Characterizing the Effectiveness of Video Recordings in Mathematics Instruction within Higher Education: Minimizing Direct Teacher-Student Interaction through Technological Modalities

Abstract

This study was conducted to characterize the effectiveness of employing video recordings as a teaching tool in mathematics in higher education, with a bid to minimize direct teacher-student interactions. The research employed an experimental design, utilizing pre-tests and post-tests with a sample of 45 randomly selected first- and second-year mathematics students at Mountains of the Moon University. Video recordings were compared with alternative approaches, including online (Zoom) classes and self-study materials/handouts, to gauge their effectiveness in the absence of physical teacher-student interactions. Three experimental units were established, each undergoing learning of sequences via video recordings, online (Zoom) classes, or self-study printable materials/handouts. Statistical analysis was done using SPSS including percentages, descriptive statistics, Pearson correlation, and independent sample t-tests. Results revealed the relevance of both tools in mathematics learning, with video recordings proving to be more effective and superior in enhancing understanding of the learned concepts compared to the alternative tools. The study recommends the incorporation of video recordings in mathematics teaching, particularly in situations where physical meetings between teachers and students are impractical.