Opinions of teachers and students on the effect of LGS exam on the teaching-learning process

The purpose of this research is to reveal the opinions of teachers and students about the effects of LGS exam on the teaching-learning process. In this context; It is aimed to determine how LGS exam affect the teaching strategy-methods and techniques, course materials, selection and use of measurement and evaluation tools, in-class communication and teachers' emotions. In the study The explanatory case study model, one of the qualitative research methods, was used. In accordance with the purpose of the study, branch teachers who entered the courses of 8th grade within the scope of LGS and 8th grade students were selected as a study group. In the selection of teachers and students in the study group, "maximum variation sampling" technique, one of the purposeful sampling methods was used. In this context, 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. The results of the analysis are given by creating codes and themes. 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.