Abstract:

The research aims to indicate the relationship of educational video production with educational video consumption and academic performance and find out the pre-service literacy teachers’ views about the process. It has a convergent parallel mixed-methods design. An eight-week two-stage experimental process took place with the participation of 53 pre-service literacy teachers. In the first stage of the process, the pre-service literacy teachers produced argumentative monologues, and next, in the second stage, they created short videos composed of argumentative monologues. The data collection tools are the Video Evaluation Form, Taxonomic Test to Measure Success, Scale of Adults’ Levels of Acceptance and Usage of Video-Sharing Websites for Educational Purposes, and the survey. According to the results of this research, the process of learning by producing short videos enhanced academic success and supported in-depth learning. The success in topics on which the videos were produced was measurably higher than the success in topics on which the videos were not produced, and this difference was statistically significant. Even if the pre-service literacy teacher were challenged at certain points during the process of learning by producing videos, they thought that the video production prepared them for the professional future with diverse perspectives. On the other hand, only half of the participants had a positive viewpoint about the process. The negative viewpoint reduced the quality of videos that were produced; however, the academic success was not affected by this situation. There is no relationship between the pre-service literacy teachers’ educational video consumption and production behaviors.

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