Comparison of Turkey and Countries with High TIMSS Success in terms of the Preparedness of Schools, Teachers and Students for the Covid 19 Period
Comparison of Turkey and Countries with High TIMSS Success in terms of the Preparedness of Schools, Teachers and Students for the Covid 19 PeriodSedat YAKUT & İlknur MAYA
The purpose of this research is to compare Turkey and the countries with high success in the Trends in International Mathematics and Science Study -TIMSS-2019 exam, such as Japan, South Korea and Russia, in terms of the preparedness of schools, teachers and students for the Covid 19 period and to make suggestions for Turkey. In the research, document analysis method among qualitative research methods was used. The research population consists of 38 countries that are members of -OECD- the Organization for Economic Cooperation and Development. As a sample, Turkey and the OECD countries Japan, South Korea and Russia, which were successful in the 2019 TIMSS research, were selected. The countries of Japan, South Korea and Russia achieved success by scoring above the OECD average in science and mathematics at 4th and 8th grades in the TIMSS 2019 survey. Therefore, the type of sampling is criterion sampling. Research data were obtained from international reports and statistics. Thus, it is seen that there is no problem of validity and reliability of the data. As a result of the research, when evaluated in terms of the preparedness of schools for the Covid 19 period; School principals in Turkey think that insufficient internet in schools does not hinder education to a large extent. However, it is understood that school principals in Japan think that insufficient internet affects education negatively, higher than the OECD average. When examined in terms of teachers, it is seen that teachers in Turkey and Russia think that they are good in -ICT- information and communication technologies skills. In terms of teachers' openness to change, Japan and South Korea were below the OECD average, while Russia and Turkey were found to be above the OECD average. When evaluated in terms of students, it is seen that while the rate of students' computer ownership in Turkey and Japan is below the OECD average, it is above the OECD average in South Korea and Russia. In the bottom quartile socioeconomic group, the difference in the rate of students having a computer becomes more pronounced against Turkey. It can be said that the limited computer access during the pandemic in Turkey creates an obstacle to equality of opportunity and opportunity in education.
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KEYWORDS: Covid 19, distance education, ICT, OECD, TIMSS