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Action Research Proposal:
Educational Effectiveness of
BrainPOP web presentations.
Robert A. FieroRio Norte Junior High School
Valencia, California
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Introduction
Stage: Rio Norte Junior High SchoolSeventhGrade Life Science.
Importance: Visual representations in
multimedia have been shown to increasestudent learning through a multi-modality effectand lessen cognitive load.
Research Question: Do the BrainPOP
animated presentations improve the efficiency ofstudent learning and motivation seventh gradelife science (cells and genetics) instruction?
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Study Question
What is the effectiveness of BrainPOP
on learning outcomes of motivation,learning of science content?
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Setting/Stage
BrainPOP, a multimedia web-based animationinstructional tool has been operation for severalyears but had no published studies on itseffectiveness on student learning until late 2009
concurrent with my study. Self published information (2003) indicated it
being widely used (15% of school districts) andeffective at accelerating learning for different
learner styles. Their funded independent study (not peerreviewed) showed results of significant increaseof skills for language, reading, and science.
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Importance Multimedia
Instruction is increasingly being delivered viamultimedia applications and online environments.
Cognitive Load Theory Information processing theories have been
increasingly important in designing effectiveinstructional materials and presentations.
Modality Effect Instructional material, especially in science
education, are widely delivered via combiningvisual and verbal information in graphical form.
Learning style inventories have been a valuablemeta-cognitive tool for students and instructionaldesign element
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Multimedia
Interactive multimedia has the potential to create
a studentcentered learning multi-sensoryenvironment with formative and performanceassessment capabilities (Reed, 2006).
Computer assisted instruction such asmultimedia produces higher student
achievement in an accelerated manner (Zheng,2007) or can if designed and implementedeffectively.
Multimedia that utilize simple animations (i.e.
graphic background is neutral, no ambientsound, focus is on content etc.) and only minimaltext enhancements such as captions areconsistent with good design principles (Milheim,2006).
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Cognitive Theory
Information process theory assumes individualshave a limited working memory, and whenoverloaded learning stops. Instructionalmaterials should be designed to reduce thiscognitive load and using more than onepresentation modality aids in this, such asnarrative animation (Sweller, 1998; Kirschner2002; Mayer, 2001).
Prior knowledge (constructed cognitiveschemas) also aid in reducing the stress onworking memory and aid in learning efficiency(Valcke, 2002)
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Modality Effect
Individual learning differences (strengths orpreferences) correlate strongly with their
reasoning or cognitive abilities.
Field dependent learners benefit from themultimodal presentations because of the support
of visual and audio cues (Zheng, 2008).
Students with assimilating and accommodatinglearning styles had positive attitudes toward
network-based instruction (Frederico, 2000).
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Methodology
Where: Rio Norte JHS
Who: 7th grade students
What: Life ScienceCalifornia Standards When (timeline): Both first and second
quarters during respective Cell andGenetics units of study.
How (triangulation): Three data sourcesper motivation and content learningelements in the study.
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Methodology
Where:
Rio Norte Junior HighSchool in Valencia,
California
Administrated byWilliam S. Hart Union
High School Districtand Los AngelesCounty Office ofEducation.
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Methodology-PARTICIPANTS
WhoWho: 7th grade students in four classes. N=101 Two classes will be experimental at a time with another two as
controls for comparison.
Each class is mostly randomized for equity by gender when theirschedules are arranged.
**Average class size for all four classes:
Period 1: N=29 (15 M & 14 F)
Period 2: N=24 (14 M & 10 F)
Period 3: N=22 (11 M & 11 F)
Period 6: N=26 (14 M & 12 F)
Classes are on rotating block creating greater equity in learning
experience relative to time of day. Resource students are clustered evenly throughout each class.
**Some roster changes were made and those students were notincluded in the study. So the numbers shown are the base minimumfor each class.
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Methodology-PROCEDURE
WhenWhen (timeline):
First quarter with the cell biology unit two treatmentclasses used BrainPOP and two control classes did not.
At the end of this cell unit the treatment and control
classes switched roles for the genetics unit for furthercomparison and data collecting.
The cell unit was significantly longer than the geneticsunit temporally and content wise as well.
Cell Unit: 9/14/09 to 11/16-09, Chapters 3 & 4.
Genetics Unit: 11/18/09 to 12/15/09, Chapter 5 and Chapter6.1-2
A fifth class I teach did not participate.
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Methodology-CONTENTWhatWhat: Life ScienceCalifornia Standards
Cell Biology StandardsAll living organisms are composed of cells, from just one to manytrillions, whose details usually are visible only through a
microscope. *Chapters 3 and 4. Genetics Standards
A typical cell of any organism contains genetic instructions thatspecify its traits. Those traits may be modified by environmentalinfluences. *Chapters 5 and Chapter 6.1 and 6.2.
