The effect of digitalization in education on learning performance – comparison of vocational high schools and project schools

The digitalization process, which has been advancing with renewed and diversified technologies since the 20th century, has permeated every aspect of life, including education and teaching. The rapid acceleration of digitalization during the pandemic highlighted the necessity of addressing and evaluating all aspects of digital learning environments to prevent disruptions in education and adapt to various teaching models. This study examines the digitalization process in two vocational high schools and two project schools in Ankara, divided into three periods: pre-pandemic, during the pandemic, and post-pandemic. To assess learning performance, students' grade point averages from before and during the pandemic were analyzed. Surveys and interviews were conducted with educators to determine the extent of digitalization in vocational high schools and project schools. Based on these preliminary interviews, questionnaires for students and teachers were prepared and completed through face-to-face sessions. The survey questions aimed to explore both the positive and negative aspects of digital education that emerged prominently during the pandemic. The study also sought to propose solutions for enhancing digitalization and its widespread application in education while examining its impact on teacher and student behaviors. The findings reveal that the impact of digitalization on learning performance varies significantly between vocational high schools and project schools in Ankara. Moreover, it was identified that digital education influences learning performance differently based on not only school types but also gender and subject specialization. The research underscores the necessity of creating learning environments tailored to the type of education during the transition to distance learning. It emphasizes that the development of digitalization in education requires a structured approach involving virtual classrooms, socio-economic conditions of the target audience (teachers and students), appropriate learning environments, and suitable educational materials. A unique 15-question special scale with a 5-point likert scale included in the study was created and applied to teachers of vocational high schools and project schools. For the validity and reliability of the scale, the questions were subjected to Cronbach's Internal Consistency (Internal Consistency) and Exploratory Factor Analysis (EFA). The total internal consistency coefficient of the scale is cra=.82 has been found. The study highlights the strengths, weaknesses, and areas for improvement in digital education within vocational high schools and project schools. The findings contribute to ensuring the sustainability of digitalization in education and underscore its potential to enhance effective and quality learning processes.