The Effects of active learning on attribution, achievement, retention and students views

The Effects Of Active Learning On Attribution, Achievement, Retention And Students' Views The purpose of this research is to investigate the effects of Active Learning on attribution, achievement, retention and the students' point of views about Active Learning practices. The research was conducted in the 7th grades in a state school in the first semester of 2002-2003 academic year. Active Learning methods and techniques were made use of in the experimental group. Traditional teaching methods were employed in the control group. The data of the research were collected with Achievement Tests, Essay Exams, Student Attribution Scale and interviews. Mean, Standard Deviation, t test and dependent t-Test were used to analyze the data. The results are as follows: 1. Active Learning methods and techniques are more effective on the academic achievement in the Social Studies course. 2. Active Learning methods and techniques are effective on retention. 3. A significant difference has been found out between the control and experimental group in terms of their success and failure attributions. 4. The students in the experimental groups have attended activities more willingly and found the studies enjoyable. The students have confirmed that Active Learning studies make learning easier and more effective, enable cooperation, group work and sharing and provides an opportunity to know each other. Key words: Social Studies, Active Learning, Success/Failure Attribution XV