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LGS'ye COVID-19 Pandemisinde Uzaktan Eğitimle Hazırlanmak

Year 2023, Issue: 66, 475 - 501, 29.04.2023
https://doi.org/10.21764/maeuefd.1137055

Abstract

Türkiye’de COVID-19 pandemi nedeniyle yüz yüze eğitim yürütülemediği için 8. sınıf öğrencileri LGS’ye (Liselere Geçiş Sistemi) uzaktan eğitimle hazırlanmak durumunda kaldılar. LGS ile az sayıda nitelikli okula öğrenci alındığı için bu sınava hazırlık öğrenciler için zorlu geçebilmektedir. Bu araştırmanın amacı, COVID-19 pandemi sürecinde LGS’ye uzaktan eğitimle hazırlanan 8. Sınıf öğrencilerinin bu süreçteki deneyimlerini keşfetmek ve bu deneyimleri kapsayıcı temalar altında birleştirmektir. Araştırmada LGS’ye uzaktan hazırlanmanın öğrenci deneyimleriyle derinlemesine anlaşılması için nitel araştırma desenlerinden fenomenoloji deseni kullanılmıştır. Katılımcılar Adıyaman ilinde farklı okullarda eğitimine devam eden 18 (9 = kız, 9 = erkek) 8. sınıf öğrencisidir. Katılımcılarla online ve yüz yüze görüşmeler yapılarak veriler toplanmıştır. Çalışmanın verileri araştırmacılar tarafından hazırlanmış olan yarı yapılandırılmış görüşme formu ile toplanmıştır. Yapılan tematik analiz sonucunda ortaya çıkan üç ana tema şunlardır: (a) sınav kaygısının artması (b) akran desteğine ihtiyaç duyulması (c) değişen çevrimiçi öğrenme deneyimleri. Yapılan bu araştırmanın uzaktan eğitim sürecinde LGS’ye hazırlanan öğrencilerin deneyimleri anlamak noktasında alan yazına bilgiler sunduğu söylenebilir.

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PREPARİNG FOR LGS WİTH DİSTANCE EDUCATİON İN THE COVID-19

Year 2023, Issue: 66, 475 - 501, 29.04.2023
https://doi.org/10.21764/maeuefd.1137055

Abstract

Due to the COVID-19 pandemic in Turkey, 8th grade students had to prepare for LGS (High School Transition System) with distance education. Because few qualified schools accept students with LGS, it can be difficult for students to prepare for this exam. The purpose of this research is to explore the experiences of 8th grade students who were prepared for LGS with distance education during the COVID-19 pandemic process and to combine these experiences under inclusive themes. In the research, phenomenology design, one of the qualitative research designs, was used in order to understand the distance preparation for LGS through student experiences. Participants are 18 (9 = girl, 9 = boy) 8th grade students continuing their education in different schools in Adıyaman province. Data were collected through online and face-to-face interviews with the participants. The data of the study were collected with a semi-structured interview form prepared by the researchers. The three main theme that as a result of the thematic analysis are (a) increased test anxiety (b) need for peer support (c) changing online learning experiences. It can be said that this research provides information to the literature in terms of understanding the experiences of the students who are prepared for LGS during the distance education process.

