The effect of instructional videos on learning performance

Abstract

The use of instructional video on learning outcomes in the learning of statistics under COVID-19 Pandemic is very important. The purpose of this study is to examine the impact of instructional videos on learning performance. We have conducted a quasi-experiment involving 80 students, in which 30 students were placed in a group and given instructional, work-example video with attention-focusing guidance + analog assignment, 21 students placed in a group and given a work-example video without attention-focusing guidance + analog assignment, and the remaining 29 students were given work example video with attention-focusing guidance + incomplete assignment. Five of the question-based cases were used to measure the impact of the instructional video on learning performance. The work-example video was given through Google Classroom to deliver the contents to groups. Based on ANCOVA, we would conclude that none of the three methods is effective or equally effective to control the effects of ability and interest to math. Note that this outcome is different from what we have obtained in our original ANOVA; without taking math ability and interest into account, the three teaching methods were more effective than the others.