Needs Assesement

In alignment with the University of Delaware’s School of Education conceptual framework, this needs assessment reflects my growth as a reflective practitioner committed to using technology to address authentic instructional challenges. Guided by best practices and empirical research, this study explores how interactive educational videos can enhance learning outcomes in Primary 5 mathematics, particularly in underserved learning environments where engagement and conceptual understanding remain ongoing challenges.

This investigation was initiated through a comprehensive literature review, which revealed strong evidence supporting the use of multimedia especially interactive videos as an effective tool for improving mathematical reasoning, motivation, and retention. Informed by these findings, I conducted a needs assessment focused on identifying how the integration of interactive videos could address gaps in student engagement, comprehension, and achievement in upper-primary classrooms.

The selected technological tools were chosen for their ability to support diverse learners, increase cognitive clarity through visual reinforcement, and encourage self-paced exploration. The pedagogical justification for using interactive videos is grounded in both Cognitive Load Theory and Multimedia Learning Theory, which emphasize how well-designed visuals and interactivity can reduce mental strain and enhance meaningful learning.