In the Province of Gaziantep, the examination of the academic achievement status of the 6 th, 7 th and 8th grades secondary school students participated in the competition of the interscholastic sports

The purpose of this study constitutes to examine the academic achievement status of the 6 th, 7 th and 8th grades secondary school students participated in the competition of the interscholastic sports in Gaziantep province. The work group and the universe of the study were constituted 444 6 th, 7 th and 8th grades secondary school students and 24 different secondary schools that were randomly selected from the different districts of Şahinbey and Şehitkamil county in Gaziantep. Of these students, 276 male and 168 female students. The students? schools, genders, grades and the interscholastic sports branches were analyzed in SPSS 15.0 program in order to identifying the percentage frequency characteristics. The course grade points obtained from that students? one year before (2007?2008) and one year after (2008?2009) the success of the courses were tested by a single sample Kolmogorov-Smirnov test in order to determine whether the normal distribution of the grade points or not.According to the 7 factors (class, gender, class*gender, measurement, measurement*class, measurement*gender and measurement* class *gender), those students? one year before and one year after the success of the mathematical courses, verbal lectures, skills courses and the courses of overall success grade points were separately analyzed in the SPSS 15.0 package program by using Repeated Measures Analysis of Variance. To determine the significance of factors at the second level, the Tukey test (HSD) was also applied.Test results showed that there is a significant difference between the success of the students? mathematical courses in the factors of class, gender, class*gender, measurement and measurement*class (P<0.05). However, there is no significant difference between the success of the students? mathematical courses in the factors of measurement*gender and measurement* class *gender (P>0.05).There is a significant difference between the success of the students? verbal lectures in the factors of class, gender, class*gender, measurement and measurement*class (P<0.05). However, there is no significant difference between the success of the students? verbal lectures in the factors of measurement*gender and measurement* class *gender (P>0.05).There is a significant difference between the success of the students? skills courses in the factors of class, gender and measurement (P<0.05). However, there is no significant difference between the success of the students? skills courses in the factors of class*gender, measurement*class, measurement*gender and measurement* class *gender (P>0.05).There is a significant difference between the success of the students? skills courses in the factors of class, gender, class*gender and measurement*class (P<0.05). However, there is no significant difference between the success of the students? skills courses in the factors of measurement, measurement*gender and measurement* class *gender (P>0.05).Key Words: Competition, mathematical, verbal, skill, achievement.