References

  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. http://www.doi.org/10.33902/JPSP. 2020261309
  • Atılgan, H. (2018). Türkiye’de kademeler arası geçiş: Dünü-bugünü ve bir model önerisi. Ege Eğitim Dergisi, 19(1), 1-18. https://dergipark.org.tr/tr/download/article-file/511904
  • Atreya, A., & Acharya, J. (2020). Distant virtual medical education during COVID-19: Half a loaf of bread. The Clinical Teacher, 17, 1-2. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7323172/
  • Bakiler, E., & Kurtça, T. T. (2021). Preparing for exam during the pandemic period from the perspective of mothers. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 9(3), 809-826.
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. doi.org/10.1002/hbe2.191
  • Bayram, H. (2021). Challenges secondary school teachers face during the distance education process. International Journal of Eurasian Education and Culture, 6(12), 613-658. http://dx.doi.org/10.35826/ijoecc.306
  • Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education. 15, 118-126. http://dx.doi.org/10.1016/j.iheduc.2011.11.006
  • Bozdağ, F. (2020). Pandemi sürecinde psikolojik sağlamlık. Electronic Turkish Studies, 15(6), 247-257. https://dx.doi.org/10.7827/TurkishStudies.44890
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
  • Britt, R. (2006). Online education: A survey of faculty and students. Radiologic Technology, 77(3), 183- 190.
  • Creswell, J. W. (2013). Qualitative ınquiry and research design: Choosing among five approaches (3rd ed.), Sage Publications, CA.
  • Çakmak, A., Şahin, H., & Demirbaş, E. A. (2017). 7. ve 8. sınıf ortaokul öğrencilerinin sınav kaygısı ve benlik saygısı arasındaki ilişkinin incelenmesi. e-Kafkas Journal of Educational Research, 4(2), 1-9. https://dergipark.org.tr/en/download/article-file/335829
  • Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects,49,91-96. doi:/10.1007/ s11125-020-09464-3.
  • Davulcu, Ü., & Mert, K. (2019). Çocuk evleri sitesinden birinde kalan çocukların algıladıkları sosyal destek ve gelecek beklentileri. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi, 16(3), 210-216. doi:10.5222/HEAD.2019.210
  • Demir, S. B., & Yılmaz T. A. (2019). En iyisi bu mu? Türkiye’de yeni ortaöğretime geçiş politikasının velilerin görüşlerine göre değerlendirilmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19 (1), 164-183. https://dergipark.org.tr/en/download/article-file/667782
  • Doyle, O. (2020). COVID-19: Exacerbating educational inequalities? Public Policy.1-10.https://publicpolicy.ie/downloads/papers/2020/COVID_19_Exacerbating_Educational_Inequalities.pdf
  • Dzakiria, H., Kasim, A., Mohamed A. H., & Christopher, A. A. (2013). Effective learning interaction as a prerequisite to successful Open Distance Learning (ODL): A case study of learners in the northern state of Kedah and Perlis, Malaysia. The Turkish Online Journal of Distance Education, 14(1), 111–125
  • Ellis, K. (2004). The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning. Communication Education, 53(1). 1-20. doi: 10.1080/0363452032000135742
  • Ellis, W. E., Dumas, T. M., & Forbes, L. M. (2020). Physically isolated but socially connected: psychological adjustment and stress among adolescents during the initial COVID-19 crisis. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement, 52(3), 177-187. http://dx.doi.org/10.1037/cbs000021
  • Ersöz, A. (2020). Covid-19 salgını özelinde Ulrich Beck’in “Risk Toplumu” ile Anthony Giddens’ın “Geç Modernite” kavramlarını yeniden düşünmek. Turkish Studies, 15(6), 525-538. https://dx.doi.org/10.7827/TurkishStudies.44531
  • Georgiou, M. (2018). Issues that revolve around the concepts of distance education and e-learning. International Association for Development of the Information Society. 205-209, https://files.eric.ed.gov/fulltext/ED590272.pdf
  • Gillis, A., & Krull, L. M. (2020). COVID-19 remote learning transition in spring 2020: Class structures, student perceptions, and ınequality in college courses. Teaching Sociology, 48(4), 283-299. https://doi.org/10.1177/0092055X20954263
  • Genç, H., & Kutlu, M. (2018). Sınav kaygısını azaltmaya yönelik bir psikoeğitim programının sekizinci sınıf öğrencilerinin sınav kaygısına etkisi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), 19-30. https://dergipark.org.tr/en/download/article-file/475205
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There are 64 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

İsmail Karataş 0000-0002-6996-8541

Nilgün Öztürk 0000-0003-2593-9076

Early Pub Date July 29, 2023
Publication Date April 29, 2023
Submission Date June 28, 2022
Published in Issue Year 2023 Issue: 66

Cite

APA Karataş, İ., & Öztürk, N. (2023). LGS’ye COVID-19 Pandemisinde Uzaktan Eğitimle Hazırlanmak. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(66), 475-501. https://doi.org/10.21764/maeuefd.1137055