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Education Quarterly Reviews

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asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 07 November 2022

Secondary Students’ Experiences with Distance Education for Mathematics Courses During the Covıd-19: The Sample of Turkey

Büşra Temel, Hayal Yavuz Mumcu

Ordu University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.05.04.583

Pages: 172-184

Keywords: Covid-19, Distance Education, Mathematics Lessons, Secondary Students, Student Experiences

Abstract

The aim of this study is to reveal the opinions of secondary school students about the mathematics lessons conducted during the Covid-19 pandemic process. This research is a descriptive study based on survey model. The sample group of the study consists of 740 secondary school students who have been attending public schools in the Black Sea Region of Turkey in the 2020-2021 academic year. A questionnaire consisting of three open-ended questions and five question items created by the researchers was used as data collection tool in the study. The questionnaire was created on the Google Forms platform and delivered to the students by this way. As a result of the study, it was stated that most of the students had difficulties in the mathematics lessons conducted during the pandemic, and these difficulties generally emerged in terms of not being able to understand the lesson or lack of digital resources. Students generally stated that they could not understand the teacher in online lessons, could not focus on the lesson, online lessons were not permanent and productive, and these lessons reduced their motivations towards the lesson. The data obtained from the study were discussed in relation to the literature and appropriate suggestions were made in line with the results of the study.

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