Preliminary Study on the Performance of Two Chemistry Classes Subjected to Self-recorded Videos and Traditional Face-to-face Learning

Abstract

Nowadays, most of the educators in higher institutions adopt videos in their subjects as a powerful teaching tool. The educators integrate video into the teaching of analytical, instrumental and organic laboratory classes aside from other teaching tools such as case study and flipped classroom. The adoption of video as a teaching tool is inspired by their inability to apply it to the real-life owing to the ambiguity on the chemistry concepts among the undergraduate students. Also, it creates an active learning environment among the undergraduate students. Therefore, a preliminary study is conducted to compare the effect of self-recorded chemistry educational videos and the traditional face-to-face learning. The comparison is investigated on the performance of two classes of Chemistry students at INTI International University, by measuring the percent of correctness. In conclusion, based on the preliminary study, the use of self-recorded videos by the instructor is evidently enhance the performance of the class of students. Therefore, further research will be conducted to validate the hypothesis.