The effect of higher education institutions exams on Imam Hatip High School vocational courses

This study aims to examine the impact of Higher Education Institutions Exams (YKS) on Imam Hatip High School (IHL) Vocational Courses. In this context, firstly, a conceptual framework was drawn on IHL, IHL Vocational Courses and YKS, and then the effect of YKS on IHL Vocational Courses was revealed in different dimensions based on teacher and student opinions. Qualitative approach was adopted as the method in the research, and case study was preferred as the design. In this context, interviews were held with 13 AIHL Vocational Course teachers working in Anatolian Imam Hatip High Schools (AIHL) in Sakarya and 14 students studying in these schools. Purposeful sampling was chosen to select the study group, and the participating students were determined to be from the 12th grade, and the participating teachers were determined to be teachers teaching the 12th grade. Data was collected through a semi-structured interview form, and the collected data was analyzed with the descriptive analysis method. According to the findings obtained from the research, it was determined that YKS had a negative impact on IHL Vocational Courses course motivation. In this context, it has been observed that the negative impact of YKS on the course process is felt more by students than by teachers. According to the research, both teachers and students agreed that YKS was a source of motivation in the education process. For this reason, according to the participants, the question representation of AIHL Vocational Courses in YKS will significantly contribute to increasing course motivation. In addition, it has been observed that the AIHL Vocational Courses curriculum is generally sufficient in solving the Religious Culture and Moral Knowledge (DKAB) questions in YKS. In addition, it was observed that students did not do studies on these questions and some teachers were not interested in the outcomes of the DKAB questions. Students and teachers stated that in order for AIHL Vocational Courses to be taught more efficiently, the curriculum should be simplified and current topics and applied courses should be predominant.