The effect of using the dual situated learning model in social studies course on students' academic success, attitudes towards the course and permanence of learning

The general purpose of this research is to determine that the use of the dual situated learning model in the social studies course effects on students' academic success, attitudes towards the course and permanence of learning. At research, a quasi-experimental design with a pretest-posttest control group which is one of the quantitative research methods was used,. The study group of the research consists of 50 sixth-grade students who study at a public school in the Yeşilyurt district of Malatya province in the spring semester of the 2021-2022 academic year. At research, as data collection tools, the "Active Citizenship Learning Area Achievement Test" and "Social Studies Attitude Scale" were applied as pre-test, post-test and permanence test. The experimental group in which the dual situated learning model was applied in the social studies course and the control group in which the current learning model was taught were included in the research. Before the application, the "Active Citizenship Learning Area Achievement Test" was applied to the sixth-grade students who would be the subject of the research and no significant difference was found between the statistical analysis results and the groups were assigned through unbiased assignment. The lessons in the experimental and control groups were also conducted by the researcher for five weeks. A permanence test was applied four weeks after the application was completed. In the analysis of the data of the study, t-test and analysis of covariance (ANCOVA) were performed for related groups from parametric tests. As a result of the statistical analyses conducted in the study, a significant difference was found in favor of the post-test between the pre-test and post-test score averages of the Active Citizenship Learning Area Achievement Test of the control and experimental groups. When the post-test scores of the Active Citizenship Learning Area Achievement Test were compared, a significant difference was found in favor of the experimental group. According to the results of the statistical analyses conducted, it was concluded that the paired learning activities conducted with the experimental group students ensured the permanence of learning. It was observed that there was a significant difference in favor of the post-test in the pre-test and post-test score averages of the Social Studies Attitude Scale.