Pen Academic Publishing
Journals • Publish with us • Publishing partnership • About Us • Türkçe
Research article | Open Access
Journal of Educational Philosophy and Sociology 2024, Vol 5(2) 124-148

Primary Evaluation of Mathematics Lessons in Primary School Distance Education Processes

Tuğçe Değirmenci • Yasemin Deringöl
Cite this article
Article Type
Research article
Publication Date
December 31, 2024
Pages
124-148
DOI
10.29329/jeps.2024.1105.3

Abstract

The aim of this study, together with the changes in education that occurred during the Covid-19 pandemic process that affected the whole world, is to examine the effects of distance education at the primary school level on teacher candidates, parents of primary school students and teacher candidates and the effects of these processes on students' learning and development in mathematics classes. Studying is a qualitative and phenomenological study. The phenomenon of the study is "distance education". The study group consists of 32 classroom teachers, 77 parents of primary school students, 95 primary school students and 75 classroom teacher candidates. Data was collected via Google Forms and content analysis was performed on the obtained data. As a result of the research, it was determined that primary school students could not get the expected efficiency due to reasons such as their attention being distracted in a short time, not being able to establish an emotional bond with their teachers and the school not being physically present. Suggestions to increase the efficiency of distance education are presented in the light of the findings since primary school students are young and attach importance to physical conditions.

Keywords: Distance Learning Primary School Covid-19 Mathematic Teaching Mathematics
Cite this article
Değirmenci, T. & Deringöl, Y. (2024). Primary Evaluation of Mathematics Lessons in Primary School Distance Education Processes. Journal of Educational Philosophy and Sociology, 5(2), 124-148. https://doi.org/10.29329/jeps.2024.1105.3

  • Acar, S., & Peker, B. (2022). Mathematics teachers’ views on synchronous distance education. Journal of Education for Life, 36(2), 453-471. https://doi.org/10.33308/26674874.2022362401 [Google Scholar] [Crossref] 
  • Adarkwah, M. A. (2021). “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19. Education and Information Technologies, 26(2), 1665-1685. [Google Scholar]
  • Akkaş Baysal, E., Ocak, G., Ergun, M., & Yurtseven, R. (2022). Students', teachers', and parents' views on the use of EBA and EBA TV as distance education tools in secondary education. Erzincan University Journal of Education Faculty, 24(1), 82-96. https://doi.org/10.17556/erziefd.876360 [Google Scholar] [Crossref] 
  • Akkaya, S. (2021). Action research on the efficient use of EBA in the process of distance education: The case of Ordu. 5(2), 144-164. https://dergipark.org.tr/en/pub/enderun/issue/65414/935223 [Google Scholar]
  • Aktümen, M., & Kaçar, A. (2003). The role of computer assisted ınstruction ın the teaching of expressions among primary education eight grade students and evaluation students’ opinion about computer assisted ınstruction. Kastamonu Education Journal, 11(2), 339-358. [Google Scholar]
  • Akça, G., & Akgün, E. (2020). Problems experienced by primary school students in the distance education process. In EJERCongress 2020 Conference Proceedings (Vol. 402, p. 409). [Google Scholar]
  • Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education. Education and Information Technologies,26, 7609–7633. https://doi.org/10.1007/s10639-021-10602-3 [Google Scholar] [Crossref] 
  • Bal, A. P., & Bedir, S. G. (2020). The examination of mathematics teachers' technological pedagogical content knowledge levels. International Journal of Educational Studies in Mathematics, 7(3), 198-213. https://doi.org/10.17278/ijesim.737612 [Google Scholar] [Crossref] 
