metaphoric perceptions of secondary school students related to central examination
Yükleniyor...
Dosyalar
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
International Journal of Progressive Education
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study aims to represent metaphoric perceptions of students related to central examination applied
in transition to secondary school institutions. Within the study, the phenomenology approach from
qualitative research techniques was used. To collect data, a semi-structured interview form developed
by researchers was used. Data were collected from four secondary schools, two of which are in
Artuklu and the other two of which are in Kızıltepe, Mardin, and from 200 students who will take
central examination during 2017-18 school year. In analysing data, the content analysis technique was
used. İn the analyses made according to the content analysis, close metaphors were classified
separately and thematized with suitable names to contain all metaphors included in the groups. At the
end of the study, eight themes were found. These themes are “Stressful and challenging process”,
“Milestone in life”, “Uncertainty”, “Victim”, “Hope” “The nature of life”, “Teog Exam (Transition
from primary to secondary education)” and “Astonishment”. Among these “Stressful and challenging
process”, “Milestone in life”, “Uncertainty”, “Victim”, “Teog Exam (Transition from primary to
secondary education)” and “Astonishment” reflect a negative perception. In these themes there are 158
negative metaphors. Only “Hope” and “The nature of life” represent a positive perception with 29
positive metaphors. As a result, it is observed that metaphoric perceptions of students related to the
central examination is in general negative, yet perception of few students is positive. This perception
can be seen in metaphors developed related to examinations such as LGS, SBS, Teog, etc. conducted
previously for that purpose.
Açıklama
Anahtar Kelimeler
Central Examination, Metaphoric Perception and Secondary School
Kaynak
International Journal of Progressive Education
WoS Q Değeri
Scopus Q Değeri
Cilt
14
Sayı
6
Künye
akin, m. a., & minaz, m. b. (2018). metaphoric perceptions of secondary school students related to central examination. international journal of progressive education, 14(6), 152-167.
