The effect of distance education applications enhanced with asynchronous activities on the self-learning skills, academic achievement, and attitudes towards technology of 5th grade students

In this research, it is aimed to examine the effect of distance education applications enriched with asynchronous activities on the self-learning skills, academic achievement, and attitudes towards technology of 5th grade students. Pretest and posttest quasi-experimental design with control group and experimental (test) group was used in the study. Fourty eight students in total, being 24 in the experimental group and 24 in the control group in a public school in the 2020-2021 academic year, constitute the sample of the study. The study was carried out for 11 weeks within the scope of the "Matter and Change" unit. In the control group of the study, science courses were taught as synchronous distance education applications. In the experimental (test) group, asynchronous activities including interactive video and video design processes were used together with synchronous distance education applications. Study data were collected by the "Self-Learning Skills Scale (SLSS)", "Achievement Test (AT)" and "Attitude Towards Technology Scale (ATTS)". In the analysis of the data obtained, descriptive statistics, and dependent and independent groups T-test were used. As a result of the study there was a significant difference between the pre-test and post-test scores of SLSS, AT and ATTS in the experimental group. In addition, it was determined that there was a significant difference between the achievement (gain) scores of the groups in favor of the experimental group. With the difference that emerged, it was determined that distance education applications enriched with asynchronous activities contributed positively to the self-learning skills, academic achievement, and attitudes towards technology of the 5th grade students.