Abstract
This research was conducted in order to predict the success of TEOG in the History of Revolution and Kemalism course. This research conducted with quantitative research method was carried out on the data of 477 students attending in 5 different secondary schools and 18 classrooms in these state schools affiliated to Kutahya Provincial National Education Directorate. The data of the study consisted of the fall and spring semester written exam success scores in 8th grade Revolution History and Kemalism Course and the success scores of TEOG I and II in the same course in the 2016-2017 academic year. In the analysis of the data, firstly, the correlational analysis was applied and then regression analysis was performed. As a result of the research, it was determined that the first written exam of the Revolutionary History and Kemalism course announced about 59% of the variance in the TEOG I success scores. Another conclusion reached was that the first written exam in the spring semester of the Turkish Revolution History and Kemalism course accounted for approximately 65% of the variance in the TEOG II success scores. In addition, TEOG I and Revolution History and Kemalism course, the first written exam in the spring semester variables were found to explain approximately 77% of the variance in TEOG II success scores. Based on the results of the research, discussions and suggestions were made.
Highlights
Education is a social institution and all social institutions realize themselves through specific social units
It is noteworthy that in the temel eğitimden ortaöğretime geçiş (TEOG) II exam, the success rate in the History of Revolution and the Kemalism course was higher than TEOG I in all five schools
It can be said that the variance in all schools was quite high and close to each other when it is examined the standard deviation values success rates in both the TEOG I and TEOG II the History Revolution and Kemalism course
Summary
Education is a social institution and all social institutions realize themselves through specific social units. The increase in the needs of the qualified manpower of the societies requires the changing of the selection criteria of the students who will take place in the education systems. This requirement has led to changes in educational paradigms, where the student is brought to the centre, individual differences are taken into consideration, and that each student is responsible for their own learning [20]. The Education System consists of elements with input, output, environment and feedback. These elements include a number of subsystems. In many countries in the world, the exams that regulate the transition between levels in educational systems are applied in different ways [17, 10, 16]
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