SERVING ELEMENTARY STUDENTS' INSTRUCTIONAL NEEDS WITH
VIDEO TUTORIALS

Kenneth David Beck
B.G.S., Simon Fraser University, 1987

PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
IN
MULITDISCIPLINARY LEADERSHIP

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
May 2012
© K. David Beck, 2012

UNWERSITYofNORTHERN
BRITISH COLUMBIA
UBRARY
Prince George, B.C.

I

Abstract

In grade 4-7 computer skills classes, screencasts were used to study how
learner needs for assistance were served by video-tutorials in which learners
could control the pacing and sequence of instruction. This study measured and
compared the number of student requests for assistance during video-tutorial
and teacher-led lessons, their performance on posttests following both methods
of lesson delivery, and their attitudes and perceptions of their experiences of
learning with video tutorials. When they were using video tutorials, controlling the
pace and sequence of instruction in accordance with their own preferences,
learners worked more independently and requested less support from the
teacher or peers than they did during teacher-led lessons. Video-led groups
outperformed teacher-led groups on posttests in this study. Student survey
responses indicated that most students utilized the ability to pause and replay
segments of the lesson; preferred video-led lessons over teacher-led lessons;
and reported that video-led lessons made learning easier than it was during
teacher-led lessons.

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TABLE OF CONTENTS

Abstract. ......................................................................... .... .......................... ii
Table of Contents ................................ ............................................. ............ iii
List of Tables .................... ............................................................................ v
Acknowledgements ...................................................................................... vi
Chapter
1. Introduction ................. .................................................................. 1
Significance of the Project ...................................................... 2
Background of the Project .. .................................................... 4
2. Literature Review .......................................................................... 10
Flexible Learning Time ................. .......................................... 11
Student Preferences ............................................................... 12
Learner Control. ... ................................................................... 13
Achievement ..... .. .................................................................... 16
Learner Control and Cognitive Load ....................................... 17
3. Method .......................................................................................... 22
Inquiry Question ..................................................................... 22
Procedures .... .. .. ..................................................................... 22
Participants ............................................................................. 22
Delivery of Lessons ................................................................ 23
Data collection ..................... .... ............................................... 23
Data Analysis ............................... .......................... ................. 24
4. Results

..................................................................................... 26
~.:

iii

.

Help Requests ............................... .. ............................ ........... 26
Help Time ............................................................................... 29
Achievement ........................................................................... 30
Student Survey Results .......................................................... 33
5. Discussion ..................................................................................... 37
Limitations ............................................................. .... ... .......... 38
Implications for Practice ......................................................... 39
Implications for Future Research ............................................ 42
References ...... .................................................................. ......... ............... ... 44
Appendices .................................................................................................. 47
Appendix A Parental Consent Information Letter ............................ 47
Appendix B Informed Consent Form for Study Participants ............ 48
Appendix C Pretest and Posttest Skills ........................................... 51
Appendix D Student Survey ...................... ...................................... 56
Appendix E Word processing 2 Test (Working File) ........................ 59
Appendix F Word processing 2 Test (Completed) .......................... 60
Appendix G Word processing 3 Test (Working File) ........................ 61
Appendix H Word processing 3 Test (Completed) .......................... 62
Appendix I

Excel 2 Test .... .. .................... ....................................... 63

Appendix J

Completed Excel 2 Test ...... .. ....... ................................ 64

iv

List of Tables

Table

Page

1.

Summary of Help Request Data ............................................................. 27

2.

Student Help Requests of Teacher: Means for All Groups ..................... 28

3.

Peer Help Requests During Teacher-Led and Video-Led Lessons ........ 29

4.

Teacher Help Time During Teacher-Led and Video-Led Lessons ......... 31

5.

Pretest and Posttest Means for Teacher-Led Lessons ........................... 32

6.

Pretest and Posttest Means for Video-Led Lessons .............................. 33

7.

Student SuNey Results .......................................................................... 35

v

Acknowledgements

I would like to thank the students who participated in this study and the
parents and guardians of those participants for providing parental consent for this
study. I am grateful to Mrs. Charlene Seguin (Superintendent, School District 91 ),
Mrs. Lisa Ketlo (Principal, William Konkin Elementary School), and the Board of
Trustees of School District 91 for their approval of this project.
Throughout the development this research project and the writing of this
report, I am grateful for the advice and support from members of my Master of
Education Project Supervisory Committee. I would like to thank Dr. Peter
MacMillan and Mr. Grant Potter for their suggestions and feedback as members
of the supervisory committee. I am particularly grateful for the advice, feedback,
and support of Dr. Bryan Hartman, my supervisor, who has guided me from the
initial research proposal stage through to the completion of this research report.

vi

Chapter 1
Introduction
In this project I created video tutorials (screencasts) of computer skills lessons for
grade 4 to 7 students. Screencasts are digital recordings of computer screen
output. Screencasts are also referred to as video screen captures. Screencasts
can record a teacher's computer screen output and audio explanations thereby
capturing the lesson that the teacher provides using the computer. In grade 4 to
7 computer skills classes, screencasts were used to determine whether learner
needs for assistance can be better served by video-tutorials that permit learners
to control the pacing and sequence of instruction or by teacher-led lessons where
instructions and demonstrations are provided for the entire class. Both teacherled and video-supported lessons were supplemented by individualized help as
needed. In order to determine if self-paced video-tutorials help to meet students'
needs for assistance, this study measured and compared the number of student
requests for assistance during video-tutorial and teacher-led lessons. Learners
were also surveyed to determine: (a) whether they like or dislike using videotutorial lessons, (b) whether video-tutorial lessons make learning easier or more
difficult, (c) whether they believe that they required more or less assistance
during video tutorials, and (d) whether or not they utilized the options of reviewing
or pausing segments of the video tutorials. In addition, the survey concluded with
three open-ended questions that asked students to report what they liked and
disliked about using video-tutorial lessons and invited them to provide any
additional comments.
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Significance of the Project
In our school, as in many schools, student abilities and needs are
becoming more diverse. At the same time, our education system is transitioning
from a "sorting" model (where instruction was delivered to whole groups and
students were graded on the degree to which they mastered the content) to a
"learning" model where instruction and learning time may be varied in
accordance with student needs to ensure appropriate levels of success for all
learners. To facilitate learning and success for all students, it is necessary to find
effective methods of meeting their individual needs for instruction and support.
Video-tutorials and screencasting are utilized frequently in post-secondary and
distance-learning courses. They provide advantages such as enabling
asynchronous and non-linear paths of instructional delivery which permit the
pacing and sequence of instruction to be controlled by the learners in order to
suit their individual needs. It would be useful to know if video lessons can be
effectively utilized to serve diverse learning needs at the elementary school level.
I conducted an extensive search for research concerning the use of video
tutorials for instruction of elementary school students. The search was
unsuccessful. Research reports on the use of video tutorials for instruction of
elementary school students were not found. Future research in this area could
provide important information for elementary school educators.
With the proliferation of multi-media technologies such as digital tablets
and other personal devices (laptops, cell phones, iPods, and mp3/mp4 players)
that can present images, audio recordings, and video recordings, many new

2

possibilities are arising for instructional delivery and student learning. It is
becoming a practical possibility to replay a teacher's lessons, explanations, or
demonstrations and even to pause, rewind, and review specific segments as
needed for greater understanding and deeper learning. Moreover, with recorded
lessons, students who are absent or learning from a remote location are able to
access and benefit from the lessons. The potential for recorded lessons to
support the diverse needs of individual students simultaneously may help
teachers improve the level of inclusive education they can provide for the
students in their care. If video lessons enable many students to be replaying
different aspects of the lesson simultaneously, each according to his or her
individual needs, teachers and teacher aides can be freed up with more time to
provide extended support to students who need it.
At the elementary school level, it is uncommon for teachers to use
recordings of their lessons to facilitate and enhance learning. This study will
provide some information about the effectiveness of supplementing instruction
with video tutorials. If the study shows that video tutorials are useful for delivering
instruction to elementary school students, then elementary school teachers may
be encouraged to utilize this instructional technology in their own practice. Video
lessons may become a tool that could help educators to provide increased
amounts of inclusive education that improves success for their students.
Video lessons can be viewed with many of the current technologies
ranging from small mp3/mp4 players and digital tablets up to computers attached
to any size of display or projector. Aside from the learning and pedagogical

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benefits, we may increase the interest and engagement of our students in
learning by utilizing the technological tools that their generation likes to use.
In summary, this project is important because recorded video lessons are
becoming more accessible and easier for teachers to create themselves. It is
important to understand how video instruction may be effectively utilized to
support learning and to enhance instruction with elementary school age learners.
Video lessons have the potential of helping educators to meet the individual
needs of diverse learners and provide all learners with control over the pacing of
the instruction to suit their individual needs. An additional benefit may be the
utilization of technologies that are familiar and preferred by the current
generation.
Background of the Project
For part of my teaching assignment, I teach computer skills to students in
grades 4 through 7. The development of computer skills is integrated with
content area assignments that supplement curricular goals in language arts,
social studies, science, and mathematics. Students are keen to use computers
for learning tasks but they may encounter problems in learning and mastering the
technical skills required to complete their assignments successfully. As a
teacher of computer skills, I encounter various challenges in facilitating the
progress of students through these lessons in an efficient manner that provides
appropriate pacing of learning and instruction for all learners.
First, lessons can be complex in that students may be working to master
both the content and the technical computer skills simultaneously. The students