  • Batdal Karaduman, G., Akşak Ertaş, Z. & Duran Baytar, S. (2021). Investigation of teachers’ experiences regarding mathematics courses carried out by distance education. International Primary Education Research Journal, 5 (1), 1-17. Retrieved from https://dergipark.org.tr/en/pub/iperj/issue/61098/855615 [Google Scholar]
  • Başer, N., Köroğlu, H. & Keşan, C. (1999). Computer assisted mathematics teaching training of pre-service teachers and teaching practices a research on reflections on ınstitutions. Buca Education Faculty Journal, (10). [Google Scholar]
  • Basol, G., & Zabun, E. (2014). The predictors of success in Turkish high school placement exams: exam prep courses, perfectionism, parental attitudes and test anxiety. Educational Sciences: Theory and Practice, 14(1), 78-87. [Google Scholar]
  • Akkaş Baysal, E., Ocak, G., & Ocak, İ. (2020). Parents' views on EBA and other distance education activities of preschool children during the COVID-19 pandemic. International Journal of Social Sciences Education Journal, 6(2), 185-214. https://doi.org/10.47615/issej.835211 [Google Scholar] [Crossref] 
  • Bilgiç, H.G. and Tuzun, H. (2015). Problems encountered in higher education institutions web-based distance education programs. Open Education Applications and Research Journal, 1 (3), 26-50. [Google Scholar]
  • Bilgin, H. (2010). Using internet applications as a solution for vocational adult education. Procedia Social and Behavioral Sciences, 2, 5720-5725. [Google Scholar]
  • Birgin, O., Kutluca, T., & Gürbüz, R. (2008). The effect of computer assisted ınstruction on student achievement in seventh grade mathematics course. 8th International Educational Technology Conference (pp. 879-882). Anadolu University, Eskisehir. [Google Scholar]
  • Born, S., & Arslan, Z. (1993). Educational technology applications and educational tools. Ankara: Tekışık Offset. [Google Scholar]
  • Bozan, N., & Kılıç, D. (2022). Primary school teachers' views on distance education. In 2nd Internatıonal Conference On Educatıonal Technology and Onlıne Learnıng-ICETOL 2022 (p. 141). [Google Scholar]
  • Burgess, S. and E Greaves (2013). Test scores, subjective assessment, and stereotyping of ethnic minorities. Journal of Labor Economics, 31(3), 535–576. [Google Scholar]
  • Butakın, V., Kutluca, T., Çatlıoğlu, H., Birgin, O., & Aydın, M. (2009). Teacher and student views on teaching based on activities developed according to multiple ıntelligence theory. Dicle University Journal of Ziya Gökalp Education Faculty, (12), 1-16. [Google Scholar]
  • Can, E. (2004). Evaluation of distance education students' education. XIII. National Educational Sciences Congress. Malatya. [Google Scholar]
  • Cho, S.L. & Berge, Z., L. (2002). Overcoming barriers to distance training and education. http://www.emoderators.com/barriers/cho.html [Google Scholar]
  • Cojocariu, V. M., & Mareş, G. (2014). A study on the primary school teachers’ view upon the essential factors determining the (non) involvement of the family in the education of primary school students in Romania. Procedia - Social and Behavioural Sciences, 142, 653–659. [Google Scholar]
  • Çakmak, A.Ç. (2013). Evaluation of distance education service by students: An application at Karabuk University. Istanbul Commerce University Journal of Social Sciences, 12 (23), 263-287. [Google Scholar]
  • Dawadi, S., Giri, R., & Simkhada, P. (2020). Impact of covid-19 on the education sector in Nepal: Challenges and coping strategies. https://doi.org/10.31124/advance.12344336.v1 [Google Scholar] [Crossref] 
  • Dawadi, S. (2019). Impact of the secondary education examination (english test) on students and parents in nepal. Unpublished PhD thesis, The Open University, UK. [Google Scholar]
  • Demir, F., & Özdaş, F. (2020). Examining teachers’ opinions related to distance education in the covid-19 process. Journal of National Education, 49(1), 273-292. [Google Scholar]
