Investigating The Effect Of Coronavirus Anxieties Of The Students Attending Sports High School On Distance Education

Yıl 2023, Cilt: 6 Sayı: 2, 1 - 10, 30.12.2023

Murat Özmaden , Metin Bayrak , Ahmet Dinç , Gülşen Özmaden , Ali Bayazıt

https://doi.org/10.48133/igdirsbd.1400051

Öz

This study aimed to investigate the effect of Covid-19 concerns on distance education of students attending sports high schools. The Athletes' Anxiety of Catching New Type Coronavirus (Covid-19) Scale (SYTKYKÖ) consisting of 16 items whose validity and reliability studies were conducted by Demir et al. in 2020 and the Opinions Regarding Distance Education Scale created by Yıldırım et al. (2014) consisting of 18 items was used as a data collection tool. The research group consists of a total of 376 participants, 192 women and 184 men, who receive education in the sports high schools of Hatay, Adana, Kahramanmaraş (Eastern Mediterranean) Region in the 2021-2022 academic year. Data were delivered from voluntary participants in the research via Google Forms. As a result of the reliability analysis of the scales; Cronbach's Alpha value of coronavirus anxiety scale in athletes was found to be 92; Cronbach's Alpha value of the opinions on distance education scale was found to be 83. As a result of the analysis, it is seen that the individual anxiety dimension has a statistically significant and negative effect on effectiveness and didacticism in distance education. It is seen that the social anxiety dimension has a statistically significant and positive effect on personal, effectiveness and instructiveness in distance education. As a result, it appears that Covid 19 anxiety has a significant impact on distance education.

Anahtar Kelimeler

Koronavirüs, Uzaktan Eğitim, Spor, Kaygı

Investigating The Effect Of Coronavirus Anxieties Of The Students Attending Sports High School On Distance Education

Öz

ABSTRACT In this study, it has been aimed to investigate the effect of Covid-19 anxieties of the students attending sports high schools on their physical activity levels. The Athletes' Anxiety of Catching New Type Coronavirus (Covid-19) Scale (SYTKYKÖ) consisting of 16 items whose validity and reliability studies were conducted by Demir et al. in 2020 and the Opinions Regarding Distance Education Scale created by Yıldırım et al. (2014) consisting of 18 items was used as a data collection tool. The research group consists of a total of 376 participants, 192 women and 184 men, who receive education in the sports high schools of Hatay, Adana, Kahramanmaraş (Eastern Mediterranean) Region in the 2021-2022 academic year. Data were delivered from voluntary participants in the research via Google Forms. As a result of the reliability analysis of the scales; Cronbach's Alpha value of coronavirus anxiety scale in athletes was found to be 92; Cronbach's Alpha value of the opinions on distance education scale was found to be 83. As a result of the analysis, it is seen that the individual anxiety dimension has a statistically significant and negative effect on effectiveness and didacticism in distance education. It is seen that the social anxiety dimension has a statistically significant and positive effect on personal, effectiveness and instructiveness in distance education. As a result, it appears that Covid 19 anxiety has a significant impact on distance education.