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we teach present a wide range and diversity of knowledge and abilities from
many years below grade-level to skills well beyond grade-level. The technical
computer skills in the assignments often require multiple steps and tasks that
present a challenge to the teacher trying to lead students with diverse needs as a
group. As a result, students require variations in pacing, repeated
demonstrations, and different degrees of guided practice to gain proficiency and
complete learning tasks. Moreover, there are great variations in attention,
concentration, understanding, and retention of instructions. For these reasons, it
is challenging in this context to keep the whole class progressing through the
lesson. Typically, some students are waiting for feedback or further instructions
before they can proceed while other students are "stuck" and waiting for help to
complete the tasks on which they are working. In order to keep students with
varied levels of ability progressing through the assignments, I find that I inevitably
need to provide instruction in turn to numerous different subgroups within the
class. While I am demonstrating to one group, the progress of others may be
limited. I find that as the lesson progresses, the students in subgroups become
even more widely dispersed along the continuum toward task completion with
increasing numbers of students needing individualized assistance. As this
occurs, I am less able to meet all their needs in a timely manner and larger
numbers of students are held back while waiting for assistance before they can
continue. I often wish I could be in multiple places simultaneously so that I could
help many students with differing needs at once. Naturally, this has inspired me
to explore various strategies for delivering lessons and managing student

5

learning in order to accommodate better their diverse needs and improve the
efficiency of the lesson.
Prior to the current study, I have been employing various strategies to
address diverse needs for support and improve student success. To facilitate
independence, I have provided detailed step-by-step instructions for students.
These have been projected on a classroom screen, printed as a handout, or
made available as a word processing file that students could open on their
computer screens and refer to while working on their assignments. This
instruction supplement enables some learners to become increasingly
independent. However, I found that others did not like to use the detailed
instructions because the instructions lacked visuals and many students that I
teach have decoding and comprehension difficulties. I also find it timeconsuming to prepare such detailed instructions. Some procedures that are more
effectively demonstrated than described are difficult to prepare.
A second strategy that I employ to keep more students progressing
through lessons is to teach to subgroups. I have approached subgroups in two
different ways: (1) naturally occurring groups and (2) pre-established groups. As
students proceed through their assigned computer skills activities, they naturally
encounter differing challenges and progress at different rates, thereby separating
themselves into natural subgroups. As needs arise, I call students at a specific
stage, or with a specific need, to attend to the projected image on my screen as I
demonstrate or discuss what they need to know in order to continue. Subgroups
in this case are always fluid and changing based on the students' progress and

6

needs. It can sometimes be a challenge to strike a balance between meeting
individual needs and various subgroup needs when this is combined with the
need to keep all the students progressing efficiently through the assignments.
When needs are diverse, productivity declines as students wait their turn for the
assistance they require. Teaching subgroups in turn can be a useful strategy if
the needs of individuals and groups do not become too great.
For complex lessons, I have used pre-established subgroups and
staggered the instruction for each group. For example, while one group is
receiving instruction the other groups are working on independent activities that
do not require teacher support; such as, keyboarding, math drills, or vocabulary
practice. This works well by reducing the number of students that require
assistance at a given time, thereby enabling better support to those who need it.
Disadvantages of this approach are that it requires repeating the lesson in turn
for each group; it takes longer to complete the lesson cycle for all groups; and it
can complicate tracking, managing, and synchronizing the progress of the
different groups.
In order to enable more students to receive individual help as they need it,
I sometimes encourage students who are proficient in the skill to assist their
peers. This has often been helpful in reinforcing mastery of computer skills and is
most effective with older students. However, with younger students there are
great variations in helpfulness. Some are more able and willing to help than are
others, and some have the tendency to rescue their peers by doing the work or
thinking for them rather than 'teaching' them to do it.

7

Another strategy I have used in place of, or as a supplement to, written
and oral instructions are screenshots of activities on the screen. These are most
helpful when it is more efficient to show visually rich information than to describe
it in words. Depending on the activity, a series of screenshots can be timeconsuming to create and annotate prior to each lesson. Also, because
screenshots are static graphic captures of the screen, they are not very helpful to
portray actions and procedures that involve motion.
In summary, to improve success for all learners in computer skills classes,
I provide individual assistance, teach to subgroups based on instructional needs,
and provide supports such as detailed step-by-step instruction, peer assistance,
and annotated screenshots to facilitate understanding. Although each of these
strategies is helpful to some degree they do not adequately address the needs of
individual students to work through tasks at a pace that is comfortable for them
and still get support when they need it.
Occasionally, in preparing lessons for substitute teachers to deliver, I have
created screen-recordings of my demonstrations accompanied by audio narration
rather than writing many pages of detailed instructions. These recordings have
enabled lessons to proceed even though I was not present. The students have
been able to listen to my instructions and view the demonstrations that I would
have given if I had been there leading the lesson. The substitute teacher did not
have to be proficient in the computer skills being explained because the skills
were explained and demonstrated fully for students on the video. This method of
providing instruction led me to thinking about the potential of using screen-

8

recordings within my regular classes to clone my lessons virtually so that
students could view them on their own and not need to wait for me to get to them
to repeat a procedure or clarify something that they did not catch in the initial
instructions. As a result I became interested in recording video lessons or
screencasts of my lessons to help my students. I reasoned that the ability to
pause my instructions or repeat them as necessary might improve student
understanding and would reduce the amount of individualized assistance they
would need from the teacher.

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CHAPTER 2
Literature Review

I have searched the relevant literature for information about screencasting,
podcasting, lecture capture, and video tutorials to learn about some of the
benefits and drawbacks of utilizing video tutorials for supporting students'
learning needs. Information about screencasts is becoming more prevalent as
institutions are now distributing learning via the Internet. Much of the literature
that one finds on screencasting is on the Internet in the form of blogs, electronic
magazines, or journal articles that extol the potential of these technologies but
fail to provide research-based evidence to support their claims. Scholarly
research reports about the use of video tutorials or screencasts are not yet very
prevalent. As the use of educational technologies increases, we can expect that
in coming years scholarly studies on the benefits and limitations of these new
forms of instructional delivery will increase. Intuitively one can understand the
potential of screencasting but it will be important to determine that this medium of
instructional delivery is actually as beneficial as proponents claim. Most of the
relevant literature that I will discuss focuses on the use of screencasts/video
tutorials for distance learning, post-secondary and adult training. I was unable to
locate research on the use of screencasting with younger, elementary school
students. Nevertheless, in examining the principles that apply to the use of video
tutorials with older learners, we can make some inferences about their
application with elementary students.

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The literature uses terms such as screencasts, podcasts, lecture capture,
and video tutorials interchangeably to refer to recorded lessons containing both
video and audio components that can be accessed on the computer. Below I will
outline some of the potential benefits of screencasting and then discuss what
could be found in the research, particularly as it is relevant to the question of
providing learners with control of the pacing and path of instruction.
Flexible Learning Time
In contrast to traditional teacher-led delivery of instruction, the use of video
tutorials enables lessons and demonstrations to be archived so that they can be
used anywhere and anytime. Moreover they can be accessed by more learners
than merely those in attendance during a live lesson delivered by the teacher.
For instance, Sal Khan has established Khan Academy, a website, which
includes a free online archive of over 1800 video tutorials that are viewed by over
a million users per month (Barseghian, 201 0). Khan Academy video tutorials
have enabled one instructor to instruct a global audience of learners to master
concepts in a variety of subject areas. This has been particularly valuable to
students throughout the world in places where there is no other access to a
suitable tutor or teacher.
Screencasting and video instruction support the "flipped classroom"
approach to instruction. Martin (2011) describes the flipped classroom or reverse
instruction approach in one of his posts.
"Flip your instruction so that students watch and listen to your
lectures ... for homework, and then use your precious class-time for what
previously, often, was done in homework: tackling difficult problems,
working in groups, researching, collaborating, crafting, and creating.
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Classrooms become laboratories or studios, and yet content delivery is
preserved." (Martin, 2011, para. 8)
Fulton (2012) reports that teachers claim numerous benefits of a flipped
classroom approach. It preserves valuable class time. It can save time
presenting instructional content as students listen to the teacher's lectures at
their own pace without distractions and interruptions that may occur in class. In a
flipped classroom the teacher is working with the students while they are doing
their work. This prevents situations where they may be stuck at home without
support and provides teachers with greater insights into how each student is
learning. Video instruction accessible from home can also facilitate parental
involvement by providing parents a way to see what the students are learning
(Fulton, 2012). Video instruction provides teachers and learners with greater
flexibility with regard to the time that instruction is delivered to the learners.

Student Preferences
In discussing studies of the effective use of lecture capture technology
and the delivery of lectures as audio and video podcasts, Zhu and Bergom
(201 0) note that "students report that they appreciate the flexibility of accessing
podcasts anywhere and anytime" (p. 2). Survey results indicate that the majority
of undergraduate students prefer classes that offer captured lecture podcasts
over those that do not. Students indicated that flexibility, convenience, and
positive impacts on learning such as improved retention and test scores were
benefits of using recorded lectures (Veeramani & Bradley, 2008).
Cooper (2001) compared online and traditional computer applications
classes and found that "over 80% of the students stated that online classes
12

enabled them to better manage work and school, and they liked being able to
learn at a self-directed pace" (p. 52). Those positive attitudes of students
towards video tutorial/lectures represent general attitudes of adult learners.
Studies of younger students are needed to determine if elementary school age
children hold similar attitudes towards video tutorial learning and being able to
learn at a self-directed pace.
Learner Control
In teacher-led lessons, the path, sequence, and pacing of the lessons are
generally controlled by the instructor in accordance with the overall needs of the
group. If the pace of instruction is too fast or a student needs more time to
review a concept, it may not always be practical for the instructor to slow down,
pause, or review concepts to accommodate those individual needs. Some of the
research on the effectiveness of video tutorials focuses on the effects of
providing learners with control over the instructional delivery. Williams (1996)
defines learner control as 'instructional designs where learners make their own
decisions concerning the aspects of the path, flow, or events of instruction' (p.
957). Milheim and Martin (1991) report that the video tutorial is a useful medium
of instructional delivery because it can be designed to provide learners with
varied degrees of control over the content, sequence, and pacing of lessons.
Oud (2009) reports that screencasts are useful because students can start, stop,
pause, fast forward, skip, or review segments of the lesson in accordance with
their needs or preferences. "With videos, learners can watch on their own time,
and pause and repeat information until they absorb the subject matter'' (Khan,

13

201 0).

