The effect of values education approaches on students level of gaining responsibility value in primary school social studies education

The aim of this study is to define the effect of value teaching program, which will be applied on 5th grade primary school social studies students, about students? level of gaining responsibility value.This research is of the experimental model pre-test and post-test control. Along with the comparisons between the experimental and control groups based on quantitive data, qualitive methods were also used in order to obtain deeper data. The working group of the study consisted of 5th grade students of a public primary school in Yenimahalle discrit of Ankara in the semesters of 2008-2009. After the equivalence of the groups was investigated, they separated into experiment and control groups.In the experiment group(N=27), social studies lessons were given adapted to value teaching approach for 8 weeks, where in the control group(N=28) only the process was followed. In order to obtain the quantitive data before and after the program, responsibility scale, cognitive level scale and affective level scale was applied on both groups. Some interviews were done with some students after the applications in both groups. Also some interviews with the teacher and parents of some students in the experiment group were carried out. SPSS 15.0 package program was used in the analysis of data. Content analysis was used in the investigation of qualitive data.The results of the analysis of the data showed that there is meaningful difference found on the side of experiment group in the points taken from the responsibility scale, cognitive level scale and affective level scale. According to the gender, there was no difference in the points of responsibility scale and cognitive level scale. But there is a meaningful difference according to the post test results of affective level scale on the side of girls. In the experiment group, according to the socio-economic and cultural properties of the family variable, the meaningful difference were found only on between responsibility scale post test results and educational level of mother and between cognitive level scale post test results and financial state of the family. There were no meaningful differences between other variables.After the interviews with students, the results showed that the program applied on experiment group had a positive effect on students. This result also supports the quantitive data also. The interviews with parents also revealed the positive effect of the program. The teacher of the experiment group students stated the positive effect of the program on the students also.