Examining The Relationship Between University Students' Online Course Participation And Achievement

Gülin Ütebay

Makale detayları

Examining The Relationship Between University Students' Online Course Participation And Achievement

Yazarlar:

Gülin Ütebay

Yayıncı:

Afyon Kocatepe University

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 3, pp.891-902

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328232

pISSN:

1302-1265

Anahtar kelimeler:

Özet:

 The aim of this research was to determine the relationship between the duration of attendance and success of university students who take mathematics courses through distance education and to determine whether their course success differed according to their course follow-up  participation synchronous, asynchronous or both synchronous and asynchronous. The research was designed according to the correlations survey method. The study was carried out with 116 students studying at Afyon Kocatepe University Distance Education Vocational School. Research data were obtained from students demographic information, Mathematics 1 course follow-up durations synchronousasynchronous and success scores. Research data were obtained through Afyon Kocatepe University Distance Education Learning Management System. Descriptive and predictive statistics were used to analyse the collected data. From the analysis of the research data, it was seen that there was a difference between the way students participated in the course and their success. In this context, it was determined that the synchronous  asynchronous follow-up of the students in the mathematics lesson had a significant difference in the success of the mathematics lesson. Additionally, according to the results of the research, it was determined that the mathematics course achievement levels of the students varied in terms of the department they studied. For further studies, it is recommended to investigate the factors affecting the course follow-up durations of the students.

 The aim of this research was to determine the relationship between the duration of attendance and success of university students who take mathematics courses through distance education and to determine whether their course success differed according to their course follow-up  participation synchronous, asynchronous or both synchronous and asynchronous. The research was designed according to the correlations survey method. The study was carried out with 116 students studying at Afyon Kocatepe University Distance Education Vocational School. Research data were obtained from students demographic information, Mathematics 1 course follow-up durations synchronousasynchronous and success scores. Research data were obtained through Afyon Kocatepe University Distance Education Learning Management System. Descriptive and predictive statistics were used to analyse the collected data. From the analysis of the research data, it was seen that there was a difference between the way students participated in the course and their success. In this context, it was determined that the synchronous  asynchronous follow-up of the students in the mathematics lesson had a significant difference in the success of the mathematics lesson. Additionally, according to the results of the research, it was determined that the mathematics course achievement levels of the students varied in terms of the department they studied. For further studies, it is recommended to investigate the factors affecting the course follow-up durations of the students.

 The aim of this research was to determine the relationship between the duration of attendance and success of university students who take mathematics courses through distance education and to determine whether their course success differed according to their course follow-up  participation synchronous, asynchronous or both synchronous and asynchronous. The research was designed according to the correlations survey method. The study was carried out with 116 students studying at Afyon Kocatepe University Distance Education Vocational School. Research data were obtained from students demographic information, Mathematics 1 course follow-up durations synchronousasynchronous and success scores. Research data were obtained through Afyon Kocatepe University Distance Education Learning Management System. Descriptive and predictive statistics were used to analyse the collected data. From the analysis of the research data, it was seen that there was a difference between the way students participated in the course and their success. In this context, it was determined that the synchronous  asynchronous follow-up of the students in the mathematics lesson had a significant difference in the success of the mathematics lesson. Additionally, according to the results of the research, it was determined that the mathematics course achievement levels of the students varied in terms of the department they studied. For further studies, it is recommended to investigate the factors affecting the course follow-up durations of the students.

 Bu araştırmanın amacı, matematik dersini uzaktan eğitim yoluyla alan üniversite öğrencilerinin derse katılım süreleri ile başarıları arasındaki ilişkiyi belirlemek ve ders başarılarının ders takiplerine  katılımlarına senkron, asenkron veya hem senkron hem de asenkron göre farklılaşıp farklılaşmadığını belirlemektir. Araştırma ilişkisel tarama yöntemine göre desenlenmiştir. Çalışma Afyon Kocatepe Üniversitesi Uzaktan Eğitim Meslek Yüksekokulunda okuyan 116 öğrenci ile yürütülmüştür. Araştırma verileri, öğrencilerin demografik bilgileri, matematik 1 dersi ders takip süreleri senkron, asenkron ve başarı puanlarından elde edilmiştir. Araştırma verileri Afyon Kocatepe Üniversitesi uzaktan eğitim öğrenme yönetim sistemi üzerinden elde edilmiştir. Toplanan verilerin analizi için betimleyici ve kestirisel istatistiklerden yararlanılmıştır. Araştırma verilerinin analizi ile ortaya çıkan bulgulardan öğrencilerin derse katılım şekilleriyle başarıları arasında farklılık olduğu görülmüş ve matematik dersini hem senkron hem de asenkron olarak takip etmeleri matematik dersi başarıları üzerinde anlamlı bir farklılık gösterdiği tespit edilmiştir. Ayrıca, araştırma sonuçlarına göre öğrencilerin matematik dersi başarı düzeylerinin okudukları bölüme göre değişiklik gösterdiği belirlenmiştir. Daha sonraki çalışmalar için öğrencilerin ders takip sürelerini etkileyen faktörlerin araştırılması önerilmektedir.

Makale detayları

Examining The Relationship Between University Students' Online Course Participation And Achievement

Yazarlar:

Gülin Ütebay

Yayıncı:

Afyon Kocatepe University

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 3, pp.891-902

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328232

pISSN:

1302-1265

Distance education

mathematics achievement

online course participation

synchronous participation

asynchronous participationUzaktan eğitim

matematik başarısı

çevrimiçi derse katılım

senkron katılım

asenkron katılım

Sayı

Makale detayları

Yazarlar: Gülin Ütebay

Yayıncı: Afyon Kocatepe University

Dergi: Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 3, pp.891-902

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001328232

pISSN: 1302-1265

Sayı

Yazarlar:

Gülin Ütebay

Yayıncı:

Afyon Kocatepe University

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 3, pp.891-902

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328232

pISSN:

1302-1265