Learning may be improved when learners can adjust the pace of

instruction to suit their individual needs.
Studies show that multimedia lessons are more effective when learners
are able to control the pace of the lessons (Betrancourt, 2005). Control over the
pacing of animated sequences, pausing and continuing as needed, helps the
learner to have time to process information according to their own needs and
helps to prevent perceptual and conceptual overload (Mayer & Chandler, 2001 ).
Kruse (2002) has reported that self-pacing in e-learning contexts reduces stress
and increases student satisfaction. Also, students at the University of Michigan
have reported that screencasts are helpful for clarifying misunderstandings
(Pinder-Grover, Green, & Millunchick, 2011 ). Furthermore, students who viewed
video lectures tended to rewind the video to repeat sections they were having
difficulty understanding (Dey, Burn, & Gerdes, 2009).
Thomerson (2006) studied differences between computer assisted
instruction (CAl) video lesson formats that students view individually and
traditional teacher-led on-screen lessons (e.g. projected with an LCD projector)
done together as a class. Students showed a slight preference for video lesson
formats over traditional class lessons. Although traditional lesson delivery was
the less popular format, Thomerson reports that most students did not want 100
percent CAl video lessons either. Instead, students preferred a combination. In
reporting respondents' preferences for CAl video lessons, the ability to review
work (87%), work at one's own pace (89%), and pause instruction (85%) were
highly valued aspects of CAl video lessons. Forty-three percent identified the

14

lack of live instruction as a disadvantage of CAl video lessons. Fifty-nine percent
of respondents considered live instruction to be an advantage of traditional
instruction and 80% indicated that the ability to ask questions was also
advantageous. As for the disadvantages of traditional instruction compared to
CAl video lessons, 57% considered the need to stay in "lock step" with the group
was disadvantageous, 74% felt that the traditional approach was more time
consuming, and 54% considered the inability to pause to take notes was also a
disadvantage.
Drawing from his experience at Khan Academy, Khan (201 0) suggests
that video lessons are helpful in that they enable individual students to be able to
focus on exactly what they need to know without feeling embarrassed about their
need to fill in gaps in understanding. He suggests that in a traditional teacher-led
lesson the "majority of students are too self-conscious or considerate of their
peer's time to raise their hands." He goes on to state that many students are
reluctant to derail the instructor's pacing to ask a question that may be relevant
only to them alone or to a small minority of the class. Khan points out that
utilizing video lessons in the classroom actually frees the professor to engage
more effectively in problem-solving interactions in the classroom.

15

I

Achievement

To this point we have mostly considered information in the literature about
video tutorials from a user experience and learner perspective. Next we will
examine the effectiveness of video tutorials from the perspective of learning
outcomes. It is difficult to find conclusive evidence to determine whether video
lessons are generally effective or ineffective in facilitating learning. The research
spans the spectrum from less effective, to neither more nor less effective, to
more effective than traditional instruction. Video tutorials are a relatively new
method of instructional delivery so it is an area that requires more study.
Moreover, research to date has varied widely in focus and context which makes it
difficult to make inferences or generalizations that apply to video instruction in the
classroom setting with grade 4 to 7 students.
Oud (2009) points out that while media tutorials such as screencasts have
potential for being effective tools for delivering instruction; the use of them does
not guarantee success. As an example, she refers to research by Rice et al.
(2005) that found no relation between the technology or tool used and success at
teaching or learning (p.165). In a study of information literacy instruction,
Anderson and May (201 0) found that face-to-face, blended, and online learning
instructional formats show no significant differences in retention of information
literacy skills among learners. This would support the notion that, if effective
instructional strategies are implemented, students can be equally successful in
traditional or technology-mediated contexts.

16

Learner Control and Cognitive Load
To understand better how to realize the benefits of video tutorial
instruction, researchers have examined the combined effects of learner control
and cognitive load. Learner control theory suggests that students achieve better
performance because of higher degrees of learner control over the path and
pace of learning (Chou & Liu, 2005).
Prior to using multimedia forms of lesson presentation, it is important to
ask whether it is needed. Betrancourt (2005) reports that:
Multimedia, screencasts, and other types of animated media put high
demands on short-term memory, since a lot of information (text, graphics,
audio, motion) needs to be processed simultaneously. This means that it
can be difficult for people to process information effectively from
multimedia (Oud, 2009, p.165).
According to cognitive load theory, short term or working memory has a limited
capacity for handling information at one time (Nguyen & Clark, 2005). For
example, Clark and Lyons (2004) have found that at times static labeled visuals
can be as effective as or more effective than screencasts with motion because
sometimes static visuals can place fewer demands on a learner's working
memory. This is an important consideration for anyone utilizing video tutorials.
What can be done if lessons are too information-rich for learners to absorb
at once? One solution that is easily accommodated with video tutorials is to
segment the information. Research by Mayer and Chandler (2001) has shown
that learners can be successful if cognitive load is managed by segmenting the
learning into meaningful chunks or by enabling individual learners to have control

17

so they can view segments as needed by being able to pause and play segments
in accordance with their needs.
Hasler, Kersten, and Sweller (2007) studied the effect of learner-controlled
pacing on cognitive load and performance when using instructional animations.
It was found that learner-paced groups performed higher on post-tests and with a
relatively lower cognitive load than did system-paced groups (p.713). Based on
their research , Hasler et al., conclude: "Learner control, either in the form of predefined segments or by allowing the learners to pause the animation at any time,
should be integrated in educational animation in order to improve instructional
efficiency" (p. 725). Moreno (2007), citing Kettanurak et al. (2001 ), states that
"evidence suggests that novice learners do not seem to monitor the control of
animations." Thus, for younger learners it may be helpful to establish
predetermined segments for video lessons so that students can use their own
discretion to pause/segment instruction as needed and if they do not do so, then
the instruction will be presented in natural segments predetermined by the
teacher for effective learning.
Lusk et al., (2008) examined the effects of working memory capacity
(WMC) and segmentation in multimedia learning environments. They found that
individuals with lower working memory capacity were at a disadvantage in some
multimedia environments. What is interesting to note about their research is that
"results also indicate that using segmentation benefits low WMC individuals to
the point where low WMC and high WMC individuals perform equally in
multimedia instructional environments that use segmentation" (p. 649). This is

18

an important finding -that segmentation enables low WMC learners to be able to
manage their cognitive load in a way that enables them to be as successful as
learners with higher WMC. Thus, well-implemented video tutorials can be
important tools in providing inclusive instruction that ensures success for all
learners.
The advantages of learner control of instructional pace depend upon the
learners making choices that benefit their learning. It is possible that students
may consciously choose to skip or gloss over some sections to their detriment.
Other students may overestimate their understanding or proficiency with the
content and not devote enough concentration to particular sections. In reference
to research by previous investigators, Chou and Liu (2005) conclude that "since
individuals differ in their ability to make appropriate learning and instructing
decisions, some learners may view less material and skip important instructional
components because of the overestimation of their ability" (p. 66). Thus, learner
choices can affect the effectiveness of learning. Chou and Liu (2005) found that:
... students learning basic IT skills in TVLEs [technology-mediated virtual
learning environments] have better learning effectiveness than their
counterparts in traditional classrooms.[ ... ] Because TVLEs provide a high
level of learner control, coupled with aids for self-monitoring of progress,
the students in the TVLEs outperform their counterparts in the traditional
environment. Subjects in TVLEs reported higher levels of satisfaction
than their counterparts in the traditional environment. (p. 74)
When learners monitor their progress and take control of the pacing of instruction
they can improve their learning.
Kalyuga, Chandler, and Sweller (1999) present research showing that
when using multimedia tutorials one must be aware that higher demands on

19

cognitive load may be caused by a split-attention effect. An example that splits
attention would be when distracting events or text annotations appear on the
screen while the student is watching the demonstration and listening to the audio
instructions. While a student is watching actions on the screen , an audio
narrative would be better than text annotations which might compete with the
actions or audio narrative for learner attention. Helping the learner to focus on
what is important is helpful. Within complex screen animations, it is important to
avoid a split-attention effect which can easily happen when redundant
information is presented in a way that splits the viewer's attention and increases
his or her cognitive load (Kalyuga et al., 1999). Ayres and Paas (2007) report
that extraneous cognitive load can be reduced for learners when appropriate
annotations, visual cues, or verbal cues are used to focus learner attention on
salient aspects within complex animations (p. 697). Software, such as Camtasia
Studio and Abobe Captivate, allow the editing of video tutorials after recording to
insert such cues that help to focus attention.
The research shows that students prefer video tutorial lessons when there
is no need to ask questions or interact with peers. Video tutorials can facilitate
learning by allowing learners to manage and reduce cognitive load and demands
on working memory. Video tutorials increase student satisfaction and selfefficacy if the students can control the pacing and view segments in a non-linear
manner if needed to clarify understanding and achieve mastery. Given the lack
of research on the use of video tutorials in regular classrooms at the elementary

20

school level, it is important to study the benefits and limitations of using
screencasts with younger learners.

