AI Summary & Key Takeaways
AI InsightThe findings indicated that the achievement scores obtained in associate degree and undergraduate degree programs were significantly increased during ERT while no statistically significant difference was found in the scores obtained in graduate degree programs.
📌 3 Key Takeaways
Abstract
This study aimed to examine the effect of emergency remote teaching (ERT) on the end-of-term achievement of university students. Accordingly, two sets of end-of-term achievement scores of all students attending Kahramanmaraş Sütçü İmam University, a Turkish state university were compared in terms of educational modality. More specifically, the first set was comprised of scores the students obtained from the tests at the end of 2019-2020 academic year when the courses were delivered via face-to-face education while the second set consisted of scores they obtained from the tests at the end of 2020-2021 academic year when the courses were virtually conducted due to ERT exerted by Covid-19 pandemic. In addition, the views of students and instructors about the differences between the achievement scores driven by ERT and reflection of actual learning in scores during this period were analyzed. The findings indicated that the achievement scores obtained in associate degree and undergraduate degree programs were significantly increased during ERT while no statistically significant difference was found in the scores obtained in graduate degree programs. The findings also showed that the students and instructors are well aware of the increase in achievement scores, which they attributed to various factors such as lack of exam security and devoting more time to the lesson. They generally agreed that the achievement scores obtained in ERT do not reflect the actual learning level of students. Finally, it was revealed that the subjective perceptions about the change in the achievement scores largely overlapped with the objective statistical results.