Evaluation of acquisitions of the transition from primary education to secondary education exam with data mining methods

As the success difference among the secondary education institutions in Turkey gradually increases, the importance of secondary school student selection and placement exams which are accepted as centralized system examinations in the education system is increasing. The Ministry of National Education has introduced a new system with the aim of ensuring that the success of the student is measured by spreading it over a wide range of times rather than instantaneously in the academic year of 2013-2014, with the aim of transition from Basic Education to Secondary Education. In the measurement and evaluation methods of the lessons, it has been tried to determine whether the targets stated in the acquisition are attained by taking into account the achievements of the course. In data mining in education, it is ensured that the information obtained from the data and the missing aspects of the education system, taking the necessary precautions about the system and making the right decisions for the future periods with the plans to be made. In this study; At the end of Basic Education, the students were able to reach for each lesson and the meaningful relationships between the achievements, the achievements that expressed the targeted knowledge, skills and attitudes, the incomplete gains and gains were investigated and the missing aspects of the students before the secondary education were determined. As the research data, the central joint examination held in the 2015-2016 academic year, Second Term Basic Education to Secondary Education Transition system is conducted in the fields of Turkish, Mathematics, Science and Technology, Religion Culture and Ethics Information and T.C. History of the Revolution and Atatürkçülük lessons were used. The questions related to the courses were examined and the achievements related to the questions were determined according to the acquisition schedules issued by the Ministry of Education, Education and Training Board at the beginning of the academic year. The obtained gains were examined using data mining programs Weka and RapidMiner using Fp-Growht and Apriori association analysis algorithms. It has been determined that the most unsuccessful of the students to answer religious culture and ethics questions is mathematics lesson. As a result of the research, it is seen that the achievements of the Turkish lessons "The sentence realizes the emotion that judges the judge" and the "Determines the expression to be emphasized" are directly proportional to the gains in the other lessons and the students who have achieved this achievement correctly answered many questions in the tests. In the mathematics class, it is seen that students who can not get the "get a quadratic equations in the form of a√b and get the expression in the form of the expression in the form of a√b" can not solve the questions about the "solving an unknown rational equations" correctly. At the end of the research, it was determined that the students achievement of the "Reading text and understanding" sub-learning area of the Turkish lesson in the 9th grade curriculum of the secondary school and the achievement of the learning of the "Equations" learning area in the mathematics lesson before the upper learning gains will contribute to the success of the student.