21

Chapter 3
Method
Inquiry Question
Will the use of pre-recorded video lessons effectively satisfy the needs of
individual students for differentiated pacing and instructional support in grade 4-7
computer skills classes?

Procedures
In preparation for this study, computer skills lessons were recorded using
Camtasia Studio software. Videos included all the on-screen demonstrations of
teacher-led sessions along with accompanying audio commentary. Lessons
were created in segments by specific task or topic so that students were easily
able to select specific segments from a playlist to view or review them as
necessary. Prior to introducing the first lesson, students were shown how to
select video segments for viewing; how to stop, pause, skip forward or back,
resume, or replay portions if they would like to control the segments they view.
Teacher-led and video-tutorial lessons were delivered to classes in a rotation that
ensured that all classes experienced the same number of teacher-led and videoled lessons. Data were gathered to determine the effectiveness of using video
tutorials to support students' needs for pacing and support.

Participants
Participants in this project included students from a grade 4/5 class, and two
grade 6/7 classes at William Konkin Elementary School in Burns Lake, B.C. All
students in these classes received the video-tutorial and teacher-led lessons that

22

were observed in this project. These lessons were part of the regular school
program. Parental consent for the inclusion of student data in the study was
obtained by means of an information letter and consent form that were sent to
the parentis of each student (see Appendix A and Appendix B, respectively).
Delivery of Lessons
To assess the potential value of video lessons for meeting individual
needs for instruction and pacing, students received computer-skills lessons
presented by two different delivery methods:
•

Delivery Method 1 The teacher delivered the lesson and controlled the
pacing of instruction in accordance with the observed needs of the
class. The teacher provided assistance to students as they requested
help.

•

Delivery Method 2 Lessons were delivered by video tutorials (prerecorded by the teacher) in which each individual student was able to
control the pacing of instruction to suit his/her own individual needs.
The teacher provided assistance to students as they requested help.

Data Collection
Requests for teacher, educational assistant (EA), and peer support were
monitored and tallied. Inevitably students encountered technical problems with
some of the computers. Requests for support with technical issues such as
hardware, software, or connectivity issues were not included in the data. Only
requests for support related to the lessons were included. Data collection
included:
•
•
•
•

The ratio of help requests per students in regular teacher-led lessons.
The ratio of help requests per students in video-supported lessons.
The duration of teacher assistance provided.
A checklist to ensure that all tasks in the lessons were completed.

23

•
•

A record of the students' pre-test and post-test results on the skills taught
(Appendix C).
An anonymous survey (Appendix D) on which the students indicated:
o whether or not video-supported lessons made tasks/learning
easier.
o whether they required more or less teacher/teacher aid/peer help
using video-lessons.
o whether or not they liked using video-tutorials.
o whether or not they took advantage of the ability to review or pause
segments of the video.
o what they liked about video tutorials.
o what they did not like about video tutorials.
o any other comments they wished to make.

Data Analysis
For the purposes of this study, the identities of the classes and the students in
each class were protected by removing all their identifying names and replacing
them with identification numbers. The data were entered into spreadsheets to
facilitate analysis and enable the presentation of the data in tables and charts for
this final report. The data were analyzed to determine the impact of videotutorials in comparison to teacher-led lessons to answer the following questions:
•
•

Do video tutorials decrease students' needs for support during computer
skills lessons?
What differences are there in the degree of teacher time and assistance
required, and the achieved learning outcomes between video-tutorial and
teacher-led lessons?

Student responses on a survey (Appendix D) were analyzed to determine if there
are patterns in the responses of answers to questions such as:
•
•
•

Do students find it easier when they can control the pacing of instruction in
the video tutorials compared to the teacher-led lessons?
Do students like using video tutorials?
Do students perceive that they are more independent and require less
help when they are able to access the information via video-tutorials?

24

•
•
•
•
•
•
•

What proportions of students felt that using video tutorials made learning
easier?
What proportions of students felt that using video tutorials made learning
more difficult?
What proportion of students used the option to pause the instruction to
control the pacing of instruction?
What proportion of students used the option to replay segments of the
lesson?
What did students list as aspects they liked about video-tutorials?
What did students list as aspects they disliked about video-tutorials?
What other thoughts or opinions have the students expressed regarding
video-tutorial instruction?

25

Chapter 4
Results
In examining the usefulness of video-tutorials for meeting student needs, I
discuss the results of this study in four sections: Help Requests, Help time,
Achievement, and Student Survey Data.
Help Requests
To measure whether video tutorials were meeting student needs for
instructional support, data on the number of student requests for assistance from
the teacher and from peers was collected for both teacher-led and video-led
lessons. With regard to requests for teacher assistance, all three classroom
divisions showed fewer requests for assistance and a lower request per student
ratio during video-led lessons than during teacher-led lessons (Table 1). The
combined means for all three divisions show that teacher-led lessons averaged
0.84 requests per student while video-led lessons showed 0.39 requests per
student for teacher assistance (Table 2). At-test was conducted to compare
request per student ratios during video-led and teacher-led lessons. Using the
combined means for all three divisions there was a statistically significant
difference in the means for teacher-led lessons (M = 0.84, SD = 0.13) and videoled lessons (M = 0.39, SD = 0.15); t(11) = 7.94, p < .05. The value of Cohen's d,
3.35, is a large effect according to Cohen, who noted that "large" effects begin at
the value 0.8 (Cohen, 1988). These results support the conclusion that fewer
requests for teacher assistance were made by students using video-tutorials.

26

Table 1
Summary of Help Requests from Teacher Data

4/5A Requests for Help During Teacher-led and Video-led Lessons
Lesson Type
Lesson
Request
Ratio
Requests
Requesters
Students
Help time
(sec.)

TL
W2

VL
W3

TL
W4

VL
P3

TL
FA

VL
E2

TL
E3

VL
E4

TL
Mean

VL
Mean

0.69

0.21

0.72

0.55

1.00

0.42

0.89

0.30

0.83

0.37

11
7
16

4
3
19

13
8
18

11
9
20

19
12
19

8
7
19

17
12
19

6
5
20

15.0
9.8
18.0

7.3
6.0
19.5

247

130

265

318

591

193

521

143

406

196

6/7A Requests for Help During Teacher-led and Video-led Lessons
Lesson Type
Lesson
Request
Ratio
Requests
Requesters
Students
Help time
(sec.)

VL
W2

TL
W3

VL
W4

TL
P3

VL
FA

TL
E2

VL
E3

TL
E4

TL
Mean

VL
Mean

0.42

0.81

0.32

0.94

0.20

1.00

0.33

0.88

0.91

0.32

5
5
12

17
12
21

6
4
19

17
11
18

4
4
20

15
11
15

5
3
15

15
10
17

16.0
11.0
17.8

5.0
4.0
16.5

210

487

145

744

159

542

192

472

561

177

6/78 Requests for Help During Teacher-led and Video-led Lessons
Lesson Type
Lesson
Request
Ratio
Requests
Requesters
Students
Help time
(sec.)

TL
W2

VL
W3

TL
W4

VL
P3

TL
FA

VL
E2

TL
E3

VL
E4

TL
Mean

VL
Mean

0.63

0.24

0.95

0.67

0.72

0.59

0.82

0.44

0.78

0.48

10
8
16

4
3
17

18
10
19

12
6
18

13
12
18

10
5
17

14
8
17

8
6
18

13.8
9.5
17.5

8.5
5.0
17.5

256

125

498

389

483

276

367

222

401

253

Note: TL=Teacher-led, VL=Video-led, W=Word Processing, P=Power Point, FA=Power
Point Flip Animation, E=Excel Spreadsheet. Request Ratio is the ratio of help requests per
student.
27

Table 2

Student Help Requests of Teacher: Means for All Groups
Lesson Type
Request Ratio
Requests
Requesters
Students
Help time
(sec.)

Teacher-led
0.84
14.9
10.1
17.8

Video-Tutorial
0.39
6.9
5.0
17.8

456

209

Note: Students: n=61, Teacher-led lessons: n=12, Video-led lessons:
n=12 (4 teacher-led lessons and 4-video-tutoriallessons for each of 3
divisions=24 lessons in total).
At the end of each lesson students were asked to submit their tallies of
how many times they had requested and received assistance from classmates
during the lesson. During teacher-led lessons, students in all three divisions
relied more on peer than teacher help to complete their assignments. During
video tutorial lessons, students in each division requested less help from their
peers than they did during teacher-led lessons. The overall peer help request per
student ratio was 0.20 for video-led lessons and 0.62 during teacher-led lessons
(Table 3). A t-test was conducted to compare request per student ratios for peer
assistance during video-led and teacher-led lessons. Using the combined means
for all three divisions there was a statistically significant difference in the means
for teacher-led lessons (M = 0.62, SO = 0.27) and video-led lessons (M = 0.20,
SO= 0.13); t(11) = 4.36, p < 0.01. The value of Cohen's d, 2.07, is a large effect
(Cohen, 1988). These results support the observation that fewer requests for
assistance from peers were made by students using video-tutorials.

