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Supporting self-regulated learners by providing instructional videos in a Dalton setting

Asbreuk, M.J.M. (2019) Supporting self-regulated learners by providing instructional videos in a Dalton setting.

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Abstract:This study aimed to investigate whether viewing instructional videos has a positive effect on students' mathematical domain knowledge and whether students' perceived usefulness has a positive effect on students' mathematical domain knowledge. The study was executed in a Dalton school in which 25 students of the fifth and sixth grade participated. In the context of a one group pre-test post-test design, quantitative data were collected by means of a survey and domain knowledge tests, and qualitative data were collected by means of interviews. Results showed a strong positive correlation between students' viewing behaviour and their perceived usefulness. Moreover, the influence of both students' viewing behaviour and perceived usefulness on their mathematical domain knowledge was found within some new topics. Other topics were not new but deepened; within these topics, no influence of both students' viewing behaviour and perceived usefulness on their mathematical domain knowledge was found. Therefore, it seems that the novelty of the teaching material influenced the results in this study. The results are useful in Dalton education because, with further research, instructional videos can be used as additional support for practising new topics on a daily basis.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/79502
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