The Achievement level of behavioral objectives which have been constituted in social sciences lesson of primary school 5 th class

ABSTRACT In this reseach, the practising level of the behavioural objectives that are related to "The Native Country and Nationality" and " How We Reached Republic" units of 5th class Social Science lesson have been emphasized on the level of different social- cultural schools. Students of the 5th class have been taken as the subjects of the research. Izmir Bornova Reşat Nuri Güntekin Primary School have been accepted as the upper social- cultural level school; Manisa Demirci Cengiz Topel Primary School have been accepted as the middle social- cultural level school and Manisa Derbent Primary School have been accepted as the lower social- cultural level school. Formative tests and questionnaires have been used to collect the data. The measurement tools have been prepared by the researcher. The achievement levels of the behavioural objectives that are related to first two units of 5th class of these three different social- cultural schools, have been compared. The achievement level of the first unit has been tested by one formative test and the second unit by two formative tests. The three schools have reached similar achievement levels in the formative test of the first unit. Upper social- cultural level school has reached the highest achievement level among the three schools, six tenth of behavioural objectives, the middle social- cultural level school and the lower social- cultural level school have reached the highest achievement level two tenth of behavioural objectives. In this formative test percentages of achievement level of behavioural objectives have been determined as the following; for upper social- cultural level school % 63, middle social- cultural level school % 62 and the lower social- cultural level school % 58. It has been exposed that there were significant differences between province and village schools in favour of the province school and between administrative district and village schools in favour of administrative district school, whereas there were no significant differences between province and administrative district schools. The province school has reached the highest achievement level about the formative test the related to second unit' s first part fourteen thirtieth of behavioural objectives, and the administrative district and village schools have reached the highest achievement level about it eight thirtieth of behavioural objectives. The percentages of achievement level of the behavioural objectives in this formative test have been determined as the following; for upper social- cultural level school % 53, middle social- cultural level school % 52 and the lower social- cultural level school % 51. The significant differences have been found between the province and the administrative district schools in favour of the province school, between the province and the the village schools in favour of both of them about three items, and between the administrative district and village schools in favour of administrative district as a result of comparison achievement levels of these schools. The province school has reached the highest achievement level among the three schools, twenty thirty-third, the administrative school nine thirty-third and both the province and administrative scholls have reached the highest achievement level four thirty-third equally in the formative test which is about the the second unit' s second part. The village school couldn' t keep up with the other two schools on the level of achievement in this formative test. The percentages of achievement level of behavioural objectives have been determined as the following; for upper social- cultural level school % 58, middle social- cultural level school % 55 and the lower social- cultural level school % 44. There have been found out significant differences between the province and the administrative district schools in favour of the province IXschool, between the province and the village schools in favour of the province and between the administrative district and the village schools in favour of the administrative district school as a result of the comparison achievement levels of these schools. The upper social- cultural school has the highest achievement level in the result of all the three formative tests. Some variables like the help that students receive from their relatives about their classes in their out of the school time, the educational situations of their families and the people close to them and the time which they study outside the school have been found out as the main reasons of this result. It has been shown that when students get help from their relatives their practising level of behavioural objectives of Social Science lesson increases. Therefore, it has been concluded that the students should absolutely need help from their families for their class assignments.