Noticeable Behavioral Differences Observed in Turkish Students Following Online Education
Abstract
:1. Introduction
1.1. Human Beings and Their Behavior
1.2. COVID-19 and Online Education
1.3. The School as an Educational and Social Environment
1.4. Present Study
2. Conceptual Framework
3. Methodology
3.1. Research Pattern
3.2. Study Group
- 22 preschool teachers;
- 25 primary school teachers;
- 25 middle school teachers;
- 23 high school teachers.
3.3. Data Collection Tool and Process
3.4. Data Analysis and Coding Process
3.5. Validity and Reliability
3.6. Research Ethics and Implementation Process
3.7. The Researcher’s Participant Role
3.8. Research Process
4. Findings
“They can’t follow the instructions, can’t solve their personal problems, their attention span seems to be reduced, they can’t communicate efficiently and effectively, they have difficulty in making friends, holding a pencil, drawing is very poor, self-care skills are insufficient, they are not interested in the lesson, they have a high interest in digital”.(p4)
“They don’t like rules, there is a significant increase in behaviour problems. They struggle with line works. It seems that there is an increase in attention, perception and focus problems. They cannot solve their own problems. They are very impatient. While their interest in activities is low, their interest in digital media seems to have increased. They cannot separate from their mothers”.(p7)
“They have difficulty in focusing their attention. Their interest in activities is at a low level. They have a high desire to see their mother and go home. They are inadequate in playing and communicating with their peers. They have an interest in visual stimuli. They get bored in classroom activities. They don’t want to talk and express their emotions. Their drawing skills are very basic and they can’t hold a pencil properly”.(p19)
Some of the teacher opinions coded in Table 3 are provided below as follows:“There were general difficulties in socializing with peers. They exhibited behaviors such as not knowing how to share, being stubborn in every matter, and initiating but failing to sustain verbal communication. They simply did not know exactly what expressions to use when initiating and maintaining communication with their peers”.(p20)
“We had learning difficulties, especially with foreign students. Since we do reading and writing with online education, the layouts and writings of the notebooks are very distorted. There is difficulty in writing. They have difficulty adapting to school rules. There are problems making friends, fitting in, and communicating. Interest in the course is low. Anxiety and worry are felt”.(p2)
“While I thought that I had achieved the gains in online education, I saw that the success decreased by half when the children returned to school. They can’t be controlled, we’re facing an insane audience”.(p3)
“At the beginning of the year, I encountered a group with significantly underdeveloped language skills. Their proficiency in Turkish has declined, and they have incorporated abbreviations into their spoken language. Their verbal communication remains underdeveloped, as they do not construct proper sentences. There are evident regressions in language development, such as an inability to express themselves properly and a reluctance to speak”.(p7)
Below are some of the teacher opinions coded in Table 4:“There is a lack of attention. Difficulty in following rules and norms. Their interest in the lesson is insufficient. They fell behind in literacy. Adult dependence is observed. They always want to spend time in front of the screen. Inability to reach the gains, learning difficulties. Angry behaviour is observed”.(p12)
“Difficulties in following school rules, anger control issues, aggression, low academic achievement, lack of focus and attention, difficulties in reading books and solving tests, insufficient peer communication skills, indifference towards classes, social media and computer addiction, and observation of violence and swearing”.(p1)
