Chaotic method in the process of preparation to transition to higher education and undergraduate placement exams

Abstract

In Turkey, high schools, as well as primary and secondary schools, were included within the scope of compulsory education as of 2012–2013 academic year. As the high school education was included into the scope of compulsory education, authority and responsibilities of secondary education managements incredibly increased in terms of providing 100% schooling of secondary education generation (Official Gazette. (2012). İlköğretim ve Eğitim Kanunu ile Bazı Kanunlarda Değişiklik Yapılmasına Dair Kanun. Kanun No.: 6287. Official Gazette dated 30/3/2012, number 28261). This led to provincial and district directorates of national education, including the Ministry of National Education as the leading institution, into a complex and chaotic process in terms of the administrative aspects they had to carry out. Moreover, secondary education school managements were obliged to actualize significant chaotic managerial implementations in terms of preparation to the exams of YGS (Transition to Higher Education Exam) and LYS (Undergraduate Placement Exam). In this research, the complexity and chaos experienced in secondary education schools regarding YGS and LYS exams were tried to be evaluated analyzing through chaotic management approach. The research was carried out with 71 high school final-grade students studying at Erzincan Anatolian High School in the province of Erzincan in 2015–2016 academic year. In the research, “Secondary Education Schools Student-Centered Individual Teaching and In-Class Social Academic Development Services Scale” developed by the researcher was used. According to the research findings, it was noticed that both individual academic development (X¯ = 3.52) and social academic development based upon in-class experiences (X¯ = 3.49) were tried to be fulfilled at “much level.” The research results revealed that YGS and LYS preparation implementations for Anatolian High School students required a chaotic, competitive, complex, and conflicting management in educational organizations.