28

Table 3

Peer Help Requests During Teacher-Led and Video-Led Lessons
4/5A Reguests for Peer HeiQ
Lesson Type
Lesson
Peer Help
Students
Help/Student
Ratio

VL
M

0
20

TL
M
47
72

0.79

0.00

0.65

0.23

VL
M
11
66

VL
P3

TL
FA

VL
E2

TL
E3

VL
E4

6
19

TL
W4
13
18

8
20

9
19

4
19

15
19

0.32

0.72

0.40

0.47

0.21

TL
W2
10
16

VL
W3

0.63

18
78

6/7A Reguests for Peer HeiQ
Lesson Type
Lesson
Peer Help
Students
Help/Student
Ratio

VL
W2
2
12

TL
W3
12
21

VL
W4
4
19

TL
P3
7
18

VL
FA
2
20

TL
E2
19
15

VL
E3
3
15

TL
E4
3
17

TL
M
41
71

0.17

0.57

0.21

0.39

0.10

1.27

0.20

0.18

0.58

0.17

6/78 Reguests for Peer HeiQ
Lesson Type TL
Lesson
W2
Peer Help
7
16
Students
Help/Student
0.44
Ratio

VL
W3
2
17

TL
W4
10
19

VL
P3
8
18

TL
FA
12
18

VL
E2
3
17

TL
E3
13
17

VL
E4
1
18

TL
M
42
70

VL
M
14
70

0.12

0.53

0.44

0.67

0.18

0.76

0.06

0.60

0.20

Peer Help/Student Ratio

TL
0.62

VL
0.20

Note: TL= Teacher-led, VL=Video-led, W=Word Processing, M=Mean, P=Power Point,
FA=Power Point Flip Animation, E=Excel Spreadsheet. Help/Student Ratio is the ratio of
peer help requests per student.

Help Time
Data on the amount of help time provided to students during both teacherled and video-led lessons shows that students required more teacher help time
during teacher-led lessons and less teacher help time during video-led lessons
(see Table 4). Of the total help time provided, teacher-led lessons accounted for
29

69% whereas video-led lessons accounted for 31% of the help time (Table 4). A
t-test was conducted to compare teacher help time per student ratios during
video-led and teacher-led lessons. Using the combined means for all three
divisions there was a significant difference in the means for teacher-led lessons
(M = 25.65, SO= 8.17) and video-led lessons (M = 11.96, SO= 4.93); t(11) =
4.62, p < 0.05. The value of Cohen's d, 2.12, is a large effect. These results
support the conclusion that when students were using video tutorials they
completed their assignments with less assistance time from the teacher than
when they were in teacher-led lessons.
Achievement
Pretest and posttest results were collected for each class to measure
student achievement for both teacher-led (Table 5) and video-led lessons (Table
6). Descriptions of the specific word processing, Power Point, and spreadsheet
skills assessed are provided in Appendix C. Samples of word processing tests
are provided in Appendices E - H and samples of spreadsheet tests are
presented in Appendices I and J.
The means for performance on pretests prior to teacher-led and video-led
lessons were extremely similar, 0.23 and 0.22 respectively. Two sample t-tests
were conducted to compare the means of posttests during video-led and teacherled lessons. There is a statistically significant difference between teacher-led
lesson posttests (M = 0.87, SO= 0.03) and video-led lesson posttests (M = 0.91,
SO= 0.03); t(11) = 2.99, p < 0.05. The value of Cohen's d, 1.39, is a large effect
(Cohen, 1988). These results support the conclusion that students performed

30

better on posttests following video tutorial lessons than they did on the posttests
that followed teacher-led lessons in computer skills.

Table 4

Teacher Help Time During Teacher-Led and Video-Led Lessons
Division 4/5 A
Lesson
Help time (sec.)
Students
Division 6/7 A
Lesson
Help time (sec.)
Students
Division 6/7 B
Lesson
Help time (sec.)
Students

TL

VL

TL

VL

TL

W2
247
16

W3
130
19

W4
265
18

P3
318
20

FA
591
19

VL

TL

VL

TL

VL

W2
210
12

W3
487
21

W4
145
19

P3
744
18

FA
159
20

TL

VL

TL

VL

TL

W2
256
16

W3
125
17

W4
498
19

P3
389
18

FA
483
18

VL

TL

VL

E2
193
19

E3
521
19

E4
143
20

TL

VL

TL

TL
Total

VL
Total

TL
Total

VL
Total

TL
Total

VL
Total

TL

VL

1624 784
72
78
Help Time/Student 22.56 10.05
E2
542
15

E3
192
15

E4
472
17

VL

TL

VL

2245 706
71
66
Help Time/Student 31.62 10.70
E2
276
17

E3
367
17

E4
222
18

1604 1012
70
70
Help Time/Student 22.91 14.46

Total Time 5473 2502
% of Help Time 69% 31%
~ Time/Student 25.65 11.96
Note: TL=Teacher-led, VL=Video-led, W=Word Processing, P=Power Point, FA=Power Point Flip
Animation, E=Excel Spreadsheet. Help/Student Ratio is the ratio of peer help requests per student.

31

Table 5

Pretest and Posttest Means for Teacher-Led Lessons
4/5A
W2
W4
FA
E3

Pre
8.2
3.15
5.3
0

Max.
30
18
30
27

Post
27.7
16.15
25.5
23.75

Mean Scores
6/7A
W3
P3
E2
E4

Pre
5.33
7.81
8.38
0.00

Max.
18
18
30
24

Post
15.86
16.05
24.29
21.14

Mean Scores
6/78
W2
W4
FA
E3

Pre
14.6
6.4
7.2
1.65

Max.
30
18
30
27

Post
26.7
15.9
25.65
22.25

Mean Scores

Pre%
0.27
0.18
0.18
0.00
Pre%
0.16

Post%
0.92
0.90
0.85
0.88
Post%
0.89

Pre%
0.30
0.43
0.28
0.00
Pre%
0.25

Post%
0.88
0.89
0.81
0.88
Post%
0.87

Pre%
0.49
0.36
0.24
0.06
Pre%
0.29

Post%
0.89
0.88
0.86
0.82
Post%
0.86

0.23
0.87
Mean { All Classes}
Note: TL= Teacher-led, VL=Video-led, W=Word Processing,
P=Power Point, FA=Power Point Flip Animation, E=Excel
Spreadsheet. Max.=Maximum score possible, Pre=Pretest,
Post=Posttest. Students in each division: 4/5A (n=20),
6/7A (n=21), 6/78 (n=20).

32

Table 6
Pretest and Posttest Means for Video-Led Lessons
4/5A
W3
P3
E2
E4

Pre
3.85
1.55
6.00
0

Post
16.90
15.85
26.05
22.10

Max.
18
18
30
24

Mean Scores
6/7A
W2
W4
FA
E3

Pre
17.05
6.19
6.95
1.19

Max.
30
18
30
27

Post
28.48
16.81
27.71
23.95

Mean Scores
6/78
W3
P3
E2
E4

Pre
4.35
6.40
8.90
0.15

Post
16.30
16.40
25.25
21.60

Max.
18
18
30
24

Mean Scores

Pre%
0.21
0.09
0.20
0.00
Pre%
0.13

Post%
0.94
0.88
0.87
0.92
Post%
0.90

Pre%
0.57
0.34
0.23
0.04
Pre%
0.30

Post%
0.95
0.93
0.92
0.89
Post%
0.92

Pre%
0.24
0.36
0.30
0.01
Pre%
0.23

Post%
0.91
0.91
0.84
0.90
Post%
0.92

Mean % for All Classes
0.22
0.91
Note: TL=Teacher-led, VL=Video-led, W=Word Processing,
P=Power Point, FA=Power Point Flip Animation, E=Excel
Spreadsheet. Max.=Maximum score possible, Pre=Pretest,
Post=Posttest. Students in each division: 4/5A (n=20),
6/7A (n=21 ), 6/78 (n=20).

Student Survey Results
Survey responses from this group of grade 4 through 7 students showed
very positive attitudes towards using computers and towards learning computer
skills. Ninety-eight percent of students reported that they either liked (47%) or
strongly liked (51%) using computers at school. Sixty-six percent reported that
33

they liked learning computer skills and 28% reported that they strongly liked
learning computer skills (Table 7).
Ninety-one percent reported that most of the time they found it either
somewhat easy (55%) or very easy (36%) to learn new computer skills. Eleven
percent of students reported that video tutorials neither made it easier nor more
difficult to learn new computer skills, while 43% reported that it made it easier
and 47% felt that video tutorials made it much easier for learning new skills. The
majority of students (81 %) either liked (55%) or strongly liked (26%) using video
tutorials for learning while 11% neither liked nor disliked them, and 9% disliked
using them (Table 7).
As another measure of the degree to which video-tutorials may or may not
serve students' individual needs for support and pacing, students were asked to
indicate the degree to which they utilized options such as pausing the video,
viewing or replaying the video in segments, or skipping portions of the video.
Most students reported utilizing options of controlling both the pace and
sequence of instruction when viewing video-led lessons. When learning by video,
91% reported using the option to pause the video, 85% reported viewing the
video in segments rather than as one continuous video, 64% reported replaying
some segments for better understanding, and 81% reported skipping parts of the
video that they thought they already understood (Table 7).

34

Table 7
Student Survey Results
Strongly
Dislike
Question

Dislike

Neither

Like

Strongly
Like

2

3

4

5

Responses

1. How do feel you about using a
computer at school?

0%

0%

2%

47%

51%

47

2. How do you feel about learning
computer skills?

0%

2%

4%

66%

28%

47

Very
Difficult

Somewhat
Difficult

Neither

Somewhat

Very

0%

4%

Much
More
Difficult

3. Most of the time do you find it
easy or difficult to learn new
computer skills?

4. Do video tutorials make it more
difficult or easier to learn new
computer skills?

5. How do you feel about using
video tutorials for learning?

6. When using video tutorials, do
you find that you need less help or
more help from the teacher?
7. When using video tutorials, do
you find that you need less help or
more help from the Educational
Assistant?