BrainPOPA multimedia web-based animation instructional program.http://www.brainpop.com/
*Science Explorer California Focus on Life Science 2008 Prentice Hallpublishing.
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Methodology- INSTRUMENTS
HowHow the data was collected:Student Content Learning
Pre- and Post-Unit Test
Standards-based benchmark test.
Overall grade after each unit.
Student Motivation & Engagement
Attitudinal Survey on BrainPOP experience.
Modality Strengths Survey-Learning Style
Inventory Test
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Research Questions
Do the BrainPOP animated presentationsimprove the efficiency of student content learningof cell biology and genetics?
How does multimedia animated presentations ofBrainPOP affect student motivation andachievement in life science 7th grade curriculum?
Is there a positive correlation between learningstyle (modality preference) and the motivationand learning of students who use BrainPOP?
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Results-Content Learning
Two assessments were given for each unitto measure content learning:
Prior content knowledge was assessed
using a 50-item pre-test and post-testscore were compared.
Standards-based Benchmark Exams.
None of the test scores showedsignificant differences between
experimental and control groups.
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Results-Content Learning Pre-test & Post-test scores for both units
showed for all classes (aggregated) significantdifferences in student performance. P>0.05
CELL UNIT
Mean of Pre-test: 22.2/50
Mean of Post-test: 39.1/50
GENETICS UNIT
Mean of Pre-test: 21.5/50
Mean of Post-test: 39.5/50
Cell Unit: Pre- & Post-Test
23.32
39.9
21.52
3 .13
21.
3 .5
22.5
3 .92
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5.00
10.00
15.00
20.00
25.00
30.00
35.00
0.00
5.00
Period 1 Period 3 Period 2 Period
Period 1 Pre-test
Period 1 Post-test
Period 3 Pre-test
Period 3 Post-test
Period 2 Pre-test
Period 2 Post-test
Period Pre-test
Period Post-test
Genetics Unit: Pre- & Post-Test
20. 9
0.5
20.
39. 0
21.0
3 .1
22.9
0.2
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5.00
10.00
15.00
20.00
25.00
30.00
35.00
0.00
5.00
Period 1 Period 3 Period 2 Period
Period 1 Pre-test
Period 1 Post-test
Period 3 Pre-test
Period 3 Post-test
Period 2 Pre-test
Period 2 Post-test
Period Pre-test
Period Post-test
Potential tot
al score o
f50
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Results-Achievement To measure student achievement student grades were
compared between the control and experimental classes foreach unit. No statistically significant differences when
aggregating the classes. P>0.05
0 0 0 0 0 00
Period
Period
Period
Period
Qu r r 1 rad
A
0 0 0 0 0 00
Period
Period
Period
Period
Quar r 2 rad
A
Quarter for the ell Unit: Periods &
were the experimental groups.
Quarter for the Genetics Unit: Periods
& were the experimental groups.
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Results-Engagement
To determine student perceptions ofBrainPOP and how engaging it was tothem a survey was given.
Survey had 24 questions (see appendicessection).
Approximately half the students had
viewed/used it in other classes. Aggregating results indicated a mild
positive appreciation for the BrainPOP.
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Results-EngagementCoded the responses accordingly:
Strongly disagree = 1, disagree = 2, neutral = 3, agree = 4, strongly agree= 5.
They gave a modest score of 4 (mode) to the following:
I enjoyed or appreciated the BrainPOP episodesoverall.
I think BrainPOP has significant educational value.
It truly helped me learn about a specific science topic.
Brain Pop aided you in performing better on thebenchmark or unit tests (on cells and genetics).
I experienced BrainPOP as entertaining and yeteducational.
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Results-LearningModality
Modality Strengths Survey-Learning Style
Inventory Test
Most students preferred the visual(34%)and kinesthetic (29%) modalities
which the literature indicates these two
types would appreciate animations orvisuals of any kind or verbal (words).
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Discussion-Implications
BrainPOP has effective multimedia presentationfeatures consistent with cognitive load theories.
BrainPOP bestowed no significant effect on
learning the science content of cellular biology
and genetics and is inconclusive in regards oncontent learning.
BrainPOP was one many assignments and
interactions or opportunities to learn the content.
BrainPOP did mildly increase their motivation to
learn science.
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Discussion-Limitations
The post-tests and Benchmark assessments
were given often weeks after BrianPOP with
many other activities intervening.
The pre-post-test and benchmark exams in mystudy were only for retention and not for transfer
of knowledge.
Not satisfactorily equal distribution of resource
and SC1students.
Small participant size. (N=101).
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Discussion-Further Questions/Research
Iwould implement the full array of activities andresources that BrainPOP provides to determine
if their full suite of educational resources aretruly effective.
Test the prevailing theory that narration and
video is much more effective than narration andtext (Mayer 2005).
I would like to see if students use BrainPOP ontheir own, in full of control to stat and stop theanimations and thus view at their own pacewould improve its effectiveness and be moremotivating for them.