THE EFFECTS OF VIDEO MODELING 1

The Effects of Video Modeling on Final Exam Scores in Online College Algebra

Brigitte Hunter

The University of West Alabama

ED504: Techniques of Educational Research

Dr. Kyla Pratt

April 22, 2022

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Abstract

This quantitative experimental study investigates the effectiveness of video modeling on final

exam scores in online college algebra at Coastal Technical College. To justify the hypothesis, the

researchers have chosen the digital tool, Ed Puzzle, to showcase its assistive features for student

learning and engagement. Therefore, explicit instruction, shown through video modeling and the

Universal Design for Learning framework will be integrated into an online course at Coastal

Technical College. A sample of 40 students will be randomly sampled from the enrollment

population and divided into two online groups of 20 students. The first group (Group A) will be

designated as the experimental group utilizing Ed Puzzle. The second group (Group B) will be

the control group. Because the groups will be actual courses, one researcher will be assigned to

both groups as the primary math instructor. In addition, there will be three co-instructors, also

researchers, who will observe the students’ participation, progress, and achievement during the

16-week semester period.

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The Effects of Video Modeling on Final Exam Scores in Online College Algebra

Chapter 1: Research Problem

Introduction

Since the fall semester of 2018, the academic success of students enrolled in online

college algebra has been observed by math instructors at Coastal Technical College in Waycross,

GA. More specifically, the spotlight has been on the low final exam scores. This has been a

notable issue because students have consistently achieved passing scores on homework, quizzes,

and unit tests, but often fail the final exam. There is a significant difference in final exam scores

for students taking online college algebra compared to students taking the same course on

campus.

To counteract this problem, the researcher has decided to conduct a quantitative

experimental study. The purpose of the study is to determine if the use of digital tools, combined

with explicit instruction, and the engagement principle of the Universal Design for Learning

(UDL) framework can be used to redesign online college algebra courses for academic success.

This decision was driven by research-based data stating the UDL framework provides a structure

on how and when teachers can use digital tools to design lessons (Rao et al., 2021; Ciampa,

2017; CAST, 2018). More specifically, teachers will create instructional videos that mimic the

instructional techniques used in campus-based college algebra.

According to Satsangi et al. (2021), video-modeling will provide the students with more

of an instructor presence and guidance from the instructor they are taking the course from. Also,

questions will be embedded throughout the instructional videos that will require students to
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respond before moving forward. This will foster student engagement and encourage students to

delve into the content of the lessons instead of simply looking at the material and not achieving

comprehension (Ciampa, 2017). The MyMathLab software is used by all math courses at Coastal

Technical College to supplement instruction and to provide a platform for taking quizzes and

tests. It will remain in place during this study. However, Ed puzzle will be added to the

experimental group involved in the research study.

Statement of the Research Problem

The problem at Coastal Technical College is lower final exam scores in online college

algebra compared to final exam scores in campus-based college algebra. Some students

previously enrolled in the online course have stated that a lack of interaction between teacher and

student is a factor. Rao et al. (2021) described the term “teacher talk” as conversations held

within a physical classroom, whereby teachers provide lectures, explanations, and feedback (p.

108). However, within an online environment, “teacher talk” is “text-based” and students do not

have the opportunity to ask important questions, or to receive immediate feedback (Rao et al.,

2021, p. 108).

The purpose of this study is to investigate the impact of Ed Puzzle, a digital form of

explicit instruction, on final exam scores in the online course. The hypothesis is that video

modeling will help to improve academic performance, leading to an improvement in final exam

scores. Also, math teachers have determined that the use of Ed puzzle will create a teacher

presence that students desire. This digital tool was chosen because it provides teachers the

opportunity to create their own instructional modeling and to utilize the questioning and

feedback features Ed Puzzle provides (Di Cesare et al., 2021).

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Data Graphic and Discussion

The data presented in the bar graph below is an average compilation of final exam scores

for all courses in college algebra at Coastal Technical College. All data exhibited is specifically

for fall semesters beginning 2018 to 2021. The data is credible and was easy to obtain as it is

kept on a digital file by the lead instructor of the math department. At the end of each semester, it

is customary for all instructors to submit their final grades. Only the scores were provided,

omitting the names of students for the purpose of the study. The blue bar represents the scores

from lecture (on-campus) courses and the orange bar represents the scores from online college

algebra courses. It can be clearly seen on the graph that scores for online college algebra are

significantly lower than scores for campus-based college algebra.

