP ) every bit good as the International Baccalaureate ( IB ) . The pupil organic structure is made up of about 350. Around 50 % of LAS pupils join the school for merely one twelvemonth. as they want to hold a short experience in a boarding school or travel around Europe.
Student Demographics Participants in this research were pupils from two different groups of the same degree ( Pre-Calculus ) . They all attended three long 85-minute block-period lesson and nine 50-minute periods of Mathematicss. They followed the exact same course of study and were taught by the same instructor. The Researcher This survey was carried out by a Mathematics instructor with eight old ages of experience in instruction. most of which working in international schools. Importance of the Study Reasons for Undertaking this Undertaking The research worker efforts to better students’ apprehension of trigonometry by agencies of adding actuating. interesting and advanced pedagogical activities.
This undertaking intends to happen out if incorporating picture recording has an impact on the students’ accomplishments as measured by instructor generated pre/post trials. Significance for the Researcher In general. instructors use pictures in category as a permutation of a talk ( teacherstudent interaction ) . This undertaking includes the usage of pictures as a full student-centered activity ( pupils actively entering pictures. sharing them with their equals and reexamining each other’s picture ) . Therefore. category kineticss are changed. and it is expected that this alteration will bring forth an betterment in the motive of pupils as good. Please note that motive is non a variable straight studied in this undertaking even though students’ motive. every bit good as their relationship with their instructors. appears to be related to their accomplishment ( Midgley. Feldaufer & A ; Eccles. 1989 ) .
Significance for the School Like many schools. LAS is interested in holding motivated pupils accomplishing high tonss on external tests and engaged instructors endeavoring for bettering their patterns with advanced activities. The school promotes the development of invention as clearly shown in its mission statement: “Developing advanced. compassionate and responsible citizens of the world” ( Leysin American School in Switzerland. n. d. . parity. 1 ) . LAS offers its pupils the possibility of analyzing digital imagination in lower classs. As portion of that class. pupils create and edit pictures utilizing iMovie ( a picture redacting package application sold by Apple for the Mac and iPhone. which all LAS pupils have ) . This activity gives pupils the chance to utilize their accomplishments in a practical manner. doing that manner a powerful nexus in the school’s horizontal course of study. Significance for the Mathematics section.
The Mathematics section encourages instructors and pupils to utilize job – based acquisition ( PBL ) . PBL activities require a non-linear procedure with a changeless motion between job. solution and contemplation. It has been discussed whether the procedure ( contemplation ) is more of import than the merchandise ( solution ) as “ it is this back and forth procedure that stimulates rational work and ensures better learning” ( Freiman et Al. . 2012. p. 150 ) . Video-recording activities might excite this procedure and hence enhance acquisition. Significance for the Students Leysin American School pupils are peculiarly motivated to obtain high tonss and most of them welcome invention as portion of their ideals every bit good as their school’s mission statement. They understand that “both video screening and production are going everyday patterns within our media-rich society” ( Spires et Al. . 2012. p. 483 ) .
In add-on. new and motivative content is ever welcome among LAS pupils. Through this undertaking. they experienced new ways of larning. As the school’s website provinces “ The usage of IT in math categories helps to interrupt down the barriers that many pupils experience in this subject” ( Leysin American School in Switzerland. n. d. . parity. 8 ) . Literature Review Similar probe consequences show really interesting applications of this type of advanced activities: “recordings allow pupils to play back the picture as many times as they need ; so. they can do self-evaluation of themselves every bit good as their fellow friends. As a effect. pupils become self-critical. because they can see their jobs and follow their improvements” ( Kirkgoz. 2011. p. 2 ) .
