Öğretmenlerin Liselere Geçiş Sınavına İlişkin Görüşleri

Abstract

In this study, it is aimed to examine the opinions of primary school mathematics teachers about the High School Entrance Examination (LGS), which is held to place students in secondary education institutions called qualified high schools. In the research, scanning from qualitative research method patterns was used. The study group of the research was formed by choosing primary school mathematics teachers working in Tekirdağ. Random sampling was preferred as the sampling method in determining the study group. As a data collection tool, the opinions of primary school mathematics teachers about the High School Entrance Examination (LGS) exam were collected in the form of qualitative data by using a semi-structured interview form prepared by the researcher. The interview form consists of sub-dimensions of "the effect of LGS on students", "innovations brought by the new exam system", "innovations in the quality of the questions", "relationship with the mathematics curriculum". Apart from the interview form, the demographic characteristics of the teachers participating in the research were collected with the Personal Information Form. Descriptive statistics were used in the analysis of the data. The study group of the research consists of 36 teachers. As a result of the research, it was concluded that both teachers and students had problems getting used to the new system, that the textbooks were not sufficient, and that there were changes in the teaching styles of the teachers. In addition, as a result of the research, some suggestions were made, such as updating the textbooks in order to adapt to the new system.
Keywords: Central Examination, High School Entrance System, Primary School Mathematics Teachers, LGS.