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As post secondary institutes use online learning environments, education has molded into hybrid experiences. Data was gathered from an undergraduate mathematics course designed for students seeking a bachelor s degree in elementary education. Synergies of quantitative and qualitative data were evaluated to assess the impact of written and video help tutorials in online quizzes on student achievement. Data analysis revealed students were persistent and motivated to retake similar quizzes multiple times until a high or perfect score was obtained. After missing a problem, students selected written help tutorials more often than video help tutorials to identify mistakes and understand how to solve the particular problem. The proportion of students whose scores improved after using both written and video help tutorials was greater than those who used the written help tutorials alone. The research presented should serve as a base for curriculum development in university mathematics programs utilizing online tutorials coupled with student evaluation.

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Dr. Christina Gawlik attended the University of Kansas where she received a Bachelors of Science in Math Education and Masters of Science in Curriculum and Instruction. Following her education, Gawlik taught high school mathematics before returning to college to pursue a Doctorate of Philosophy from Kansas State University.

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