Technology in the Science Classroom Beth Serva Lan Li Bowling Green State University

Abstract The purpose of this experiment is to see if students who watch video labs prior to taking a unit assessment will improve their scores on the unit assessment. Two classes participated in the study Class A (control group) and Class B (experimental group). All students in both classes will have the same teacher throughout the study, participating in the same activities and lectures. Students will take the same assessment at the end of each unit and scores will be assessed. (I will add the conclusion here when it is made)

Technology in the Science Classroom Videos in the science classroom allow students to experience the lab again seeing the lab done with correct procedures and correct results but give students time to connect lecture concepts to the lab.

Advantages of Technology in the Science Classroom Students can see the lab done in real time to help them develop necessary skills and content (Quinones 2010). Videos allow students who are absent to have the same experience as their classmates. Combining methods have increased assessment scores of students almost 40% (Johnson-Glenberg, Birchfield, & Usyal, 2009). Videos allow students to revisit the lab throughout the unit and review for the final.

Problem Statement Many students complete labs but struggle connecting the lecture to the labs. Technology is becoming more prominent in numerous classes but the use of videos for labs is just beginning to grow in popularity, thus research is limited on this topic.

Purpose of Current Study The purpose of this study is to investigate the effects of the use of video labs in a science classroom.

Research Question Does watching videos of science labs increase students understanding of the key concepts in Miss Serva’s Physical Science class at Elyria High School during the school year?

Participants Fifty-two participants at Elyria High School participated in the study. All of the students were freshman in Miss Serva’s class. The majority of Elyria High School is a low-income urban student.

Procedure Fifty two students were randomly assigned to Miss Serva’s class by the counselors at the beginning of the year. Both classes were conducted normal. Students in Class B (experimental class) were not asked to do anything different. Each class participated in the same activities, listened to the same lecture and performed the same labs.

Procedure Continued Students in Class B watched videos of the lab prior to taking the unit assessment at the end of each unit. Both classes took the same unit test at the end of each assessment. Class scores were analyzed upon completion of the unit test.

Results-Forces and Motion Assessment An independent-samples t-test was conducted to compare students test scores on their Force and Motion Assessment when watching a lab video to help them review for their unit assessment compared to not watching a lab video. There was a significant difference in the scores for the control class (M=29.08, SD=11.26) and experimental(M=34.70, SD=5.52) conditions; t(32)=2.0369, p = These results suggest that when students watch lab videos prior to taking the unit assessment their scores increased significantly.

Results-Chemistry Assessment An independent-samples t-test was conducted to compare students test scores on their Chemistry Assessment when watching a lab video to help them review for their unit assessment compared to not watching a lab video. There was a significant difference in the scores for the control class (M=27.04, SD=9.72) and experimental class (M=34.37, SD=8.67) conditions; t(44)=2.01, p = These results suggest that when students watch lab videos prior to taking the unit assessment their scores increased significantly.

Conclusion Results are shown that the class that watched the lab videos prior to taking the unit assessment had an increase in scores on their unit assessment. Thus watching lab videos prior to the assessment helps students to review main ideas and key concepts.

Limitations It is assumed that all students will complete the same assignments throughout the class. The teacher will be the same throughout the entire course of study so the same content should be addressed but some minimal changes could occur. Students in each class could vary in learning levels

References Johnson-Glenberg, M. C., Birchfield, D., Usyal, S. (2009). SMALLab: virtual geology studies using embodied learning with motion, sound, and graphics. Educational Media International, 46(4), doi: / Quinones, D. (2010). Digital media (including video!) Resources for the STEM classroom and collection. Knowledge Quest, 39(2),