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Impact on Student Achievement

There are substantial research-based studies supporting the positive effects of video

modeling on student achievement in mathematics (Di Cesare et al., 2021; Long et al., 2021;

Satsangi et al., 2021). Digital tools, aligned with the proper instructional strategies can increase

engagement in lessons, leading to increased scores on the cumulative final exam in online

college algebra (Rao et al., 2021). With Ed Puzzle, math instructors can uniquely design lessons

that will create the opportunity for understanding math topics in college algebra. Ed Puzzle will

also provide “teacher talk” that is not text-based, meaning that students will have both a visual

and verbal connection with their own instructor (Rao et al., 2021, p. 108). The built-in features of

this digital tool will allow instructors to monitor the students’ viewing of the video. Students will

not be able to skip any parts of the video on the first view just to arrive at a quick completion

(Long et al., 2021).

Research Methodology

During this quantitative experimental research study, two sections of online college

algebra will be created. The students will be chosen by simple random sampling and assigned to

two groups. Students assigned to Group A will be the experimental group exposed to Ed Puzzle,

along with MyMathLab. The students assigned to Group B of this study will be the control group

not exposed to Ed Puzzle, just MyMathLab. Both groups will be online sections of college

algebra since the virtual classes experience low scores on the final exam. The participants will be

assigned numbers to protect their identity and they will be asked to sign consent forms.

Summary (Chapter 1)
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The data projects a problem with low scores on the cumulative final exam in online

college algebra at Coastal Technical College. The online version of the course has been

specifically targeted since students taking the same course on campus have significantly higher

scores. By incorporating video modeling into online instruction, it is hoped students will become

more engaged and attain an understanding of the course material, leading to higher scores on the

final exam. Hopefully, students will find the newly designed videos to be helpful. They will be

able to receive asynchronous instruction, stop the video to type in questions, and receive

immediate feedback from their instructor. Modeling, guided instruction, and feedback are the

core tenets of explicit instruction through video modeling and researchers expect that students

assigned to the experimental group will outperform those in the control group. This will justify

the stated hypothesis that video modeling can be used to increase final exam test scores.

Chapter 2: Literature Review

Introduction

Previous research studies have shown how the incorporation of digital tools coupled with

appropriate instructional strategies can be used to effectively enhance the achievement of

students enrolled in mathematics (Satsangi et al., 2021; Long et al., 2021). To provide effective

instruction, a research-based framework such as UDL must be followed along with digital

technology and explicit instruction. The literature within this study focused on how scholars

discussed explicit instruction and how it can be used to teach mathematics through digital

technology. Explicit instruction is evidence-based and widely used, especially for students who

are struggling in mathematics (Long et al., 2021). Video modeling is a form of digital technology

that has been successful in math instruction for students with mild learning disabilities (Satsangi

et al., 2021; Long et al., 2021). Lastly, there is an existing body of research supporting explicit
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instruction in special education and it has been recommended to be used in instruction for all

students (Riccomini et al., 2017).

Universal Design for Learning

The principles of UDL provide a strong framework for teachers to use in creating

instructional, effective, and meaningful lessons for students. Although CAST (2018) lists three

major principles of the UDL framework, only one will be used in this proposal, engagement.

Sullivan et al. (2018) revealed how “social connections” can increase engagement and foster an

effective online learning environment (p. 345). Math instructors at Coastal Technical College

have determined there is a key element missing from online instruction. There is a lack of

instructional guidance and presence that exists in the traditional classroom. Many digital tools

and learning management systems exist, but the principles of UDL can be used to facilitate

effective learning for students with varied types of learning styles and abilities (Rao et al., 2021).

Explicit Instruction

According to Long et al., (2021), explicit instruction is a systematic approach to teaching

that can be executed in three stages: (1) modeling, (2) guided instruction, and (3) feedback. In

mathematics, it is important for teachers to show modeling, which is demonstrating the steps in

solving a problem. After modeling, students will attempt to apply the appropriate steps to solve a

problem with guidance from the instructor. Consequently, learners apply the steps and solve

problems on their own. It is at this phase where they will need feedback from their instructor. In

summary, explicit instruction can be considered a system or formula math teachers can use to

guide instruction. In his article, Stenhoff et al., (2020) reiterates that explicit instruction is

evidence-based and can be used an instructional intervention strategy.

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Video Modeling

With video modeling, it is important for students to see their instructor physically solve a

problem along with a verbal explanation (Long et al., 2021). Videos are especially useful in

instructing and modeling difficult topics. Ed Puzzle is a good example of video modeling using

explicit instruction (Di Cesare et al., 2021). The purpose of video modeling is to provide well-

designed videos using explicit instruction. Teachers create unique video for instructional support

and student learning. Students can get a feel of a traditional classroom setting when teachers

decide to record real-time lectures. Moreover, teachers may create videos for online courses and

include content and explanations that students often struggle with.

