Abstract:

This study is aimed to reveal the relationship of High School Transition System with the Turkish curriculum and language skills and its effects on the teaching of Turkish lessons. In addition, it investigated the opinions of the effects of the exam on students, teachers and parents. The research was designed as a case study. The study group was determined according to convenience sampling, which is one of the purposeful sampling techniques. Interviews were held with 20 Turkish teachers. Content analysis of the obtained data was performed and reported. In the research, it was determined that the teachers focused on reading skills in the lessons because of the exam and neglected other language skills. Teachers attach importance to the teaching of grammar subjects that students come across as questions in the exam. In the research, it has been determined that the LGS exam and the question structure affect teachers' lesson plans, resource use, and time use. In addition, according to the teachers, this exam affects both students and parents psychologically, socially, and economically.

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