Responses

~

~

4%

55%

36%

47

More
Difficult

Neither

Easier

Much
Easier

Responses

0%

0%

11%

43%

47%

47

Strongly
Dislike

Dislike

Neither

Like

Strongly
Like

Responses

0%

9%

11%

55%

26%

47

Responses

Needed
Much
More
Help

Needed
More Help

Neither

Needed
Less Help

Needed
Much
Less
Help

0%

4%

13%

41%

41%

46

0%

0%

25%

39%

36%

28

35

0%

9%

23%

32%

36%

47

Much
Worse

Worse

Neither

Better

Much
Better

Responses

0%

4%

0%

49%

47%

47

Way too
fast

A little fast

Just
about
right

A little slow

Way too
slow

Responses

10. How did you find the pace of
teacher-led computer skills
lessons?

0%

6%

62%

28%

4%

47

11. How did you find the pace of
video-tutorial computer skill
lessons?

0%

6%

55%

30%

9%

47

At no
time

Once or
twice

3 or4
times

5 or 6 times

7 or
more
times

Responses

9%

43%

32%

11%

6%

47

Never

Once or
twice

Some
times

Many
Times

Every
Time

Responses

13. Did you view the video in
segments?

15%

19%

43%

19%

4%

47

14. Did you replay some parts of
the video to better understand it?

36%

30%

30%

2%

2%

47

19%

19%

32%

26%

4%

47

8. When using video tutorials, do
you find that you need less help or
more help from other students?

9. How well did you understand
lesson instructions when you used
a video tutorial?

12. When learning by videotutorial how often did you pause
the video?

15. Did you skip parts of the video
that you thought you already
understood?

Note: 61 students were invited to complete the survey. Parental permission was provided for 47 students. The
percentages listed may not add up 100 due to rounding.

36

37

Chapter 5
Discussion

In this project I have compared teacher-led and video tutorial-led lessons
with regard to meeting student needs for pacing and support during computer
skills lessons. This study shows that video tutorial lessons can be an effective
method for intermediate level students to learn computer skills. Video-led lessons
provide a number of advantages: students control the pace and sequence of
segments of the lesson by pausing or replaying segments to suit their own
needs; students have access to the lesson information as they need it and are
not tied to the pace of a teacher-led lesson; students are able to complete their
assignments more independently with less help from the teacher or from fellow
students; and the teacher has more time to monitor student progress and assist
those who need help. Additional benefits of video tutorial lessons were that
learners reported very positive attitudes towards using video tutorials and most
felt that video tutorials made learning computer skills easier for them and helped
them to understand the lessons better.
Student perceptions that video tutorials made learning easier and helped
them understand the lesson better were supported by posttest results. The mean
performance on posttests after video-led lessons was higher than the mean
performance on posttests after teacher-led lessons. It is noteworthy that these
results for video tutorial learners were achieved with less support from the
teacher or their peers than during teacher-led lessons. In the context of video
tutorials, users' positive attitudes towards the helpfulness of video tutorials, their
success at completing lessons with fewer requests for assistance and less
38

teacher help time provided, and their higher posttest results, we can infer that
video tutorials were helpful in meeting learners' individual needs for instructional
pacing and support.

Limitations
The lessons used in this study represent basic and structured
demonstrations of procedural knowledge and skills for using word processing,
PowerPoint, and spreadsheet software in computer skills classes. The
effectiveness of video tutorial lessons for other types of lessons or for teaching
skills or concepts in other subject areas was not studied.
This study focused on discerning whether there were differences in the
amount of support students required when receiving video-led and teacher-led
lessons. The analysis of data focused on the mean results for both teacher-led
and video-led groups. How teacher-led and video-led lessons may affect
individual students with differing learning styles, aptitudes, or other individual
characteristics was outside the scope of this study.
The data from this study represent results for three elementary school
classes. Given the lack of video tutorial research with elementary school age
learners, further research and comparisons with grade 4-7 learners would be
required to determine the degree to which results of this study would be
representative of the general population. Samples sizes in this study were small.
Data used for the analysis in this study were drawn from 3 classrooms (Grades 4
& 5, n=20; Grades 6 & 7, n=21; Grades 6 & 7, n=20) with each group receiving 4
teacher-led lessons and 4 video-led lessons.

39

This research showed that learners in grades 4-7 have positive attitudes
towards using video tutorials, students request less support during video-led
lessons, and students showed some improvements in achievement on posttests
after using video tutorials. However it was beyond the scope of this study to
isolate and discern the specific causal factors or attributes of video-led lessons
that may have contributed to their effectiveness.
Implications for Practice
The results of this study indicate that video tutorial lessons should be
considered as an effective method for delivering lessons to learners for several
reasons. Students view video tutorials as a means of learning that they like to
use and they perceive that video tutorials make learning easier and more
understandable for them. This study has shown that video tutorials may enable
learners to master the lessons as well or better than during teacher-led lessons.
Video tutorials may be useful as an effective way to meet many and diverse
student needs simultaneously in a manner that permits students greater control
over instructional pacing and support and permits them to complete assignments
more independently than during teacher-led lessons. In such instances, teachers
have more time to monitor and support more student needs or provide a greater
depth of support for those who need it.
The effectiveness of video tutorials in this study provides sufficient
evidence to consider their potential for providing teachers with more instructional
delivery options. For the types of lessons that are not dependent on oral
interaction and discussion, video tutorials can be useful media for

40

accommodating student needs independently of time and place. Students who
miss a lesson or require a review can utilize the video tutorials on their own time.
For procedural learning, such as with computer skills, students can access the
instructional segments immediately and as they are needed while working
through their projects. Recorded video lessons provide increased flexibility in the
timing of lesson delivery for teachers and learners. Lessons can be viewed at
times that suit various schedules, thereby permitting whole-class instructional
time to be devoted to learning activities that benefit from interactions with others
in the forms of discussing, processing, and applying skills and knowledge from
lessons.
For the purposes of this study, even though video tutorials provided less
support demands on the teacher, enriched support was not provided to video
tutorial learners so as to avoid introducing another variable. Given that videotutorial instruction enables students to work more independently with less teacher
support, teachers utilizing video-led lessons and support in their classrooms
should have more time to monitor and support student needs. In lessons where
the application of computer skills is integrated with subject area content, the use
of video tutorial support to guide students through the computer-related tasks
may enhance the learning of those tasks while simultaneously freeing up
instructional support to be devoted to instruction and support of the subject area
content.
Students had control over the pace and viewing sequence of the
segments in the video tutorials, but the same set of video segments was

41

provided for all video-led learners to parallel the instruction delivered in each of
the teacher-led lessons. Just as with teacher-led instruction, the video-led
lessons were appropriate for the majority of the class despite the fact that some
students may have benefitted from simpler or more complex lessons. However,
video tutorial instruction affords increased opportunities for differentiation of
instruction and support through the preparation of different videos targeted
towards different needs groups in the class. Video clips with different levels of
detail and complexity, or even completely different topics could be prepared and
delivered simultaneously to accommodate diverse student needs.
For many lessons, the interactions between learners, between learners
and the teacher, and the on-going monitoring, adjustment, and adaptation to
learner needs by the teacher are key factors in fostering successful learning.
Those are the types of lessons that require "live" lesson delivery. Other lessons
that involve non-interactive demonstrations, explanations, narratives, and
lectures can often be delivered effectively using video lessons while providing the
student with some control of the instruction in accordance with their needs and
preferences. In those types of lessons, video lessons can play a key role in a
flipped classroom approach to lesson delivery. The effectiveness of video
tutorials in this study indicates that it would be worthwhile examining which types
of lessons at the elementary level are more effectively delivered asynchronously
using video tutorials and which are more appropriately delivered synchronously
and directly by the teacher.

42

Implications for Future Research
The results of this study show that video tutorials may provide educators
with additional means for effectively serving the instructional needs of their
learners. In future research it would be valuable to study the effectiveness of
video tutorials with larger numbers of lessons, varied types of video tutorial
presentation, and more varied subjects and types of lessons and learning tasks
to understand more clearly where video tutorial instruction will be most beneficial
to learners and educators in the elementary school.
Future research on the effectiveness of video-led lessons with different
types of learners would also be valuable. Are learners with some traits more
likely to effectively use and benefit from video tutorial lessons? How do varying
degrees of academic needs, maturity, metacognition, and self-monitoring
behaviors of learners affect the effectiveness of video tutorial learning at the
elementary school level? Does the use of video tutorials help students to develop
their proficiency and independence in assessing their comprehension of lessons
and taking actions to address their own needs?
The use of video tutorials for instruction is not a common practice at the
elementary school level. Given the lack of research on the use of video tutorials
in regular classrooms at the elementary school level, it is important to study the
potential benefits and understand the limitations of using video tutorials with
young learners. This study makes a contribution to helping us understand the
potential usefulness of this method of instructional delivery for young students
and their receptivity to it. More research is required to understand more clearly

43

how video tutorials may be effectively utilized in various areas of learning to
serve the needs of elementary school learners.

