Unpacking the Influence of the Centralized Lower Secondary School Leaving Exams on the Learning-Teaching Process
Date Issued
2024-05-22
Author(s)
Huseynov, Sakit
Abstract
The purpose of the study is to explore the influence of the Centralized Lower Secondary School Leaving Exams (CLSSLE) on the teaching and learning process at grade 9. The 9th graders’ learning experience and their school teachers’ teaching approaches have been investigated through the study, employing the following research questions: 1. “What are the teachers’ perceptions of the influence of the CLSSLE on their teaching approaches?” 2. “What are the students’ perceptions of the influence of the CLSSLE on their learning?”
The qualitative exploratory research employed a thematic approach to categorize the students’ and teachers’ perspectives on the influence of CLSSLE on the teaching and learning process in the 9th grade. The data was collected from four schools in Baku through semistructured interview questions. The schools were selected through convenience sampling. The study involved eight teachers and twenty-four students.
The findings of the study revealed that active teaching methods fade away because of the prevalence of the CLSSLE, and preparation for these exams impede teaching system at school in the ninth grade. Furthermore, the timing of the CLSSLE has a multifaceted influence on the teaching and learning process: restricted curriculum, negligence of unexamined subjects, and shallow learning are of key findings of this research. It was also revealed that because of the
CLSSLE students’ motivation and responsibility increase till the exam time, while they stop
engaging in the lessons after the exams.
Backing to the findings of this study, it is suggested that both the State Exam Committee and the Ministry of Science and Education look through the exam timing. Another concern that needs to be considered is aligning the students’ CLSSLE results with their school performance assessments. Scholl management and teachers would better delimit the CLSSLE results and daily student performance.
The qualitative exploratory research employed a thematic approach to categorize the students’ and teachers’ perspectives on the influence of CLSSLE on the teaching and learning process in the 9th grade. The data was collected from four schools in Baku through semistructured interview questions. The schools were selected through convenience sampling. The study involved eight teachers and twenty-four students.
The findings of the study revealed that active teaching methods fade away because of the prevalence of the CLSSLE, and preparation for these exams impede teaching system at school in the ninth grade. Furthermore, the timing of the CLSSLE has a multifaceted influence on the teaching and learning process: restricted curriculum, negligence of unexamined subjects, and shallow learning are of key findings of this research. It was also revealed that because of the
CLSSLE students’ motivation and responsibility increase till the exam time, while they stop
engaging in the lessons after the exams.
Backing to the findings of this study, it is suggested that both the State Exam Committee and the Ministry of Science and Education look through the exam timing. Another concern that needs to be considered is aligning the students’ CLSSLE results with their school performance assessments. Scholl management and teachers would better delimit the CLSSLE results and daily student performance.