The Impact of University Entrance Exam on Teaching and Evaluation from the Viewpoints of Teachers

Document Type : Original Article



The goal of this research was to investigate the impact of University Entrance Exam on teaching and evaluation from the viewpoints of teachers. This descriptive research was categorized as a causal-comparative research type. The statistical population was composed of teachers of all secondary schools in Tehran in the academic year 2014-2015. Then, 193 teachers were selected as the sample group using multistage cluster sampling method. The research tool was limited to the “Questionnaire on the Impact of University Entrance Exam from the Viewpoint of Teachers” (Fathabadi, 2014). The research data were analyzed using the T-test, One-sample T-test, Independent T-test and MANOVA, which were analyzed later by SPSS Software (Version 24). The results of data analysis showed that the University Entrance Exam had significant impacts on teachers’ preferences and teaching (p<0/001), teachers’ evaluation (p<0/001), students’ motivation to learn (p<0/001), teachers’ target-setting and attitudes (p<0/001) and teachers' attitudes towards preparation classes for the University Entrance Exam (p<0/001). Also, these findings showed that there was no significant difference between the impacts of University Entrance Exam on male and female teachers in such fields as mathematics and physics, empirical sciences and humanities in public and non-governmental schools in different educational districts of Tehran (p>0/05).


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