The relationship between primary school students' academic achievements in the social students course, their attitudes towards the course and their learning approaches

The aim of this study is to examine the relationship between elementary school students' academic achievement in social studies course, their attitudes towards the course and their learning approaches. "Relational survey model" was used as a method in the research. The population of the research consists of 5th, 6th, and 7th grade students studying in primary schools affiliated to Sakarya Province Ferizli District National Education Directorate. The sample consists of 407 (218 girls + 189 boys) healthy individuals selected by convenience sampling method from this population. "Personal Information Form", "Social Studies Attitude Scale" and "Learning Approaches Scale" and academic achievement level (Social Studies II. Semester I. Written grades, II. Written grades and final grade average) were used as data collection tools. Independent groups t-test, analysis of variance (ANOVA), Pearson correlation analysis were used in statistical analysis. When the research findings were examined, significant differences were found in the academic achievement scores of the participants according to the variables of grade level, mother and father education status, and place of residence; in attitude scores according to grade level; and in learning approach scores according to gender, grade level, and place of residence. In addition, significant relationships were found between academic achievement and learning approach, between academic achievement and attitude, and between attitude and learning approaches. As a result, as attitude scores increase, deep learning approach is adopted and academic achievement increases.