Investigating the effect of digital context-based learning approach on learning

The aim of this study is to examine the effect of the digital context-based learning approach on the targeted learning outcomes, as well as on the field-specific, conceptual, and socio-emotional learning skills, tendencies, and the value-action framework within the "Economy in Our Lives" learning area of the 5th grade Social Studies course. This approach was designed for the first time specifically for this study. The learning process, based on the digitalization of contexts, was structured using popular social media tools. A mixed-methods design was employed: the quantitative dimension used a pre-test–post-test matched control group quasi-experimental design, while the qualitative dimension followed a basic qualitative research design. The study group consisted of 102 students selected through simple random sampling from two schools in Erzincan city center during the 2024–2025 academic year. In data collection, the sub-dimensions of the predetermined content for the learning area were converted into control forms by the researcher. Quantitative data were analyzed using a paired-sample t-test to compare the pre-test and post-test scores of the experimental and control groups, and an independent-sample t-test to examine the relationship between pre-test and post-test scores. Findings were also analyzed through data visualization. The results showed a significant difference between the pre-test and post-test scores of the experimental group, with mean scores favoring the post-test and the experimental group. These findings indicate that the digital context-based learning approach positively affects learning. Keywords: Economy in our lives learning area, digital context-based learning, social media, social studies education.