The effect of video methods used in distance education on mathematics achievement of associate students

The main purpose of this research is to determine the effect of video methods used in distance education on students' success. This study was conducted with video and audio narration video lectures by targeting mathematic success for associate degree students studying distance education. Research participants are associate degree students studying with distance education at a university in the Western Black Sea Region; Computer Programming(CP) and Internet and Network Technologies(INT) students studying in the Computer Technologies Department and taking the Mathematic II lecture were randomly divided into experimental(CP, n=76) and control (INT, n=45) groups. Quantitative methods were used in the study and for data collection a) derivative unit achievement test(DAT), b) the opinions of learners about video lectures were used. The aim of this lecture is to compare the effect of video lectures on derivative successes and to evaluate students' views on video lectures used in web based distance education mathematic teaching. Quasi-experimental design model including pre-test and post-test control group was used to explain the effect of video lectures on students' success. A piloted achievement test (PAT) was prepared to evaluate the success of the derivative unit within the mathematic lecture of the students. Prepared achievement test was applied to experimental and control group students as a pre-test to evaluate derivative success. In the application process; The content of the derivative unit is prepared as learning objects. Prepared content was presented in five weeks as video lectures with video narration which contains the image of the instructor using smart board in experiment group and video lectures with audio narration recorded with image capture program on computer screen with only the voice of insructer using graphic tablet in control group. After the application, the derivative achievement test which was also used as pre-test was applied to the students in two groups as post-test. After the final test, a questionnaire consisting of 11 questions and prepared as a 5-point Likert was applied to learn the opinions of the participating students about the video lectures. The results of the achievement test and questionnaire were analyzed by using the statistical package program. Quantitative findings obtained in the research, compare to video lectures with video narration which contains the image of the instructor using smart board as well, video lectures with audio narration recorded with image capture program on computer screen with only the voice of insructer instead of the image of the instructer using graphic tablet has a significant positive effect on student success. In addition, a significant difference was found in favor of the control group among the score averages of derivative post-test success of the students in the control and experimental groups. According to the results of the questionnaire, it was found that students had positive opinions about the use of video lectures and they supported their use.As a result, it is suggested that audio narration video lectures can be used in distance education by using graphic tablet and more comprehensive studies can be done in this field.