Enhancing Student Performance and Retention Through Synergistic Teacher and Peer-Recorded Videos in College Algebra: An Empirical Study

Abstract

This two-phase mixed-methods study investigates the impact of a hybrid educational model integrating teacher-recorded lectures and peer-generated videos for first-year College Algebra (MATH1) students at Imam Abdulrahman bin Faisal University (IAU), in Saudi Arabia (KSA). A sequential explanatory design was employed. The quantitative phase involved 4,954 students across five cohorts (2018–2023). Data from pre- and post-Mathematics Competency Tests (MCT) were analysed using ANCOVA to control for baseline differences. Results indicate that students with full access to hybrid resources (2022–2023) achieved the highest post-MCT scores (M = 78.12), greatest normalised gains (0.59), large effect sizes (Cohen’s d > 2.0), and reduced score variability. Attrition rates, used as a proxy for retention, dropped to 5% in hybrid cohorts, down from 12.3% in pre-intervention years. The subsequent qualitative phase, based on 16 semi-structured interviews with the hybrid cohort, revealed that teacher videos provided structure and accuracy, while peer videos enhanced motivation, confidence, and engagement through relatable, cognitively congruent explanations. Flexibility and self-paced learning were critical supporting mechanisms. Students also emphasised the value of concise videos and instructor-led quality assurance. These findings demonstrate that the combined teacher-peer video strategy synergistically enhances conceptual mastery, persistence, and equity in STEM education. Importantly, the study contributes to hybrid STEM pedagogy research by providing empirical evidence on how integrating expert-led and peer-mediated resources can effectively address both cognitive and affective learning barriers. The model offers a scalable framework for broader application in higher education.