Students given multimedia pre-lectures scored almost 6 points higher than textbook-only students on an immediate assessment of economics concepts¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a randomized clinical trial, the video group scored significantly higher (p < 0.05) on the immediate post-assessment than the textbook group, with a regression coefficient of 5.825 points. → Jose J. Vazquez & Eric P. Chiang 2016

Evidence¶

Jose J. Vazquez & Eric P. Chiang 2016¶

Jose J. Vazquez & Eric P. Chiang. (2016). Preparing Students For Class: A Clinical Trial Testing The Efficacy Between Multimedia Pre-lectures And Textbooks in an Economics Course. Journal of College Teaching & Learning, 13(2). https://eric.ed.gov/?id=EJ1095763

q3 · i? · causal · r2

OLS regression (Model 1, n = 82) on the immediate post-assessment of 48 multiple choice questions, with video-group dummy, ACT score, and demographics as controls. The Group coefficient was 5.825 (SE 2.768), significant at p < 0.05, described as "statistically significant at the 0.05 level".

"Holding all other variables constant, students in the study (video) group on average scored almost 6 points higher on the assessment quiz than students in the control (textbook) group. These results are statistically significant at the 0.05 level."

Discussion¶

Related Claims¶

• The video-group advantage grew to almost 8 points on a retention assessment taken two weeks later — related
• The benefit of multimedia pre-lectures depends on cognitive level of the question, largest for understanding (Level-2) and analyzing (Level-4) — a narrower finding that bears on this claim
• Video-group students self-reported better understanding of the material than textbook-group students (44% vs 36% felt they understood well or very well) — related