Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2015
Thesis Language: Turkish
Student: ÇİMEN ÇAYLI ABACI
Supervisor: MEHTAP ÇAKAN
Open Archive Collection: AVESIS Open Access Collection
Abstract:The purpose of this study is the examination of the relationship between the lower test scores of MSOS within the scope of the transition to secondary education from basic education (TEOG) which is implemented for the first time in 2013-2014 academic year and students' achivement points at the end of the term. The model of the research is relational scan model. The research was carried out with 574 students who graduated from sixteen schools in Göksun District of Kahramanmaraş Province in 2013-2014 Academic Year and attended to MSOS in both terms. MSOS subtest scores used in the research 8th grades period slips and the recognition forms of students were gathered from sixteen schools by the researchers with the necessary permission. Subtest scores were achieved with the application MSOS applied in both terms. Data gathered from Data Collection Tools were analyzed with the help of SPSS 20.0 (Statictical Package for Social Sciences) programme. Multiple Regresion Analysis was used in the analyzing of data research for the determination of how independent variables with descriptive statistics can predict the dependent variables. One way ANOVA was used for the significant difference between levels. In the results of research, It is found that the best predictor of achivement scores of lectures as Science and Technology, Education of Religious Culture and Ethics, Foreign Language, Turkish Republic Revolutionary History and Kemalism is MSOS-2. Also, the best predictor of achivements scores of Turkish and Maths lectures is identified as MSOS-1.When the results are examined in terms of demographic variables, it is found a meaningful difference between family's income level and student's success level in all subtests. However, it is understood that there is no meaningful relationship between student's success level in subtests and the number of siblings in family.