Evaluations of Online Education Implementations From Students, Parents and Teachers Perspective During the Pandemic Period in Turkey

Abstract

This study focuses on the evaluations of middle school students, teachers, and parents with regards to online mathematics education during the Covid-19 pandemic in Turkey. Seven mathematics teachers, fifty-one students from the same middle school, and fifty-three parents of these students participated in this qualitative study. Three online questionnaires were created and used to obtain data. Based on the content analysis, the results show that the EBA content portal used during the pandemic was found beneficial for easy access to synchronous lessons and a variety of quality teaching and learning mathematical resources. All participants had both mathematical expectations (e.g. increasing (i) the quality/variety of mathematical resources, (ii) the number/duration of mathematics lessons and (iii) the quality of mathematics instruction) and non-mathematical expectations (e.g., eliminating technical problems in the portal, access to the portal without the Internet, technological support) form each other and the portal in the pandemic process. The majority of the participants preferred face-to-face math lessons due to various reasons. The evaluations obtained in this study can help instructional designers maintain and develop online education implementations targeting teachers, students, and parents.