Anahtar Kelimeler

Coronavirus, Distance Education, Sport, Anxiety

Kaynakça

• Aras, E., ve Karakaya. Y. E. (2020). Spor eğitimi kurumlarında görev yapan akademik personelin uzaktan eğitime yönelik görüşleri: nitel bir çalışma [opinions of academic staff who work at sport training institutions towards distance education: a qualitative study]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 18(2), 1-12.
• Arat, T., ve Bakan, Ö. (2011). Uzaktan eğitim ve uygulamaları [Distance education and applications]. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 14(1-2), 363-374.
• Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (Covid-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53.
• Chappell, B. (2020). Coronavirus: Covıd-19 is now officially a pandemic, WHO says. NPR. Retrieved on, 12.
• Çetinkaya, F., ve Karabulut, N. (2010). Batın Ameliyatı Olacak Yetişkin Hastalara Ameliyat Öncesi Verilen Eğitimin Kaygı ve Ağrı Düzeyine Etkisi [The Impact on the Level of Anxiety and Pain of the Training Before Operation Given to Adult Patients Who Will Have Abdominal Operation]. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 13(2), 20-26.
• Çiçek, İ., Tanhan, A., & Tanrıverdi, S. (2020). COVID-19 ve eğitim [Covid-19 and education]. Milli Eğitim Dergisi, 49(1), 1091-1104.
• Dehon, C., Weems, C. F., Stickle, T. R., Costa, N. M., & Berman, S. L. (2005). A cross-sectional evaluation of the factorial invariance of anxiety sensitivity in adolescents and young adults. Behaviour Research and Therapy, 43(6), 799-810.
• Demir, G. T., Cicioğlu, H. İ., ve İlhan, E. L. (2020). Sporcuların yeni tip koronavirüse (covid-19) yakalanma kaygısı ölçeği (SYTKYKÖ): Geçerlik ve güvenirlik çalışması. [Athlete’s Anxiety to Catch the Novel Coronavirus (Covid-19) Scale (AACNCS): Validity and reliability study]. Journal of Human Sciences, 17(2), 458-468.
• Dhama, K., Sharun, K., Tiwari, R., Et Al. (2020). Coronavirus Disease 2019-Covıd-19. Preprints. https://Doi.Org/10.20944/Preprints202003.0001.V1.
• Doğar, Y. (1994). Türk spor yönetiminde ademi merkezileşme eğilimleri [Decentralization trends in Turkish sports management]. Yayınlanmamış Doktora Tezi, Marmara Üniversitesi, Sağlık Bilimleri Enstitüsü, Beden Eğitimi ve Spor Anabilimdalı, İstanbul.
• Düzgün, S., ve Sulak, S. E. (2020). Öğretmen Adaylarının Covıd-19 Pandemisi Sürecinde Uzaktan Eğitim Uygulamalarına İlişkin Görüşleri [The opınıons of the teacher candıdates on dıstance learnıng practıces ın the covıd-19 pandemıc process]. Milli Eğitim Dergisi, 49(1), 619-633.
• Fang, F., Chen, Y., Zhao, D., Liu, T., Huang, Y., Qiu, L., ... & Society, T. C. P. (2020). Recommendations for the diagnosis, prevention, and control of coronavirus disease-19 in children-the Chinese perspectives. Frontiers in Pediatrics, 8.
• Gewin, V. (2020). Five tips for moving teaching online as COVID-19 takes hold. Nature, 580(7802), 295-296. Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. Sturctural
• Equation Modeling: Concepts Issues and Applications, Thousand Oaks, 1-15.
• Karabulut, E. O., Atasoy, M., Kaya, K., ve Karabulut, A. (2013). 13-15 Yaş Arası Erkek Futbolcuların Durumluk ve Sürekli Kaygı Düzeylerinin Farklı Değişkenler Bakımından İncelenmesi [The Examination of the State-Trait Anxiety Levels of the Male Football Players at the Age of 13-15 in Terms of Different Variables]. Journal of Kirsehir Education Faculty, 14(1).
• Karadağ, E., ve Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması [Distance Education at Universities during the Novel Coronavirus Pandemic: An Analysis of Undergraduate Students’ Perceptions]. Yükseköğretim Dergisi, 10(2), 181-192.
• Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel.
• Kaya, Z., ve Önder, H. H. (2002). İnternet yoluyla öğretimde ergonomi. The Turkish Online Journal of Educational Technology, 1(1), 48-54.
• Meydan, C. M. ve Şeşen, H. (2015). Yapısal Eşitlik Modellemesi AMOS Uygulamaları (2.Baskı). Ankara: Detay Yayıncılık.
• Özenoğlu, A., Çevik, E., Çolak, H., Altıntaş, T., & Alakuş, K. (2021). Changes in nutrition and lifestyle habits during the COVID-19 pandemic in Turkey and the effects of healthy eating attitudes. Mediterranean Journal of Nutrition and Metabolism, 14(3), 325-341.
