Secondary Students’ Experiences with Distance Education for Mathematics Courses During the Covıd-19: The Sample of Turkey
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

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
crossref
doi
open access

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
pdf download

Download Full-Text Pdf

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.

References

  1. Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon6, 1-5. https://doi.org/10.1016/j.heliyon.2020.e05482.

  2. Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. doi: 10.33902/JPSP. 2020261309.

  3. Ahedor, J. (2020). Can teaching in Ghana carry on virtually as the pandemic rages? Scientific African Magazine. https://sciafmag.com/2020/04/11/can-teaching-in-ghana-carry-on-virtually-as-the-pandemic-rages/.

  4. Akinbadewa, B. O., & Sofowora, O. A. (2020). The effectiveness of multimedia instructional learning packages in enhancing secondary school students’ attitudes toward Biology. International Journal on Studies in Education (IJonSE), 2(2), 119-133. https://doi.org/10.46328/ijonse.19.

  5. Al-Amin, M., Zubayer, A. Al, Deb, B., & Hasan, M. (2021). Status of tertiary level online class in Bangladesh: Students’ response on preparedness, participation, and classroom activities. Heliyon 7, 1-7. https://doi.org/10.1016/j.heliyon.2021.e05943.

  6. Alharthi, M. (2020). Students’ attitudes toward the use of technology in online courses. International Journal of Technology in Education (IJTE), 3(1), 14-23.

  7. Al-Husban, N.A. (2020). Critical thinking skills in asynchronous discussion forums: A case study. International Journal of Technology in Education (IJTE), 3(2), 82-91.

  8. Anjorin, A.A. (2020). The coronavirus disease 2019 (COVID-19) pandemic: A review and an update on cases in Africa. Asian Pacific Journal of Tropical Medicine, 13(5), p.199-203. doi: 10.4103/1995-7645.281612.

  9. Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan: Indian journal of management, 13(4), 43-56. doi: 10.17010/pijom/2020/v13i4/151825.

  10. Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal, 32, 1-22. doi: 10.1007/s13394-020-00359-2

  11. Baggaley, J. (2008). Where did distance education go wrong? Distance Education, 29(1), 39-51. https://doi.org/10.1080/01587910802004837.

  12. Barış, M. F., & Çankaya, P. (2016). Opinions of academic staff about distance education Akademik personelin uzaktan eğitim hakkındaki görüşleri. Journal of Human Sciences, 13(1), 399-413.

  13. Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (Covıd-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma [A study on effectiveness of distance education, as a return of coronavirus (covıd-19) pandemic process]. Academia Eğitim Araştırmaları Dergisi, 5(2), 368-397.

  14. Bourouiba, L. (2020). Turbulent gas clouds and respiratory pathogen emissions: Potential implications for reducing transmission of COVID-19. JAMA, 323 (18), 1837-1838. doi:10.1001/jama.2020.4756.

  15. Camacho-Zu~niga, C., Pego, L., Escamilla, J., & Hosseini, S. (2021). The impact of the COVID- 19 pandemic on students’ feelings at high school, undergraduate, and postgraduate levels. Heliyon 7, 1-11. https://doi.org/10.1016/j.heliyon.2021.e06465.

  16. Chakanyuka, S., Chiome, C., & Chabaya, O. (2008). Staff-related factors contributing to quality in open and distance learning. http://oasis.col.org/handle/11599/2061.

  17. Chen, G. D., Ou, K. L., Liu, C. C., & Liu, B. J. (2001). Intervention and strategy analysis for web group‐learning. Journal of Computer Assisted Learning, 17(1), 58-71. https://doi.org/10.1111/j.1365-2729.2001.00159.x.

  18. Chiu, T. K. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1), 1-17. https://doi.org/10.1080/15391523.2021.1891998.

  19. Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Teaching and Learning (JALT), 3(1), 9-28. doi: 10.37074/jalt.2020.3.1.7.

  20. Das, K. (2021). İntegrating e-learning & technology in mathematics education. Journal of Information and Computational Science, 11(1), 310-319.

  21. Fitriyani, Y., Fauzi, I., & Sari, M. Z. (2020). Motivasi belajar mahasiswa pada pembelajaran daring selama pandemik covid-19. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 6(2), 165-175. https://doi.org/10.33394/jk.v6i2.2654.

  22. Hall, D., & Knox, J. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63- 85. doi:10.1080/01587910902845964.

  23. Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science, 4(4), 267-282.

  24. Jebril, N. (2020). World Health Organization declared a pandemic public health menace: A systematic review of the coronavirus disease 2019 “COVID-19”. International Journal of Psychosocial Rehabilitation, 24(9), 2784-2795. doi: 10.37200/IJPR/V24I9/PR290311.

  25. Jin, S. H. (2005). Analyzing student-student and student-instructor interaction through multiple communication tools in web-based learning. International Journal of Instructional Media, 32 (1), 59-67.

  26. Johns Hopkins Coronavirus Resource Center. (2020). Johns Hopkins coronavirus resource center. https://coronavirus.jhu.edu/.

  27. Karasar, N. (2005). Bilimsel araştırma yöntemi [Scientific research method] (17th edt.). Ankara: Nobel.

  28. Kaur, G. (2020). Digital Life: Boon or bane in teaching sector on COVID-19. CLIO an Annual Interdisciplinary Journal of History,6(6), 416-427.

