Abstract:

The aim of this study is to determine how the change of the transition to the secondary education exam system affects the level of concern, motivation and success for the science knowledge course of the eighth class students, what kind of question students prefer in measuring the science course success and how the transition to the secondary education system should be according to the students. The method used in accordance with the purpose of the research is a visual scan model. The research was carried out with 607 eighth-class students studying in the five official primary schools located in the lower, middle and upper socioeconomic environment in the district of Küçükçekmece of Istanbul. The data is collected with the opinion determination form in which open end questions are included. The data obtained is analyzed by content analysis technique. The study found that the change in the transition to secondary education exam system increased the concern of students about science by 62.8%, the motivation for science by 57.7%, and the success by 48.6%. However, the percentage of students who express that the change in the exam system of the transition to the secondary education has a positive impact on their students' anxiety, motivation and success levels is not more than 10%. In the measurement of the success of the science lesson, 90.6 percent of second-class students in primary education said they would prefer to use already selectively, 6.3 percent open-end and 3.1 percent already selectively and open-end questions. According to the results obtained from students on how the new exam system should be, the highest rate has been determined to have the TEOG system, have already selectively asked questions, have no correction factor, have a score average and be a central exam. Keywords: science education; transition to secondary education exam system; anxiety; motivation; success.