The Role of Student-Teacher Relation on Science Self-Efficacy and Science Anxiety in Face-to-Face and Distance Education

Namudar Ä°zzet KurbanoÄŸlu, Zeynep DemirtaÅŸ and Abdulbari Batur

SAGE Open, 2023, vol. 13, issue 3, 21582440231194408

Abstract: This study examines the role of student-teacher relations on science self-efficacy and science anxiety in face-to-face and distance education. The sample consisted of 309 students attending eighth grade in four different public lower-secondary schools in Turkey and was analyzed using a descriptive model. Student-teacher relation (STR), science self-efficacy (SSE), and science anxiety (SA) questionnaires were administered in both face-to-face and distance education. Gathered quantitative data were analyzed using descriptive statistics, Pearson moment correlation, and a one-sample t -test. The results show that the mean scores of the STR and SSE in face-to-face education are higher than in distance education. The Pearson moment correlation analysis indicates that STR has a significant and positive association with SSE, and a significant negative association with SA, in face-to-face and distance education. In addition, the one-sample t -test found statistically significant differences between the mean scores of the STR and SSE in face-to-face and distance education. This difference is in favor of face-to-face education. Furthermore, the mean scores of SA in distance education are significantly higher than in face-to-face education.

Keywords: distance education; face-to-face education; science anxiety; science self-efficacy; student-teacher relation (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:13:y:2023:i:3:p:21582440231194408

DOI: 10.1177/21582440231194408

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