Jarvinen. Jarvinen and Sheehan ( 2012 ) claim that hands-on activities such as video-recording are good for pupils ; and Martin. Parker. and Deale ( 2012 ) . found consequences which suggested that pupil interaction. and therefore acquisition. was aided by the unrecorded communicating that occurred through the practical schoolroom in their probe. Kecik et Al. ( 2012 ) assert that e-portfolio applications can run into the bulk of the planning. instruction. and contemplation demands in the instruction procedure. Holotescu and Grosseck ( 2012 ) reference in their article that development of portfolios is necessary for submiting on a mobility-dominated occupation market. “Flipped schoolroom instructors about universally agree that it’s non the instructional pictures on their ain. but how they are integrated into an overall attack. that makes the difference” ( Tucker. 2012. p1 ) . Walling ( 2012 ) warns us that incorporating assorted signifiers of engineering from personal devices. school devices and Internet is a challenge.
Finally. Steeples et Al. ( 2012 ) found that “Knowledge representation is critical to knowledge building and significance making” ( p. 484 ) . Video production has an artistic constituent that could. as Goodman suggests. better instruction ( “History of Undertaking Zero. ” n. d. ) . Statement of the Issue The research worker has observed over a figure of old ages that students’ communicating accomplishments in Mathematicss could be improved and believes this exercising can be good. Please note that the students’ communicating accomplishments degree is non a variable straight studied in this undertaking. However. it indirectly affects students’ tonss on their trials. since one of the purposes of the Mathematics I. B. Diploma Program is to enable pupils to “communicate clearly and confidently in a assortment of contexts” ( Diploma Programme Mathematics SL. 2006. p. 2 ) .
Research Question What happens to Students’ apprehension of trigonometry as measured by a instructor generated pretest-posttest when peer-reviewed video-recorded presentations are integrated in their lessons? Integrating video-recording in the lessons includes the production of pictures utilizing screen dramatis personae package and/or a webcam to demo how to work out Mathematics jobs. redacting them. printing them online ( with privateness limitations ) and citing them within the on-line portfolios of take parting pupils. In add-on to that. pupils will besides peer-review each other’s picture and supply feedback utilizing on-line Google signifiers and spreadsheets. The research worker assumed the void hypothesis. i. e. . he expected no grounds of important alteration in both comparing and intercession groups? consequences for pre-test and post-test.
Research Methodology Sample Two grade 11 categories with 8 pupils take parting in each category constitute the sample. Participants attend 50-minute lessons 3 times a hebdomad. and an 85-minute lesson one time a hebdomad. LAS pupils by and large come from financially rich backgrounds and have a broad assortment of nationalities. English is used by most of the pupils as a 2nd linguistic communication. being the two most common female parent linguas Spanish and Russian. Materials LAS supports invention. and pupils already possess the stuffs needed for these activities: “ Upon reaching at LAS. pupils are issued a MacBook and iPhone as portion of the ATLAS plan. Advancing Technology at LAS” ( Leysin American School in Switzerland. n. d. . parity. 1 ) . In add-on to that. there is wireless internet entree available in all schoolrooms and students’ residence halls. Therefore. there were no costs for the school in footings of stuffs supplied. as no excess equipment is needed. Instruments The research worker will utilize the same teacher-generated trial in both the pre-test and post-test.
He creates trials utilizing an IB Mathematics SL inquiry bank database. so that pupils get used to the type of inquiries that come up in the external IB test ( which is utile for pupils interested in obtaining the IB sheepskin. The dependability of such trials is for good validated by the International Baccalaureate Organization ( IBO ) ( Diploma Programme Mathematics SL. 2006 ) . This trial can be seen in appendix 1. The research worker used an open-ended questionnaire to analyze how the usage of peerreviewed-videos affect student’s attending. motive and satisfaction. This is really of import as these are three basic psychological procedures in instruction.
Procedures At the beginning of the survey. the research worker informed participants of the randomly chosen intercession group and inquire them their sentiment about the possibility of implementing such an advanced tool in their lessons. Upon blessing of that alteration he communicated both intercession and comparing groups that they were traveling to take part in an probe into effectual advanced instruction schemes. The research worker informed pupils that this probe would non impact the schoolroom kineticss. their assignments or their appraisal. He will inform pupils that their engagement in the probe consists in their anon. trial tonss being studied utilizing statistical analysis. He so informed them and their parents ( see appendix 3 ) . that they could choose out the probe. in which instance their tonss would be withdrawn without alteration. as required by the Swiss Ethic Code of Research ( Code d’ethique. n. d. ) . No pupils were withdrawn from the survey. Intervention and comparing group took the same pre and post-tests and tantamount open-ended questionnaires. Since the groups are indiscriminately selected. the survey design is considered experimental. ( See the following tabular array for an overview of the experimental design ) . R R O1 O1 X O2 O2
In the tabular array above. the O1 represents the pretest. the O2 the posttest and the Ten represents the intercession. Students participated in the survey for 3 hebdomads ( 15 periods ) . including pre and post-test.
