Özet:

The purpose of this study is to compare the impact of video lectures which were recorded by a video camera and which were recorded by computer screen capture software on freshmen students' derivative subject achievement with the freshmen students who took the same subject in a traditional way. Prestest-postest control group design was used to explain the effects of video lectures on students' derivative achievement. The students in treatment groups were randomly assigned to treatment group 1 (n=28), treatment group 2 (n=27), control group 1 (n=28) and control group 2 (n=64). Derivative achievement test (KR-20 reliability coefficient .81) which was developed by Altıparmak and Acar (2005) was used as a data collection tool. Results obtained by the analysis of derivative achievement test indicated a significant difference between achievement test scores of treatment and control groups (p=0.001, Ŋ2= 0,22). However, regarding to the posttest scores there is no significant difference between the treatment group 1 and treatment group 2 groups.

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