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Journals / Ordu Üniversitesi Bilim ve Teknoloji Dergisi / 2025 / Cilt: 15 Sayı: 2

Investigating the Video Watching Profiles of Low- and High-Achieving Students

Düşük ve Yüksek Başarı Gösteren Öğrencilerin Video İzleme Profillerinin Araştırılması

Burçak Gönül Aydın(HACETTEPE UNIVERSITY)0000-0001-7321-3021
Gökhan Akçapınar(HACETTEPE ÜNİVERSİTESİ)0000-0002-0742-1612
Pages
181–190
Publication Date
2025-12-27
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The research results are expected to benefit educators by helping them tailor instructional strategies, enhance learning support, and improve overall academic outcomes.

📌 3 Key Takeaways

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Objective & Hypothesis:Video-based learning is widely used in educational settings, and numerous studies have examined its effectiveness.
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Key Findings & Data:While the literature provides strong evidence of the connection between video-watching behaviors and student success in these courses, further research is needed on the specific motivations behind video use among low- and high-achievers to develop targeted instructional strategies that enhance learning outcomes.
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Conclusion & Impact:The research results are expected to benefit educators by helping them tailor instructional strategies, enhance learning support, and improve overall academic outcomes.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:video izleme motivasyonları · akademik başarı · video tabanlı öğrenme

Abstract

Video-based learning is widely used in educational settings, and numerous studies have examined its effectiveness. While the literature provides strong evidence of the connection between video-watching behaviors and student success in these courses, further research is needed on the specific motivations behind video use among low- and high-achievers to develop targeted instructional strategies that enhance learning outcomes. This study aimed to investigate the relationship between students' video-watching motivations and their academic achievement in an online learning environment, with a focus on the differences between low- and high-achievers. Fifty-three undergraduate students participated in the study, watching course videos for various purposes, including pre-class preparation, post-class review, assignment help, and exam preparation. Their self-reported motivations for starting video sessions were logged and analyzed within the scope of this research. The findings of the study showed that, except for assignment help, there was no statistically significant difference in video-watching motivations between low- and high-achievers. Moreover, exam preparation was found to be the primary motivation for watching videos in both groups. Post-class review, on the other hand, was the least reported motivation among students in both groups. The research results are expected to benefit educators by helping them tailor instructional strategies, enhance learning support, and improve overall academic outcomes.

Özet

Video tabanlı öğrenme, eğitim ortamlarında yaygın olarak kullanılmakta olup, bu yöntemin etkinliğini inceleyen çok sayıda çalışma bulunmaktadır. Alanyazın, video izleme davranışları ile öğrenci başarısı arasındaki güçlü ilişkiye dair kapsamlı kanıtlar sunmasına rağmen, düşük ve yüksek başarı gösteren öğrencilerin video izleme motivasyonlarına ilişkin daha fazla araştırmaya ihtiyaç duyulmaktadır. Bu bağlamda, öğrencilerin video izleme motivasyonların anlaşılması, öğrenme çıktılarının iyileştirilmesine yönelik hedeflenmiş öğretim stratejilerinin geliştirilmesine katkı sağlayabilir. Bu çalışma, çevrimiçi öğrenme ortamında öğrencilerin video izleme motivasyonları ile akademik başarıları arasındaki ilişkiyi incelemeyi amaçlamakta ve düşük ve yüksek akademik başarı gösteren öğrenciler arasındaki farklılıklara odaklanmaktadır. Çalışmaya, ders videolarını ön hazırlık, ders sonrası tekrar, ödev desteği ve sınav hazırlığı gibi çeşitli amaçlarla izleyen 53 lisans öğrencisi katılmıştır. Öğrencilerin video izleme oturumlarına başlama motivasyonları öz raporlamaya dayalı olarak alınmış ve bu motivasyonlar analiz edilmiştir. Çalışmanın bulguları, ödev desteği dışında düşük ve yüksek akademik başarı gösteren öğrenciler arasında video izleme motivasyonları açısından istatistiksel olarak anlamlı bir fark olmadığını ortaya koymuştur. Ayrıca, her iki öğrenci grubunda da sınav hazırlığının video izleme için birincil motivasyon olduğu belirlenmiştir. Buna karşılık, ders sonrası tekrar, her iki grupta da en az bildirilen motivasyon olmuştur. Araştırma sonuçlarının, eğitimcilerin öğretim stratejilerini öğrencilerin ihtiyaçlarına göre uyarlamalarına, öğrenme desteğini geliştirmelerine ve genel akademik başarıyı artırmalarına katkı sağlaması beklenmektedir.

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Cite This Article

Aydın, B. G., Akçapınar, G. (2025). Investigating the Video Watching Profiles of Low- and High-Achieving Students. Ordu Üniversitesi Bilim ve Teknoloji Dergisi, Cilt: 15 Sayı: 2, 181–190. https://doi.org/10.54370/ordubtd.1643142

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