The effect of project based learning method on students' academic achievement, attitude towards the course and democratic attitude towards classroom environment in social studies course

The aim of this study is to determine the effect of using Project Based Learning Method in 7th grade Social Studies course on students' academic success, attitude towards the lesson, democratic attitude towards classroom environment and retention of learning. In the research, a quasi-experimental design with pretest- posttest control group was adopted. The research was conducted in 7th grade in Sümer Secondary School in the center of Malatya province during 2017-2018 spring term. In the study, the data were collected through 40 multiple-choice questions about Economy and Social Life unit prepared by the researcher, the attitude scale towards Social Studies course prepared by Beşir and Akengin (2010) and democratic attitude scale towards classroom environment prepared by Gömleksiz (1993). In the scope of the research, experimental group was treated with Project Based Learning Method, while the control group was taught by the instruction of the textbook approved by the Ministry of National Education. Priorto the study, both groups were given the achievement test about Economy and Social Life unit of Social Studies course, the attitude scale towards the Course and democratic attitude scaleas pretests. The post-tests of the same data collection tools were given to both groups after the treatment. The research was completed with the administration of achievement test four weeks later again to measure retention of learning. SPSS 21 statistical program was used to analyze the data obtained in the study. Descriptive statistics and MANCOVA analysis were utilized to evaluate the data. According to the research findings, a significant difference was found between the experimental group using Project Based Learning Method and the control group using the current teaching method in terms of academic achievement and attitude towardsthe course scores [F (3.31) = 7,603, p = .000]. MANCOVA analysis indicated that there was a significant difference between the groups. ANCOVA analysis was performed to find out in terms of which dependent variables there were significant differences between groups. The results of ANCOVA analysis revealed that the corrected mean of the achievement test of the experimental group increased from .709 to .805, and the corrected mean of the control group decreased from .706 to .700. This result demonstrated that the teaching in accordance with the Project Based Learning approach increased success [F (1.33) =.122 p = .001]. When the corrected scores of the attitude towardsSocial Studies course were examined, it was found that whereasthe mean scores of the experimental group increased from .234 to .248 the mean scores of the control groupdecreased from .251 to .237. The finding showed that the Project Based Learning approach had a positive effect on the students' attitude towards the Social Studies course. [F (1,33)= .248 p= .034]. However, when the democratic scores of the experimental group and the control group students were examined, no statistically significant difference was found between these groups [F (1,33) = .034, p = .267]. Finally, when the achievement test retention scores of the experimental and control groups were examined, it was determined that the retention mean scores of both the experimental and control groups decreased compared to the post-test success scores. As a result, it was determined that the teaching activities carried out in accordance with the Project Based Learning approach contributed to student success in Economy and Social Life unit in the Social Studies course and attitude towards the course, but did not have any statistically significant effect on students' scores of democratic attitude towards the classroom environment and learning retention.