Uzaktan Eğitimde Yeni Mücadele: Bilişsel Sınav Kaygısı ve İlişkili Öğrenci Deneyimleri

Year 2025, Issue: 104, 19 - 32

Gizem Beycan Ekitli , Gamze Gale

https://doi.org/10.17753/sosekev.1619832

Abstract

Uzaktan eğitim, eğitimde erişim ve esneklik sağlama açısından önemli bir fırsat sunmakta olup, özellikle dijital teknolojilerin ve yapay zekâ uygulamalarının entegrasyonu ile daha etkili ve kişiselleştirilmiş öğrenme deneyimleri sunulabilir. Uzaktan eğitim bağlamında sınav kaygısının bilişsel boyutuna odaklanan araştırmalar sınırlıdır ve bu araştırma eğitim programlarının iyileştirilmesi ve öğrenci iyi oluşuna yönelik literatürdeki boşluklara katkı sağlamak amacıyla öğrenci odaklı öneriler sunmayı hedeflemiştir. Tanımlayıcı tipteki araştırmanın verileri tıp, hemşirelik, diş hekimliği ve sağlık bilimleri fakültelerinden eğitimlerini sürdürmekte olan 410 lisans öğrencisinden toplanmıştır. Çevrimiçi araştırmada tanıtıcı sosyodemografik bilgiler formu ve Bilişsel Sınav Kaygısı Ölçeği kullanılmıştır. Verilerin analizinde parametrik olmayan anlamlılık testleri kullanılmıştır. Bilişsel sınav kaygısı puanı ortalama 51.3±17.0 olup özellikle diş hekimliği öğrencilerinde kaygı düzeylerinin daha yüksek olduğu görülmüştür. Akademik beklentiler, değerlendirilme yöntemlerine dair güvenlik endişeleri ve uzaktan eğitim memnuniyeti gibi etmenlerin sağlık bilimlerindeki öğrencilerde kaygı düzeylerinde anlamlı farklılık yaratabildiği bulunmuştur (p<0.05). Çevrimiçi derslerden memnuniyet oranı %18.0’ken; öğrencilerin %50.2’si akademik beklentiler konusunda kararsız kalmış, %83.7’si değerlendirme süreçlerini adil bulmamış ve %91.0’ı uygulama eksikliği hissetmiştir. Katılımcıların %84.6’sı uzaktan eğitim sırasında akademik performanslarının düştüğünü ifade etmiştir. Öğretmenlerinin uzaktan eğitime uyumda zorlandığını düşünen öğrencilerin kaygı düzeyleri artmıştır. Akademik beklentilere uygun, uygulamalı becerileri destekleyebilecek ve teknolojik olanaklarla zenginleştirilmiş müfredatlara gereksinim vardır.

Keywords

Uzaktan eğitim , Bilişsel sınav kaygısı , Sağlık bilimleri , Üniversite öğrencisi

A NEW CHALLENGE IN DISTANCE EDUCATION: COGNITIVE TEST ANXIETY AND RELATED STUDENT EXPERIENCES

Abstract

Distance education offers significant opportunities for access and flexibility in education, especially with the integration of digital technologies and artificial intelligence applications that can provide more effective and personalized learning experiences. Research focusing on the cognitive dimension of test anxiety within the context of distance education is limited, and this study aims to contribute to the limited body of literature by offering student-centered recommendations to address gaps regarding educational program improvement and student well-being. A descriptive quantitative research design was employed. Data were collected online from 410 undergraduate students across medical, nursing, dentistry, and health sciences faculties. The primary data collection tools included an introductory sociodemographic information form and the Cognitive Test Anxiety Scale. Nonparametric tests were used for data analysis. The mean cognitive test anxiety score was 51.3±17.0, with notably higher levels of anxiety observed among dental students. Significant effects of academic expectations, concerns about evaluation methods, and satisfaction with distance education were found to influence anxiety levels (p<0.05). The satisfaction rate for online classes was 18.0%, with 50.2% of students uncertain about academic expectations, 83.7% perceiving the evaluation processes as unfair, and 91.0% feeling a lack of practical experience. Additionally, 84.6% of participants reported a decline in academic performance during distance education. Students who believed that instructors had difficulties adapting to distance education exhibited higher anxiety levels. There is a need for curricula that support academic expectations, practical skill development, and are enriched with technological resources to reduce cognitive test anxiety and improve educational outcomes.

Keywords

Distance education , Cognitive test anxiety , Health sciences , University students

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