Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views

Sema İrem Orhan; Abdullah Aydın

doi:10.24106/kefdergi.1628225

EN

Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views

Abstract

Purpose: This study aimed to compare the effects of implementing activities and materials designed according to incremental self-theory in face-to-face and distance education teaching the cell and divisions unit in the 7th-grade science lesson on students’ academic achievement, self-confidence, and motivation. Another aim is to gather the science teacher’s views about the implementation process. Design/Methodology/Approach: In the research, a sequential explanatory design, which is a type of mixed research method in which quantitative and qualitative research methods are used together, was used. Findings: As a result of the research, significant differences were found in favor of the students who received face-to-face education in terms of academic achievement levels, and the students who received distance education in terms of motivation levels. There was no significant difference between the two groups regarding self-confidence levels. The teachers, also, stated that the designed education positively affected students’ morale, and motivation toward the lesson. Highlights: Within the scope of the research, it may be helpful to integrate the teaching process, which is designed in line with the incremental self-theory and does not interfere with the curriculum of any lesson, into other lessons and subjects where students have learning problems and low motivation.

Keywords

Incremental self-theory, Face-to-face education, Distance education, Science lesson

Ethical Statement

Ethics committee permission for this study was obtained from the Kastamonu University Social and Human Sciences Research and Publication Ethics Committee with the decision dated on October 12, 2020, and numbered 3/14.

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Details

Primary Language

English

Subjects

Science Education

Journal Section

Research Article

Authors

Sema İrem Orhan ^*
0000-0002-4554-1439
Türkiye

Abdullah Aydın
0000-0003-2805-9314
Türkiye

Publication Date

January 28, 2025

Submission Date

November 23, 2023

Acceptance Date

October 24, 2024

Published in Issue

Year 2025 Volume: 33 Number: 1

DOI

https://doi.org/10.24106/kefdergi.1628225

IZ

https://izlik.org/JA95UE57KN

APA

Orhan, S. İ., & Aydın, A. (2025). Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views. Kastamonu Education Journal, 33(1), 17-34. https://doi.org/10.24106/kefdergi.1628225

AMA

1.Orhan Sİ, Aydın A. Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views. Kastamonu Education Journal. 2025;33(1):17-34. doi:10.24106/kefdergi.1628225

Chicago

Orhan, Sema İrem, and Abdullah Aydın. 2025. “Comparison of Face-to-Face and Distance Education Based on Incremental Self-Theory in Terms of Students’ Academic Achievement, Self-Confidence, and Motivation and Teacher Views”. Kastamonu Education Journal 33 (1): 17-34. https://doi.org/10.24106/kefdergi.1628225.

EndNote

Orhan Sİ, Aydın A (January 1, 2025) Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views. Kastamonu Education Journal 33 1 17–34.

IEEE

[1]S. İ. Orhan and A. Aydın, “Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views”, Kastamonu Education Journal, vol. 33, no. 1, pp. 17–34, Jan. 2025, doi: 10.24106/kefdergi.1628225.

ISNAD

Orhan, Sema İrem - Aydın, Abdullah. “Comparison of Face-to-Face and Distance Education Based on Incremental Self-Theory in Terms of Students’ Academic Achievement, Self-Confidence, and Motivation and Teacher Views”. Kastamonu Education Journal 33/1 (January 1, 2025): 17-34. https://doi.org/10.24106/kefdergi.1628225.

JAMA

1.Orhan Sİ, Aydın A. Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views. Kastamonu Education Journal. 2025;33:17–34.

MLA

Orhan, Sema İrem, and Abdullah Aydın. “Comparison of Face-to-Face and Distance Education Based on Incremental Self-Theory in Terms of Students’ Academic Achievement, Self-Confidence, and Motivation and Teacher Views”. Kastamonu Education Journal, vol. 33, no. 1, Jan. 2025, pp. 17-34, doi:10.24106/kefdergi.1628225.

Vancouver

1.Sema İrem Orhan, Abdullah Aydın. Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views. Kastamonu Education Journal. 2025 Jan. 1;33(1):17-34. doi:10.24106/kefdergi.1628225

Kastamonu Education Journal is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.

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Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views

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