minaz, muhammet baki2020-01-202020-01-202018akin, 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.https://hdl.handle.net/20.500.12604/2630This 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.trinfo:eu-repo/semantics/openAccessCentral ExaminationMetaphoric Perception and Secondary SchoolArticle14615116710.29329/ijpe.2018.179.12