The effect of responsibility-based activities applied in the 5th grade social studies class on attracting the value of responsibility to students

There is a real need for qualified, conscious, sensitive and responsible people to deal with the problems that occur globally and to cope with them. For this reason, many countries today aim to raise their own citizens as qualified and responsible individuals, taking into account this sensitivity. It is seen that many social problems have emerged in recent years. Among them: The collapse of moral values, weakening of family ties, greed for excessive consumption, substance use, global Covid-19 pandemic, production and consumption of unhealthy products have occurred. It shows how important it is to teach values and to give value education in coping with such problems. For this reason, importance should be given to activity-based value education in order to ensure that students become responsible individuals and to support the development of responsibility behaviors. The aim of this study is to determine the effect of responsibility-based activities applied in the 5th grade Social Studies course on gaining the value of responsibility to students. The study group of the research consists of 5th grade students in two secondary schools affiliated to the Ministry of National Education in the city center of Yalova in the 2019-2020 academic year. This research was designed according to mixed method research consisting of quantitative and qualitative data. Explanatory-explanatory sequential design, one of the mixed method research types, was used. In this context, the quantitative data tools used in the research are the individual and social responsibility scale and the achievement test. Semi-structured interview, mind map, metaphor, visual worksheet, parent interview and observation method were used as qualitative data tools. In the application part of the study, the process was carried out according to the experimental design with pre-test and post-test control group, since it is an experimental research. Quantitative data analysis of the research was carried out according to the SPSS 22 program. In this, t-tests for dependent and independent groups, Anova, Split-Plot Anova for one-way and repeated measurements, and Wilxocan Signed Ranks test for non-parametric tests were used for analysis. In the analysis of qualitative data, descriptive and content analysis methods were used. According to the results of the research, there was a significant difference between the experimental and control group, post-test achievement scores. As can be understood from this result, it can be said that the value of responsibility treated in the experimental group has a positive effect on the activity-based teaching process when compared in terms of the experimental and control groups. There was also a significant difference between the posttest attitude scores of the experimental and control groups. This significant difference may be due to the difference between the activity-based teaching process of the responsibility value applied in the experimental group and a teaching process that was not applied in the control group when compared as two independent groups. According to the results of the research, it was determined that teaching the value of responsibility through activities both increased the success of the students and supported them to exhibit positive attitudes and behaviors. In the Social Studies course, the responsibility value activities created according to various teaching methods and techniques; It has been seen that it contributes to the creation of an interesting, fun, enjoyable and positive learning environment. In line with these results, some suggestions are given. Key Words: Social Studies, Responsıbılıty, Value education, Activity-based teaching, Activity-based value education