Calendar program The whole execution procedure of the research undertaking took topographic point during the first term of the school twelvemonth ( from August to December ) . Following a elaborate docket as depicted below: August 22nd- 24th. Meet Head of Department and inquire for permission. Meet digital imaging instructor and discuss possibilities of coaction ( horizontal course of study ) . August 24th – September 14th. Plan and create intranet construction to portion on-line portfolios and peer appraisal within privateness limitations. September 16th – October 1st. Plan and create intranet construction so that other instructors can portion their consequences for an drawn-out information aggregation. October 2nd. Meet participants and explain undertaking ( see processs subdivision ) . October 8th. Pre-test and open-ended questionnaire. October 8th – November 12th. Treatment. November 12th. Post-test and open-ended questionnaire. November 12th – 19th. Data analysis. November 19th -30th. Complete and submit study.
Data Collection and Analysis Four sets of informations were collected from the pre and post-test ( see appendix 1 ) . The four sets of informations were analyzed utilizing steps of cardinal inclination ( average. manner and median ) and of spread ( discrepancy and standard divergence ) . In add-on. the per centum of the difference from pre-test to post-test was separately computed. In order to reject or corroborate the void hypothesis. i. e. . to happen out if the consequences are significantly different. a ttest between the two columns of alteration per centums was applied. The research worker used a t-test for independent samples because the groups are independent of each other. The research worker selected the two dress suits option. as the difference could hold been positive or negative ( the usage of pictures could be damaging ) .
A type 2 t-test was applied as the discrepancies of the differences were similar. The consequences. as we can see in the tabular arraies below. show chance values over 0. 05. and hence the void hypothesis is retained. Acording to Ravid. as cited in O’Gara ( 2008 ) . “A p value of. 05 is the most normally used benchmark to make up one’s mind whether to see the consequences statistically significant” ( p. 162 ) . In add-on to this. the research worker besides applied a t-test between the pretest and station trial values of each group. The consequences. as shown in the tabular arraies below. show chance values good under 0. 05. and hence back uping the hypothesis that the pre-test and post-test tonss are significantly different for both control and intercession groups.
The research worker besides analyzed the information from the open-ended questionnaire in the undermentioned three classs: attending. motive and satisfaction. Result The tonss obtained are computed in table 1. Group 1 is the control group whereas group 2 is the intercession group. Table 1: Student Raw Scores and Percentage Change on Pre-Test and Post-Test Group1 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Pre 13. 6 13. 6 20. 3 58. 8 6. 80 15. 3 8. 50 11. 9 Post 52. 5 84. 7 84. 7 74. 6 54. 2 71. 2 50. 8 81. 4 % Change 118 145 123 37. 8 156 129 143 149 Group 2 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Pre 10. 2 18. 6 3. 40 25. 4 6. 80 1. 00 5. 08 5. 08 Post 62. 7 47. 5 52. 5 93. 2 37. 3 66. 1 64. 4 79. 7 % Change 144 87. 2 176 114 138 194 171 176
Data above was processed utilizing a spreadsheet bundle. These processed consequences are shown in table 2. Table 2: Measures of Central Tendency and the Standard Deviation from the Data. Group 1 Mean Mode Median Pre 17. 6 13. 6 13. 6 Post 69. 3 84. 7 72. 9 14. 6 Change* 125 N/A 136 37. 6 Group 2 Mean Mode Median St. Dev. Pre 9. 45 5. 08 5. 93 8. 40 Post 62. 9 N/A 63. 6 17. 8 Change* 150 N/A 158 36. 1
* Please note that this alteration has been calculated utilizing the difference over the average consequence and non the difference over the pre-test consequence as the latter is really little.
