Due to the Covid-19 pandemic, the Ministry of National Education of Turkey suspended face-to-face education in all the K-12 schools and initiated distance education on the Educational Information Network (EBA). Distance education has become imperative although it has not been frequently used before the pandemic. The purpose of this study was to reveal the opinions of elementary school children's parents about the distance education activities given via EBA. In a case study approach, a sample of parents (n =148) was reached out with an easily accessible sampling method. Their views were taken on an online semistructured interview form. According to the parents, children have failure to enter EBA, to join live lessons and lack of internet. Because children are home during the pandemic, they do not follow school rules, accordingly do not study well and have motivational issues. The parents think that their children do not learn enough due to lack of individualized feedback. However, according to the parents, it is the positive side of distance education that children continue their education at home in a healthy and safe way. Children have a chance to repeat their classes and parents can follow their children's learning process during the pandemic.
The purpose of this study was to investigate the effect of a computer-based story, which was designed in anchored instruction framework, on sixth-grade students' mathematics word problem-solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper-based version of the same story and to a condition that presented the problems as typical, isolated word problems (i.e., a non-story condition including only problems). One hundred twenty-eight sixth-grade students from two public middle schools in Turkey participated in this study. In a pretest-posttest experimental design, students were randomly assigned to one of the treatment groups mentioned earlier in which they solved the same mathematics word problems. A one-way analysis of covariance was used to analyse students' achievement in the treatment groups. The results indicated that students who solved the problems in the computer story treatment had significantly higher achievement scores than students who solved the problems in the paper story and isolated word problems treatments. In addition, the story was found to be significantly more effective than the non-story treatment when it was presented on computer.
This study has explored student experiences in a setting where the "Bank Module," a subject in computerized accounting education, was offered using flipped classroom approach. In this study, one of the qualitative research methods, simple descriptive research method, was utilized. The results of the study show that, the activities increase in-class productivity, help save time and allow students to revise course content at a pace of their choice.
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