The effect of processing the unit reformation movements in the ottoman empire and the Ottoman through the eyes of travelers in the 7th grade social studies course using role playing technique on academic success and attitude

This study investigated the effectiveness of the role-playing technique in teaching the units "Reform Movements in the Ottoman Empire" and "The Ottoman Empire through the Eyes of Travelers" in 7th grade Social Studies. The purpose was to determine the impact of roleplaying on students' academic achievement and their attitudes toward the course. A quasiexperimental design with pre-test–post-test control groups was adopted. The sample consisted of 48 seventh-grade students enrolled in a public middle school in Saraykent, Yozgat, who were assigned to an experimental group (n=24) and a control group (n=24). While the experimental group was instructed using a Role-Playing-Based lesson design, the control group was taught through conventional methods. The intervention lasted for seven weeks. Data were collected through the Reform Movements in the Ottoman Empire Achievement Test, the Travelers' Views on the Ottoman Empire Achievement Test, and the Social Studies Attitude Scale. Data analysis employed Descriptive Statistics, the Wilcoxon Signed Rank Test, and the Mann-Whitney U Test. The findings revealed statistically significant differences favoring the experimental group (p<0.05). In conclusion, the Role-Playing-Based lesson design positively influenced students' academic achievement, knowledge acquisition, and attitudes toward Social Studies. 2025, xii + 71 Pages Keywords: Social Studies, Role-playing, role-playing in Social Studies teaching, Academic achievement, Attitude