Comparison of online and face-to-face education in physics teaching from the perspective of student achievements: A case study on the topic of work and energy

This study aims to examine deeply the effects of online and face-to-face education methods on student success. Starting with the presentation a historical perspective on the university examination system in our country the study discusses the evolution of university entrance examinations since the 1960s. It has been emphasized how the Covid19 pandemic affected educational processes and increased the importance of online education. Mentioning the history of online education in our country, the process from the establishment of the Correspondence Course Center to the present day was discussed. While determining the purpose and importance of the research, it was aimed to compare the efficiency of online education received by students with face-to-face education, especially in the university preparation period. In this regard, an approach has been adopted to eliminate the differences between the teachers students receive online education and the teachers they receive face-to-face education. When the literature and related research are examined, it has been observed that the importance of technology in education is increasing and online education is becoming increasingly widespread. Evidences have been featured regarding online education provides access to a wider range of students by eliminating time and space limitations. It has been observed that the systems used in online education have evolved in parallel with technological developments. During the planning phase of the study, the purpose and process of the study were conveyed by the information provided to students. This debriefing, which was done to ensure the voluntary participation of students in this process, enabled the study to be carried out successfully. During the test application process, the students' readiness status regarding the subject of energy was determined. The success levels in Turkish Language and Literature and Mathematics courses were examined and it was observed that their knowledge was sufficient for the subject of work-energy. It was seen that the results were sufficient for the students to understand and interpret the concepts in the Physics course work-energy. In the discussion and result section, it is concluded that online education is an effective method in increasing the success of student, but face-to-face education provides a more significant increase in success. These findings can be an important reference for educators and decision-makers. Keywords: Online education, Face-to-face education, Physics, Work and energy