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Running Head: SCREEN-CAPTURED VIDEO LESSONS

The Effects of Using Screen-Captured Math Lessons

on the Mathematical Achievement of Fourth Graders

Paula L. Naugle

Southeastern Louisiana University

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SCREEN-CAPTURED VIDEO LESSONS

Abstract

This study investigates the effect of using screen-captured video math lessons on the

mathematical achievement of fourth graders. Two intact fourth grade classes from a mid-size

suburban school will be the participants in this study. The treatment group will have access to

screen-captured video math lessons as well as traditional methods of math instruction from their

teacher. The control group will only receive the traditional methods of instruction. A randomized

posttest only control group design will be used for this study. To determine whether a

statistically significant difference exists between the two groups, the LEAP test will be used.

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The Effects of Using Screen-Captured Math Lessons

on the Mathematical Achievement of Fourth Graders

Purpose Statement

The purpose of this study to determine the effect of using screen-captured video math

lessons on the mathematical achievement of fourth graders.

Review of Literature

Today’s classroom is evolving into a space with projection devices, interactive

whiteboards, laptop computers, and Web 2.0 tools. Screen-capture technology was introduced in

2000 and has recently found its way into the classroom. Postholm (2006) states teachers need to

be trained to determine when and why technology should be integrated into their lessons.

Teachers could be trained how to make screen-captured videos of their lessons which their

students could use for review of the subject material.

Borzov (2001) and Yao (2001) have stated that with the resources and tools available,

teachers will be able to develop educational films for classroom usage and effective teaching in

the twenty-first century. Mayer (2001) determined from a pedagogical point of view, there are

clear benefits to using screen-capture videos. He found that students retained more information

when a combination of commentary and animation is used. This closely matches the presentation

format that screen-captured videos use.

Screen-capture software provides an easy-to-use process for developing movie segments

of any movements that appear on a computer, including any “click” or selections made by the

instructor. These movie segments can then be played back by either the instructor (in-class

demonstrations) or the student (self-paced demonstrations) (Folkestad & Miranda, 2001). It is

rather like having a camera pointed directly at your computer screen with a microphone attached.

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It will record all your screen actions in the form of a video which can then be played, paused,

and rewound, therefore students can learn at their own pace (Stannard, 2009). Screen-captured

movies can be used to create custom tutorials according to Yuen (2004), who states that screen-

capture video software allows instructors to easily capture the actions and sound from any part of

a Windows desktop as well as the narration, and saves it to a standard movie file or even

streaming video for the distribution on the Web.

Since this is a fairly new technology being introduced into today’s classrooms, there are

not many studies on the effects of screen-captured video on student academic achievement.

Boster, Meyer, Roberto, et al (2007) conducted a study using commercially prepared video clips.

They found that the use of streaming video in sixth and eighth grade math classes had a

statistically significant impact on posttest results. They concluded that their results were of such

a magnitude that schools and school districts which have high stakes standardized testing should

look into incorporating streaming video. Herder, Subrahmanian, Talukdar, et al, (2002) used

screen-captured video to teach college students in two universities on opposite sides of the

Atlantic Ocean. They concluded the use of screen-captured videos provided the students with

different views on the subject being taught, as well as improved understanding. Folkestad &

Miranda (2001) compared students in a Computer Aided Design (CAD) course who used screen-

captured video lessons to those who did not. They found that the use of screen-captured videos

was as effective a tool as the textbook approach. They stated screen-capture instruction may best

be used as a supplement to the book tutorial instruction, and should not be substituted in whole

as an improved teaching pedagogy.

Pelton & Pelton (2003) worked on the Enhanced Instructional Presentation (EIP) model

prototype. An EIP is where a linear video presentation is taken and infused with hypermedia.

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Using an EIP, the learner has the playback control which allows him to pause the presentation,

skip back and review earlier concepts, skip forward over redundant material, and control the

presentation sequence through a table of contents. Since the learner has control over his learning,

they found a correlation to a more positive attitude toward the subject. Dalton & Hannafin (1986)

also reported a strong correlation between interactive video instruction and an improved attitude

of low ability learners.

Hypothesis

It is hypothesized that fourth graders who receive screen-captured video math lessons

will score statistically significantly higher than fourth graders who do not with respect to

mathematical achievement.

Operational Definitions

The operational definitions used in this study are screen-captured video lessons, LEAP,

TDI, and 504. Screen-captured video lessons refer to using a software program to record

everything being done on the computer that the teacher uses during the instructional part of her

lesson. The teacher uses a computer hooked up to an interactive whiteboard (IWB) projection

system. As she or the students work on the IWB the software is capturing everything in a video

format.

LEAP stands for the Louisiana Educational Assessment Program and is the high stakes

test that is given to fourth and eighth graders in the state of Louisiana to determine whether they

have the basic skills to move on to the next grade. TDI is the acronym for teacher-directed

instruction and refers to the teaching methods that are led and directed by the teacher.

504 is the term educators use to refer to Section 504 of the Rehabilitation Act of 1973. It

is a civil rights statute that requires the needs of students with disabilities, such as asthma,

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dyslexia, and ADHD, to be met as adequately as the needs of the non-disabled are met. Students

under Section 504 have accommodation plans to help meet their needs in the regular classroom.

