The effect of scenario-based learning methods on students' academic achievement in 4th year social sciences course

The aim of the study is to analyze the effect of Scenario Based Learning method activities on the academic success of primary school 4th grade students in the unit of "People, Places and Environments" of the Social Studies course. In this study, both quantitative and qualitative research methods were used together. Semi-experimental design with pretest-posttest control group among quantitative research methods and case study from qualitative research designs are used. The study group of this research consists of 152 students, 78 in the experimental group and 74 in the control group, studying in Atatürk Primary School, Sütlüpınar Primary School and 75th year primary school, affiliated to the Ministry of National Education in Patnos District of Ağrı in the academic year of 2018-2019. Before the study started, the achievement test is applied as a pre-test in order to determine the equivalence of the experimental and control groups in terms of academic success, and no significant difference is observed in the success of the experimental and control groups. Unlike the control group, the lessons in the experimental group are taught in accordance with the Scenario Based Learning method throughout the application period. In collecting the quantitative data of the study, the success test developed by İrevül Hamlı (2011) with a reliability coefficient (KR20 = 0.79) is used. In collecting qualitative data, semi-structured interview form developed by the researcher is used. SPSS 22.0 package program is used to analyze the quantitative data, and the qualitative data are analyzed using content analysis. According to the quantitative findings of the study, the post-test scores of the experimental and control groups are significant in favor of the experimental group. In addition, according to the qualitative findings obtained from the teachers' opinions during the research process, it is revealed that the scenario-based learning method is an applicable method in the Social Studies course and the student actively accesses the information in the learning process and supports learning by doing and experiencing. As a result of the research, it is found that the lessons taught in the experimental group with the Scenario Based Learning method increases student achievement more than the control group. In addition, based on the teachers' opinions, it is found that the Scenario Based Learning method supports learning by doing, is effective in student achievement and a suitable method for the Social Studies course subjects. Keywords: Social Studies, Scenario Based Learning, Success, Teacher Opinion