Teachers' opinions on skill-based questions in 8th grade Turkish and revolution history and Kemalism courses

This study aims to examine the views of educators about changing questions of Turkish and Turkish Revolution History and Kemalism courses in the large-scale exams, in particular LGS, which is a high-school entrance exam. In this research, it is aimed to determine the evaluations of the difficulties experienced by the teachers, the changes in the anxiety levels, and the success of the students regarding the updates in the examination system with the collection of the questions under a different title as skill-based questions. The research is qualitative. As a data collection tool, fifteen open-ended questions developed by the researcher were used in the research after taking expert opinions of the supervisor. The participants to whom the interview form will be applied were chosen by the criterion sampling method. Within the scope of the research, 30 branch teachers who work in different secondary schools in Amasya province and teach 8th grades Turkish and Turkish Republic History of Revolution and Kemalism courses during the 2020-2021 academic year were interviewed. The data collected at the end of the interviews were analyzed by content analysis method and 4 different themes and 11 sub-themes were obtained. The relationship of skill-based questions with the program, the effects of skill-based questions on the teacher, the effects of skill-based questions on students, and the effect of skill-based questions on success were investigated In the data analysis, NVivo 9 package program was used. When the results are evaluated, all in all, the answers given by the teachers belonging to the same branch match up with each other. Regarding the relationship with the program, it was seen that the skill-based questions serve their purpose as a result of the updates made in the examination system; regarding the relationship with the effects on the teacher, it allows the teachers to update themselves for continuous change and development; regarding the effects on the students, it was seen that the student should integrate reading, comprehension and interpretation skills with knowledge; regarding the effects of skill-based questions on success, it was shown that concepts such as reading habits and academic success stand out.