Abstract
In the wake of the global pandemic, the need for having an alternative method for education grew considerably. Globally, institutions had to embrace distance learning and begin online classes to ensure their students’ education was not interrupted by the pandemic. This study was done to observe the differences in students’ achievement in online and offline groups to help Turkish language educators determine which method brings more positive results to students. The study was done in Nurorda school in Nur-Sultan, Kazakhstan with 60 participants from the 7th-grade class in a Turkish Language class. The students were in two groups, 50 students in the offline format while 10 students were in the online format. The students were taught for 5 weeks and in the 6th week, a final exam was conducted to test students' understanding. The scores of the students were obtained and an Independent Sample t-test was conducted to determine if there is any statistically significant difference between the two methods. The study found that there is no statistically significant difference between online and offline modes of instruction because our t-test was 0.083>0.05 after the analysis was done. Both methods were found to express the same results when it comes to students’ achievement and were both equally effective in enhancing understanding and comprehension of the topic in Turkish language education.