THE EFFECT OF THE COVID-19 PANDEMIC ON THE EDUCATION AND PSYCHOSOCIAL STATUS OF SECONDARY SCHOOL STUDENTS: THE CASE OF ISTANBUL

Abstract

In the Covid-19 pandemic, which has affected the whole world, education has been suspended in Turkey as of March 16, 2020, and then it has been decided to switch to online (distance) education. The transition to distance education during the pandemic process has affected children's physical, cognitive, psychosocial and all other developmental areas, and various changes have occurred in the content and functioning of the education provided. The purpose of this research is to examine the impact of the Covid-19 pandemic on the education and psychosocial status of secondary school students. This research is a qualitative study. Individual in-depth interview technique was used as the data collection method. In this context, face-to-face and online in-depth interviews lasting 30-60 minutes were conducted with 12 secondary school students studying in Istanbul, in line with the semi-structured questionnaire, with the consent of their families. The data obtained from the interviews were deciphered and evaluated with descriptive analysis and content analysis. MAXQDA computer software was used to analyze the data. Among the participant statements, four main themes and 23 codes were formed: "online education, social life, routines (activities of daily living) and mood". As a result of the analyzes made, it was seen that the educational experiences and psychosocial situations of the students were generally negatively affected by the pandemic process.Students studying at secondary school level in Istanbul participating in the research; They stated that they want to go out of the house and go back to their lives before the pandemic, that they wake up later in the mornings during the distance education process, and that they eat irregularly compared to before the pandemic. In addition, they stated that their study patterns and coursework changed, the efficiency of the lessons decreased, they had problems in the lessons due to technological inadequacies and their stress levels increased due to these problems, they spent more time with their families during the pandemic process and they experienced distraction from their siblings at home. It is recommended to switch to face-to-face training by taking the necessary precautions.