44

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47

Appendices
Appendix A
Parental Consent Information Letter and Signature Form

November 14, 2011
Dear Parents
As teachers, we often test new strategies and methods of teaching as part of our
work to improve learning and success for the learners that we teach. Currently, I
am beginning a more formal research project to study whether providing access
to video-tutorials may help students to progress through computer skills lessons
at their own pace and receive the help they need. I will be submitting a formal
report of this project to meet some of my course requirements in the Master of
Education program with the University of Northern British Columbia.
In the process of assessing whether the use of video-tutorials in computer skills
lessons is effective, I will be collecting data to compare the effectiveness of both
video tutorial and teacher-led lessons for meeting student needs. I will also be
asking the students to respond to a multiple-choice survey to collect their
opinions about video-tutorials and whether or not they found them helpful. Any
responses or data collected from your child will be assigned a random number so
that all responses will be anonymous. No names or individual student
information will be attached to any of the responses. Nevertheless, in order for
your child's anonymous feedback to be included as a part of this study, I require
your parental consent.
I have attached some more detailed information about this study for your
information. I would appreciate your permission to include anonymous feedback
from your child in this study. If you are willing to grant me that permission,
please complete and sign the consent section of the attached form and return all
pages to me at William Konkin Elementary School. A copy of the signed forms
will be returned to you.
Sincerely,
David Beck
Computer Skills Teacher
William Konkin Elementary School
Burns Lake, B.C.

48

Appendix B

Informed Consent Form for the Parents of Study Participants

Self-paced Video Tutorial Study
UNBC - Professional Research Project, 2011-2012
By David Beck
The purpose of this study is to assess whether the use of video-:-tutorials can
improve student learning and independence in completing computer skills
assignments by giving them control of the pace of the instruction and enabling
them to pause or review sections according to their individual needs.
How are participants chosen for this study?

Your child is a member of a class that receives computer technology instruction
at William Konkin Elementary school. Your child's class will have the opportunity
to participate in lessons supported by video tutorials; therefore, your child is
invited to participate in this study. All students will receive some video-supported
lessons and will be asked to provide feedback on the usefulness of video
lessons. Parental consent is required so that student responses may be included
in the study. Consent may be withdrawn at any time. If consent is withdrawn,
the information provided by your child will be removed from the data set, deleted
and/or shredded, and not used in the analysis or for any reports or presentations.
What will students be asked to do?

Students will be asked to view teacher-recorded video tutorials on the computer
to guide them through to the completion of computer skills assignments.
Students will also be asked to view, pause, and review the instructional videos as
needed in order to proceed at their own pace and help them to complete their
assignments successfully.
After using the video-guided tutorials, student participants will be asked to
explain what they may have liked or disliked about using video-supplemented
lessons.
Data from the study

Data will be collected showing:

49

•

The number of requests for teacher or teacher aid help during teacher-led
lessons and video-tutorial lessons.
• Learning progress during video-tutorial and teacher-led lessons.
• Anonymous survey responses about students' opinions of video-tutorial
lessons (see attached survey).
The data from students will be assigned numbers to ensure that no names or
identifying information is attached to data that is analyzed or presented in this
study. Student names and information will be anonymous. No names will be
associated with any of the data in this study.
Information Storage and Access to the Data
The data collected will be stored in a locked file cabinet in Mr. Beck's office at
William Konkin Elementary School, to which only Mr. Beck will have access. A
summary report of the data and the project will be made available after project
completion to anyone interested. Data sheets will be stored until the end of June
2013 and then will be shredded.
Potential Benefits and/or Risks
Participation in this study will benefit your school and district by contributing to
increasing knowledge and understanding of the effectiveness of alternative
methods of lesson presentation in order to meet the individual needs of students.
Individualized, differentiated, or personalized teaching and learning methods that
are proposed by teachers for research purposes have to be evaluated and
approved by the school district and approved by its superintendent before they
can be implemented. This evaluation assures that the methods proposed are
innovations in teaching that are supported by existing educational research and
compatible with the prescribed curriculum of the Province of British Columbia.
For these reasons, the potential risks in this study are limited to one. This is that
for some or all students the new method, video tutorials, may not be as effective
as the conventional method, teacher-led lessons. To minimize this risk, the
learning of each student and the effectiveness of both methods will be evaluated
four times during the period of this study. Each of these evaluations will be
analyzed and monitored to determine if the new method is sufficiently ineffective
for some or all students that its use should and will be discontinued.
Questions or Concerns about this Study
If you have questions about this study, please contact the researcher, Mr. David
Beck, at 250-691-3146 or by email at beckk@ unbc.ca. Mr. Beck's supervisor at
UNBC may be contacted by calling: Dr. Bryan Hartman (250-960-6647). If you

so

have any concerns or complaints about this study you are encouraged to contact
the UNBC Office of Research at reb@unbc.ca or 250 960-5650.
How do you get a copy of the results?
A summary of the study will be shared with students in the form of a PowerPoint
presentation during one of their Computer Technology classes before the end of
the 2011-2012 school year.
An executive summary will be presented to interested parents and School District
#91 personnel at a public meeting to be announced before the end of the 20112012 school year. Consenting parents/guardians will be notified of the time and
location of the meeting. Others interested may contact Mr. David Beck (250 6923146 or beckk@unbc.ca).

I give consent for my child to participate in the "Self-paced Video-Tutorial" study
as described in this Information Letter.
Child's Name: _ _ _ _ _ _ _ _ _ __
Parent Signature: _ _ _ _ _ _ _ _ _ Date: _ _ _ _ _ _ _ _ __
Printed Name of Parent: _ _ _ _ _ _ _ _ _ _ _ _ __

51

Appendix C

Pretest and Posttest Skills

Word Processing 2 - Pretest __ Posttest __

Name:

The student can

Points

insert characters within words by inserting the cursor
insertion point in the correct position.

/3

delete characters by inserting cursor and backspacing.

/3

highlight text by clicking and dragging, double-clicking the
word, and shift and then shift-click selections.

/3

insert line spaces between paragraphs.

/3

center align text.

/3

left align text.

/3

right align text.

/3

make text bold/undo bold using the menu ribbon and
mini-toolbar.
italicize text/undo italics using the ribbon menu, minitoolbar, and right click drop down menu.
underline text or remove underlining using the menu
button or Ctri-U.
Total

52

/3
/3
/3
/30

Word Processing 3 - Pretest __ Posttest __

Name:
Points

The student can
show how to identify the font style of a word on the
screen.
change the font using the right-click toolbar and hover
menu over highlighted text.
change the font size using the ribbon menu, drop down
menu, or the hover menu.
change the font size using the font grow or font shrink
buttons.
change text between uppercase and lowercase using
shift and caps lock keys.
toggle the text case to create sentence case, lowercase,
uppercase, and capitalize each word.
Total

Word Processing 4- Pretest __ Posttest __

/3
/3
/3
/3
/3
/3
/18

Name:

The student can

Points

colour highlight words by double-clicking.

/1

colour highlight sentences by triple-clicking.

/1

change the text colour.

/3

create and undo text background highlighting.

/3

toggle text case.

/3

insert asterisks.

/1

change fonts using decorative fonts.

/3

use the shrink and grow font buttons to toggle the font to
appropriate sizes.

/3

Total

/18

53

Power Point 3- Pretest

Posttest

Name:
Points

The student can
add a gradient fill background to slides.

/3

change from the default layout to a blank slide.

/1

copy and paste images on to a slide.

/2

crop and size images.

/3

add a text box and adjust its size and background colour.

/3

add speech bubbles with text and adjust their size,
position, and background.
use custom animation to make objects (speech bubbles
and text box) appear after previous objects with a 3
second delay.
Total

/3
/3

/18

PowerPoint Flip Animation - Pretest __ Posttest __ Name:
The student can

Points

change from the default layout to a blank slide.

/1

use shape tool to draw a line with 3 curves.

/3

insert and resize a graphic.

/3

use ctrl and arrow keys to reposition a graphic.

/3

shift a graphic appropriate distances in each frame for
animation.

/6

rotate graphics as needed in each frame for animation.

/3

duplicate slides to create new frames.

/3

add a 2nd animated graphic.

/1

use copy/paste technique to shift position of 2no graphic
on existing slides.

/3

set up slide transition timing.

/3

control line of movement along curved line from frame to
frame to maintain smooth animation.

/1

Total

/30

54

Excel 2 - Pretest

Posttest

Name:
Points

The student can
add columns in the middle of a spreadsheet.

/3

add text labels.

/3

copy cells from one location to another.

/3

use background fill in selected cells.

/3

use text orientation for angled column labels.

/3

add a formulas to calculate the sums of cell values.

/3

add division formulas to calculate percentages.

/3

format cells to display values as percentages.

/3

create a pie graph with a title and with percentages
labeled.

/3

create a column graph with a title.

/3
Total

Excel 3 - Pretest

Posttest

/30

Name:
Points

The student can
enter a formula to calculate differences between values in
cells (e.g. =83-C3).
use the auto sum feature to calculate sums of values in
adjacent cells.
calculate sums of cell values using a basic addition
formula (e.g. =C2+C3+C4 ... ).
add non-adjacent cells using a basic addition formula
(e.g. =C2+E5) or sum function (e.g. =sum(C2,C5,E3)).
automatically insert a value from another cell into a cell
(e.g. =84).
Total

55

/10
/2
/7
/8
/2
/27

Excel 4 - Pretest

Name:

Posttest

Points

The student can create formulas that
multiply daily values by 7 to produce weekly estimates.

/4

multiply daily values by 30.42) to produce monthly
estimates.

/4

multiply daily values by 365 to produce yearly estimates.

/4

divide yearly values by 12 to calculate monthly averages.

