THE EFFECT OF DIFFERENT LECTURE VIDEO TYPES ON STUDENTS' PERFORMANCE IN AQUEOUS SOLUTIONS IN FLIPPED LEARNING

Background: The rapidly expanding understanding of distance education with the pandemic has led to the preference of hybrid learning models. The flipped learning model is one of the frequently used hybrid learning models. In the flipped learning model, lecture videos are frequently used, especially as a pre-class activity. Aims: In this study, it was aimed to determine the effect of different types of lecture videos sent as a pre-class activity on students' achievement in Aqueous Solutions and students' opinions about videos. Methods: Qualitative and quantitative research methods were used together to answer the research problems. The participants were 38 students enrolled in the General Chemistry course at the Department of Biology Education, Faculty of Education, a state university in Turkey. Results: Students in both video groups demonstrated significant performance improvements (p<0.05), with no statistically significant differences between video types (p=.569). All students expressed positive opinions about lecture videos, and their opinions about the types of lecture videos varied according to their learning situations. Discussion: The fact that there were embedded questions in the lecture videos and that the students in both groups watched the videos very effectively in order to answer these questions may be the reason for the increase in the achievement scores of the students. However, it is thought that the reason why there was no statistically significant difference between the achievement test scores of the groups in aqueous solutions may be that both lecture and question solving activities were included in both video types.The data obtained from the interviews show that students' preferences for the type of video were influenced by their understanding of their own learning processes and the structure of the course they were learning. Conclusions: Os resultados mostram que as pontuações médias do teste de aproveitamento dos alunos do grupo de vídeo do tipo palestra com slides do instrutor foram maiores do que as pontuações médias dos alunos do grupo de vídeo do tipo anotações de voz do instrutor. Entretanto, quando as pontuações dos alunos no pós-teste foram analisadas, essa diferença não foi estatisticamente significativa (p=.569). Em pesquisas futuras, para entender melhor as atividades de assistir a vídeos dos alunos, recomenda-se monitorar comportamentos como quais partes dos vídeos os alunos pausam e retrocedem, o tempo que passam assistindo aos vídeos, sua frequência e desenvolver ferramentas de coleta de dados nesse sentido.