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Data come from semi-structured interviews conducted in the 2018-2019 academic year’s second semester, using six open-ended questions prepared with expert input. The sample includes 30 math branch teachers working in central secondary schools across an Eastern Anatolia province. Content analysis shows mixed attitudes, with some teachers expressing positive opinions and others negative views.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-school-entrance-exam-system-evaluation-from-the-perspective-of-mathematics-teachers/590971/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-school-entrance-exam-system-evaluation-from-the-perspective-of-mathematics-teachers/590971.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which examination system is evaluated in the study?","Question",{"text":112,"@type":113},"The study evaluates the high school entrance exam system used for the transition to high school, first implemented in the 2017-2018 academic year in Turkey.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study data collected and analyzed?",{"text":117,"@type":113},"Data were collected through semi-structured interviews using six open-ended questions, and the results were analyzed using content analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about teachers’ opinions?",{"text":121,"@type":113},"Teachers’ opinions were mixed: some expressed positive views about the new exam system while others reported negative thoughts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590971,1792166299,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Vol. 9(1), pp. 32-43, January 2021  \nDOI: 10. 30918/AERJ.91.20.182 ISSN: 2354-2160  \nFull Length Research Paper  \nHigh school entrance exam system evaluation from the perspective of mathematics teachers  \nEbru Korkmaz1* and Tayfun Tutak2  \n1 Department of Maths Education, Faculty of Education, Muş Alparslan University, Muş, Turkey. 2 Department of Maths Education, Faculty of Education, Fırat University, Elazığ, Turkey.  \nAccepted 21 October, 2020  \n\n| ABSTRACT\u003Cbr>The aim of this study was to examine the opinions of secondary school math teachers regarding the examination system for the transition to high school which was implemented for the first time in 2017-2018 academic year in Turkey. The research was conducted in the second semester of 2018-2019 academic year, a semi-structured interview form was used as data collection tool. In addition, the sample of the study consisted of 30 math branch teachers working in central secondary schools across a province in Eastern Anatolia. The interview form consisted of 6 open-ended questions prepared by the researchers after receiving expert opinions. Content analysis method was used in analyzing the data. As a result of findings, it was understood that while some of the teachers had positive opinions about this new exam, some others had negative thoughts.\u003Cbr>Keywords: Secondary school mathematics course, high school entrance exam (LGS) , secondary school matmematics teachers, evaluation. |\n| --- |\n| *Corresponding author. E-mail: [eb.korkmaz@alparslan.edu.tr](eb.korkmaz@alparslan.edu.tr). |\n\nINTRODUCTION  \nOne of the most important parameters of the modern world is education. The importance of education is increasing day by day. For this reason, the societies that realize this importance are making efforts to develop children in all areas of education. However, many countries struggle with lots of problems in this process. So these countries try to find solutions to problems in their education systems.  \nIn many issues, exams and entrance rules from primary school to higher education are among one of the important problems. Last years, many different examination systems have been implemented in Turkey in order to place students in different educational and training institutions. Since 2000, 5 different exams have been tried. These are Entrance Examination for High Schools (LGS), System of Transition to Secondary Education (OKS), Selection and Placement Examination for Secondary Education Institutions (OGES (multiple and single level examination)), Placement Test (SBS), Transition from Basic Education to Secondary Education (TEOG) and High School Registration System (LKS) . At  \nthe beginning of the 2000s, LGS was applied to students wishing to enter different types of high schools, particularly public and private Science and Anatolian High Schools. In 2004, the name of this exam was changed to OKS and in 2008, SBS was started to be implemented. In 2012-2013, SBS was completely abolished and TEOG was started in the 2013-2014 academic year. As of the 2017-2018 academic year, LKS was introduced and LKSsystem’s exam was again called as LGS (Gür et al. , 2013) .  \nCarter and Norwood (1997) explained the measurement in the education system as the degree of affordability of objectives; explained the evaluation as the decisions to be taken as a result of the measurement. Large-scale exams can be given as an example to the assessment and evaluation tool that covers the largest audience. Large-scale exams are one of the most frequently used measurement and evaluation tools to place students in a higher education institution in many countries (Özer Özkan and Acar Güvendir, 2018) . The general purpose of these exams is to prepare  \nprimary school students for business life and higher education in the direction of the fields they are interested in and their ability, and also to be able to enroll them in secondary education institutions which include General High","cbCail1jGnP4r1iT","https://ap.wps.com/l/cbCail1jGnP4r1iT","pdf",248100,12,"English","# Abstract\n# Introduction\n## Importance of education and assessment systems\n## History of Turkish secondary education placement exams\n## Large-scale exams and educational objectives\n## Effects of exam system changes on stress and anxiety\n## Assessment purpose in transition to secondary education","[{\"question\":\"Which examination system is evaluated in the study?\",\"answer\":\"The study evaluates the high school entrance exam system used for the transition to high school, first implemented in the 2017-2018 academic year in Turkey.\"},{\"question\":\"How was the study data collected and analyzed?\",\"answer\":\"Data were collected through semi-structured interviews using six open-ended questions, and the results were analyzed using content analysis.\"},{\"question\":\"What were the main findings about teachers’ opinions?\",\"answer\":\"Teachers’ opinions were mixed: some expressed positive views about the new exam system while others reported negative thoughts.\"}]","High school entrance exam system evaluation from the perspective of mathematics teachers | PDF",1792070837]