Evaluation of LGS Turkish Questions from the Perspective of Education Stakeholders

Authors : Hatice Coşkun Sönmez, Sinan Kolçelik

Pages : 231-245

Doi:10.17753/sosekev.1608453

View : 36 | Download : 37

Publication Date : 2025-09-10

Article Type : Research Paper

Abstract :This study aims to evaluate LGS Turkish questions from the perspective of educational stakeholders. The study was designed according to the qualitative research method and conducted according to the basic qualitative research design. The study group consisted of 14 Turkish teachers and 13 branch teachers, who are working in the central districts of Van province and preparing students for LGS, 20 middle school 8th grade students and 10 parents. Structured interview forms were used in the data collection process. Content analysis was used to analyze the data and coder reliability was checked during the analysis process. The results of the study show that the inclusion of skill-based questions in LGS affects the importance given to Turkish lesson by students, teachers and parents in different ways. Especially the fact that these questions are based on reading comprehension also affects success in all other areas. Students have difficulty especially in questions that require higher level thinking. Teachers of different branches think that the problems students experience in reading comprehension directly affect the success in their own courses. In summary, especially question types that require higher-order thinking skills are related to Turkish lessons and success in LGS Turkish questions directly affects success in all other subjects.
Keywords : Liselere geçiş sistemi, Türkçe soruları, Üst düzey düşünme becerileri

ORIGINAL ARTICLE URL