Özet:

The objective of the study is to study the impact of the GNO Higher Education Transition Exam Points in the academic achievements of body education teachers candidates, the AOBP Higher Education Success Points, and the ÖYSP-SP Points of Special Skills Exam. This study is retrospective and cutting-edge. The sample group consists of a total of 189 teachers candidates who graduated from the body education and sports teaching department in the last five years. The data was obtained from official sources through a history-oriented archive scan. In the analysis of the data, the Levene's test, the t test, the One-Way ANOVA test, the Kruskal-Wallis H test and the Welch test were used in cases where the variants are not homogeneous. The post-hoc test was used by Scheffe and Tamhane's T2 tests. For the relationship between independent variables, the correlation, the dependent variable independent variables' power to test the multi-directional regression analyses were also performed.®The error share is considered as 0.01 and 0.05.The YGS points differ according to gender.The average score of men is M=264,99; SD=37,05 of the average of women is M=241,22; SD=34,66 is significantly high.

Özet:

Purpose was to analyze the impact of the transition to higher education examination YGS , weighted high school grade point average AOBP and special talent examination scores ÖYSP-SP on the academic success GNO of preservice physical education teachers. Sample group included 189 pre-service physical education teachers graduated from Department of Physical Education and Sports Teaching in the last five years. Data were collected from official sources via retrospective archive searching. The data analysis was conducted by t test, one-way ANOVA, Kruskal-Wallis H and Welch test if the variances are inhomogeneous. Scheffe and Tamhane’s T2 tests used as post-hoc tests. Correlation analysis was used to test the relation among independent variables while multi-linear regression analyses were used to test the predictive power between dependent and independent variables. Error margin was set as 0,01 and 0,05. YGS scores differed by sex. Men’s scores average M= 264,99; SD= 37,05 were significantly higher than women’s scores M= 241,22; SD= 34,66 . In the meantime, those having YGS score interval between 160,00-210,00 have higher ÖYSP scores than those between 310,01-360,00. Those scoring 310,01-360,00 in YGS have higher GNO than those scoring 160-210 and 210,01-260,00 p0,01 . Although there was no correlation between YP and GNO, a positive correlation was observed between GNO, YGS and AOBP p0,01 . YGS scores and AOBP only explained 24% of total variance in academic success. Those with lower YGS scores were more successful in ÖYSP-SP, yet this success had no impact on the academic success of pre-service teachers. The most effective variance in academic success was AOBP. For this reason, AOBP should be given importance when choosing physical education teacher candidates.

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