The effect of using Web 2.0 tools in social studies teaching on metacognitive awareness levels and academic success of secondary students

The aim of this research is to examine the effect of using Web 2.0 tools in social studies teaching on secondary school students' metacognitive awareness and academic achievement. The study group of the research consists of a total of 25 students, 16 female and 9 male, studying in the 6th grade of a secondary school affiliated to the Ministry of National Education in the Sancaktepe district of Istanbul in the fall semester of the 2020-2021 academic year. The mixed method, in which quantitative and qualitative methods are used together, was used in the research. In the quantitative dimension of the research, "Metacognitive Awareness Scale" and "Academic Achievement Test" were used as data collection tools. In the qualitative aspect of the research, the interview form prepared by the researcher was used to get the opinions of the 6th grade students at the end of the application about the use of Web 2.0 tools in social studies teaching. The data obtained from the quantitative measurement tools were analyzed using the statistical package program (SPSS). The data obtained from the qualitative measurement tool were analyzed by using the descriptive analysis method. When the results obtained from the quantitative data of the research are examined, it is seen that the pre-test scores of the metacognitive awareness level before the use of Web 2.0 tools in the teaching of social studies subjects of secondary school 6th grade students and the post-test scores after it is used differ, the post-test scores are higher, and the metacognitive level of the students is higher. It was concluded that the level of awareness also differed according to their academic achievement in the pre-test and post-test. When we look at the results obtained in the qualitative dimension of the research, it was concluded that the students developed a positive perspective towards Web 2.0 tools, their interest and desire for the lesson increased, it facilitated learning, provided permanence, reinforced the subjects, increased their motivation, and made learning fun. In addition, when the results are evaluated in general, it is seen that the qualitative findings of the research support and complement the quantitative findings.