Methodology

Research Design

A randomized posttest only control group design will be used for this study. The

independent variable will be the type of instruction. The subjects will be students in two intact

fourth grade math classes. The levels will be Teacher Directed Instruction (TDI) plus the use of

screen-captured math lessons and the control group who will receive just TDI. The dependent

variable will be math achievement as measured by the LEAP fourth grade test.

Sample

This study will utilize convenience sampling using two intact fourth grade classes from a

mid-size suburban, public school. There will be 60 students ranging in age from nine to eleven

years of age.

The treatment group will consist of 30 students - 48% will be females and 52% will be

males. The group will consist of 24% black, 41% white, 21% Hispanic, and 14% Asian. 75% of

the treatment group will be identified as low-socioeconomic status because they will receive free

or reduced lunch. Two students in the treatment group will receive 504 accommodations and two

will be repeating fourth grade.

The control group will consist of 30 students – 47% females and 53% males. The racial

mix of the group will be 40% black, 27% white, 20% Hispanic, and 13% Asian. 78% of the

control group will be identified as low-socioeconomic status because they will receive free or

reduced lunch. Three students in the control group will receive special education services and

three will be repeating fourth grade.

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Instrumentation

For this study, the Louisiana Education Assessment Program (LEAP) fourth grade math

test will be used. The LEAP test is designed to measure the students’ math achievement in

number and number relations, algebra, measurement, geometry, data analysis, probability, and

discrete math, patterns, relations, and functions as defined by the grade level expectations set out

by the Louisiana Department of Education. The test will consist of 60 multiple choice items (30

calculator and 30 non-calculator) and three constructed response items. The constructed response

item will have the student demonstrate his understanding of math by constructing a graph,

drawing a diagram, etc.

The validity of this test was established initially by in-state committees developing

content standards for each grade. Content frameworks were then developed and a test blueprint

was constructed. Thus, the test design was aligned to the content standards established earlier.

The content validity was verified by content review committees as well as the Louisiana

Department of Education staff and the test contractor. Items developed for the LEAP tests are

reviewed for content and alignment with the standards for the grade and content area. Item field

test administrations were conducted and all items were analyzed and verified as to the

functioning of the item and the proper coding to the content standards. The reliability of the

LEAP fourth grade math test is .92 (Stratified) or .91 (Cronbach).

Procedures

Two intact fourth grade math classes at my school will be used for this study. Both the

treatment and the control group will contain 30 students. Each group will have a 90 minute math

class. The math class will be conducted in a traditional manner by checking homework,

introducing the daily lesson to the whole group, small group practice sessions, individualized

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work, a wrap-up with the whole group, and a homework assignment. The TDI will be done in a

nontraditional way using an interactive whiteboard (IWB) projection system and a software

program that captures all of the parts of the lesson that are done on the IWB. The screen-capture

software program will convert the recorded material into a video that the teacher will upload to a

site the treatment group can later access. The treatment group will also have allotted time to use

a laptop computer during math class and login to a password protected site where they will be

able to gain access to screen-captured lessons their teacher will upload at the end of each daily

lesson. Each time a student accesses one of these lessons he will record it on a log. This study

will be conducted in the spring semester of the year. The LEAP test will be administered in the

middle of April with the results being sent back to the school by mid-May.

Data Analysis

In order to determine whether a statistically significant difference exits between students

who use screen-captured video math lessons and those students who do not, the results of the

LEAP test will be used.

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References

Borzov, E. (2001). Teacher-developed video for classroom use: the transition from VCR to

digital format. In J. Price et al. (Eds.), Proceedings of Society for Information Technology

& Teacher Education International Conference 2001 (pp. 1415-1416). Chesapeake, VA:

AACE.

Boster, F., Meyer, G., Roberto, A., Lindsey, L., Smith, R., Inge, C., et al. (2007). The impact of

video streaming on mathematical performance. Communication Education, 56, 134-144.

Dalton, D., & Hannafin, M. (1986). The effects of video-only, CAI only, and interactive video

instructional systems on learner performance and attitude: an exploratory study. Paper

presented at the Annual Convention of the Association for Educational Communications

and Technology, Las Vegas, NV.

Folkestad, J., & Miranda, M. (2001). Impact of screen-captured instruction on student

comprehension of computer aided design (CAD) software principles. Journal of

Industrial Technology, 18(1), 2-7.

Herder, P., Subrahmanian, E., Talukdar, S., Turk, A., & Westerberg, A. (2002). The use of

video-taped lectures and web-based communications in teaching: a distance-teaching and

cross-Atlantic collaboration experiment. European Journal of Engineering Education,

27(1), 39-48.

Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.

Pelton, L. & Pelton, T., (2003). The enhanced instructional presentation (EIP) model: adapting

linear presentations to meet learner needs. Connections, 20(2), 91-99.

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Postholm, M. (2006). The teacher's role when pupils work on task using ICT in project work.

Educational Research, 48, 155-175.

Stannard, R. (2009). Video case study: making tutorials with screen capture software. The

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Yao, J. E., & Ouyang, J. R. (2001). Digital video: what should teachers know? J. Price et al.

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