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ABSTRACT

This study aims to explore the impact of distance learning on the quality of practical applications among early childhood education students in secondary schools within the Green Line. The descriptive correlational approach was used, utilizing a research tool consisting of two main axes: distance learning and the quality of practical applications. The validity and reliability of the tool were verified. The study sample consisted of teachers working with early childhood education students in secondary schools. A survey study was initially conducted by distributing the tool to a sample of 30 male and female teachers from the study population but outside the main research sample. After that, the final tool was distributed to the main sample, which included 160 male and female teachers who were selected through the comprehensive survey method. The data collected through an electronic questionnaire were statistically analyzed. The findings revealed a significant negative relationship between distance learning and the quality of practical applications, indicating that higher engagement in distance learning was associated with lower performance in practical skills and hands-on activities. This highlights the challenges of applying practical training effectively in a fully online learning environment.

Keywords: early childhood education, distance learning quality, practical applications