The effect of context-based learning approach in social studies course on the academic success, democratic attitudes and motivation of students

The main purpose of this study is to determine the effects of context-based learning activities used for teaching the 6th grade Social Studies Course 'Active Citizenship' learning area on students' academic achievement, democratic attitudes and motivation towards the course and the students' opinions towards the process. In the study, an embedded design, which is a mixed research approach where quantitative and qualitative data are used together, was used. The study group of the study consists of a total of 50 6th grade students, 27 in the experimental group and 23 in the control group, studying in two different branches of a state secondary school in Tokat province. In the study, the Active Citizenship Academic Achievement Test was applied to determine the students' academic achievement, the Democratic Attitude Scale to determine their attitudes towards democracy, the Social Studies Motivation Scale to determine their motivation towards the social studies course and the semi-structured interview form was applied to reveal the students' opinions towards the applications. Since the sample size was more than 30 in the normality analysis of the data obtained from the scales, the Kolmogorov-Smirnov test was used. In tests and scales showing normal distribution, independent sample t test from parametric tests, in tests and scales without normal distribution, Mann Whitney U test from non-parametric tests and Wilcoxon test was used in pretest-posttest comparisons. Content analysis was used in the analysis of data obtained from semi-structured interview form. According to the findings obtained as a result of the analysis, it was seen that there was no significant difference between the academic achievement score averages of the experimental and control group students in whom context-based learning was used. However, no change was observed in their democratic attitudes and motivation towards the course. According to the findings obtained from the interviews conducted with the students, it was seen that the students were satisfied with the use of context-based learning. As a result of the research, it was determined that the courses carried out with context-based learning did not have a positive effect on the academic achievement of the students according to the current program. No change was observed in their democratic attitudes and motivation towards the course. This study, which covers 50 students and a period of 8 weeks in the "Active Citizenship" learning area at the 6th grade level, can be conducted at different grade levels, in different learning areas and with more students.