Date of Award
Master of Education (MEd)
Patricia C. Kornelis
This action research study investigated the correlation between the creator of a flipped instructional video and the math achievement of the students. The researcher designed a study to examine the pre- and post-test math scores of 19 7th grade participants who viewed instructional math videos created by their classroom teacher and instructional math videos available via YouTube. After students completed one math unit with each video type, they also completed a voluntary survey investigating their video preference. Quantitative data collected from the pre- and post-tests were analyzed and the researcher found the results to be inconclusive for student achievement. The researcher also found that students were divided evenly based on their preference of video type. The results of this study did not provide significant preference for the use of classroom teacher-created instructional videos compared to YouTube videos.
Davelaar, Kailee, "Flipped Classrooms and the Video Creator’s Impact on Achievement" (2018). Master of Education Program Theses. 124.