Exploring the Persistent Impact of Online Education on Graduation Grade Point Average: A Case Study in Industrial Engineering

Year 2024, Issue: 55, 107 - 116, 09.12.2024

Sinan Öztaş

https://doi.org/10.33418/education.1423732

Abstract

Due to the global impact of the Covid-19 pandemic, educational institutions worldwide resorted to remote/online learning for uncertain periods. Researchers have extensively monitored the effects of Covid-19 on education at various levels. While several studies in the literature have indicated a positive numerical impact of online education on course success, others have revealed that students, despite achieving high grades, may experience dissatisfaction with online education for various reasons such as lack of motivation, communication challenges, and limited opportunities to engage with course content. This study delves into the long-term outcomes of online education by examining students' Grade Point Averages (GPAs). Specifically, the research assesses the academic performance of first, second, and fourth-grade students enrolled in industrial engineering, considering selected courses, matriculation scores, and graduation averages across both online and face-to-face learning periods. Descriptive statistics, analysis of variance to explore group relationships, and Pearson correlation to analyze parameter relationships were employed in the study. Upon scrutinizing the study results, it was observed that the GPAs exhibited a correlation with the matriculation score but did not show a significant relationship with courses learned through online education.

Keywords

Online engineering education, face to face education, long-term affect of online education

Online eğitimin mezuniyet notlarına uzun vadeli etkisi: Endüstri Mühendisliği Örneği

Abstract

Covid-19 salgını nedeniyle tüm dünyada eğitim faaliyetleri belirsiz sürelerle uzaktan/online olarak yürütülmüştür. Araştırmacılar Covid-19’un eğitim üzerindeki etkilerini araştırmak için çeşitli seviyelerde farklı araştırmalar yapmışlardır. Literatürdeki bir kısım çalışmalarda uzaktan eğitimin öğrencilerin derslerdeki başarı durumları üzerinde sayısal olarak pozitif etkiye sahip olduğunu göstermiştir. Yine bir kısım çalışmalarda motivasyon eksikliği, iletişimsizlik, sınıf ortamından uzak durma gibi çeşitli sebeplerden dolayı öğrencilerin mutsuz/isteksiz olduğu tespit edilmiştir. Bu çalışma uzaktan eğitimin, öğrencilerin ağırlıklı genel not ortalamaları (AGNO) üzerindeki uzun dönemli etkilerini incelemektedir. Çalışmada Endüstri Mühendisliği 1, 2 ve 4. sınıf düzeyinde verilen seçili derslerin başarı durumlarını, bölüme yerleşme puanlarını ve AGNO’larını uzaktan ve yüz yüze eğitim dönemlerini dikkate alarak araştırmaktadır. Çalışmada tanımlayıcı istatistik, uzaktan ve yüz yüze eğitim dönemlerinin farklılıklarını incelemek için varyans analizi ve tüm parametrelerin ilişkisini araştırmak için Pearson korelasyonu kullanılmıştır. Çalışmanın sonuçları incelendiğinde bölüme yerleşme puanı ve AGNO arasında pozitif kuvvetli ilişki olduğu görülmüşken seçili derslerdeki başarı durumları ve AGNO arasında anlamlı bir ilişki bulunamamıştır.

Keywords

online mühendislik eğitimi, yüz yüze eğitim, online eğitimin mezuniyet notlarına etkisi

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