Impact of YouTube Homework Problems on Students’ Learning Attitudes

Authors

  • Uchenna Asogwa University of Toledo
  • T Ryan Duckett Acumen Research and Evaluation
  • Gale Mentzer Acumen Research and Evaluation
  • Matthew W Liberatore University of Toledo https://orcid.org/0000-0002-5495-7145

DOI:

https://doi.org/10.18260/2-1-370.660-126292

Abstract

The impact of solving novel video-inspired homework problems on learning attitudes toward chemical engineering was examined at beginning and end of an undergraduate material and energy balances course using a modified Colorado Learning Attitudes about Science Survey instrument. Mean overall attitude of participants improved by a normalized gain factor of 14% with a small effect size (Hedge’s g = 0.28). Improvement was most prominent in attitudes towards personal interest and relation to the real world.

Author Biographies

Uchenna Asogwa, University of Toledo

Uchenna Asogwa is a Ph.D. student in Chemical Engineering at the University of Toledo. His current research involves reverse engineering online videos, the rheology of complex fluids, and fuel cell membranes.

T Ryan Duckett, Acumen Research and Evaluation

T. Ryan Duckett is a research associate with Acumen Research and Evaluation, LLC., a program evaluation and grant writing company that specializes in STEM and early childhood education. He is a PhD student in the Research and Measurement department at the University of Toledo.

Gale Mentzer, Acumen Research and Evaluation

Gale A. Mentzer, PhD, the owner and director of Acumen Research and Evaluation, LLC, has been a professional program evaluator since 1998. She holds a PhD in Educational Research and Measurement from The University of Toledo and a Master of Arts in English Literature and Language—a unique combination of specializations that melds quantitative and qualitative methodologies. She has extensive experience in the evaluation of projects focused on STEM education including evaluations of several multi-million dollar federally funded projects.

Matthew W Liberatore, University of Toledo

Matthew W. Liberatore is a Professor of Chemical Engineering at the University of Toledo. He earned a BS degree from the University of Illinois at Chicago and MS and PhD degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. His current research involves the rheology of complex fluids as well as active learning, reverse engineering online videos, and interactive textbooks. His website is http://www.utoledo.edu/engineering/chemical-engineering/liberatore/

Downloads

Published

2021-05-12

Issue

Ahead of Print (Articles ASAP)

Section

Manuscripts