Abstract:

The aim of this study is to examine the relationship between the self-learning levels and self-efficacy perceptions of high school 11th grade and 12th grade students within the scope of distance education given in the Covid-19 process. The sample of this study constitutes high school students studying distance education in the 11th and 12th class in the 2019-2020 academic year, in Turkey . The study was carried out on 156 students. 70 of the students in the study group are in the 11th grade; 86 of them are 12th grade. 84 of the students are women; 72 of them are men. In the analysis process, the normality distribution of the data was tested firstly. It was determined that students’ self-learning levels and study self-efficacy perception scores were not distributed normally. For this reason, the analysis of the data was carried out using non-parametric test techniques. In order to analyze the relationship between technology self-learning levels and perceptions of study self-efficacy, “pearson moments product correlation coefficient” analysis method was used. In terms of gender and grade level variables, self-learning levels and studying self-efficacy perception scores through technology were also analyzed with "Mann Whitney U" test. At the end of the study, there is a statistically high-level relationship between students' self-learning levels and perceptions of self-efficacy through technology. Students' self-efficacy perception and self-efficacy study differed in favor of 12th grades in terms of classroom level variable; It was concluded that there was no significant difference in terms of gender variable.

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