Abstract:
This study examines the role of student-teacher relations on science self-efficacy and science anxiety in face-to-face and distance education. The sample consisted of 309 students attending eighth grade in four different public lower-secondary schools in Turkey and was analyzed using a descriptive model. Student-teacher relation (STR), science self-efficacy (SSE), and science anxiety (SA) questionnaires were administered in both face-to-face and distance education. Gathered quantitative data were analyzed using descriptive statistics, Pearson moment correlation, and a one-sample t-test. The results show that the mean scores of the STR and SSE in face-to-face education are higher than in distance education. The Pearson moment correlation analysis indicates that STR has a significant and positive association with SSE, and a significant negative association with SA, in face-to-face and distance education. In addition, the one-sample t-test found statistically significant differences between the mean scores of the STR and SSE in face-to-face and distance education. This difference is in favor of face-to-face education. Furthermore, the mean scores of SA in distance education are significantly higher than in face-to-face education.
Description:
Bu yayın 06.11.1981 tarihli ve 17506 sayılı Resmî Gazete’de yayımlanan 2547 sayılı Yükseköğretim Kanunu’nun 4/c, 12/c, 42/c ve 42/d maddelerine dayalı 12/12/2019 tarih, 543 sayılı ve 05 numaralı Üniversite Senato Kararı ile hazırlanan Sakarya Üniversitesi Açık Bilim ve Açık Akademik Arşiv Yönergesi gereğince açık akademik arşiv sistemine açık erişim olarak yüklenmiştir.
