An Exploration of the Effect of HighStakes Examinations on the Teaching and
Learning of Mathematics in Post-Primary
Education in Turkey and Ireland
Tugba Aysel (NUIM)
Co-Supervisor: Ann O`Shea (NUIM)
Co-Supervisor: Sinead Breen
(St. Patrick`s College, DCU)
Motivation for study

Both Ireland and Turkey have high-stakes
examinations at the end of second level
schooling that determine entry to third
level education.

This project aims to explore the effect of
such examinations on the teaching &
learning of mathematics at second level in
both countries
Situation in Ireland

Lyons, Lynch, Close, Sheerin & Boland (2003Inside Classrooms) and Hourigan &
O`Donoghue (2007) have expressed that
the teaching and learning of mathematics in
Irish post-primary schools:
is focused on examination results,
there is pressure on teachers and students,
there is an emphasis on procedural skills.
Situation in Turkey

There is a less evidence of the effect of
examinations

In PISA 2006 Turkish students performed
less well than Irish students but their attitudes
to mathematics were better.
Aim of my study

Investigate students` attitudes to
mathematics and to learning mathematics.

Investigate the effects of exams on teachers
and students.

Compare two countries.
Overview

Introduction to Turkish Education System

Comparison with Irish system

Preliminary results
TURKISH EDUCATION SYSTEM

Types of Post-Primary Schools
1.
Science School
Anatolian High School
Private School
Ordinary School
Vocational School
2.
3.
4.
5.
Types of Irish Post-Primary Schools
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Secondary Single Sex Girls Fee Paying
Secondary Single Sex Girls not-Fee Paying, not Deis
Secondary Single Sex Boys not-Fee Paying, Deis
Secondary Single Sex Boys Fee Paying
Secondary Coed Fee Paying
Secondary Coed not-Fee Paying, not Deis
Vocational/Community College not-Fee Paying, not Deis
Vocational/Community College not-Fee Paying, Deis
Comprehensive/Community School not-Fee Paying, not Deis
Comprehensive/Community School not-Fee Paying, Deis
The difference between Irish and Turkish
post-primary schools

Turkey classifies secondary schools into 5
different levels

Ireland classifies students into 3 different
levels (Foundation&Ordinary&Higher)
There are 4 groups in a post-primary
school

Science group

Turkish-Maths group

Social group

Language group
Syllabus in Maths

In both countries the syllabus is very similar.
For example; algebra, trigonometry, calculus,
geometry.
EXAMS IN TURKEY AND IRELAND

Leaving Certificate
Partial Credit Questions

OSYS (Student Selection Settlement Exam)
Multiple Choice Questions
Turkish Exam System



All the papers were taken in one day in 3 and
half hours.
This year (June), there will be four papers in
4 days.(Maths, Science, Social-Turkish and
Language papers)
There were 60 multiple choice maths
questions but there will be 85 multiple choice
maths questions this year.
Few examples of the exam questions
from both countries

OSYS-2009
1
 ( x  1)e
x
dx
0
A)e B)e-1 C)e-2 D)2e-1 E)2e-3

Leaving Certificate-Higher Level-2009

4
 sin 3x sin xdx


4
A Contextual Question from OSYM-2009

A shepherd`s sheep give birth either to 2 or 3
lambs. 75% of the delivery with 2 lambs and
50% of the delivery with 3 lambs are alive. If
28 sheep gave birth, how many lambs are
alive?
A) 35
B) 36
C) 39
D) 42
E)45
My Study
10
schools in Turkey
2 schools from each type
661 students and 21 teachers
13
schools in Ireland
1 school from each type at least
666 students and 29 teachers
Questionnaires

Teachers` Questionnaire
32 open-ended questions

Teacher Interviews

Students` Questionnaire
60 likert-type questions
The topics in student questionnaire;
1.
2.
3.
4.
5.
6.
7.
8.
9.
Learning goals,
Performance goals,
Confidence
Anxiety
Pressure
Usefulness
Good teaching
Maths learning
Study methods
Some examples of teacher`s questionnaire

7- What teaching methods do you use?
Describe a typical class?

8- Do you have complete freedom in your choice of teaching
methods?
Yes No
Please comment

9- What do you think of the exam system?
What are its positive aspects?
What are its negative aspects?

10- Do you think the exam system influences the way that you
teach?
Yes No
Is the influence positive or negative?
Goal Orientation



We will focus on learning and performance
goals.
Students who display performance goals
wish to receive positive feedback on their
abilities from themselves or others, and to
avoid demonstrating a lack of ability.
Students with learning goals however, wish
to increase their competence and acquire
new understanding.
The Measures

The validity and reliability of the instrument
was determined using Rasch Analysis

We will look at the Performance Goal and
Learning Goal measures.
Results

We will look at Learning Goal and
Performance Goal Scales for Turkish&Irish
data

Analysis is ongoing
Learning Goal Questions





Lgoal_1: I work at maths because I want to learn as
much as possible
Lgoal_2: I work at maths because it is important for me
that I understood the ideas
Lgoal_3: I work at maths because I like figuring things
out.
Lgoal_4: I work at maths because I like learning new
things.
Lgoal_5: I work at maths because I like finding new ways
of doing things.
Performance Goal Questions





Prfgoal_1: I work at maths because it is important to me
that I do well on the Leaving Cert maths exam
Prfgoal_2: I work at maths because it is important for me
to get as many CAO Points as I can
Prfgoal_3: I work at maths because it is important for me
that the teacher thinks I do a good job
Prfgoal_4: I work at maths because it is important for me
to do better than the other students
Prfgoal_5: I work at maths because I don`t want people
to think that I am stupid
Reliability

Person reliability index: indicates how
robust the person ordering is.

Item reliability index: all the items on a
scale measure the same trait.
Reliability Measures

Item reliability of Learning scale is .99
Item reliability of Performance scale is 1.00

Person reliability of Learning scale is .78
Person reliability of Performance scale is .51
T-test for comparing the countries on
learning and performance scales


On Learning Goal scale, there is no significant
difference between means of both countries
(95% CI is between (-.07765, .31609)
On Performance Goal scale, there is significant
difference between means of both countries
(95% CI is between (-.363589, -.15259)
Irish students have higher measures of performance
goal.
Boxplot for Learning Goal
Boxplot for Performance Goal
Future Work

Construct measures for Irish&Turkish
students in each of our 9 scales

Transcribe the teacher interviews data

Compare the Teachers views on maths
education in Ireland and Turkey
THANK YOU