  • Deniz, S. & Bağçeci, B. (2022). Investigation of teachers’ attitudes towards distance education in terms of various variables, E-International Journal of Educational Research, 13(6), 45-64. https://doi.org/10.19160/eijer.1168784 [Google Scholar] [Crossref] 
  • Demirel, Ö., Seferoğlu, S., & Yağcı, E. (2001). Instructional technologies and material development Pegem Publishing. [Google Scholar]
  • Digitaliseringskommissionen (2015). Gör Sverige i framtiden – digital kompetens. Stockholm: Digitaliseringskommissionen.https://www.regeringen.se/contentassets/e0acd9a7659d4c138c6666d2d5e21605/gor-sverige-i-framtiden--digital-kompetens-sou-201528 [Google Scholar]
  • Erbaş, K. (2005). Problem solving with multiple representations and the role of technology. The Turkish Online Journal of Educational Technology. 4 (4),12 [Google Scholar]
  • Ersoy, Y. (2002). Acquiring new functions and roles of classroom and mathematics teachers at the threshold of the information age. Elementary Education Online, 1 (2). Retrieved May 9, 2020, from http://ilkogretim-online.org.tr/index.php/io/article/viewFile/2064/1900 [Google Scholar]
  • Ersoy, Ö. (2001). Children with special needs and their education: Special education. Ya-Pa. [Google Scholar]
  • Ersoy, Y. (2005). Advanced movements in renewal of mathematics education I: Technology supported mathematics teaching. The Turkish Online Journal of Educational Technology,4 (2). [Google Scholar]
  • European Commission (2015) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee Of The Regions- A digital single market strategy for Europe, COM (2015) 192 final. [Google Scholar]
  • ETF (2020). Coping with covid-19: Mapping education and training responses to the health crisis in ETF partner countries. Torino, Italy: ETF Publishing. [Google Scholar]
  • Gencer, A. S., Doğan, H., Bilen, K., & Can, B. (2019). Bütünleşik STEM eğitimi modelleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 38-55. https://doi.org/10.9779/PUJE.2018.221 [Google Scholar] [Crossref] 
  • Goldman, L. S., Genel, M., Bezman, R. J., & Slanetz, P. J. (1998). Diagnosis and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Jama, 279(14), 1100-1107. [Google Scholar]
  • Hopegood, S. (2020). Coronavirus: Our principles, values, and shared humanity. Worlds of Education. Retrieved June 29, 2022, from https://www.worldsofeducation.org/en/woe_homepage/woe_detail/16719/%C2%AB-coronavirus-nos-principes-nos-valeurs-et-notrehumanit%C3%A9-commune-%C2%BB-par-susan-hopgood [Google Scholar]
  • Gezen, M. O. & Efendıoglu, A. (2021). Investigating views of classroom teachers on distance education ımplemented through the education ınformation network television channel (EBA TV). Ahi Evran University Journal of Social Sciences Institute,7(3),776-791. DOI:10.31592/aeusbed.913343. [Google Scholar]
  • He, T., Gou, W. J., & Chang, S. (2014). Parental involvement and elementary school students’ goals, maladaptive behaviours, and achievement in learning English as a foreign language. Learning and Individual Differences, 39, 205–210. [Google Scholar]
  • Jones, PW. (2007). Education and World order. Comparative Education. 43(3), 325-337. [Google Scholar]
  • Kacar, A.Ö. & Doğan, N. (2007). Computer aided preschool education the role of education. Academic Informatics 2007, Dumlupınar University, Kütahya [Google Scholar]
  • Karalar, H. (2016). Database. Pegem Citation Index, 315-355. [Google Scholar]
  • Karataş, İ., & Güven, B. (2003). Methods used to evaluate problem solving behaviors: Potential of clinical interview, Elementary Education Online, 2 (2). Retrieved May 9, 2020, from https://dergipark.org.tr/en/pub/uefad/issue/16690/173469 [Google Scholar]
  • Kimmins, D., & Bouldin, E. (1996). Making mathematics come alive with technology. Proceedings of the Mid-South Instructional Technology Conference, 1st, Murfreesboro, Tennessee, March 31–April 2. Retrieved from http://www.eric.ed.gov/PDFS/ED400796.pdf [Google Scholar]
