Perceptions of Students on Central System Examinations in Turkey: A Metaphor Analysis Study

Baş, Gökhan; Kivilcim, Zafer Savas

doi:10.14689/issn.2148-2624.1.7c.2s.8m

Cited by 11 publications

(1 citation statement)

References 8 publications

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“…The study by Şad and Şahiner (2016) focused on opinions of students, teachers, and parents about TEOG and showed that stronger sides of exam were right to enter exam in own school building, a make-up exam possibility, extending exam for two semesters, and not using correction-for-guessing formula whereas the criticized points were unsecure exam conditions, and promoting private course institutions and tutoring. A metaphor study was performed by Baş and Kıvılcım (2019) to check perceptions of students about central exams like SBS and TEOG. The authors found metaphors which can be grouped as "concept as anxiety, torture, disturbing thing", "concept as unfair, unnecessary race", "concept as unconventional, irrelevant, variable, or always existing thing", "concept as turning point of our lives", "concept of selective and determinative of life", and "concept as long or a short-term race".…”

Section: System Of Transition To Highmentioning

confidence: 99%

Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

Ertem

2021

PEC

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Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

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Section: System Of Transition To Highmentioning

confidence: 99%

Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

Ertem

2021

PEC

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Investigation of Psychometric Properties of Multiple-Choice Items Developed By Turkish Teachers

Yüksel

Doğan

2022

Sakarya University Journal of Education

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The main purpose of this research is to determine the psychometric properties of the items (questions) developed by Turkish teachers. The research was conducted with 320 teachers who teach Turkish to 8th grade students in public schools in Ankara in during the 2020-2021 academic year. Turkish subtest items of LGS (High School Enterance System) central exam verbal section were evaluated by field experts and a blueprint was created. Each achievement in the blueprint was randomly assigned to a teacher and he/she was asked to develop a multiple-choice item which has moderate difficulty and high discrimination to measure this achievement. The multiple-choice items written by the teachers were applied to the 8th grade students and the psychometric properties of the items were estimated from the students’ responses. According to the results of the research, it was found that the content validity ratios, reliability and validity coefficients, item factor loadings, and differential item function values of the items developed by the teachers were at an insufficient level. Item difficulties were easy and the discrimination indexes were at a level that could be taken to the test by only correction.

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Examination of Pre-Service Teachers' Experiences on Student-Centered Instruction

Demir

2024

Sakarya University Journal of Education

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The teaching approach, in which the student is at the center of learning, is becoming more and more common. The teacher is an important factor in the implementation of this approach. Pre-service education plays an important role in the qualified training of teachers. If teacher candidates learn student-centered teaching through experience at the university, they are expected to apply it more easily when they start working. In this direction, it was aimed to examine the student-centered teaching experiences of pre-service teachers. It is supposed that pre-service teachers' views on this process will contribute to the development of pre-service teacher education. The research was carried out with the phenomenology design, and 67 pre-service teachers were included in the research with the criterion sampling method. The research data collected with an open-ended questionnaire form were analyzed by content analysis. According to the results of the research, pre-service teachers think that student-centered teaching encourages them, makes them effective, and provides them with skills. Because of these features, they consider the approach as an effective learning approach and think that the experiences give them emotional awareness and improve their professional competencies. However, pre-service teachers experience educational problems such as indecision, anxiety, lack of self-confidence and knowledge, and inexperience while performing student-centered teaching.

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Perceptions of Students on Central System Examinations in Turkey: A Metaphor Analysis Study

Cited by 11 publications

References 8 publications

Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

Investigation of Psychometric Properties of Multiple-Choice Items Developed By Turkish Teachers

Examination of Pre-Service Teachers' Experiences on Student-Centered Instruction

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