Impact of YouTube Homework Problems on StudentsÕ Learning Attitudes

Abstract

The impact of solving novel video-inspired homework problems on learning attitudes toward chemical engineering was examined at beginning and end of an undergraduate material and energy balances course using a modified Colorado Learning Attitudes about Science Survey instrument. Mean overall attitude of participants improved by a normalized gain factor of 14% with a small effect size (Hedge’s g = 0.28). Improvement was most prominent in attitudes towards personal interest and relation to the real world.