Synthesis of Literature Review

Research-based studies have shown that there is a high correlation with math success and

explicit instruction. Based on previous studies conducted by Long er al. (2021); Satsangi et al.

(2018) & Hughes et al. (2018), this type of instruction is also helpful in improving the academic

performance among students who are simply struggling in math, not just those ascertained to

have a learning disability. Explicit instruction, coupled with the use of a technology tool, such as

Ed Puzzle (video modeling), and aligned with the principles of UDL is a framework that has

been proven to improve conceptual and procedural mathematics knowledge (Di Cesare et al.,

2021). Furthermore, digital tools such as video modeling can be used to substantiate the learning

process in online math courses.

Chapter 3: Methodology

Introduction
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The randomly selected participants will receive a notice of informed consent, asking their

permission to participate in the study. Participation in the study is solely voluntary and if one

does not consent, another student will be randomly chosen. Subjects will be informed of the

nature of the study, which is to increase academic achievement in online college algebra, since

student participation is a vital part of this process. There is no indication of physical harm to the

student. However, participation in a research study may cause anxiety among some. This will be

counteracted by explaining students will be exposed to digital technology tools that will mimic

the instructional style of a lecture course to increase final exam test scores among online college

algebra students. The students will also be informed of the confidentiality of their data and

performance. The names of other participants will not be revealed and there will be no deception

on the part of the researcher(s).

Sample

The sample for this study will be a total of 40 students that have been randomly selected

from the population. Therefore, the sample will consist of both male and female students with

varying cognitive abilities. However, the participants will be willing to participate in the study

and will be well-versed on their expectations. This will be a very important group of students as

this will be the first known experimental study conducted on-site. Their willingness to participate

is viable to the improvement in online learning for the mathematics department at Coastal

Technical College.

Sample Technique

The sampling technique to be used is simple random sampling. Each student enrolled in

online college algebra has a fair chance of being selected as a participant. After the final rosters
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have been verified, the sampling process will begin. Each student will be assigned a number and

each researcher will choose a random number until the samples reaches forty. If a student

withdraws from the course before the study begins, another student will be randomly chosen.

The sample will be divided into two groups of 20 students each, Group A and Group B.

Role of Participants and Impact on Participants

Group A will be designated as the experimental group, while Group B will be

designated as the control group. The Participants in Group B will not receive the treatment but

will continue the course using only MyMathLab. The participants in Group A will be exposed to

the treatment, which is Ed Puzzle, in addition to MyMathLab. They will be able to use Ed Puzzle

as an instructional source and also will be allowed to access their MyMathLab portal for

supplemental resources and to take quizzes and unit tests. Researchers will strictly monitor and

control the use of Ed Puzzle. Students will not be able to fast-forward through the instructional

video the first time they watch. However, they will be able to view as many times as needed.

To ensure comprehension, the students in Group A will be prompted to answer pertinent

questions at different points throughout the instructional video. First, they will watch the

instructor model the math topics. Next, they will be given examples problems to work along with

the help of the instructor. Third, they will print out a worksheet for independent practice. They

will scan and submit the worksheet and receive feedback from the instructor within a 24-hour

period. It is expected that if students receive this type of explicit instruction throughout the

course, they will be able pass the final exam with scores of at least 70% or above.

Plan for Protection of Human Subjects

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To protect the identity of the participants, students will be assigned random numbers and

only the numbers will be reported in the study. However, it is essential that the assigned

instructor know their identity for grade reporting purposes. The other researchers will also know

the identity as it is customary for teacher to keep student information confidential.

Variables

The dependent variable for this study is final exam scores. The independent variable is

the digital tool, Ed Puzzle, along with explicit instruction and the engagement principle of UDL.

The effectiveness of the treatment will be measured by how well the students perform on the

final exam. The projected passing score is at least 70% out of 100%.

Timeline

The timeline for the study will be the duration of the fall semester, which is 16 weeks.

Progress will be checked periodically through formative assessments, such as quizzes and unit

tests. By mid-term (8 weeks), the researchers will note the and compare the progress of the

participants in both groups.

Constitutive and Operation Definitions

Research-based practices are those adopted by educators and proven to be successful.

