COVİD-19'UN BİÇİMLENDİRİCİ DEĞERLENDİRMEYE DAYALI OLARAK BİLGİSAYAR PROGRAMLAMA DERSİNİ ALAN ÖĞRENCİLERİN PERFORMANSLARINA ETKİSİ

Öz

Dünya Sağlık Örgütü (WHO), yeni tip koronavirüs (Covid-19) salgınından dolayı 27 Eylül 2021'e kadar dünya çapında dört-yüz seksen-üç milyondan fazla doğrulanmış vaka olduğunu bildirmiştir. Dünyanın dört bir yanındaki hükümetler, Covid-19’un yayılmasını önlemek için sosyal mesafe önlemlerini uyguladı. En etkili önlemlerden biri okulların kapatılması ve yüz yüze/geleneksel eğitimin askıya alınmasıydı. Bu anlamda, Covid-19'un Türkiye'deki bir üniversitede biçimlendirici değerlendirmeye dayalı olarak Java programlama dili modülünü alan öğrencilerin performanslarına etkisini değerlendirdik. 83 öğrencinin altı bilgisayar laboratuvarı sınav sonucu analiz edilmiştir. Bir örneklenmiş bağımlı t-testi gerçekleştirilmiştir (p-değeri = 0.0000 <0.05). İlk dört laboratuvar dersi yüz yüze/geleneksel (Covid-19'dan önce), geri kalan iki laboratuvar dersi ise (Covid-19'dan sonra) çevrimiçi gerçekleştirilmiştir. Analiz sonuçları, Covid19 salgını sırasında eğitimin yüz yüze eğitim yerine çevrimiçi olması nedeniyle öğrencilerin performansının düştüğünü ortaya koymaktadır. Bu yüzden, bu çalışma, bilgisayar programlama modülünün öğretiminde çevrimiçi eğitime göre daha etkili ve verimli bir yöntem olan yüz yüze/geleneksel eğitimin önemini vurgulamıştır.

Anahtar Kelimeler

• Covid-19
• Bilgisayar Programlama Modülü
• Yüz Yüze Eğitim
• Çevrimiçi Eğitim.

COVİD-19 IMPACT ON STUDENTS' PERFORMANCES İN COMPUTER PROGRAMMİNG MODULE BASED ON FORMATİVE ASSESSMENT

Abstract

The novel coronavirus disease 2019 (Covid-19) pandemic has affected more than four-hundred and eighty-three million confirmed cases worldwide by 27 September 2021, reported by the World Health Organisation (WHO). Governments around the world implemented social distancing measures to prevent the spread of the novel coronavirus disease-2019 (COVID-19). One of the most effective measures was the closure of schools and a suspension of face-to-face/traditional education. In this sense, we evaluated the Covid-19 impact on students’ performances in the Java programming language module based on formative assessment in a university in Turkey. Six computer laboratory exam results of 83 students were analysed. One sampled dependent t-test is performed (p-value=0.0000<0.05). Note that the first four laboratories were face-to-face/traditional (before Covid-19) while the rest two laboratories were online (after Covid-19). The analysis results reveal that the performance of students decreases because the education is online instead of face-to-face education during the Covid19 pandemic. Therefore, this paper has underlined the importance of face-to-face/traditional education which is a more effective and efficient method for the teaching of computer programming modules than online education.

Keywords

• Covid-19; Computer Programming Module
• Face-to-Face Education
• Online Education

Kaynakça

1. Ashby, J., Sadera, W. A., & McNary, S. W. (2011). Comparing student success between developmental math courses offered online, blended, and face-to-face. Journal of Interactive Online Learning, 10(3), 128–140.
2. Atchley, W., Wingenbach, G., & Akers, C. (2020). International Review of Research in Open and Distributed Learning Comparison of Course Completion and Student Performance through Online and Traditional Courses Comparison of Course Completion and Student Performance through Online and Traditional Courses.
3. Buyrukoglu, S. (2018). Semi-Automated Assessment of Programming Languages for Novice Programmers. July. https://repository.lboro.ac.uk/articles/thesis/Semi-automated_assessment_of_programming_languages_for_novice_programmers/9406070
4. Buyrukoglu, S., Batmaz, F., & Lock, R. (2019). Improving marking efficiency for longer programming solutions based on a semi-automated assessment approach. Computer Applications in Engineering Education, 27(3), 733–743. https://doi.org/10.1002/cae.22094
5. Čechová, I., Neubauer, J., & Sedlačík, M. (2019). Tracking the university student success: Statistical quality assessment. Journal on Efficiency and Responsibility in Education and Science, 12(1), 12–25. https://doi.org/10.7160/eriesj.2019.120102
6. Driscoll, A., Jicha, K., Hunt, A. N., Tichavsky, L., & Thompson, G. (2012). Can Online Courses Deliver In-class Results?: A Comparison of Student Performance and Satisfaction in an Online versus a Face-to-face Introductory Sociology Course. Teaching Sociology, 40(4), 312–331. https://doi.org/10.1177/0092055X12446624
7. Hannay, M. (2006). Perceptions of Distance Learning : a Comparison of Online and Traditional Learning. 2(1), 1–11. Johnson, H., & Mejia, M. C. (2014). Online learning and student outcomes in California’s Community Colleges. Public Policy Institute of CA, May, 20. www.ppic.org%0Awww.ppic.org
8. Larson, D. K., & Sung, C. H. (2009). Comparing student performance: Online versus blended versus face-to-face. Journal of Asynchronous Learning Network, 13(1), 31–42. https://doi.org/10.24059/olj.v13i1.1675

9. Muilenburg, L. Y., & Berge, Z. L. (2005). Students Barriers to Online Learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
10. Pfeiffer, S. I., Petscher, Y., & Kumtepe, A. (2008). The gifted rating scales-school form: A validation study based on age, gender, and race. Roeper Review, 30(2), 140–146. https://doi.org/10.1080/02783190801955418
11. Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4–13. https://doi.org/10.1002/bs.3830280103
12. Sadler, D. R. (1998). Formative assessment: Revisiting the territory. International Journal of Phytoremediation, 21(1), 77–84. https://doi.org/10.1080/0969595980050104
13. Shea, P., & Bidjerano, T. (2014). Does online learning impede degree completion? A national study of community college students. Computers and Education, 75, 103–111. https://doi.org/10.1016/j.compedu.2014.02.009
14. Sullivan, J. R., Riccio, C. a, & Reynolds, C. R. (2008). Variations in students’ school- and teacher-related attitudes across gender, ethnicity, and age. Journal of Instructional Psychology, 35(3), 296–305.
15. Xu, D., & Jaggars, S. S. (2013). The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system. Economics of Education Review, 37, 46–57. https://doi.org/10.1016/j.econedurev.2013.08.001