Being Prepared and Preparing the Students for the Central Exam with Distance Education

Abstract

The aim of this research is to reveal the advantages and disadvantages of being prepared and preparing the students for central exams with distance education according to the perceptions of teachers and students. The research was carried out in the phenomenology (phenomenology) pattern, one of the qualitative research designs. The study groups of the research consisted of 15 teachers working in different types of high schools in the central districts of Kahramanmaraş province in the 2020-2021 academic year and preparing students for the Higher Education Institutions Examinations with distance education and 91 students preparing for the same exam. In the study, semi-structured interview form and open-ended questionnaire form developed by the researchers were used to collect data. Data collection was carried out in 9 different high schools in four months. Content analysis was used to analyze the obtained data. In the research, it has been concluded that preparing students for central exams with distance education provides advantages to the teacher in many respects; eliminating waste of time, providing material diversity, providing equality of opportunity and opportunity, and facilitating the solution of questions. In addition, it has been concluded that preparing students for central exams with distance education offers advantages in terms of leaving more time to prepare for the exam, not interrupting the study, being suitable for individual differences, less stress, being suitable for self-directed learning, providing a comfortable working environment and providing a richness of content. According to the results of the research, it can be ensured that the digital content that students and teachers can use in distance education can be enriched and students can benefit from guidance services more effectively.