Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics
Abstract
:1. Introduction
1.1. Prior Knowledge
1.2. Benefits of Online Supplementary Instruction
1.2.1. Individualized, Self-Paced Instruction
1.2.2. Presence in Online Instruction
1.2.3. Cognitive Apprenticeship
1.3. Integrating Self-Testing into Study Sessions
2. Methods
2.1. Procedure
- The consent form was distributed to all students in the course (in the classroom);
- The students who chose to participate in the study returned the completed consent form and were randomly assigned to either the intervention or control group;
- A questionnaire was provided and filled out by the study participants (in the classroom);
- All participants took the pre-test (in the classroom);
- Links to all the videos and related assignments were provided to the participants (intervention and control groups) and they were required to complete all parts of these online instructional modules within a specific 10-day period. All quizzes and videos were provided on the institution’s Learning Management System (Blackboard) website (outside the classroom);
- All participants took the post-test (in the classroom);
- A survey form was provided and completed by all participants.
2.2. Participants
2.3. Modules
2.4. Measures
2.4.1. Questionnaire: Demographic, Academic, and Social Background Data
2.4.2. Pre- and Post-Quiz
- x (t) = exp () is the displacement of a particle. Find its velocity. (Differentiation module)
- The acceleration of a car, which was initially at rest, is approximated as: a (t) = ¾. What would be the velocity of the car at t = 2? (Integration module)
2.4.3. Pre- and Post-Test
2.4.4. Survey
2.5. Data Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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t-Test Results | |
---|---|
t Stat | 0.87 |
p (T ≤ t) | 0.38 1 |
t Critical | 2.01 |
18 Years Old | 19 Years Old | 20 Years Old | 21+ Years Old | |
---|---|---|---|---|
Intervention | 0 | 48% | 32% | 20% |
Control | 9% | 50% | 23% | 18% |
Increased Score | Decreased Score | Same Score | |
---|---|---|---|
Intervention | 43% | 14% | 43% |
Control | 18% | 59% | 23% |
Pre-Test | Post-Test | |||
---|---|---|---|---|
Intervention | Control | Intervention | Control | |
Mean | 6.68 | 7.59 | 7.52 | 6.73 |
Median | 6 | 8 | 7 | 7 |
Standard Deviation | 1.80 | 1.71 | 1.68 | 1.86 |
Age of Participants in Two Groups | Pre-Test Scores of the Two Groups | Post- vs. Pre-Test Scores (Intervention Group) | Post- vs. Pre-Test Scores (Control Group) | |
---|---|---|---|---|
t Stat | 0.87 | −2.55 | −3.67 | 2.02 |
p (T ≤ t) | 0.38 1 | 0.01 2 | 0.001 2 | 0.06 1 |
t Critical | 2.01 | 2.02 | 2.06 | 2.08 |
Survey Questions | Mean | STD | Mode |
---|---|---|---|
Videos were good quality-wise (audio, visual, length, buffering) | 4.08 | 0.62 | 4 |
Having lectures covered in videos was better than in classroom | 3 | 0.84 | 3 |
Having a quiz helped me in understanding concepts better | 3.6 | 0.74 | 4 |
I think one of the two quizzes was unnecessary | 2.92 | 1.01 | 3 |
I felt more engaged to the course and I had a better control over course flow | 3.24 | 1.06 | 4 |
I recommend using these modules to cover basic concepts | 3.76 | 0.94 | 4 |
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Moradi, M.; Liu, L.; Luchies, C.; Patterson, M.M.; Darban, B. Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics. Educ. Sci. 2018, 8, 109. https://doi.org/10.3390/educsci8030109
Moradi M, Liu L, Luchies C, Patterson MM, Darban B. Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics. Education Sciences. 2018; 8(3):109. https://doi.org/10.3390/educsci8030109
Chicago/Turabian StyleMoradi, Moein, Lin Liu, Carl Luchies, Meagan M. Patterson, and Behnaz Darban. 2018. "Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics" Education Sciences 8, no. 3: 109. https://doi.org/10.3390/educsci8030109
APA StyleMoradi, M., Liu, L., Luchies, C., Patterson, M. M., & Darban, B. (2018). Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics. Education Sciences, 8(3), 109. https://doi.org/10.3390/educsci8030109