They also produce desired results through actual research studies and are peer-reviewed by

notable scholars and organizations (Cook et al., 2018). A digital tool is a form of technology

with instructional features. According to Di Cesare et al. (2021), Ed Puzzle is digital tool used to

perpetuate explicit instruction, which is a highly effective teaching strategy often used to engage

students with disabilities. The platform provides ready-made videos for an array of subjects and

for students of all ages. The most unique feature is students can stop to video at any point and
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type questions for instructors to provide feedback. Cook et al. (2018) has defined evidenced-

based strategies as quality research that has been reviewed and recognized by notable scholars

and organizations. Lastly, UDL is a framework designed to assist teachers in incorporating the

correct form of instructional technology into their curriculum for students with varying learning

styles and abilities (Rao et al., 2021).

Description of Data

The data to be collected are the final exam scores. These scores will be collected from the

individual instructors (researchers) who are participating in this study at the end of fall semester

2022. The instructors will meet with the lead instructor of the math department to discuss and

compile the data. The timeline for doing so will be five days after final exams have been taken

by all students. Therefore, all data will be submitted, compiled, reviewed, and reported by

December 15, 2022.

Reliability and Validity of Instruments

To counteract threats of internal validity (cheating) different versions of the same test

will be given. This means the same test will be given to each student, but the questions will be

arranged in a different order. Another threat to internal validity may be the anxiety experienced

by the participants in the study. Anxiety can affect academic performance.

Limitations

Limitations to this study include high dropout rates and mortality. This institution has a

long history of high drop-out rates, as is typical of many 2-year institutions. One of the main

reasons has been a fear of mathematics in general, and a fear of taking college algebra online,
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with minimal instructor guidance. If too many students withdraw, this could distort the study and

there may not be enough data to generalize to the population. Also, because the college is in a

rural area and due to weather conditions during this time of year, some participants might

experience slow internet activity or no internet connection at all. All campus libraries are closed

to students from Friday until Monday, so students will not be able to utilize campus computers

either.
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References
Anderson, S.E. & Putman, R.S. (2019). Special education teachers’ experience,

confidence, beliefs, and knowledge about integrating technology. Journal of

Special Education Technology, 35(1), 37-50.

https://doi.org/10.1177/0162643419836409

CAST. (2018). Universal design for learning guidelines version 2.2.

http://udlguidelines.cast.org

Ciampa, K. (2017). Building bridges between technology and content literacy in special

education: Lessons learned from special educations’ use of integrated technology

and perceived benefits for students. Literary Research and Instruction, 56, 85-

113. https://doi.org/10.1080/19388071.2017.1280863

Di Cesare, D.M., Kaczorowski, T., & Hashey, A. (2021). A piece of the (Ed)puzzle:

Using the Ed Puzzle interactive video platform to facilitate explicit instruction.

Journal of Special Education Technology, 36(2), 77-83.

https://doi.org/10.1177/0162643421994266

Hughes, C.A., Morris, J.R., Therrien, W.J., & Benson, S.K. (2017). Explicit instruction:

Historical and contemporary contexts. Learning Disabilities Research &

Practice, 32, 140-148. https://doi.org/10.1111/1drp.12142

Long, H.M., Bouck, E.C., & Jakubow, L.N. (2021). Explicit instruction in mathematics:

Considerations for virtual learning. Journal of Special Education Technology,

36(2), 67-76. https://doi.org/10.1177/0162643421994099

THE EFFECTS OF VIDEO MODELING 16

Mayer, R.E. (2017). Using multimedia for e-learning. Journal of Computer Assisted

Learning, 33(5), 403.423.

Riccomini, P.J., Morano, S, & Hughes, C.A. (2017) Big ideas in special education:

Specially designed instruction, high-leverage practices, explicit instruction, and

intensive instruction. Teaching Exceptional Children, 50(1), 20-27.

https://doi.org/10.1177/0040059917724412

Rao, K., Torres, C., & Smith, S.J. (2021). Digital tools and UDL-based instructional

strategies to support students with disabilities online. Journal of Special

Education Technology, 36(2), 105-112.

https://doi.org/10.1177/0162643421998327

Satsangi, R., Billman, R.H., Raines, A.R., & Macedonia, A.M. (2021). Studying the

impact of video modeling for algebra instruction for students with learning

disabilities. The Journal for Special Education, 55(2), 67-78.

https://doi.org/10.1177/0022466920937467

Satsangi, R., Hammer, R., & Hogan, C.D. (2019). Video modeling and explicit

instruction: A comparison of strategies for teaching mathematics to students with

learning disabilities. Learning Disabilities Research & Practice, 34, 35-46.

https://doi.org/10.111/1drp.12189

Stenhoff, D.M., Pennington, R.C., & Tapp, M.C. (2020). Distance education support for

students with autism spectrum disorder and complex needs during COVID-19 and

school closures. Rural Special Education Quarterly.

https://doi.org/10.1177/8756870520959658
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Sullivan, R., Neu, V., & Yang, F. (2018). Faculty development to promote effective

instructional technology integration: A qualitative examination of reflections in

an online community. Online Learning Journal, 22(4), 341-359.

