Abstract
Video review is a useful tool for formative assessment in higher education settings. However, not much is known about the impact of video review as a tool for bringing about better student outcomes in oral presentation in a school setting. This paper examines the effectiveness of using video review in student learning of English oral presentations in both in-class and out-of-class settings for Grade 11 Research Education students in a Singapore high school. Three conditions were: (a) in-class video review (n = 21), (b) out-of-class video review using mobile devices (n= 18), and (c) no video review (n = 19). We used both parametric and non-parametric analyses to determine whether inclass video review and out-of-class video review had an impact on student outcomes in terms of (a) fluency and clarity of speech, (b) audience awareness, (c) response to questions, and (d) effectiveness of group presentation. The findings indicate that having in-class video review of students’ presentations in English results in significantly higher scores for effectiveness of group presentation.
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Gwee, S., Toh-Heng, H.L. (2014). Using Mobile Devices to Help High School Students Improve Their Oral Presentation Skills. In: Kalz, M., Bayyurt, Y., Specht, M. (eds) Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. mLearn 2014. Communications in Computer and Information Science, vol 479. Springer, Cham. https://doi.org/10.1007/978-3-319-13416-1_35
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DOI: https://doi.org/10.1007/978-3-319-13416-1_35
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