High School Teachers’ Opinions on a One-Stage University Entrance Examination

Abstract

This study aims at determining secondary school teachers opinions on a one-stage university entrance examination. To this end a questionnaire was given to 140 teachers from 21 schools. The frequencies and percentages of the replies given to each question were calculated. In conclusion, a one-stage university entrance exam was found to have an adverse effect on teacher willingness to follow the curriculum as they made partial changes in their course programs to meet the perceived exam needs of the students. A majority of teachers stated that the attraction of extramural private courses did not decrease for the students with the change from a two-stage exam. Additionally, the success of the senior students was observed to decrease remarkably. A majority of teachers also stated that after the said change in the style of the university entrance exam, the relationship between the content of the courses and the questions asked in the exam was weakened, which was undesirable. Furthermore, although the psychological pressure on the students to take the exam did not decrease, they were observed to have less interest in the courses in the school curriculum.