High school entrance exam system evaluation from the perspective of mathematics teachers

Ebru Korkmaz and Tayfun Tutak

African Educational Research Journal
Published: January 14 2021
Volume 9, Issue 1
Pages 32-43
DOI: https://doi.org/10.30918/AERJ.91.20.182

Abstract

The aim of this study was to examine the opinions of secondary school math teachers regarding the examination system for the transition to high school which was implemented for the first time in 2017-2018 academic year in Turkey. The research was conducted in the second semester of 2018-2019 academic year, a semi-structured interview form was used as data collection tool. In addition, the sample of the study consisted of 30 math branch teachers working in central secondary schools across a province in Eastern Anatolia. The interview form consisted of 6 open-ended questions prepared by the researchers after receiving expert opinions. Content analysis method was used in analyzing the data. As a result of findings, it was understood that while some of the teachers had positive opinions about this new exam, some others had negative thoughts.

Keywords: Secondary school mathematics course, high school entrance exam (LGS), secondary school matmematics teachers, evaluation.

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