“Behavioural problems are observed in most of the students. Nobody adheres to school rules and norms. In addition, there are regressions in fine motor skills in accordance with their age. They have difficulty in taking notes. They do not read. There are difficulties in making friends and selfishness is observed”.(p3)
“There is a discipline problem, they have forgotten the rules. They are aggressive. Since they have never had exams in the fifth grade, they experience learning difficulties in the sixth grade. There is a problem with attention span. They do not know where and how to talk. They never let go of their phones. They are angry”.(p7)
Below are some of the teacher opinions coded in Table 5 as follows:“I estimate that only about 30% of the intended learning outcomes and objectives were achieved in the first grade following online education. Online learning has been a disadvantage for some students, as those in the literacy development phase have had limited opportunities to recognize, perceive, and observe sounds in an online environment. Furthermore, students lacking internet access and technological infrastructure were unable to participate in online classes, hindering their ability to meet educational goals”.(p23)
“Students have behaviour problems. They have forgotten where and how to talk. They have forgotten the rules of the school and the classroom. There is aggression. Profanity and vulgar language are frequently observed. Screen addiction and social media seem more important than anything else. Their attention easily gets distracted. Learning deficiencies are observed. Communication problems are observed. Interest in the lessons is low”.(p3)
“There are problems with adhering to class rules. Non-compliance with norms and use of profanity is common. Learning deficiencies and difficulties are observed. Communication problems are observed. Interest in the lessons is quite low, and aggressive behaviours are observed”.(p6)
“Their attention is scattered, and they have difficulty focusing. Except for a few students, who seem to care about the lessons, the rest have learning deficiencies. Unfortunately, their interest in the lessons is very low. Social media is very popular among students. They request slides. Their personality development seems problematic. They are unable to be themselves, have forgotten to share, are introverted, closed to communication, and seem dull”.(p17)
“Some learning objectives were not met during online education. Despite participating in lessons through a screen, it seems as if they learned nothing—almost as if their knowledge has vanished”.(p19)
5. Discussion and Conclusions
6. Suggestions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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School Level | Preschool Seniority | Primary School Seniority | Middle School Seniority | High School Seniority | Total Seniority |
---|---|---|---|---|---|
Total | 22 05–20 | 26 06–30 | 25 10–35 | 23 10–30 | 96 05–35 |
Theme | Category | Code | f | Participants |
---|---|---|---|---|
Noticeable behaviors (preschool) | Discipline | Difficulty following the rules | 12 | 1, 2, 7, 8, 9, 12, 13, 15, 16, 17, 18, 20 |
Cognitive Skills | Difficulty taking directions | 13 | 4, 5, 6, 7, 9, 11, 12, 13, 15, 16, 18, 20, 21 | |
Difficulty in problem solving | 08 | 4, 5, 7, 11, 16, 17, 18, 20 | ||
Difficulty concentrating | 16 | 1, 2, 3, 4, 5, 6, 7, 9, 10, 12, 13, 15, 16, 17, 19, 21 | ||
Social Skills | Difficulty making friends | 12 | 4, 5, 6, 9, 11, 13, 14, 16, 17, 18, 20, 21 | |
Difficulty communicating | 11 | 1, 4, 5, 6, 8, 12, 16, 17, 19,20, 21 | ||
Motor Skills | Difficulty drawing | 14 | 1, 2, 3, 4, 5, 6, 7, 8, 11, 13, 15, 17, 19, 21 | |
Difficulty holding a pencil | 11 | 1, 2, 4, 5, 6, 8, 11, 14, 16, 17, 19 | ||
Difficulty in self-care skills | 11 | 1, 3, 4, 5, 6, 8, 10, 14, 16, 17, 20 | ||
Affective Skills | Indifference to the lesson | 15 | 1, 2, 4, 5, 6, 7, 8, 9, 13, 14, 16, 17, 18, 19, 22 | |
Bored in class | 10 | 1, 3, 5, 6, 9, 10, 13, 16, 18, 19 | ||
Showing impatience | 06 | 2, 5, 7, 19, 20, 21 | ||
Difficulty expressing emotions | 05 | 6, 12, 14, 17, 19 | ||
Digital Addiction | Intense interest in visuals | 15 | 1, 2, 4, 5, 6, 7, 8, 9, 13, 14, 16, 17, 18, 19, 22 | |
Personality characteristics | Self-centeredness | 05 | 9, 12, 17, 18, 20 | |