  • Kirnik, G. (1998). The effects of computer aided teaching method and traditional method on student success in teaching equations at the 7th grade level. Unpublished Master Thesis. [Google Scholar]
  • Kultaş, E. & Çalışkan, E.F. (2021). The problems of primary school teachers experienced in distance education during covıd-19 pandemic. Turkish Journal of Education, 6(2), 507-521. https://dergipark.org.tr/en/pub/turkegitimdergisi/issue/66454/1022670 [Google Scholar]
  • Moore, MG & Anderson, WG (Eds.). (2007). Distance education handbook. L. Erlbaum Associates. [Google Scholar]
  • Moore, W. D. (2008). Comparison between computer assisted ınstruction and traditional method ınstruction as applied to teaching algebra to urban high school students (Unpublished doctoral dissertation). Saint Louis University. [Google Scholar]
  • Moore, JL, Dickson-Deane, C. & Galyen, K. (2011). E-Learning, online learning and distance education environments: Is it the same? Internet and Higher Education, 14 (2), 129-135. [Google Scholar]
  • Necşoi, D. V., Porumbu, D., & Beldianu, I. F. (2013). The relationship between parental style and educational outcomes of children in primary school in Romania. Procedia - Social and Behavioural Sciences, 82, 203–208. [Google Scholar]
  • OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. Paris: OECD Publishing [Google Scholar]
  • Okan, K. (1983). Educational technology: methods-techniques and application. Okan Publications. [Google Scholar]
  • Öner, A. T. (2009). The effect of technology-supported instruction on students' achievement level, attitudes and permanence in elementary 7th grade algebra teaching (Doctoral dissertation, DEU Institute of Educational Sciences). [Google Scholar]
  • Öner, M. (2009). Kazan-Tatar Turkish Dictionary. Turkish Language Association Publications. [Google Scholar]
  • Özer, M. (2020). Covidien-19 in Turkey discarded by the ministry of education in educational policy outbreak process steps policy actions by the ministry of national education in the times of covidien-19. Kastamonu Education Journal, 28 (3), 1124-1129. [Google Scholar]
  • Panchabakesan, S. (2011). Problems and prospectives in distance education in India in the 21st century, Problems of Education in The 21st Century, 30, 113-122. [Google Scholar]
  • Pandit, S. (2020). Sankatma nirantar sikai. Gorkhaparta (07 May). Available at: https://gorkhapatraonline.com/education/2020-05-06-13805 [Google Scholar]
  • Patton, M. Q. (2014). Qualitative research and evaluation methods. Ankara: Pegem Academy [Google Scholar]
  • Raycheva, N. (2008). Distance education for biology teachres-two educational technologies. Journal of Uludağ University Education Faculty, XXI (1), 173-181. [Google Scholar]
  • Reimers, FM, & Schleicher, A. (2020). A framework to guide the education response to the 2020 COVID-19 Pandemic. OECD. Retrieved April, 14, 2020 [Google Scholar]
  • Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. World Bank Blogs. Retrieved from https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic [Google Scholar]
  • Saltık Ayhanöz, G. & Peker, AK (2022). Investigation of parents' views on mathematics lesson in the distance education process of the covıd-19 pandemic period. Cappadocia Journal of Education (CAPED). 3 (1), 18-32. https://dergipark.org.tr/en/pub/kaped/issue/72984/1187579 [Google Scholar]
  • Sulak, S. A. (2002). The effect of computer-aided instruction on student achievement and attitudes in mathematics lesson (Doctoral dissertation, Selcuk University Institute of Science). [Google Scholar]
  • Şenkal, O., & Dinçer, S. (2012). Transforming traditional classrooms into a distance education platform: a model study. Information Technologies Journal, 5 (1), 13-18. [Google Scholar]
  • Tanaçan, M. (1994). The role of computer aided education in teaching equations with an unknown in secondary schools. (Unpublished master's thesis). Hacettepe University, Ankara, Turkey. [Google Scholar]
