Research Article

Effect of Educational Videos on the Interest, Motivation, and Preparation Processes for Mathematics Courses

Emine Ozgur Sen 1 *
More Detail
1 Department of Mathematics and Science Education, Faculty of Education, Yozgat Bozok University, Yozgat, TURKEY* Corresponding Author
Contemporary Mathematics and Science Education, 3(1), 2022, ep22009, https://doi.org/10.30935/conmaths/11891
Published: 10 March 2022
OPEN ACCESS   1407 Views   1699 Downloads
Download Full Text (PDF)

ABSTRACT

Videos are widely used teaching materials in education. The current research aimed to conduct an examination of the effects that different educational videos prepared for the distance education model had on the motivation, interest, and course preparation processes of students for mathematics courses. A total of 106 (80 females and 26 males) mathematics teacher candidates agreed to participate in the current study. Two different educational videos were used in the study. The first of these was prepared by the educator, while the second was taken from the Khan Academy education videos. It was determined that, although the educational videos prepared by the educator made no significant difference with regard to the motivation of the students toward the course, there was a significant difference with regard to the level of interest in the course. On the other hand, the Khan Academy videos were found to have a significant effect on the pre-test as well as the post-test scores of the motivation of students toward the course, but did not result in a significant difference in their interest in the course.
Keywords: distance education, educational videos, interest, motivation, preparation for the course

CITATION (APA)

Sen, E. O. (2022). Effect of Educational Videos on the Interest, Motivation, and Preparation Processes for Mathematics Courses. Contemporary Mathematics and Science Education, 3(1), ep22009. https://doi.org/10.30935/conmaths/11891

