The effectiveness of discussion supported video feedback in peer mentoring based vocational skills training

The aim of this study is to examine the impact of video feedback application in vocational skill training on workshop students' skill acquisition level, feedback correction level, motivation, attitude towards learning, and reflective thinking skills. The study was conducted over a 10-week period during the 2023-2024 academic year with 94 regular and apprentice students enrolled in the field of Fashion Design Technologies at a vocational and technical Anatolian high school. This study, designed using a mixed research method, involved two different working groups. The quantitative dimension of the research was carried out in an explanatory parallel model with a pre-test post-test control group randomized design. Throughout the process, students received video feedback based on the practical activities they performed in workshop classes. The Achievement-Oriented Motivation Scale, Attitude Towards Learning Scale, and Reflective Thinking Skills Towards Problem Solving Scale were administered as pre-tests and post-tests. After each video feedback, the Feedback Correction Form was filled out. At the end of the process, the Skill Acquisition Level Form was administered for the final practical activity. Following the quantitative application process, opinions on the video feedback application were collected through interviews with volunteer students. According to the quantitative findings of the research, the video feedback application had a significant impact on the skill acquisition level and feedback correction level, but many of the differences in other variables were not statistically significant. The qualitative findings obtained in the study also supported the quantitative findings. The qualitative results indicated that the video feedback application enhanced vocational skill performance, strengthened vocational communication, and made performance improvement sustainable.