The examination on the alignment of the transition exam to high school institutions with the cognitive-affective objectives and applications of secondary school mathematics lessons

In this study, it is aimed to examine the alignment between the central entrance exam for the high school institutions and the objectives and applications of secondary school mathematics lessons by applying to the teachers' interpretations. In one of the sub-problems, the teachers', students' and parents' interpretations on the achieving the affective goals of the program were received. Also, the objectives of the curriculum of the middle school and its compatibility with the central exam were examined by comparing them with the documents that the Ministry of National Education explained the objectives in. The research was carried out with the descriptive survey method. The study group of the research consists of 86 mathematics teachers working in the state secondary schools of Muğla province in 2019-2020 academic year, 470 8th grade students and their parents (470 adults). The data of the study were obtained through three questionnaire forms prepared by the researcher. The data were collected through document analysis. While quantitative data (e.g. frequency and percentage) obtained with the questionnaire forms were being analyzed statistically, other qualitative data were analyzed with the descriptive analysis approach. According to the results acquired from the research, teachers generally found LGS (High School Entrance Exam) questions compatible with their objectives and applications. On the other hand, most of the teachers stated that the exam was not sufficient to achieve their parents thought about it more positively. Finally, these results were discussed and some suggestions were presented.