Adult dependence | 05 | 3, 7, 10, 19, 20 |
Theme | Category | Code | f | Participants |
---|---|---|---|---|
Noticeable behavioral differences (primary school) | Discipline | Difficulty following the rules | 12 | 2, 3, 5, 8, 9, 11, 12, 14, 16, 17, 22, 23 |
Difficulty conforming to norms | 09 | 1, 4, 12, 14, 16, 19, 20, 22, 23 | ||
Cognitive skills | Difficulty in learning | 23 | 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21, 22, 23, 25, 26 | |
Difficulty concentrating | 13 | 5, 9, 11, 12, 13, 16, 18, 19, 20, 22, 23, 24, 26 | ||
Social skills | Difficulty making friends | 06 | 2, 7, 9, 13, 17, 20 | |
Difficulty communicating | 06 | 2, 7, 9, 13, 16, 17 | ||
Difficulty in getting along with peers | 06 | 2, 7, 9, 13, 16, 19 | ||
Motor skills | Difficulty in writing | 09 | 2, 5, 9, 10, 12, 17, 19, 21, 24 | |
Affective skills | Indifference to the lesson | 07 | 1, 2, 5, 7, 12, 15, 16 | |
Anxiety/worry | 05 | 1, 2, 7, 14, 25 | ||
Digital addiction | Intense interest in social media | 05 | 1, 7, 11, 12, 18 | |
Personality characteristics | Adult dependence | 05 | 12, 16, 17, 19, 20 | |
Anger/aggression | 06 | 4, 9, 12, 16, 19, 22, 23 |
Theme | Category | Code | f | Participants |
---|---|---|---|---|
Noticeable behavioral differences (middle school) | Discipline | Difficulty following the rules | 15 | 1, 2, 3, 4, 5, 6, 7, 10, 12, 13, 14, 17, 18, 23, 24 |
Difficulty conforming to norms | 07 | 3, 5, 6, 7, 10, 18, 24 | ||
Cognitive skills | Difficulty in learning | 06 | 1, 8, 9, 11, 21, 25 | |
Difficulty concentrating | 13 | 1, 4, 5, 7, 8, 9, 11, 15, 17, 20, 22, 24, 25 | ||
Difficulty in reading | 12 | 1, 3, 8, 9, 13, 16, 17, 18, 21, 22, 23, 25 | ||
Social skills | Difficulty making friends | 09 | 2, 3, 5, 6, 13, 20, 21, 24, 25 | |
Difficulty communicating | 08 | 1, 2, 4, 5, 6, 9, 11, 19 | ||
Motor skills | Difficulty taking/writing notes | 05 | 3, 11, 12, 13, 20 | |
Affective skills | Indifference to the lesson | 11 | 1, 4, 5, 8, 9, 10, 13, 15, 18, 24, 25 | |
Bored in class | 08 | 5, 8, 9, 10, 13, 15, 24, 25 | ||
Aggression/peer bullying | 12 | 1, 4, 5, 6, 7, 11, 12, 13, 15, 16, 17, 19 | ||
Digital addiction | Intense interest in social media | 08 | 1, 5, 7, 9, 13, 17, 21, 25 | |
Personality characteristics | Self-centeredness | 07 | 2, 3, 4, 6, 15, 17, 18 | |
Anger problem | 06 | 1, 4, 5, 17, 19, 22 |
Theme | Category | Code | F | Participants |
---|---|---|---|---|
Noticeable behavioral differences (high school) | Discipline | Difficulty following the rules | 10 | 1, 3, 4, 6, 7, 11, 13, 16, 19, 20, 21 |
Difficulty conforming to norms | 11 | 3, 5, 6, 7, 14, 15, 16, 20, 21, 22, 23 | ||
Slang/cursing habit | 06 | 2, 3, 6, 12, 19, 22 | ||
Cognitive skills | Difficulty concentrating | 07 | 3, 5, 8, 12, 14, 15, 17 | |
Lack of learning | 15 | 1, 2, 3, 5, 6, 7, 10, 11, 14, 15, 17, 19, 20, 21, 22 | ||
Social skills | Difficulty communicating | 13 | 1, 2, 3, 5, 6, 8, 11, 12, 13, 19, 20, 22, 23 | |
Affective skills | Indifference to the lesson | 16 | 1, 2, 3, 4, 6, 7, 8, 9, 11, 12, 15, 16, 17, 21, 22, 23 | |
Aggression/peer bullying | 09 | 2, 3, 5, 6, 7, 12, 13, 21, 22 | ||
Digital addiction | Intense interest in social media | 13 | 1, 3, 5, 7, 9, 12, 14, 17, 19, 20, 21, 22, 23 | |
Habit of relying on the slides | 05 | 9, 13, 15, 17, 23 | ||
Personality characteristics | Inadequate personality development | 07 | 8, 13, 14, 15, 17, 19, 20 |
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Hotaman, D. Noticeable Behavioral Differences Observed in Turkish Students Following Online Education. Behav. Sci. 2025, 15, 554. https://doi.org/10.3390/bs15040554
Hotaman D. Noticeable Behavioral Differences Observed in Turkish Students Following Online Education. Behavioral Sciences. 2025; 15(4):554. https://doi.org/10.3390/bs15040554
Chicago/Turabian StyleHotaman, Davut. 2025. "Noticeable Behavioral Differences Observed in Turkish Students Following Online Education" Behavioral Sciences 15, no. 4: 554. https://doi.org/10.3390/bs15040554
APA StyleHotaman, D. (2025). Noticeable Behavioral Differences Observed in Turkish Students Following Online Education. Behavioral Sciences, 15(4), 554. https://doi.org/10.3390/bs15040554