ANALYSIS OF THE GAP IN SCRIPTWRITING AND VIDEO PRODUCTION SKILLS: A CASE STUDY OF THE VIDEO AND TV MEDIA DEVELOPMENT COURSE

Abstract

Introduction. A significant disparity exists between students' scriptwriting and video production competencies in the Video and TV Media Development course. This study seeks to ascertain the fundamental variables leading to this disparity by assessing lecturer qualifications, available learning resources, and instructional execution.

Study participant and methods. The participants in this study were fifth-semester students of the Educational Technology program who were enrolled in the Media Video and Television Development course, totaling 125 individuals. The students were involved in providing assessments of lecturer performance by completing a structured questionnaire. In addition, the study also included three lecturers responsible for teaching the course, whose performance was evaluated by the program’s monitoring and evaluation (Monev) team and whose teaching activities were observed in each class. A mixed-methods approach was employed to collect data, incorporating document analysis from the Monev reports, student questionnaires, interviews, and classroom observations of the learning activities.

Results. The findings reveal that while lecturers received excellent ratings for pedagogical preparation (average >85%) and students reported satisfaction with teaching quality (average >90%), the existing instructional tactics are inadequate for effectively engaging students in practice-based learning. Furthermore, although the institution offers vital resources—including a Learning Management System (LMS) and laboratory apparatus—their incorporation into the educational process is inadequate.

Conclusion. These findings indicate the necessity for a restructured educational framework customized to the cognitive and technical requirements of media production education. The study advocates for additional research on the development of instructional models tailored to media-based courses to address the reported skill gap.