A preformative evaluation of the effects of the Entrance Examination for Colleges on the Turkish community in Cyprus.

Abstract

The EEC (Entrance Examination for Colleges which are 6-year secondary schools that use English as the language of instruction) was one of the most critical educational issues in the Turkish Republic of Northern Cyprus. Six major problems related to the EEC were: pressure exerted on the students; demand for private tutoring; effect on the elementary school curriculum; selection criteria for secondary school placement; confidentiality of the test questions; and competition between the two colleges in Lefkosa. A preformative evaluation of the existing problems and proposed changes in the EEC system was done by surveying 200 fifth grade students and their parents, and all of the fifth grade teachers and principals in 21 schools in the Lefkosa District. Based on the results of the surveys, the following conclusions were drawn. Respondents wanted to reduce the pressure of taking the EEC on the students by either offering it more than once a year or as a two phase exam. Respondents indicated that TV tutorial programs might help students prepare for the EEC, but they did not believe that these programs could replace private tutoring. Tutoring in small classes during regular school hours, however, was considered a good alternative to private lessons. Parents, students, and educators opposed cancelling the EEC and opening free-admission colleges. Yet, they wanted some of the regular secondary schools converted into colleges. They also wanted one-year college preparatory schools established for elementary school graduates who did not succeed in their first attempt at the EEC. Respondents agreed to using the elementary school average along with the EEC score as criteria for placement in colleges, but they disagreed that the EEC scores should be adjusted according to school locations. Suggestions for changing the content and structure of the EEC were accepted by the majority of the people surveyed. Respondents indicated that more precautions for protecting the confidentiality of the EEC questions and the scoring process were needed. Although random assignment of the students to the two colleges in Lefkosa was rejected, an agreeable alternative was to combine the two colleges, while separating the middle and high school sections.