  • Topçu, Z. (2022). Distance education from the perspective of elementary school students and their parents during covid-19 pandemic. Journal of National Education, 51 (233), 461-488 . [Google Scholar]
  • Toprakçı, E.(2006-a) Perceptions related to ınformation and communication technologies (ICT) by Managers and Teachers in the Primary and the Secondary Schools (The example of Sivas)-EJER-EAD Journal of Educational Research, 24.. [Google Scholar]
  • Toprakçı, E. (2007). The profiles of the use of the internet for study purposes among university students. The Turkish Online Journal of Educational Technology - TOJET, 6(3), 129–145. Retrieved from http://www.tojet.net [Google Scholar]
  • Toprakçı, E. (2006). School administrators in Turkey and computers in teachers' house professional purposes profiles (Sivas Example). The Turkish Online Journal of Educational Technology - TOJET, 4(2). Retrieved from http://www.tojet.net/articles/428.htm [Google Scholar]
  • Tuluk, G., & Kaçar, A. (2007). Function of Computer Algebra Systems (BCS) The effect of concept on teaching. Kastamonu Education Journal. Number: 15 (2). Sy: 661-674. [Google Scholar]
  • Tuncer, M., & Bahadır, F. (2017). Evaluation of distance education programs according to the opinions of students studying in these programs. Evaluation, 1(2). Retrieved from http://murattuncer.org/FileUpload/as892548/File/mtuncer_fbahadir.pdf [Google Scholar]
  • Tuncer, M., & Tanaş, R. (2011). Evaluation of academicians' views on distance education programs (Fırat and Tunceli Universities Example). Elementary Education Online Journal, 10 (2), 776-784. [Google Scholar]
  • Tuncer, M., & Taşpınar M. (2007). Virtual education and its future. Electronic Journal of Social Sciences, 6(20), p.112-133. [Google Scholar]
  • Türk, H. & Kıroğlu, K. (2022). Opinions of primary school teachers parents and primary school students about distance education. Mehmet Akif Ersoy University Journal of Education Faculty, 63, 16-48 https://doi.org/10.21764/maeuefd.914919 [Google Scholar] [Crossref] 
  • UNESCO. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. Global Education Monitoring Reports. United Nations Educational, Scientific and Cultural Organization. [Google Scholar]
  • UNESCO. (2020, March 27). Teacher task force calls to support 63 million teachers touched by the COVID-19 crisis. UNESCO. Retrieved from https://en.unesco.org/news/teacher-task-force-calls-support-63-million-teachers-touched-covid-19-crisis [Google Scholar]
  • Vahid, F. (2020). A message from a professor to fellow professors and students about at-home learning during COVID-19. YouTube. https://www.youtube.com/watch?v=DAqgSUaX8fA&feature=youtu.be&fbclid=IwAR2ODTFlDugrghcvY5cdxMOBIMR2GLU0yawVue5372hKHjpl2aExZAN5yOc%29 [Google Scholar]
  • Yıldırım, A., & Kete, R. (2002). Productivity and use of technology in biology lessons. Proceedings Book of the 5th National Science and Mathematics Congress. Ankara: National Education Press. [Google Scholar]
  • Yıldırım, S. (2000). Effects of educational computing course on pre-service teachers and in-service teachers: Discussion and analysis of attitude and use. Journal of Educational Research in Computing, 32 (4), 479-495. [Google Scholar]
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences (9th ed.). Ankara: Seçkin Publishing House. [Google Scholar]
  • Yurtbakan, E. & Aydoğdu İskenderoğlu, T. (2022). Primary school teachers’ experiences ın teaching mathematics with distance education ın the covid-pandemic period. Journal of National Education, 51 (234), 1733-1754 . https://doi.org/10.37669/milliegitim.822566 [Google Scholar] [Crossref] 
  • Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s out, but class’ on', the largest online education in the world today: taking china’s practical exploration during the covıd-19 epidemic prevention and control as an example. Best Evidence in Chinese Education, 4(2), 501-519. [Google Scholar]