Together with the in-class course processes, extracurricular activities somehow affect students' success in exams. In this study, it was investigated how the students' success in common mathematics and Turkish exams varies according to the use of technology in their lessons, the frequency of being on the board in the mathematics lesson, the status of alternative activities in Turkish lesson, their participation in support and training courses, and their participation in extracurricular activities. In addition, it was also examined whether the relationship between mathematics and Turkish Exam scores differs according to the educational districts of the schools. The population of the study is all of the approximately 60 thousand 5th grade students in Gaziantep. The sample consists of 14 793 students. Pearson correlation coefficients were calculated in the analysis of the data. In order to determine whether there is any differentiation between the obtained correlation coefficients, a z-test was performed for each region. ANOVA test was used for research questions (2-5) since there were more than two independent groups. As the post hoc test, the selection was made considering the homogeneity of the group and the equality of the sample. As there are 2 independent groups for the 6th research question, independent samples t-test was used. According to the results of the study, when the correlation values are examined according to education regions, there is a moderate and statistically significant correlation between mathematics and Turkish course achievement in all districts and these correlation values vary according to education regions. Students' success in common exams varies according to the use of technology in the classroom, the frequency of being on the blackboard, alternative activities, participation in supporting and training courses, and participation in extracurricular activities. 

In this study, it was aimed to reveal the opinions of teachers regarding course supervision. In line with this purpose, “How should the course inspections be? search for an answer to the question. Phenomenology design, one of the qualitative research designs, was used in the research. The study group of the research consists of 20 teachers working in various schools in Malatya in the 2021-2022 academic year. Purposive sampling method was used in the research. In the study, a semi-structured interview form was prepared in order to determine the views of teachers on course supervision. In the Semi Structured Interview Form, there are questions to determine the opinions of teachers about course supervision. The data obtained in the research were reported by the researcher with descriptive and content analysis method. In the research, it has been determined that the course supervisions made by the school principals contribute to the elimination of the deficiencies by identifying the teachers and the education and training process, to increase the motivation of the teachers, to keep the educationteaching process under control, to the development of the teachers, to the increase in academic success, to the efficient work of the teachers and to the solution of disciplinary problems