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- Title
2021 LGS TÜRKÇE SORULARININ OKUNABİLİRLİK AÇISINDAN DEĞERLENDİRİLMESİ.
- Authors
BOZKURT, Mevlit; YANGİL, Muharrem Kürşad; KÖSECİOĞULLARI, Uğur
- Abstract
According to the education system in practice in our country, students who want to settle in certain high schools while transitioning from primary education to secondary education are subjected to a central exam called High School Transition System. The Transition System to High Schools was put into practice in 2018 and, for the fourth time in 2021, consists of two parts, verbal and numerical, and 90 questions prepared in line with the curriculum. This study examined the readability status of the Turkish questions in the High School Entrance System's verbal section. Readability formulas were used to determine the readability status of Turkish questions. Readability formulas allow a quantitative text assessment to be easy or difficult to understand. When the literature is examined, it is seen that many studies have been done on readability. In the studies conducted in our country, it is generally seen that the Ateşman formula, which was adapted to Turkish in 1997 from Flesch's work, and the Çetinkaya-Uzun formula, which was created in 2010, stand out. The readability of the 2021 High School Transition System Turkish questions evaluated in this study was determined using these two formulas. Within the exam scope, 20 questions asked for the Turkish lesson were examined using formulas. Study data were analyzed by descriptive statistical method. According to the results of the study, 6 (30%) of the questions evaluated according to the Ateşman formula were at the easy readability level and 14 (70%) were at the medium readability level; It was determined that one of the questions (5%) evaluated according to the Çetinkaya-Uzun Formula was at the level of independent reading, 12 of them at the educational reading level (60%), and 7 of them (35%) at the level of disabled reading.
- Subjects
READABILITY (Literary style); SECONDARY education; READABILITY formulas; HIGH schools; PRIMARY education; EDUCATIONAL attainment
- Publication
International Journal of Language Academy, 2022, Vol 10, Issue 4, p97
- ISSN
2342-0251
- Publication type
Article
- DOI
10.29228/ijla.64849