Abstract
The purpose of this study is to evaluate teachers’ viewpoints about the changes made in the regulation of passing lesson at schools, which became active in 2013 to 2014 academic year. The pass grade applied depends on this regulation, common exams, shortening of the absenteeism durations, and assigning students with performance tasks according to some variables. The development and application of the measurement tool of the study were performed with the high school teachers working in Duzce. Quantitative research methods were used in the study, and the screening model was applied. The SPSS 20.0 statistical package program was used in analyzing the data. Frequency values, percentages, and average values were used to analyze the data. One-Way Variance Analysis (ANOVA) and the t-test were used for unrelated sampling. The sampling of the study consisted of 323 teachers who were selected randomly from among those who worked at various high schools in Duzce in 2013 to 2014 academic year. The teachers’ viewpoints about the regulation of passing a lesson at schools were evaluated with the statement, “I am indefinite”; the viewpoints on the regulation of the right to absenteeism were evaluated with the statement, “I agree”; and the viewpoints on the assigning performance tasks were evaluated with the statement, “I do not agree”. At the end of the study, no significant differences were found in the data according to gender, educational status, and classroom population variables. Significant difference was detected between the regulation of passing a lesson at school and assigning performance tasks dimensions in favor of the physical sciences and foreign language fields. The teachers who worked at vocational high schools evaluated the regulation of passing a lesson at school in a more positive manner. The teachers’ viewpoints on the regulation of passing a lesson at school were determined to differ significantly for those between 20 and over service years in teachers who were assigned in the group “1 to 5 and 20 and over service years”. Key words: Common exam, performance tasks, the regulation on passing a lesson at school, teacher viewpoint, Turkey.
Highlights
IntroductionNew educational programs were prepared on this subject in various topics, and new secondary school class programs were applied in 2005
The teachers’ viewpoints on the change in pass grade, absenteeism right and performance task assignment did not differ at a statistically significant level according to gender variable
The teachers’ viewpoints on pass grade, common exam and performance task dimension differed at a statistically significant level according the branches of the teachers
Summary
New educational programs were prepared on this subject in various topics, and new secondary school class programs were applied in 2005. Within this process, the course books were distributed as free of charge to students. The programs gained an acquisition-based and smaller structure The approach of these new programs shifted towards a cause and multiple result-based constructive learning approaches instead of behavioristic learning approach based merely on action-reaction, cause-effect explanations (MoNE, 2005). The regulation on passing a lesson at schools, which was released on the Official Gazette on 07-092013 with the number 28758, brought important changes with it. As of 2013, important changes that would affect students were observed in the regulation on passing a lesson (that is, the pass grade) at schools
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