  29. Kaya, Z. & Önder, H. (2002). Ergonomics in Internet teaching. The Turkish Online Journal of Educational Technology, 1(1), 48-54.

  30. Kurnaz, A., Kaynar, H., Barışık, C. Ş., & Doğrukök, B. (2020). Öğretmenlerin uzaktan eğitime ilişkin görüşleri [Teachers’ views on distance learning]. Milli Eğitim Dergisi, 49(1), 293-322. https://doi.org/10.37669/milliegitim.787959.

  31. Liguori, E., & Winkler, C. (2020). From offline to online: Challenges and opportunities for entrepreneurship education following the COVID-19 pandemic. Entrepreneurship Education and Pedagogy, 3(4), 346-351. https://doi.org/10.1177/2515127420916738.

  32. Lou, Y. (2004). Learning to solve complex problems through between-group collaboration in project-based online courses. Distance Education, 25(1), 49-66.

  33. McPherson, M. S., & Bacow, L. S. (2015). Online higher education: Beyond the hype cycle. The Journal of Economic Perspectives, 29(4), 135–153. https://doi.org/10.1080/0158791042000212459.

  34. Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same?. The Internet and Higher Education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001.

  35. Mukuka, A., Shumba, O., & Mulenga, H. M. (2021). Students’ experiences with remote learning during the COVID-19 school closure: Implications for mathematics education. Heliyon, 7(7), 1-8. https://doi.org/10.1016/j.heliyon.2021.e07523.

  36. Oyediran, W.O., Omoare, A.M., Owoyemi, M.A., Adejobi, A.O., & Fasasi, R.B. (2020). Prospects and limitations of e-learning application in private tertiary institutions amidst COVID-19 lockdown in Nigeria. Heliyon 6, 11, 1-8. https://doi.org/10.1016/j.heliyon.2020.e05457.

  37. Özçakır Sümen, Ö. (2021). Uzaktan eğitim sürecinde ilkokul matematik dersleri nasıl işleniyor? Bir durum çalışması [How are primary school mathematics lessons conducted in the distance education? A case study]. Eurasian Journal of Researches in Social and Economics (EJRSE), 8(3), 662-674.

  38. Özdoğan, A. Ç., & Berkant, H. G. (2020). Covid-19 pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi [The examination of stakeholders’ opinions on distance education during the covıd-19 epidemic]. Milli Eğitim Dergisi, 49(1), 13-43. https://doi.org/10.37669/milliegitim.788118.

  39. Özköse, H., Arı, S., & Çakır, Ö. (2013). Uzaktan eğitim süreci için SWOT analizi [A SWOT analysis of distance education process]. Middle Eastern & African Journal of Educational Research, 5(41), 42-57.

  40. Özüdoğru, G., & Bulut, A. S. (2021). 8. sınıf öğrencilerinin covıd-19 pandemi döneminde matematik dersi deneyimleri [Experiences of 8th grade students in math lesson during the covid-19 pandemic period]. Kırıkkale University Journal of Education (KUJE), 1(1), 18-26.

  41. Purwanto, A., Pramono, R., Asbari, M., Santoso, P. B., Wijayanti, L. M., Hyun, C. C., & Putri, R. S. (2020). Studi eksploratif dampak pandemi COVID-19 terhadap proses pembelajaran online di sekolah dasar. EduPsyCouns: Journal of Education, Psychology and Counseling, 2(1), 1-12.

  42. Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022). Long-term consequences of repeated school closures during the covid-19 pandemic for reading and mathematics competencies. https://psyarxiv.com/dfqeg.

  43. Seage, S. J., & Türegün, M. (2020). The effects of blended learning on stem achievement of elementary school students. International Journal of Research in Education and Science, 6(1), 133-140.

  44. Telli, S. G., & Altın, D. (2020). The coronavirus and rising of online education. Journal of University Research, 3(1), 25-34. https://doi.org/10.32329/uad.711110.

  45. Tezer, M., Çavuş, S., Orkun, M. A., Osum, A., & Ture, A. (2021). Examination of opinions of elementary school students on mathematics course in the COVID-19 pandemic process. International Journal of Learning and Teaching, 13(1), 42-53. https://doi.org/10.18844/ijlt.v13i1.5279.

  46. UNESCO (2020). Teacher Task Force calls to support 63 million teachers touched by the COVID-19 crisis. https://en.unesco.org/news/teacher-task-force-calls-support-63-million-teachers-touched-covid-19-crisis.

  47. Wahyuningrum, A. S., & Latifah, T. (2020). Investigating mathematical conversation in remote learning of mathematics during the Covid-19 pandemic. Jurnal Riset Pendidikan Matematika, 7(2), 148-162. https://doi.org/10.21831/jrpm.v7i2.34841.

  48. Wains, S. I., & Mahmood, W. (2008, October). Integrating m-learning with e-learning. In Proceedings of the 9th ACM SIGITE Conference on Information Technology Education (pp. 31-38), Ohio, USA.

  49. Wardani, E. R., & Saputro, D. R. S. (2021, March). Online Mathematics Learning during the Covid-19 Pandemic. In Journal of Physics: Conference Series (Vol. 1808, No. 1, p. 012044). IOP Publishing, Indonesia. doi: 10.1088/1742-6596/1808/1/012044.

  50. Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. J. Risk Financ. Manag. 13 (55), 1–6. https://doi.org/10.3390/jrfm13030055.

  51. Zhong, R. (2020). The coronavirus exposes education’s digital divide. https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html.

bottom of page