A qualitative analysis on whether unexperienced participants have better practical competency upon receiving instructions in the form of dynamic media such as an instructional video in comparison to static media
Cardiff Metropolitan University
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The aim of the project was to analyse whether undergraduate students have better practical competence after watching an instructional video depicting a specific practical method. Research hypothesis: Undergraduate science students will have better practical technique when instructions are presented using dynamic media (video) instead of static media (still images) due to the information being presented in a more realistic and relatable manner. This study involved the planning and production of an appropriate instructional video for use within a laboratory setting. The instructional video demonstrated a microbiology technique known as streak plating. A sample size of 46 foundation students were taken into the laboratory and were split into two groups; group A carried out the streak plate method with only written instructions and accompanying images, group B carried out the practical from viewing the video as well as being provided with written instructions. Participants completed two questionnaires specifically tailored to the individual groups as well as using a grading system to assess the resulting quality of the streak plates generated by the participants. Results from group A questionnaires stated that 95.7% of participants would “prefer visual aids within a practical session” as many of the students stated they were visual learners. Whereas, the general results from group B stated that the video was an easy step-by-step process. 95.7% of group B stated that they benefited from watching the instructional video and found the method easier to understand. From the data in this study, the students who watched the instructional video before carrying out the method had better comprehension of the technique then those who had not viewed the video. In conclusion, this study proves the hypothesis that in this context undergraduate students have better practical competency when instructions are presented using dynamic media instead of static media.
BSc (Hons) Biomedical Science
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