Liselere Geçiş Sistemi, Lise Akademik Başarısı Ve Yükseköğretim Kurumları Sınavı Arasındaki İlişkilerin İncelenmesi

Abstract

The aim of this study is to examine the predictive relationships between three key academic indicators in the Turkish education system: the High School Entrance System (LGS) percentile rank, the high School Achievement Score (OBP), and the Higher Education Institutions Exam (YKS) placement scores. In this context, relationships were investigated between students' performance in LGS and their outcomes in both high school and university entrance examinations, with a focus on the longitudinal continuity of academic achievement. The research employs a correlational survey model. The study group consists of 184 students who took the LGS exam in 2020 and the YKS exam in 2024. The sample is heterogeneous in terms of academic success and school type. The dataset includes students LGS percentile ranks, OBP scores, YKS placement scores, school types, and academic tracks. Data were analyzed using Pearson correlation coefficients, simple linear regression, multiple regression and interactional regression models. Findings reveal that LGS percentile rank significantly and negatively predicts both OBP and YKS scores. Although OBP has a more limited effect, it still significantly predicts YKS performance. When LGS and OBP are considered together, their combined explanatory power on YKS scores increases. Additionally, the predictive strength of OBP and its correlation with YKS vary significantly by school type. In analyses based on academic tracks, OBP was found to have a stronger predictive effect particularly in the quantitative track. The interactional regression analysis showed that school type functions as a variable in the relationship between LGS, OBP, and YKS outcomes.