The effect of staff-based social studies teaching on the academic achievements of 5th grade students

In this study in which the effects of the stories that are among the literary products that can be used in social studies teaching are examined, eight stories about the learning of civilizations which are among the subjects of culture and heritage unit in the fifth grade curriculum were designed. Related to the Sumerian Civilization which is in the textbook; story called Sumerian Sun, related to Assyrian Civilization; story called Assyrian Merchants, related to Babylon Civilization; story called The hanging garden of Babylon, related to Hittite Civilization; story called Hittite Country, related to Frig Civilization; story called Phrygia King Gordios, related to Lydia Civilization; story called Golden Country Lydia, related to Lon Civilization; story called Lonia Cities, related to Urartu Civilization; story called High Mountains Country were designed. In the stories' including the achievements in the field of learning, it was paid attention to stories' being suitable to students' level in terms of language, spelling, content and style. Last reviews were made about the stories by taking the expert opinions. Pilot implementation was carried out to determine whether stories could be used as instructional material and according to the results, necessary changes were made on the stories and the preparation process was completed. Success test was developed to measure process outputs. Validity and reliability calculations were made by doing the preliminary applications of achievement tests. According to results, necessary changings were made in non-working materials. Success test reliability was calculated as 0,771. The type of this research is a mixed method research in which both quantitative and qualitative methods are used together. In the quantitative dimension of the study, "Uncontaminated Control Group Semi Trial Model" was used. The qualitative size is designed as "Action Research" in accordance with "Embedded Pattern". It was determined as 5 / B class control group in a school in Battalgazi district of Malatya and 5 / C class as experimental group. A total of sixty six students were studied in the experimental and control group, which included thirty three students in each one. After the application phase of the success test in the experimental and control groups, the stories developed by the researcher in the experimental group were used as the teaching material. In the control group, lessons were learned with traditional methods by which the textbooks were used as teaching materials. The researcher himself entered the course of both classes. At the end of the study, the success test was applied to the experimental and control group again. The obtained data were analyzed in the SPSS 21 package program and expressed as tables. According to results, It was seen that Achievement average of the experimental group in which the story-supported teaching method is applied is higher than the control group with traditional teaching methods. In the qualitative dimension of the study, student study papers were distributed to measure the level of awareness about the stories read. The data obtained were subjected to descriptive analysis and content analysis. The obtained data show that students gain historical empathy skills and produce ideas according to the story fiction. As a result of the research, it was seen that thanks to story-supported teaching methods average of success in social studies course increased and they were participative and productive in the course. Key words: Literary Product, Literature Based Social Studies, Story, Story-supported Social Studies Teaching, Constructivism, Quantitative Research, Qualitative Research.