The effect of child-to-child teaching approach on students' social responsibility level in secondary social studies course

The main aim of this study is to investigate the effect of child-to-child teaching approach on students' social responsibility level in secondary social studies course. The experimental (intervention) mixed method research was adopted in this research. The participants of the study are 5th grade students who study at a govermental secondary school in the fall semester of 2018-2019 academic year, students' parents and social studies teacher. The social responsibility scale for secondary school students which was developed by researcher, personal information form, semi structered interview forms, unstructured observation, control list, video records, students artifacts, anecdotes and researcher diary were used as data collection tools. T tests and one-way covariance analysis (ANCOVA) were employed for experimental and control group students' pre and post test scores which were obtained through social responsibility scale for secondary school students. Inductive analysis approach was adopted to analyze quantitative data which were obtained from students, students' parents and social studies teacher. In the study, it was revelaed that the child-to-child teaching approach which was applied in social studies course has statistically significant effect on secondary school students' social responsibility level. In addition, it was determined that the child-to-child teaching approach contributed the students' social responsbility development according to students', students' parents' and social studies teacher's view. It was determined that participants had positive insights about the child-to-child teaching approach and thought that the approach is useful and enjoyable. Various suggestions were developed based on the results for the future research and practice.