Teacher and Student Opinions on Reflections of LGS Exam on Teaching-Learning Process

Abstract

The purpose of this research is to determine the opinions of teachers and students about the reflections of LGS exam on the teaching-learning process. In this context, LGS exam; It is aimed to determine how teaching strategy-method-techniques, course materials, measurement and evaluation tools are reflected in the selection and use, in-class communication and teachers' emotions. In the study the explanatory case study model, one of the qualitative research methods, was used. The study group of the research; It consists of 18 teachers with different characteristics in terms of branch, gender, length of service and the institution they work for, and 36 students who are taking LGS exam with different characteristics in terms of gender, age and institution of education. The data of the study were collected through "Semi-Structured Teacher Interview Form" for the teacher study group and "Semi-Structured Student Interview Form" for the student study group. The data obtained from the interviews were analyzed by content analysis method. As a result of the research, it has been determined that LGS negatively affects the selection and use of teaching strategy-methods and techniques, course materials, measurement and evaluation tools and teachers' emotions and there is an increase in in-class communication with LGS.