• Özmaden, M., & Yildiz, Y. (2020). The Relationship of Covid-19 Phoby and Distance Education. Ambient Science, 92-96.
• Paksoy, H. M. (2020). Covid-19 pandemisi ile oluşan korku ve davranışlara inancın etkisi üzerine bir araştırma: Türkiye Örneği [A research on effect of belıef to emerged fears and behavıors wıth covıd-19 pandemıc: the case of Turkey]. . Kahramanmaraş Sütçü İmam Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 10(2), 135-155.
• Pung, R., Chiew, C. J., Young, B. E., Chin, S., Chen, M. I., Clapham, H. E., ... & Lee, V. J. M. (2020). Singapore 2019 Novel Coronavirus Outbreak Research Team Investigation of three clusters of COVID-19 in Singapore: implications for surveillance and response measures. Lancet, 395(10229), 1039-1046.
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
• Shevlina, M., Milesb, J. N., & Lewisa, C. A. (2000). Reassessing the fit of the confirmatory factor analysis of the multidimensional students life satisfaction scale: comments onconfirmatory factor analysis of the multidimensional Students' Life Satisfaction Scale'. Personality and Individual Differences, 28(1), 181-185.
• Simon, D., Kriston, L., Loh, A., Spies, C., Scheibler, F., Wills, C., & Härter, M. (2010). Confirmatory factor analysis and recommendations for improvement of the Autonomy‐Preference‐Index (API). Health Expectations, 13(3), 234-243.
• Spielberger, C. D. (Ed.). (2013). Anxiety: Current trends in theory and research. Elsevier.
• Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş, temel ilkeler ve Lisrel uygulamaları. Ankara: Ekinoks Yayınları.
• Thoms, B., & Eryilmaz, E. (2014). How media choice affects learner interactions in distance learning classes. Computers & Education, 75, 112-126.
• Tryon, P. J., & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291-315.
• Türküresin, H. E. (2020). Covid-19 Pandemi Döneminde Yürütülen Uzaktan Eğitim Uygulamalarının Öğretmen Adaylarının Görüşleri Bağlamında İncelenmesi [Examınatıon of dıstance educatıon practıces conducted durıng the covıd-19 pandemıc regardıng the vıews of preservıce teachers]. Milli Eğitim Dergisi, 49(1), 597-618.
• Uçkaç, K. (2021). Sağlık meslek lisesi öğrencilerinde Covid-19 pandemi sürecine bağlı uzaktan eğitimin öğrenci duygu ve davranışları üzerindeki etkileri [The effects of distance education related to covıd-19 pandemic process on students' emotions and behaviors in health vocational school students]. Sağlık Bilimlerinde Eğitim Dergisi, 3(1), 34-44.
• Unesco. (2020). Startling Digital Divides İn Distance Learning Emerge. Unesco. https://En.Unesco.Org/News/Startling-Digital-Divides-Distance-Learning-Emerge (Date Access: 19.12.2020). Uşun, S. (2006). Uzaktan Eğitim. Ankara: Nobel Yayınları.
• Utomo, M. N. Y., Sudayanto, M., & Saddhono, K. (2020). Tools and strategy for distance learning to respond COVID-19 pandemic in Indonesia. Ingénierie des Systèmes d’Information, 25(3), 383-390.
• Üstün, Ç., & Özçiftçi, S. (2020). COVID-19 pandemisinin sosyal yaşam ve etik düzlem üzerine etkileri: Bir değerlendirme çalışması [Effects of COVID-19 Pandemic on Social Life and Ethical Plane: An Evaluation Study]. Anatolian Clinic the Journal of Medical Sciences, 25, 142-153.
• Wang, D., Hu, B., Hu, C., Zhu, F., Liu, X., Zhang, J., & Peng, Z. (2020). Clinical characteristics of 138 hospitalized patients with 2019 novel coronavirus–infected pneumonia in Wuhan, China. Jama, 323(11), 1061-1069.
• Yıldırım, S., Yıldırım, G., Çelik, E. ve Karaman, S. (2014). Uzaktan Eğitim Öğrencilerinin Uzaktan Eğitime Yönelik Görüşleri: Bir Ölçek Geliştirme Çalışması [Perceptıon of dıstance educatıon students about dıstance educatıon: a scale development study]. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 365-370.
• Yılmaz, M., Savucu, Y., Baş, M., & Alpay, N. (2022). Pandemi (Covid-19) sürecinde spor eğitimi alan öğrencilerin senkron uzaktan eğitime yönelik görüşleri [Opinions of students who have sports education in the pandemic (covid19) process on synchronous distance education]. International Journal of Sport Exercise and Training Sciences-IJSETS, 8(1), 12-19.