Abstract
The postsecondary Calculus series poses an ongoing challenge for students and instructors. With the rapid growth of STEM careers and the traditional role of calculus as a gatekeeper to higher mathematics, it is urgent that students develop a stronger skillset with regard to calculus topics. The current availability of technology allows instructors to offer interactive supplemental instructional materials outside of class time. In particular, worked examples have been shown to be an effective aid to student understanding. In this study the impact of video worked examples on student performance in a Calculus II class was assessed. The study examined the impact of viewing vs. not viewing the worked examples, as well as the timing of viewing the worked examples (either before or after lecture). T-tests indicate that there was no significant difference between students who watched the videos before or after lecture, but there was a significant difference between viewing vs. not viewing the videos.
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