The Effects of Online Organic Chemistry Laboratory Videos on Students’ Perceptions and Intrinsic Motivation

Yujuan Liu

doi:10.31756/jrmste.435

Abstract

The purpose of this exploratory study is to investigate students’ use and perceptions of online videos and intrinsic motivation toward the online videos in an organic chemistry laboratory course, which used online videos to assist students’ preparation and learning in the lab. Students’ responses to an anonymous survey showed that they watched the online videos one or more times based on their available time. Descriptive statistics showed that students had positive perceptions about the effect of online videos in terms of their preparation of labs, understanding the concepts, doing hands-on activities, and other aspects in the lab, which were consistent with their written comments. 44% of students showed positive intrinsic motivation toward the online videos according to items based on self-determination theory. Correlation results showed that the effect subscales were strongly related to each other, and students’ intrinsic motivation was significantly and positively related to students’ perceived effect of the online videos on their understanding and preparation with medium to large effect sizes. Inferential tests showed that students who had a positive perception of intrinsic motivation scored significantly higher on the understanding subscale with a medium to large effect size. The findings in this study suggest the online organic chemistry laboratory videos have significant potential to improve students learning and it is important to stimulate student intrinsic motivation toward the online videos which will help students benefits more from the effects of the online videos.

Highlights

IntroductionChemistry laboratory work is considered a vital component of the chemistry curriculum and it plays an important role in student learning (Bruck et al, 2010; Burrows et al, 2017; Elliott et al, 2008; Johnstone & Al-Shuaili, 2001; Reid & Shah, 2007)
The instructor who taught the organic chemistry laboratory course reported that students performed better in the lab after online videos were provided and assigned to them in 2018 Spring compared with the previous semester (2017 Fall) when online videos were not provided to students
The purpose of the present study is to explore the students’ perceptions of online videos and intrinsic motivation in an organic chemistry laboratory course where online videos were assigned to students as part of the pre-lab assignments

Summary

Introduction

Chemistry laboratory work is considered a vital component of the chemistry curriculum and it plays an important role in student learning (Bruck et al, 2010; Burrows et al, 2017; Elliott et al, 2008; Johnstone & Al-Shuaili, 2001; Reid & Shah, 2007). Pre-laboratory preparation is considered important for laboratory education (Johnstone & Al-Shuaili, 2001). Appropriate pre-laboratory preparation could be challenging for students. Online prelab videos, which may include a brief introduction to the experiment, a short review of related theory and concepts, demonstrations of equipment and techniques, and reminding of safety issues, have been used in many undergraduate labs (Stieff et al, 2018). Research has shown that online videos have positive effects on student preparations

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