The effect of the evidence-based learning model on students' academic achievement and permanence in their learning in the Human and Environmental unit

The aim of this study is to determine the effect of using evidence-based learning model on students' academic achievement and retention in learning in the 5th grade science course Human and Environment unit. The research was conducted with sixty of 5th grade students in a middle school in Samsun province, affiliated to the Ministry of National Education. Qualitative and quantitative research method was used. The study was conducted with a case study. Audio recording, worksheets, rubric, a 5th grade environmental achievement test consisting of multiple-choice questions and a semi-structured interview forms were used in the evidence-based the study conducted within the framework of the learning model. In the study Semi-structured interviews were analyzed descriptively evaluation. Quantitative data were analyzed by using SPSS 22 software. As a result of the study, it was concluded that the evidence-based learning is effective in facilitating students' learning, gaining environmental awareness, increasing their interest in the lesson, in the ability to use visual, auditory, and written evidence in daily life. According to the results of the academic achievement test of the experimental group in which the evidence-based learning model was applied, it was found that the achievement scores before the study did not differ from the achievement scores after the study. It was determined that the achievement scores of the experimental group before the study did not increase after the study. This showed that the evidence-based learning model did not have a positive effect on academic achievement. As a result of comparing the test performed before the study with the persistence test, it was found that the success score of the experimental group before the study and the success scores after the study differed. As a result of comparing the persistence test with the post-study test, it was found that the success score of the experimental group before the study and the success scores after the study differed. Accordingly it has been concluded that the evidence based learning model in the Human and Environment unit provides permanence in learning. Suggestions related to the study were discussed.