Özet:

In this study, the highly accepted and rejected characteristics of the systems of "Transition from Basic Education to Secondary Education" and "High School Admission Exam" were studied in accordance with the opinions of students, teachers, guardians and teachers. Introduction to high school exam system compared to the transition system from basic education to secondary education, the positive and negative aspects have been determined. In this study, where the qualitative and qualitative research approaches are used together, the qualitative research approaches are used as a scanning model, and the qualitative research approaches are used as a case study model. Quantitative data were analyzed using imaging statistics and in the process of imaging, a 25 material survey was prepared by scanning the literature related to the system of entry examination from elementary education to secondary education and high school. The survey applied to a total of 415 people and according to the results obtained, it was stated that the acceptance of students by exam for schools that require special qualifications such as the Science High School was a more accurate decision. It is noted that registering the address to the school and completing the exam in one session is incorrect. Qualitative data was analyzed by content analysis and found themes were created under the categories "Examination Coordination", "Examination Number", "Question Distribution", "Question Type" and "Location Type". The high school entry exam has been determined to have more negative aspects and the system of transition from basic education to secondary education has been seen as a more preferable system. It is believed that this work will contribute to the process of preparation of the transition to the secondary education exam systems.

Anahtar Kelimeler:

Özet:

In this study, the most accepted and rejected features of TEOG and LGS system were examined according to the opinions of students, teachers, parents and also parents who are teachers at the same time. The LGS system, which was started to be implemented as of the 2017-2018 academic year, was compared with the TEOG system and its positive and negative aspects were determined. In this study in which quantitative and qualitative research approaches are used, descriptive and case study models are used. The data were analyzed by using content analysis and descriptive statistics. In the descriptive process, a 25 - item likert type questionnaire was prepared by reviewing the literature about TEOG and LGS systems. The questionnaire was administered to 415 individuals and as the results, it was stated that placement by doing a test to schools that require special qualification such as Science High School was to be a more accurate decision. It was emphasized that it was wrong to register to the nearest school and complete the exam in one session. Moreover, compared to the TEOG system, this system was found to be weaker and the TEOG system was considered a more preferable system. Thanks to the study, it was thought that contribution to the preparation of secondary education exam systems will be contributed.