/4

divide yearly values by 52 to calculate weekly averages.

/4

divide yearly values by 365 to calculate daily averages.

/4

Total

56

/24

Appendix 0
Self-Paced Video-Tutorial Study
Student Feedback Survey (SAMPLE COPY)

Part 1: Circle the response that best shows how you feel.
How do you feel about using the computer at school?
Strongly dislike
Dislike
Neither
Like
Strongly like
How do you feel about learning computer skills?
Strongly dislike
Dislike
Neither
Like
Strongly like
Most of the time, do you find it easy or difficult to learn new computer
skills?
Somewhat
Somewhat
Very Easy
Very difficult
Neither
Easy
Difficult
Do video tutorials make it more difficult or easier to learn new computer
skills?
Much more
More
Much easier
Neither Easier
difficult
difficult
How did you feel about using video tutorials for learning?
Strongly dislike
Dislike
Neither
Like
Strongly like
When using video tutorials, do you find that you need less help or more
help from the teacher?
Needed much
Needed more
Needed
Needed much
Neither
less help
more help
help
less help
When using video tutorials, do you find that you need less help or more
help from the EA?
Needed
Needed much
Needed more
Needed
Neither
much less
more help
help
less help
help
57

When using video tutorials, do you find that you need less help or more
help from other students?
Needed much
Needed
Needed much
Needed
less help
more help
Neither
more help
less help
How well did you understand lesson instructions when you used a video
tutorial?
Much worse
Much better
Worse
Neither
Better
How did you find the pace of teacher-led computer skills lessons?
Way too fast A little fast Just about right A little slow Way too slow
How did you find the pace of video tutorial computer skill lessons?
Way too fast
A little _fast Just about right
A little slow
Way too slow

Part 2: Circle the response that best describes how often each occurred.
When learning by video tutorial how often did you pause the video?
At no time
Once or twice 3 or 4 times 5 or 6 times 7 or more times
Did you view the video in segments?
Never
Once or twice
Sometimes

Many times

Every time

Did you replay some parts of the video to better understand it?
Never
Once or twice
Sometimes
Many times
Every time
Did you skip parts of the video that you thought you already understood?
Never
Once or twice
Sometimes
Many times
Every time

58

Part 3: Write thoughts or comments about video tutorials in the spaces
below.

1. Describe anything that you liked about using video tutorials.

2. Describe anything that you did not like about using video tutorials.

3. Write any other comments that you may have about video tutorial lessons.

59

Appendix E
Word Processing Test 2 (Working File)
Word Processing Test 2
Name: Stu Dent
Date:
Dear Teacher
This is an example of things I can do with Microsoft Word. I can underline some words in a
sentence. I can write some words in italic style like this. When I want to emphasize words I can
format them in bold style like this.
Underlined bold italic underlined bold italic underlined bold italic bold italic underlined bold
italic underlined. This next sentence is in italics. This sentence is converted to normal text. This
entire sentence is bold.
A paragraph that is right aligned. This paragraph is should be straight on the right margin and
ragged on the left margin. A paragraph that is right aligned. This sample paragraph is should be
straight on the right margin and ragged on the left margin. A paragraph that is right aligned.
A paragraph that is left aligned. This paragraph is should be straight on the left margin and
ragged on the right margin. A paragraph that is left aligned. This sample paragraph is should be
straight on the left margin and ragged on the right margin.
A paragraph that is center aligned.
This paragraph is should be ragged on the left margin and on the right margins.
Every line should be centered.
This is most useful for poems, posters, and headings.
It is not very useful for regular paragraphs.
This is a paragraph that is justified. You should notice that the left and right margins are even,
or straight, on the edges. This is achieved by evenly spacing out the words so that the first and
last letters on each complete line are aligned with the margin. This is useful if your text is not
too big. If it is, or if the words are very long, you can end up with some very strange looking
spacing. You will often see justified text in columns in magazines where both edges of text are
straight.

In ths sntnce I hve insrtd the cursor and insrtd the Irs that wr missg.
In thiszzzz szzentence I hzzave inserted the cxxxursor and dexxxlezzted the
exxxxtra consonzzzzant letters.

60

Appendix F
Word Processing Test 2 (Completed)
Name: Stu Dent
Date: November 1, 2011
Dear Teacher
This is an example of things I can do with Microsoft Word. I can underline some words in a
sentence. I can write some words in italic style like this. When I want to emphasize words I can
format them in bold style like this.
Underlined bold italic underlined bold italic underlined bold italic bold italic underlined bold
italic underlined. This next sentence is in italics. This sentence is converted to normal text. This
entire sentence is bold.
A paragraph that is right aligned. This paragraph is should be straight on the right margin and
ragged on the left margin. A paragraph that is right aligned. This sample paragraph is should be
straight on the right margin and ragged on the left margin. A paragraph that is right aligned.
A paragraph that is left aligned. This paragraph is should be straight on the left margin and
ragged on the right margin. A paragraph that is left aligned . This sample paragraph is should be
straight on the left margin and ragged on the right margin.
A paragraph that is center aligned.
This paragraph is should be ragged on the left margin and on the right margins.
Every line should be centered.
This is most useful for poems, posters, and headings.
It is not very useful for regular paragraphs.
This is a paragraph that is justified. You should notice that the left and right margins are even,
or straight, on the edges. This is achieved by evenly spacing out the words so that the first and
last letters on each complete line are aligned with the margin. This is useful if your text is not
too big. If it is, or if the words are very long, you can end up with some very strange looking
spacing. You will often see justified text in columns in magazines where both edges of text are
straight.

In this sentence I have inserted the cursor and inserted the letters that
were missing.
In this sentence I have inserted the cursor and deleted the extra consonant
letters.
61

Appendix G
Word Processing Test 3 (Working File)
Word Processing Test 3

Name: Stu Dent
Date: November 9, 2011
Dear Teacher
This is an example of things I can do with Microsoft Word. This sentence had bold, italic,
and underlined words in a c:Uffe,vef'\:t'font but I have changfld it to normal text with
arial font.
I am able to format words in different sizes. This is twenty four, eighteen, twenty, sixteen,

fourteen, twenty-eight, twelve, ten, and nine point size.

Here are some font styles that I can use in Microsoft Word
2007: Arial, Times New Roman, Cooper Black, Tahoma,
Comic Sans.
Here are some decorative font styles that I can use in
Microsoft Word 2007: Jokerman, Curlz MT, Lucida

Handwriting, Lucida Calligraphy, Old English.
i can use the change case button. THIS TEXT HAS BEEN
CONVERTED TO SENTENCE CASE. so has this one. The First
Part Of This Sentence Has Been Converted To Uppercase
AND THE LAST PART TO LOWERCASE. capitalize each word
option can be helpful for titles or headings.

62

Appendix H
Word Processing Test 3 (Completed)
Word Processing Test 3
Name: Stu Dent
Date: November 9, 2011
Dear Teacher
This is an example of things I can do with Microsoft Word. This sentence had bold, italic, and
underlined words in a different font but I have changed it to normal text with Arial font.
I am able to format words in different sizes. This is

twenty four

1

eighteen, twenty, sixteen, fourteen, twenty-eight,
twelve, ten, and nine point size.

Here are some font styles that I can use in Microsoft Word
2007: Ariat Times New Roman, Cooper Black,

Tahoma, Comic Sans.
Here are some decorative font styles that I can use in
Microsoft Word 2007: Jolerman, Cur!z MT,

~

~ ~ ~ Lucida Ca{figrayliy, ®Ill ~

.

I can use the Change Case Button. This text has been
converted to sentence case. So has this one. THE FIRST
PART OF THIS SENTENCE HAS BEEN CONVERTED TO
UPPERCASE and the last part to lowercase. Capitalize Each
Word Option Can Be Helpful For Titles Or Headings.
63

Appendix I
Excel2 Test
Open the file "Excel2 Tesf'. Complete as many of the following tasks as you
can. (30 points)
•
•
•
•
•
•
•
•
•
•

Add columns: Add 3 new columns between the "Day 1" and "Total
columns". (3 pts.)
Add text labels: Add labels for the Day 2, 3, and 4 columns. (3 pts.)
Copy cells: Copy and paste the data cells from columns A, B, C to the new
columns Day 2, 3, 4. (3 pts.)
Background fill: Fill the cell background for the Day and Boat label cells
and the Total and% of Catch columns with fill colours. (3 pts.)
Text Orientation: Angle the column label text. (3 pts.)
Sum formula: In the Total column, add formulas that calculate sums of the
daily catch. (3 pts.)
Division formula, cell format= %: In the "% of Catch" column, add
formulas and format the cell to show the % of catch. (3 pts.)
Sum formula: In the "Total" row, add formulas to provide sums of the
numbers in each column. (3 pts.)
Create a pie graph that shows the % of the total catch for each boat
(include a graph title). (3 pts.)
Create a column graph that shows the daily catches for the boats (include
a graph title). (3 pts.)

Excel 2 Test working file:

·-··-··-·

Oav 1
123

Boat1

% of Catch

324

·········--

...........,_

Total

654

Total

245
I

I

~

A

129
535
132
923

c

B

143

162
394
253
381

820

548
649

!

64

--··

·-····
----·

Appendix J
Completed Excel 2 Test
Screen capture of a fully completed Excel 2 Test with spreadsheet, pie graph,
and column graph:

%of Catch

•Boat 1
• Boat2
• Boat3
•Boat4

Daily Catch

•Boatl
Ill Boat2
• Boat3

•Boat4

Dayl

Day3

Day2

65

Day4