The effect of 4th grade social studies course supported by digital stories on academic achievement, attitudes, motivation, metacognitive thinking and decision making strategies

In this study, it is aimed to investigate the effect of 4th grade social studies course supported by digital stories on students' academic achievement, attitudes, decision making strategies, and metacognitive thinking and motivation levels. The study was designed with a quasi-experimental design with pretest-posttest control group. The quantitative data were analyzed by SPSS 20.0 statistical package program. In the study, achievement and attitude scores, decision-making strategies, metacognitive thinking and motivation level scores of the experimental group students were found to be significantly higher than the students in the other group. This result revealed that teaching with digital stories is more effective in providing students with a high level of academic achievement, attitude, decision-making strategies, metacognitive thinking and motivation. According to this result, it was determined that the official program which is known to be student-centered is inadequate in improving students' achievement, attitude, motivation, metacognitive thinking and self-decision making strategies and causes students' avoidant, suspensive and panic decision-making styles to increase.