The effect of web 2.0 tools used in the social studies course on the students' career and talent development self-efficacy, entrepreneurship and academic success

In this research, it is aimed to investigate the effects of web 2.0 tools used in the production, distribution and consumption used in the learning area of social studies course on the career and talent development self-efficacy, entrepreneurship and academic success of 5th grade students. The research was designed according to the quantitative research method designs. The quasi-experimental design with pretest-posttest control group was used as pattern of the research. The research group consists of fifth grade students, 33 of whom are in the experimental group and 30 in the control group, studying at a secondary school in the Küçükçekmece district of Istanbul in the second term of the 2021-2022 academic year. The data colletion tools of the research are "The Career and Talent Development Self-Efficacy Scale", "The Entrepreneurship Skill Assessment Scale for Secondary School Students", and "The Academic Achievement Test". Data collection tools were applied to the students as a pre-test before the application process. Then, the students in the experimental group were included in the activities carried out with web 2.0 tools in the social studies course. A process lasting eight weeks and 25 lesson hours was applied to the experimental group. The social studies course of the control group was carried out in the context of the current curriculum. At the end of the process, the data collection tools were re-applied to the students as a post-test. IBM SPSS 25 statistical package program was used in the analysis of the data. It was determined that the data obtained from the measurement tools showed normal distribution. In the analysis of normally distributed variables, Two-Way Repeated Measures ANOVA was used for repeated measurements. In the research, it was determined that there was a statistically significant difference between the career and talent development self-efficacy total scores of the experimental group students and the control group students. As another result, it was determined that there was a statistically significant difference between the total entrepreneurship skills scores of the experimental group students and the control group students. Finally, there was no statistically significant difference between the academic achievement total scores of the experimental group students and the control group students; however, it was determined that there was a statistically significant difference according to the students' academic achievement test pre-post test total score results. In addition, it was concluded that the web 2.0 tools used in the social studies course positively affected the career and talent development self-efficacy, entrepreneurial skills and academic success of the students.