The effect of quantum learning model on 7th grade students' academic achievement in social studies, anxieties, meta-cognitive awareness and academic risk-taking tendencies

This study aims to determine the effect of quantum learning model on 7th-grade students' social studies course achievement, anxiety, metacognitive awareness and academic risk-taking tendencies. In the study, pre-test post-test experimental and control group experimental design was used.The research was conducted with 26 7th grade students in a public school in Hınıs district of Erzurum province in the 2018-2019 academic year. The 7-A class was identified as experimental group and the 7-B class was determined as control group. During the implementation process, the unit named "Population In Our Country" was processed in the experimental group in accordance with the Quantum learning model. In the control group, it was processed in accordance with the teaching method prescribed by the Ministry of National Education. During the application process, the experimental group students were kept daily and the students expressed their opinions about the process. The research was carried out in a total of 5 weeks and 15 hours, including 3 hours per week. The data of the research was collected using Social Studies Achievement Test with 33 questions (SSAT), Social Studies Anxiety Scale, Social Studies Focused Academic Risk-taking Scale (SSFRTS) and Metacognitive Awareness Scale for Children B Form (MCAS-C). The scales and achievement test were applied to the students before and after the application by the researcher. The data collected from the application were analyzed with SPSS 22.0 data program. As a result of the study, it was concluded that the quantum learning model increased students' academic achievement and academic risk-taking tendencies, and there was no significant difference in anxiety levels and metacognitive awareness levels of students. Keywords: Quantum Learning, Academic Success, Anxiety, Metacognitive Awareness, Academic Risk-Taking