Teachers and students perceptions of realization level of 8th grade Citizenship and Democracy Education course learning attainments and students attitudes towards the course

The aim of this study is to determine teachers and students? perceptions of realization level of primary 8th class Citizenship and Democracy Education course learning attainments and students? attitudes towards the course. The research was administered on 8th grade students from 30 primary schools selected randomly from five educational zones in Elazig city center and teachers teaching Citizenship and Democracy Education course in these schools in 2011-2012 academic year. Mixed research method, including both quantitative and qualitative designs, was used in the study. Quantitative data was collected with the scale of realization level of learning attainments of the Citizenship and Democracy Education course and an attitude scale. Qualitative data was collected with two interview forms including semi structured questions. KMO value of the realization level of learning attainments scale was measured to be .94, Bartlett test result was calculated to be 11675.3820 and Cronbach's alpha reliability coefficient was measured to be .98. Five-point Likert style realization level of learning attainments scale, consisting of 38 items, comprised of three sub-scales named awareness of democracy, rights and freedoms, duties and responsibilities. KMO value of the attitude scale was measured to be .92, Bartlett test was calculated to be 6724,421 and Cronbach's alpha reliability coefficient was measured to be .98. Attitude scale consisted of 21 items and included 14 positive, 7 negative items. The attitude scale comprised of two sub-scales named course caring- interest and like. The quantitative data was analyzed by using SPSS 16 program. The qualitative data was analyzed by using NVivo 8 program. As a result of the study, it was determined that the realization level of learning attainments of Citizenship and Democracy Education course realized sufficiently, the activities included in the program were found sufficient to realize the learning attainments and the students had positive attitude towards the course. In the research, it was also determined that the realization level of learning attainment was higher on female students, students in high socio-economic level schools, students in low size classes and students doing extra-curricular activity in scope of the course. Study results revealed that Citizenship and Democracy Education course was accepted as an important and necessary course and students acquired learning attainments the topics such as rights and freedoms, duties and responsibilities, non-discrimination, love-respect, solidarity, environmental sensitivity, tolerance, moral rules, to participate in elections, advocacy, empathy, problem solving, sharing and importance of non-governmental organizations. It has been expressed by teachers and students that activities were sufficient to realize the learning attainments, but course were said to be insufficient and activities were mostly held in the school. In addition, teachers stated that school, family and environment should be in co-operation, should do more practical activities should be given and issues should be associated with life. Considering the results obtained from the study, results showed consistency and supported each other. In this context, in order to increase the effectiveness of the current program; it is recommended that the activities should be associated with life, examples should be given from everyday life in the course, more practical activities should be done, more extra-curricular activities should be given, students should be directed to group work, school, family and environment should be in co-operation, possibilities of the schools should be developed, hours of the course should be increased and this course should be in programs before 8th class. Keywords: Citizenship, democracy, human rights, citizenship education, democracy education, learning attainment.