Abstract
The purpose of this mixed methods research study is to explore how teacher-made video tutorials in one middle school mathematics classroom are being used and what enables/impedes their effectiveness. A quantitative, quasi-experimental design investigates how video tutorial usage relates to students’ self-efficacy and achievement in mathematics. The sample consisted of 55 students in the experimental group and 65 students in the control group. Results found parents wanted the tutorials even if they did not view them. Students did actually use the video tutorials for remediation and learning. Videos longer than ten minutes impeded the effectiveness of the videos. The mean average from the pre to the post self-efficacy survey did increase from 3.68 to 4.31. The students’ mean change in achievement is not statistically significantly different. More research is needed as teachers experiment with making tutorials in their quest to meet the needs of today’s digital learner.
","abstract_html":"<p>Abstract</p> <p>The purpose of this mixed methods research study is to explore how teacher-made video tutorials in one middle school mathematics classroom are being used and what enables/impedes their effectiveness. A quantitative, quasi-experimental design investigates how video tutorial usage relates to students’ self-efficacy and achievement in mathematics. The sample consisted of 55 students in the experimental group and 65 students in the control group. Results found parents wanted the tutorials even if they did not view them. Students did actually use the video tutorials for remediation and learning. Videos longer than ten minutes impeded the effectiveness of the videos. The mean average from the pre to the post self-efficacy survey did increase from 3.68 to 4.31. The students’ mean change in achievement is not statistically significantly different. More research is needed as teachers experiment with making tutorials in their quest to meet the needs of today’s digital learner.</p>","abstract_has_math":false,"creators":["Kahrmann, Carol R"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Susan Stockdale","Dr. Julie Moore"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-18T08:00:00Z","date_published":"2016-11-18T08:00:00Z","updated_at":"2026-07-24T02:43:09Z","subjects":["teacher-made","video tutorials","mathematics","self-efficacy","middle school"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Susan Stockdale","Dr. Julie Moore"]},{"key":"dc:creator","label":"Author","values":["Kahrmann, Carol R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-11-18T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher-made","video tutorials","mathematics","self-efficacy","middle school"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
The purpose of this mixed methods research study is to explore how teacher-made video tutorials in one middle school mathematics classroom are being used and what enables/impedes their effectiveness. A quantitative, quasi-experimental design investigates how video tutorial usage relates to students’ self-efficacy and achievement in mathematics. The sample consisted of 55 students in the experimental group and 65 students in the control group. Results found parents wanted the tutorials even if they did not view them. Students did actually use the video tutorials for remediation and learning. Videos longer than ten minutes impeded the effectiveness of the videos. The mean average from the pre to the post self-efficacy survey did increase from 3.68 to 4.31. The students’ mean change in achievement is not statistically significantly different. More research is needed as teachers experiment with making tutorials in their quest to meet the needs of today’s digital learner.
"]},{"key":"dc:title","label":"Title","values":["Efficacy of Math Video Tutorials on Student Perception and Achievement"]}]}],"canonical_facts":{"dc:contributor":["Dr. Susan Stockdale","Dr. Julie Moore"],"dc:creator":["Kahrmann, Carol R"],"dc:date.available":["2016-11-18T08:00:00Z"],"dc:description.abstract":["Abstract
The purpose of this mixed methods research study is to explore how teacher-made video tutorials in one middle school mathematics classroom are being used and what enables/impedes their effectiveness. A quantitative, quasi-experimental design investigates how video tutorial usage relates to students’ self-efficacy and achievement in mathematics. The sample consisted of 55 students in the experimental group and 65 students in the control group. Results found parents wanted the tutorials even if they did not view them. Students did actually use the video tutorials for remediation and learning. Videos longer than ten minutes impeded the effectiveness of the videos. The mean average from the pre to the post self-efficacy survey did increase from 3.68 to 4.31. The students’ mean change in achievement is not statistically significantly different. More research is needed as teachers experiment with making tutorials in their quest to meet the needs of today’s digital learner.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9"],"dc:subject":["teacher-made","video tutorials","mathematics","self-efficacy","middle school"],"dc:title":["Efficacy of Math Video Tutorials on Student Perception and Achievement"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:09Z"}