As we can see from the consequences as published in the tabular array above. the consequences of the post-test are higher than those of the pre-test for both the control and experimental group. A t-test was conducted to happen out if this difference was indicative. The values found were 4. 87 10-5 and 4. 25 10-5 for the control and intercession groups severally. Since these consequences are much smaller than the critical value ( 0. 05 ) we can see the difference as indicative. Finally. the research worker conducted the t trial as described in the informations aggregation and analysis above and compared his consequences with the critical value. 0. 05. The research worker found a p value of 0. 195. which is bigger than the critical value. Therefore the void hypothesis can non be rejected. as the differences are non important plenty. Qualitative information ( see appendix 4 ) show that students’ motive to utilize videorecorded presentations increased with usage. Some pupils were concerned about their ability to bring forth pictures and this concern disappeared as they learned the new accomplishments and/or discovered their peer’s abilities to make so.
Extraneous Influences This is the 2nd twelvemonth that the school is implementing the advanced engineering plan ( see significance for the school subdivision above ) . The handiness and quality of resources ( such as high velocity internet connexion ) plays an of import function in the development of this probe. There were no critical proficient jobs during the full continuance of this probe. The degree of accomplishments and motive of the pupils in digital imagination is besides of import. In add-on. students’ concentration might be affected by their emotional position. clip of the twenty-four hours. conditions. noises from builders or other schoolrooms. other subjects’ trials and extra-curricular activities go oning that hebdomad. All these factors and many others could significantly hold had an impact in the consequences. Decision This survey has found a difference in the consequences of pre-post trials. which is important.
This consequence is relevant for this probe as it shows that pupils have improved their mathematical accomplishments utilizing both learning methodological analysiss. With respects to the research inquiry ( What happens to Students’ apprehension of trigonometry as measured by a instructor generated pretest-postest when peer-reviewed video-recorded presentations are integrated in their lessons? ) . the research worker found that the consequences improve somewhat more utilizing the advanced instruction method ( 150 % alteration compared to a 125 % alteration ) . but that these alterations are non important plenty to reject the void hypothesis. We can reason that the usage of peer-reviewed video-recorded presentation assist the acquisition procedure. but many other learning techniques can assist every bit good. As Tucker ( 2012 ) suggests. the difference in the acquisition procedure is made when these advanced techniques are used with others.
The research worker does non fling the possibility of printing his consequences so that other Mathematics instructors and instructors of other topics can profit from his consequences. Restrictions of the Study The chief restriction of this survey is the fact that there were merely two groups of 8 pupils involved constitutes a major restriction. In order to minimise these restrictions. the probe proposal was sent to many other professionals and published in specialised societal media with an invitation to take part. As a consequence. this probe can number with the consequences from three other groups as shown in the undermentioned subdivision. Extended probe This probe was extended with other sample groups: 41 pupils from another mathematics class at LAS ( 28 in the control group and 13 in the intercession group ) . 12 pupils from Colegio Juan de Lanuza in Zaragoza ( Spain ) ( 5 in the control group and 7 in the intercession group ) and 36 pupils from Munich International School ( Germany ) ( 16 in the control group and 20 in the intercession group ) . The there schools involved are private international schools and hence all pupils have a similar background.
This drawn-out probe was carried out by three instructors: Eli Durmer ( Mathematics instructor at LAS ) . Pilar Garcia ( Mathematics instructor at Colegio Juan de Lanuza ) and Philip Kurbis ( Mathematics Department Chair at MIS ) . The consequences of this probe can be seen in appendix 5. As we can see in none of the instances the differences were important plenty. In fact in Durmer’s and Garcia’s groups the differences were negative. proposing a instead more slow acquisition procedure when utilizing the advanced techniques. This might be because this was a really new technique for both pupils and instructors and considerable lesson clip was spent in larning engineering and non mathematics.
