Investigation of the effect of the context-based learning approach on middle school students' academic achievement, problem-solving skills, and attitudes towards science lessons

The main purpose of this study is to examine the effect of the context-based approach in the "Interaction of Light with Matter" unit of the Science course on the academic achievement, problem-solving skills, and attitudes towards science lessons of middle school students. In addition, within the framework of the context-based approach, an achievement test consisting of context-based questions was developed by conducting item analyses. The study was carried out in two middle schools located in the Kayapınar district of Diyarbakır province using a quasi-experimental design. The sample of the research consisted of a total of 131 seventh-grade students (67 experimental, 64 control) studying in the 2024-2025 academic year. As data collection tools, an achievement test consisting of context-based questions developed by the researcher, a classical achievement test, the Problem-Solving Skills Scale developed by Yaman (2003), and the Attitude Scale Towards Science Course developed by Benli et al. (2012) were used. For the content validity of the achievement tests, a table of specifications was prepared by obtaining opinions from field experts. The data obtained in the study were analyzed using quantitative analysis methods. As a result of the research, the effect of the context-based learning approach on students' academic achievement, problem-solving skills, and attitudes towards science lessons was determined in favor of the experimental group. It is thought that the results of the study will encourage the more effective use of the context-based approach in science education and provide guidance for practitioners in the field.