Kademeler arası geçiş ve sınav sisteminde yapılan değişikliklere ilişkin okul yöneticilerinin görüşleri

Demirbilek, Mesut; Levent, Ahmet

doi:10.15285/maruaebd.586835

Cited by 7 publications

(5 citation statements)

References 2 publications

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“…All of the interviewed administrators stated that the constant change in the system reduces the motivation of the students and their parents are very uncomfortable with these changes. Demirbilek & Levent (2019) revealed similar results to our study and found that the changes made in the examination system undesirably affects the motivation of the students. Akbaba (2006) underlined that motivation directly affects student achievement.…”

Section: Resultssupporting

confidence: 90%

See 1 more Smart Citation

Ortaöğretim Geçiş Sistemine Yönelik Okul Yöneticilerinin Görüşlerinin İncelenmesi

Gül

ŞİMŞEK²

2022

İnsan Ve Sosyal Bilimler Dergisi

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The purpose of this qualitative research was to examine the transition system to secondary education from the views of school administrators and to offer solutions to the problems identified for the improvement of the system. The study group of the research consisted of 10 administrators working in public secondary schools in Ordu province in the 2020-2021 academic year. A semi-structured interview form consisting of 5 questions prepared by the researchers has been applied to the school administrators involved in the research. Interviews with administrators were carried out over the internet and telephone since face-to-face meetings may create negative situations about the course of the epidemic due to the Covid-19 epidemic. Taking into account the relevant literature, content analysis was conducted on the data obtained as a result of the interviews. It has been concluded that the school administrators involved in the research generally have a negative perspective towards the transition system to secondary education. They also criticized the adminstration phase of the exam. Having indicated that the Make-up Exam application, which was administered in the past and then abolished, should be put back into practice, school administrators stated that the Address-Based Registration System caused some downsides during the implementation phase. In addition, they stated that each change has been made in the existing system hurt the students and their parents and undermined their trust in the system. In their suggestions to correct the system’s deficiencies, they stated that the necessary planning for the change should be made in the long term and the system should be restructured.

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Section: Resultssupporting

confidence: 90%

“…Only one of the interviewed administrators expressed a positive opinion about the system. Demirbilek & Levent (2019) pointed out in their research that school administrators have a negative view of the system due to some downsides.…”

Section: Resultsmentioning

confidence: 99%

Ortaöğretim Geçiş Sistemine Yönelik Okul Yöneticilerinin Görüşlerinin İncelenmesi

Gül

ŞİMŞEK²

2022

İnsan Ve Sosyal Bilimler Dergisi

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“…The findings show that major changes in the transition system, regardless of its structure and regulations, lead to a significant and negative change in student achievement. As shown in studies before, the regulations in the transition systems negatively affect the students, parents and administrators (Demirbilek & Levent, 2019;Dinç et al, 2014;Zayimoğlu Öztürk, 2014). For the first time, the present study showed that major changes in the system negatively affect student achievement.…”

Section: Discussionmentioning

confidence: 93%

“…The major aim of these changes is to take a step towards the improvement of the education system. However, related research shows that students, parents and administrators complain and are negatively affected by the comprehensive changes made in both the university entrance system and the transition system to secondary education, (Demirbilek & Levent, 2019;Dinç et al, 2014;Zayimoğlu Öztürk, 2014). Since the past, it has been seen that in the discussions and practices regarding the education system in Turkey, a great deal of value has been attributed to the changes in examination systems (Gür & Çelik, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Changes in the Transition to Secondary Education Systems on Mathematics Achievement

Gür¹,

Öztürk²,

Özer³

et al. 2021

Cukurova University Faculty of Education Journal

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Turkey has witnessed numerous changes in the transition to secondary education systems in the 2000s. The Secondary Education Institutions Examination (OKS), the Level Specifying Examination (SBS), and the Transition from Primary to Secondary Education System (TEOG) were implemented between 2010 and 2018. Lastly, in 2018, the Transition to High School System (LGS) has been adopted as a new system. This study examines the effect of the changes in secondary education transition systems between 2010 and 2019 on students' mathematics achievement in 9 th grade. The data of all students who were in 9 th grade between 2010 and 2019 were analyzed through multiple linear regression methods. The parents' education level, 8 th grade mathematics achievement, age, and gender are considered as external variables and their effects are controlled statistically. The findings revealed that a significant and sharp decrease in 9 th grade mathematics achievement occurs after every system-level change in the transition systems. Additionally, the largest decrease in mathematics achievement is found in TEOG. Based on the results, it is recommended to make incremental improvements instead of radical changes to alleviate the problems in secondary education transition systems.

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“…Ancak LGS hakkında okul yöneticileri ile yapılan çalışma mevcut değildir. Literatürde okul yöneticileri ile yapılan çalışmalar genel ortaöğretim geçiş sistemlerine ve LGS'den önce uygulanan sistemlere yönelik sürdürülmüştür (Demirbilek & Levent, 2019). Bundan dolayı sistemin bir diğer paydaşı olan okul yönetici görüşlerinin alınmasının alan literatürüne katkı sağlayacağı düşünülmektedir.…”

Section: Introductionunclassified

Li̇selere Gi̇ri̇ş Si̇stemi̇ne İli̇şki̇n Okul Yöneti̇ci̇leri̇ni̇n Görüşleri̇: Durum Çalişmasi

Taşkin

Aksoy

2021

Trakya Eğitim Dergisi

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Bu çalışmanın amacı 2018-2019 eğitim öğretim yılında uygulanan Liselere Giriş Sistemi (LGS)'nin okul yöneticilerinin görüşleri doğrultusunda değerlendirmesini yapmaktır. LGS uygulamalarının sistemin paydaşları tarafından nasıl bir durum oluşturduğu ve bu konudaki görüşleri önem arz etmektedir Çalışma nitel araştırma yöntemlerinden temel nitel araştırma desenine göre yürütülmüştür. Araştırmanın çalışma gurubunu 2018-2019 eğitim öğretim yılında Konya ilinde görev yapan ve LGS sürecinin her aşamasında görev almış 14 okul yöneticisi oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Veriler kapsamlı bir şekilde analiz edildiğinden dolayı veri analiz yöntemi içerik analizidir. Elde edilen bulgulara göre okul yöneticileri LGS sınav sorularının TEOG sistemine göre daha ayırt edici ve zor olduğunu, destekleme ve yetiştirme kurslarının verimliliği konusunun öğrencilerin motivasyonuna göre değiştiği, öğrencilerin kurslara katılım sağlasa bile özel derslere yöneldiği görüşündedir.

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Kademeler arası geçiş ve sınav sisteminde yapılan değişikliklere ilişkin okul yöneticilerinin görüşleri

Cited by 7 publications

References 2 publications

Ortaöğretim Geçiş Sistemine Yönelik Okul Yöneticilerinin Görüşlerinin İncelenmesi

Ortaöğretim Geçiş Sistemine Yönelik Okul Yöneticilerinin Görüşlerinin İncelenmesi

The Effect of Changes in the Transition to Secondary Education Systems on Mathematics Achievement

Li̇selere Gi̇ri̇ş Si̇stemi̇ne İli̇şki̇n Okul Yöneti̇ci̇leri̇ni̇n Görüşleri̇: Durum Çalişmasi

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