Keywords
Computer Science
basic secondary education
pedagogical support
student independence
educational effectiveness
How to Cite
Abstract
The article is devoted to a comparative analysis of the effectiveness of distance and in-person learning of Computer Science in basic secondary education (adaptation cycle). The relevance of the study is determined by: (1) the necessity of ensuring the continuity of the educational process under prolonged instability caused by the pandemic, war, and other global challenges; (2) the appropriateness of utilizing the digital learning tools pedagogical potential for the implementation of modern methodological approaches and learning principles; and (3) the demand of the educational system for identifying optimal instruments for the rapid adaptation of students to the conditions of basic secondary school education.
Within the framework of a quasi-experimental study, the academic performance of fifth-grade students engaged in the educational process in two different formats – traditional in-person and asynchronous distance learning – was analyzed. The aim of the study was: (1) to investigate the feasibility of implementing short-term (lasting up to one academic semester) asynchronous distance learning of Computer Science for students of basic secondary school while maintaining its effectiveness; and (2) to determine the advantages and disadvantages of this learning format in basic secondary education (adaptation cycle).
A total of 125 fifth-grade students participated in the study. The control group received in-person instruction, while the quasi-experimental group studied in an asynchronous distance format. The analysis of results was based on students’ academic progress and their participation in extracurricular activities in the field of Computer Science.
The findings support the feasibility of using the asynchronous distance format as a tool to support learning in conditions of instability (particularly under the martial law). This format fosters the development of digital literacy, independence, responsibility, and lifelong learning skills. The authors emphasize the importance of maintaining pedagogical support, providing high-quality feedback, and implementing adaptive digital content.
A promising direction for further research is the study of the impact of distance learning on other educational fields and age groups.
References
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Copyright (c) 2025 Oleh Topuzov, Oleksandr Malykhin, Oksana Onopriienko, Inna Lipchevska