Minister of National Education Mahmut Özer, in a scientific article he prepared with a group of academics in Çukurova University's Journal of the Faculty of Education, pointed out that the changes made in the high school entrance examination systems during the AKP period lowered the success average of the students and slammed the system changes on the ground. In the article in question, it was revealed that the exam systems, which were constantly changed during the AKP period, constantly reduced the success of students in the field of mathematics.
Minister of National Education Mahmut Özer and a group of academics prepared an article titled “The Effect of Changes in Secondary Education Transition Systems on Mathematics Achievement”. In the prepared article, it was revealed that students experienced sharp declines in their ninth grade mathematics achievements immediately after the years when extensive changes were made in the transition system to secondary education.
While the research was conducted by Minister of National Education Mahmut Özer, Ankara Yıldırım Beyazıt University Faculty of Humanities and Social Sciences Assoc. Dr. Bekir S.Gür, Islamic Countries Statistics, Economic and Social Research and Education Center (SESRIC) Ahmet Öztürk and Ministry of National Education Advisor Eren Suna. The data of 12 million 230 thousand 358 students were analyzed. According to the article, it was revealed that small changes rather than changes in exam systems will affect students less.
“AVERAGE SUCCESS DROPPED WITH CHANGES”
During the AKP rule, it was frequently mentioned that the average success rate of the students was decreasing due to the constantly changing exam systems. But academics, including Minister Özer, proved this by proving it. In the published article, it was determined that especially after transition from primary to secondary education (TEOG) brought in the 2013-2014 academic year and high-school entrance exam (LGS) brought in the 2017-2018 academic year, the declines increased significantly, but the decrease in student achievement after LGS remained at a lower level than TEOG. On the other hand, it was stated that there was no negative change in student achievement in the years when comprehensive changes were not made, and that success increased again if no new regulation was made.
“LARGE CHANGES CAUSE MORE LOSSES”
In the article written, it was stated that studies were carried out on the effects of the changes made in the transition exams to high schools on the success of the students, and it was noted that it was determined that the decrease in the average success rate was entirely due to system changes. The research revealed that smaller-scale changes, rather than radical changes in examination systems, would not affect students' success.
“SMALL CHANGES MUST BE MADE TO THE SYSTEM”
According to the research, it was emphasized that while it was proved that the changes in the systems led to serious decreases in school success, there was an immediate reaction to the changes. As a result of the research, "It is argued that small changes rather than comprehensive reforms in the education system can yield more positive results. Instead of fundamentally reforming the current system, it is recommended to improve it with minor interventions," it was stated.