Abstract:
This research study was conducted to examine the learning experiences between groups
of students that were taught with streaming video segments and those that were taught
with text materials. My action research proposal explains the rational behind the research
project, describes the time constraints in my teaching schedule, and details my
intervention. Each of the three lessons outlined in my action research plan corresponded
to the three research questions. Two second-grade classes were used as the intervention
group and two second-grade classes were used as the non-intervention group. The
intervention group received instruction using streaming video segments in whole group
and independent work. The non-intervention group received the same content as the
intervention group, but their information was provided through the use of teacher-created
flipbooks. Both groups had the same tasks to complete after the lessons. As described in
the article manuscript, results of this study indicated students were interested in lessons
with imbedded video segments and showed improved achievement as a result. However,
whether video segments can improve the problem-solving ability of young children
remains unclear. The results of this study were communicated to second-grade teachers,
literacy coaches, and administrators during a luncheon. Everyone in attendance was
interested in the findings, interested enough to consider the potential of using video
streaming across the curriculum.