 
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Appendix A
Consent Form

Consent Form

Brigitte Hunter
The University of West Alabama

Research Proposal Title: The Effects of Video Modeling on Final Exam Scores in Online
College Algebra
1.  What is the purpose of the study? The purpose of this study is to determine the effects of
Ed Puzzle and explicit instruction on final exam scores in online college algebra at Coastal
Technical College.

2.  How was I chosen? You were chosen because you are enrolled in online college algebra for
the fall semester of 2022. There has been a notable in final exam scores for online students
compared to students taking college algebra on campus.

3.  What will be involved in participating? There will be two online courses designated for
this research study. You will be placed in one of two groups, Group A or Group B and will not
have knowledge as to which group you have been placed in. The selection for participants is
random. As for the course, the curriculum and assignments will not change because of the study.
4.  Who will know what I say? You will be assigned a random number at the beginning of the
study. Only Brigitte Hunter, your instructor and research director will be able to identify you.
There will be other researchers involved, but your identity will not be revealed to them, only the
data you provide attached to the assigned random number.

 5.  What risks and benefits are associated with participation? There are no risks
associated with the participation of this study. However, you are a very important part of this
study which could contribute to an increase in student achievement in College Algebra at
Coastal Technical.

 6.  What are my rights as a respondent? You may ask any questions regarding the research,
and they will be answered fully.  Your participation in the study is voluntary; you may withdraw
at any time.

 7.  What will be published?  Following the completion of this research proposal, I plan to
maintain my records for use in future publications and scholarly presentations.  I plan to publish
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my findings as articles in professional journals, with the goal of publishing a book or a chapter in
a book.

 8.  If I want more information, whom can I contact about the study? This study has been
approved by the University of West Alabama’s Internal Review Board for the Protection of
Human Subjects.  This board can be contacted through the office of Mrs. Patricia Pratt.  In
addition, my research advisor, Dr. Kyla Pratt, can be contacted at 205-652-5531.

 __________________________             ___________________________________
(Your name), Project Director                 Respondent’s signature, Date

This consent form has all the required information from Federal law.
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Appendix B

Authorization for a Minor to Serve as a Subject in Research

Authorization for a Minor to Serve as a Subject in Research

I authorize the service of _____________________ as a subject in the research investigation

(Name of minor)
entitled: The Effects of Video Modeling on Final Exam Scores in Online College Algebra

The nature and general purpose of the research procedure and the known risks have
been explained to me. I understand that _____________________ will be given a preservice
(Name of minor)
explanation of the research and that he/she may decline to serve. Further, I understand that he/she may

terminate his/her service in this research at any time he/she so desires.

I understand the known risks are the possibility of reading scores not increasing or being given

behavior modification when it is not needed.

I understand also that it is not possible to identify all potential risks in an experimental procedure,

and I believe that reasonable safeguards have been taken to minimize both the known and the potential

but unknown risks.

I agree further to indemnify and hold harmless the University of West Alabama and its agents and

employees from all liability, actions, or causes of actions that may accrue to the subject minor because of

his/her activities for which this consent is granted.

Witness_____________________________ Signed_____________________________
(Parent or guardian)
Date_______________________________
To be retained by researcher
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Appendix C

Permission to Conduct Research

Permission to Conduct Research

Brigitte L. Hunter
1404 Village Rd., Apt 1
Waycross, GA 31501

May 1, 2022

Internal Review Board

Coastal Technical College
1701 Carswell Ave.
Waycross, GA 31503

Dear Colleagues,

I am requesting permission to conduct a qualitative research study within the math

department of our institution. The purpose of this study is to increase passing scores on the final
exam in online college algebra. While the online course is the focus, it is the intent of the
researchers to increase scores in the campus-based version of the course as well. Therefore, the
results from this study will be helpful in doing so and student participation is essential.

Please review the enclosed proposal and consider the request for the study. It will take
place from August 16, 2022, until December 8, 2022. The results will be ready and reported
before Christmas break. Your consideration in this matter is greatly appreciated.

Sincerely,

Brigitte L. Hunter

Mathematics Instructor

Coastal Technical College