Comparison of digital and face-to-face coaching centers in the context of shadow education institutions: Student and teacher perceptions and academic achievements of students

Abstract

This article compares digital and traditional face-to-face coaching within the scope of shadow education institutions. While analyzing the differences and similarities between the two educational models, their advantages and disadvantages are thoroughly discussed. In this context, interviews were conducted with students and teachers who receive education in both face-to-face and digital coaching, and the positive and negative aspects of both institutions, suitable and unsuitable courses, the future situation, and the effects on students’ academic achievements were revealed. According to the results obtained from the research, it is noteworthy that students who do not receive education in digital coaching have prejudices against digitalization. Additionally, no significant difference was found between the academic achievements of students receiving education in digital coaching and those receiving education in face-to-face coaching.