LGS'ye COVID-19 Pandemisinde Uzaktan Eğitimle Hazırlanmak

Yıl 2023, Sayı: 66, 475 - 501, 29.04.2023

İsmail Karataş , Nilgün Öztürk

https://doi.org/10.21764/maeuefd.1137055

Cited By: 1

Öz

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.

Anahtar Kelimeler

COVID-19, Liseye geçiş sınavı, Uzaktan eğitim, Tematik analiz

PREPARİNG FOR LGS WİTH DİSTANCE EDUCATİON İN THE COVID-19

Öz

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.

Anahtar Kelimeler

COVID-19, High school entrance exam, Distance education, Thematic analysis

Kaynakça

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