REFERENCES

  1. Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561. https://doi.org/10.1037/0022-0663.94.3.545
  2. Bergin, D. A. (2016). Social influences on interest. Educational Psychologist, 51(1), 7-22. https://doi.org/10.1080/00461520.2015.1133306
  3. Bertiz, Y., & Karoglu, A. K. (2020). Distance education students’ cognitive flexibility levels and distance education motivations. International Journal of Research in Education and Science, 6(4), 638-648. https://doi.org/10.46328/ijres.v6i4.1022
  4. Bozkurt, A. (2019). From distance education to open and distance learning: a holistic evaluation of history, definitions, and theories. In S. Sisman-Ugur, & G. Kurubacak (Eds.), Handbook of research on learning in the age of transhumanism (pp. 252-273). IGI Global. https://doi.org/10.4018/978-1-5225-8431-5.ch016
  5. Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), 1-6. https://doi.org/10.1187/cbe.16-03-0125
  6. Bravo, E., Amante, B., Simo, P., Enache, M., & Fernandez, V. (2011, April). Video as a new teaching tool to increase student motivation. In Proceedings of the IEEE Global Engineering Education Conference (pp. 638-642). https://doi.org/10.1109/EDUCON.2011.5773205
  7. Cakir, O., Karademir, T., & Erdogdu, F. (2018). Psychological variables of estimating distance learners’ motivation. Turkish Online Journal of Distance Education, 19(1), 163-182. https://doi.org/10.17718/tojde.382795
  8. Carmichael, C., Callingham, R., & Watt, H. M. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM, 49(3), 449-460. https://doi.org/10.1007/s11858-016-0831-7
  9. Carney, D., Ormes, N., & Swanson, R. (2015). Partially flipped linear algebra: A team-based approach. PRIMUS, 25(8), 641-654. https://doi.org/10.1080/10511970.2015.1047545
  10. Chang, C. (2004). Constructing a streaming video-based learning forum for collaborative learning. Journal of Educational Multimedia and Hypermedia, 13(3), 245-263.
  11. Chao, T., Saj, T., & Tessier, F. (2006). Establishing a quality review for online courses. Educause Quarterly, 29(3), 32-39.
  12. Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), 215-227. https://doi.org/10.1207/s15389286ajde1904_3
  13. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates, Publishers.
  14. de Barba, P. G., Kennedy, G. E., & Ainley, M. D. (2016). The role of students’ motivation and participation in predicting performance in a MOOC. Journal of Computer Assisted Learning, 32(3), 218-231. https://doi.org/10.1111/jcal.12130
  15. de Barros, R. S. M., Hidalgo, J. I. G., & de Lima-Cabral, D. R. (2018). Wilcoxon rank sum test drift detector. Neurocomputing, 275, 1954-1963. https://doi.org/10.1016/j.neucom.2017.10.051
  16. Dewey, J. (1913). Interest and effort in education. Houghton Mifflin. https://doi.org/10.1037/14633-000
  17. Dincer, S., & Doganay, A. (2016). Turkish adaptation study of instructional materials motivation survey (IMMS). Elementary Education Online, 15(4), 1131-1148.
  18. Field, A. (2009). Discovering statistics using SPSS. SAGE.
  19. Firat, M., Kilinc, H., & Yuzer, T. V. (2018). Level of intrinsic motivation of distance education students in e‐learning environments. Journal of Computer Assisted Learning, 34(1), 63-70. https://doi.org/10.1111/jcal.12214
  20. Geisler, S., & Rach, S. (2019). Interest development and satisfaction during the transition from school to university. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (pp. 264-271). PME.
  21. George, D., & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference. Pearson Education.
  22. Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the 1st ACM Conference on Learning@ Scale Conference (pp. 41-50). https://doi.org/10.1145/2556325.2566239
  23. Hartnett, M., St George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent. International Review of Research in Open and Distributed Learning, 12(6), 20-38. https://doi.org/10.19173/irrodl.v12i6.1030
  24. Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179. https://doi.org/10.3102/00346543070002151
  25. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
  26. Huang, B., & Hew, K. F. T. (2016). Measuring learners’ motivation level in massive open online courses. International Journal of Information and Education Technology, 6(10), 759-764. https://doi.org/10.7763/IJIET.2016.V6.788
  27. Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619-627. https://doi.org/10.1016/j.chb.2012.01.011
  28. Keller, J. M. (2005). Course interest course survey – Short form. Tallahassee, Florida.
  29. Keller, J. M. (2008) First principles of motivation to learn and e3‐learning. Distance Education, 29(2), 175-185. https://doi.org/10.1080/01587910802154970
  30. Keller, J. M. (2010). Motivational design for learning and performance: The ARCS Model approach. Springer.
  31. Keller, J. M., & Suzuki, K. (2004) Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229-239. https://doi.org/10.1080/1358165042000283084
  32. Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76(4), 567-605. https://doi.org/10.3102/00346543076004567
  33. Liao, L. F. (2006). A flow theory perspective on learner motivation and behavior in distance education. Distance Education, 27(1), 45-62. https://doi.org/10.1080/01587910600653215
  34. Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647-671. https://doi.org/10.1177/0013164409355699
  35. Mullen, G. E., & Tallent-Runnels, M. K. (2006). Student outcomes and perceptions of instructors’ demands and support in online and traditional classrooms. Internet & Higher Education, 9(4), 257-266. https://doi.org/10.1016/j.iheduc.2006.08.005
  36. Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3-53. https://doi.org/10.1006/ceps.1999.1019
  37. Pallant, J. (2002). SPSS survival manual. A step by step guide to data analysis using SPSS. Edmundsbury Press.
  38. Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207-217.
  39. Ratanothayanon, K. (2018, May). The comparison of undergraduate student’s learning achievement of open video online in business statistics course. In Proceedings of the 5th International Conference on Business and Industrial Research (pp. 550-554). https://doi.org/10.1109/ICBIR.2018.8391259
  40. Renninger, K. A., & Bachrach, J. E. (2015). Studying triggers for interest and engagement using observational methods. Educational Psychologist, 50(1), 58-69. https://doi.org/10.1080/00461520.2014.999920
  41. Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184. https://doi.org/10.1080/00461520.2011.587723
  42. Rovai, A. P. (2003). A practical framework for evaluating online distance education programs. The Internet and Higher Education, 6(2), 109-124. https://doi.org/10.1016/S1096-7516(03)00019-8
  43. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  44. Sahin, A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: A case study. Educational Technology & Society, 18(3), 142-152.
  45. Sansone, C., Smith, J. L., Thoman, D. B., & MacNamara, A. (2012). Regulating interest when learning online: Potential motivation and performance trade-offs. The Internet and Higher Education, 15(3), 141-149. https://doi.org/10.1016/j.iheduc.2011.10.004
  46. Shroff, R. H., Vogel, D. R., Coombes, J., & Lee, F. (2007). Student e-learning intrinsic motivation: A qualitative analysis. Communications of the Association for Information Systems, 19(1), 12. https://doi.org/10.17705/1CAIS.01912
  47. Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
  48. Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135. https://doi.org/10.3102/00346543076001093
  49. Ucar, H. (2016). The effects of the motivational strategies on learners’ interest, motivation, volition, and achievement in distance education [Unpublished doctoral thesis]. Anadolu University.
  50. Ucar, H., & Kumtepe, A. T. (2020). Effects of the ARCS‐V‐based motivational strategies on online learners’ academic performance, motivation, volition, and course interest. Journal of Computer Assisted Learning, 36(3), 335-349. https://doi.org/10.1111/jcal.12404
  51. Vidergor, H. E., & Ben-Amram, P. (2020). Khan academy effectiveness: The case of math secondary students’ perceptions. Computers & Education, 157, 103985. https://doi.org/10.1016/j.compedu.2020.103985
  52. Weber, K. (2003). The relationship of interest to internal and external motivation. Communication Research Reports, 20(4), 376-383. https://doi.org/10.1080/08824090309388837
  53. Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641
  54. Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004