Learning and Teaching on Screen: Middle School Students' and Teachers' Perspectives on Distance Education

Abstract

This research investigated the perspectives of secondary school teachers and students in Malatya Province towards distance education during the 2022-2023 academic year. This research employs a mixed-methods research design, utilizing both qualitative and quantitative data. The sample of the study consists of 385 students and 65 teachers studying in public and private secondary schools. Data were collected through the “Middle School Students’ Distance Education Perception Scale,” the “Teachers’ Opinions on Distance Education Scale,” and semi-structured interviews. The findings revealed no significant differences in perceptions based on students’ gender, grade level, or school type. However, infrastructure limitations had a negative impact on rural students. While students appreciated the flexibility of distance education, most preferred face-to-face learning for better interaction and motivation. Teachers reported similar concerns, with female teachers expressing more positive attitudes. According to the research findings, English teachers have a more positive approach to distance education due to their easier access to digital content. However, in general, it has been observed that problems such as limited interaction, lack of motivation and inadequate infrastructure negatively affect the effectiveness of distance education. This situation reveals the necessity of targeted and sustainable improvements in distance education practices.