Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views

Sema İrem Orhan; Abdullah Aydın

Makale detayları

Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views

Yazarlar:

Sema İrem Orhan | Abdullah Aydın

Yayıncı:

Kastamonu University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 1, pp.17-34

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001339655

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: This study aimed to compare the effects of implementing activities and materials designed according to incremental self-theory in face-to-face and distance education teaching the cell and divisions unit in the 7th-grade science lesson on students academic achievement, self-confidence, and motivation. Another aim is to gather the science teachers views about the implementation process. DesignMethodologyApproach: In the research, a sequential explanatory design, which is a type of mixed research method in which quantitative and qualitative research methods are used together, was used. Findings: As a result of the research, significant differences were found in favor of the students who received face-to-face education in terms of academic achievement levels, and the students who received distance education in terms of motivation levels. There was no significant difference between the two groups regarding self-confidence levels. The teachers, also, stated that the designed education positively affected students morale, and motivation toward the lesson. Highlights: Within the scope of the research, it may be helpful to integrate the teaching process, which is designed in line with the incremental self-theory and does not interfere with the curriculum of any lesson, into other lessons and subjects where students have learning problems and low motivation.

 Purpose: This study aimed to compare the effects of implementing activities and materials designed according to incremental self-theory in face-to-face and distance education teaching the cell and divisions unit in the 7th-grade science lesson on students academic achievement, self-confidence, and motivation. Another aim is to gather the science teachers views about the implementation process. DesignMethodologyApproach: In the research, a sequential explanatory design, which is a type of mixed research method in which quantitative and qualitative research methods are used together, was used. Findings: As a result of the research, significant differences were found in favor of the students who received face-to-face education in terms of academic achievement levels, and the students who received distance education in terms of motivation levels. There was no significant difference between the two groups regarding self-confidence levels. The teachers, also, stated that the designed education positively affected students morale, and motivation toward the lesson. Highlights: Within the scope of the research, it may be helpful to integrate the teaching process, which is designed in line with the incremental self-theory and does not interfere with the curriculum of any lesson, into other lessons and subjects where students have learning problems and low motivation.

 Purpose: This study aimed to compare the effects of implementing activities and materials designed according to incremental self-theory in face-to-face and distance education teaching the cell and divisions unit in the 7th-grade science lesson on students academic achievement, self-confidence, and motivation. Another aim is to gather the science teachers views about the implementation process. DesignMethodologyApproach: In the research, a sequential explanatory design, which is a type of mixed research method in which quantitative and qualitative research methods are used together, was used. Findings: As a result of the research, significant differences were found in favor of the students who received face-to-face education in terms of academic achievement levels, and the students who received distance education in terms of motivation levels. There was no significant difference between the two groups regarding self-confidence levels. The teachers, also, stated that the designed education positively affected students morale, and motivation toward the lesson. Highlights: Within the scope of the research, it may be helpful to integrate the teaching process, which is designed in line with the incremental self-theory and does not interfere with the curriculum of any lesson, into other lessons and subjects where students have learning problems and low motivation.

 Purpose: This study aimed to compare the effects of implementing activities and materials designed according to incremental self-theory in face-to-face and distance education teaching the cell and divisions unit in the 7th-grade science lesson on students academic achievement, self-confidence, and motivation. Another aim is to gather the science teachers views about the implementation process. DesignMethodologyApproach: In the research, a sequential explanatory design, which is a type of mixed research method in which quantitative and qualitative research methods are used together, was used. Findings: As a result of the research, significant differences were found in favor of the students who received face-to-face education in terms of academic achievement levels, and the students who received distance education in terms of motivation levels. There was no significant difference between the two groups regarding self-confidence levels. The teachers, also, stated that the designed education positively affected students morale, and motivation toward the lesson. Highlights: Within the scope of the research, it may be helpful to integrate the teaching process, which is designed in line with the incremental self-theory and does not interfere with the curriculum of any lesson, into other lessons and subjects where students have learning problems and low motivation.

Makale detayları

Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views

Yazarlar:

Sema İrem Orhan | Abdullah Aydın

Yayıncı:

Kastamonu University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 1, pp.17-34

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001339655

pISSN:

2147-9844

Incremental self-theory

Face-to-face education

Distance education

Science lesson

Sayı

Makale detayları

Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views

Yazarlar: Sema İrem Orhan | Abdullah Aydın

Yayıncı: Kastamonu University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Kastamonu Eğitim Dergisi Vol.33 Issue 1, pp.17-34

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001339655

pISSN: 2147-9844

Incremental self-theory

Face-to-face education

Distance education

Science lesson

Sayı

Yazarlar:

Sema İrem Orhan | Abdullah Aydın

Yayıncı:

Kastamonu University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 1, pp.17-34

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001339655

pISSN:

2147-9844