Abstract:

This study aims to determine the impact of the distance learning model on middle-level learning. One of the experimental research models is the study group of the study used by the predest-sontest control group model in the 2016-2017 academic year students studying at the Dicle University State Conservatory (n=8) and students studying at the Diyarbakır Yenişehir High School of Fine Arts (n=4). The chemistry courses are done in the form of face-to-face teaching for 8 weeks with the control group; with the experiment group for 8 weeks in the form of distance teaching. The Student Academic Success Assessment Form as a data collection tool; the percentage, average, standard deviation is used in the assessment of the obtained data. In comparison of quantitative continuous data between the two groups, Mann Whitneyu used the Wilcoxon test in comparison of group changes. According to the study, there was a statistically significant difference between the average and the average of the study group. This difference has been shown to be in favor of estest. The average of the pre-test and estest points of the trial and control groups does not show a significant difference from the group variable. This result shows that there is no differentiation between face-to-face teaching and distance teaching in the context of providing students with middle-level skills.

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