EXAMINATION OF HIGH SCHOOL TRANSITION SYSTEM (LGS) IN TRANSITION FROM PRIMARY EDUCATION TO SECONDARY EDUCATION

Abstract

The aim of this research is to evaluate the effects of the High School Entrance Examination System (LGS), implemented in Turkey since 2017, on education stakeholders, based on the opinions of teachers, students, and parents. The initial implementation of the LGS has led to significant changes in the system's operation, scope, structure, and its impact on students during the high school placement process. This research was conducted using a survey model, a type of quantitative research method. The study group consisted of 8th-grade students, their parents, and teachers working in middle schools in Hatay province. The sample was created using cluster sampling, and the data collection tool used was a questionnaire developed by the researcher consisting of five-point Likert-type questions. The findings indicate that the LGS has had many significant effects on students preparing for it in academic, social, and psychological areas. A significant portion of the teachers who provided opinions stated that the LGS plays a limited role in providing feedback in the education process. When parental opinions were examined, it was noted that the exam plays a crucial role in increasing academic achievement and in determining a significant stage in the selection of higher education institutions for future studies. A large majority of students stated that the system caused intense exam pressure and anxiety. However, they had differing perspectives on the functional aspects of the system. Based on these findings, considering the impact of the LGS on students, teachers, and parents, the importance of improving and reforming th