Authentic Learning Practice in Secondary Schools: Effect on Social Studies Course Achievement

Fitnat Gürgil; Turhan Çetin; Cennet Güneş

Makale detayları

Authentic Learning Practice in Secondary Schools: Effect on Social Studies Course Achievement

Yazarlar:

Fitnat Gürgil | Turhan Çetin | Cennet Güneş

Yayıncı:

Gazi University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 2, pp.1385-1410

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001326089

pISSN:

1301-9058

Anahtar kelimeler:

Özet:

 The main purpose of this study is to examine the effect of authentic learning practices on students academic achievement in teaching the 7th grade social studies course on migration. In the study, a quasi-experimental model, one of the quantitative research methods, was used. The research was conducted in a secondary school located in the central districts of Şanlıurfa province. The study group consisted of 68 middle school students 33 in the experimental group and 35 in the control group. In order to determine the groups to be included in the study, achievement tests were applied to five different seventh grade classes. Then, two equivalent branches were determined and the experimental process was carried out in these branches. In the experimental intervention group, the lessons were taught with authentic learning activities, while in the control group, the lessons continued with the practices before the research. According to the analysis, the pre-test and post-test scores of the group in which authentic activities were applied and the group in which the teacher performed routine practices were compared. According to the comparison results, there was an increase in the post-test scores of both the experimental and control groups at the end of the implementation. The achievement post-test scores of the group in which authentic activities were applied were higher than the post-test scores of the group in which routine practices were applied. As a result, it can be said that authentic learning practices are effective in increasing seventh grade social studies course achievement. Future research could examine whether the authentic learning approach has a similar effect at different grade levels and in different subjects. In future studies, the level of retention of what is learned can also be examined.

 The main purpose of this study is to examine the effect of authentic learning practices on students academic achievement in teaching the 7th grade social studies course on migration. In the study, a quasi-experimental model, one of the quantitative research methods, was used. The research was conducted in a secondary school located in the central districts of Şanlıurfa province. The study group consisted of 68 middle school students 33 in the experimental group and 35 in the control group. In order to determine the groups to be included in the study, achievement tests were applied to five different seventh grade classes. Then, two equivalent branches were determined and the experimental process was carried out in these branches. In the experimental intervention group, the lessons were taught with authentic learning activities, while in the control group, the lessons continued with the practices before the research. According to the analysis, the pre-test and post-test scores of the group in which authentic activities were applied and the group in which the teacher performed routine practices were compared. According to the comparison results, there was an increase in the post-test scores of both the experimental and control groups at the end of the implementation. The achievement post-test scores of the group in which authentic activities were applied were higher than the post-test scores of the group in which routine practices were applied. As a result, it can be said that authentic learning practices are effective in increasing seventh grade social studies course achievement. Future research could examine whether the authentic learning approach has a similar effect at different grade levels and in different subjects. In future studies, the level of retention of what is learned can also be examined.

 The main purpose of this study is to examine the effect of authentic learning practices on students academic achievement in teaching the 7th grade social studies course on migration. In the study, a quasi-experimental model, one of the quantitative research methods, was used. The research was conducted in a secondary school located in the central districts of Şanlıurfa province. The study group consisted of 68 middle school students 33 in the experimental group and 35 in the control group. In order to determine the groups to be included in the study, achievement tests were applied to five different seventh grade classes. Then, two equivalent branches were determined and the experimental process was carried out in these branches. In the experimental intervention group, the lessons were taught with authentic learning activities, while in the control group, the lessons continued with the practices before the research. According to the analysis, the pre-test and post-test scores of the group in which authentic activities were applied and the group in which the teacher performed routine practices were compared. According to the comparison results, there was an increase in the post-test scores of both the experimental and control groups at the end of the implementation. The achievement post-test scores of the group in which authentic activities were applied were higher than the post-test scores of the group in which routine practices were applied. As a result, it can be said that authentic learning practices are effective in increasing seventh grade social studies course achievement. Future research could examine whether the authentic learning approach has a similar effect at different grade levels and in different subjects. In future studies, the level of retention of what is learned can also be examined.

 Bu araştırmanın temel amacı 7. sınıf sosyal bilgiler dersi göç konusunun öğretiminde otantik öğrenme uygulamalarının öğrencilerin akademik başarılarına etkisini incelemektir. Araştırmada, nicel araştırma yöntemlerinden yarı deneysel modele başvurulmuştur. Araştırma Şanlıurfa ilinin merkez ilçelerinde bulunan bir ortaokulda yapılmıştır. Araştırmanın çalışma grubu 68 ortaokul öğrencisinden oluşmaktadır 33ü deney ve 35i kontrol grubu. Araştırmada yer alacak grupların belirlenmesi amacıyla yedinci sınıflarda eğitimlerine devam eden beş farklı şubeye başarı testi uygulanmıştır. Ardından birbirilerine benzer olan iki şube belirlenerek deneysel süreç, bu şubelerde yapılmıştır. Deneysel müdahalenin yapıldığı grupta dersler otantik öğrenme etkinlikleri ile işlenirken, kontrol grubunda ise dersler araştırmadan önceki uygulamalarla devam ettirilmiştir. Verilerin analizine göre; otantik etkinliklerin uygulandığı grup ile öğretmenin önceki uygulamalarına göre ders işlediği grubun ön test son test puanları karşılaştırılmıştır. Karşılaştırma sonuçlarına göre hem deney hem de kontrol gruplarının uygulama sonunda son test puanlarında bir artış tespit edilmiştir. Otantik etkinliklerin uygulandığı deney grubunun akademik başarı son test puanları, araştırmadan önceki uygulamalarla derslerin işlendiği kontrol grubunun son test puanlarından daha yüksek bulunmuştur. Araştırma sonunda otantik öğrenme uygulamalarının öğrencilerin akademik başarı düzeylerini arttırmada etkili olduğu sonucuna varılmıştır. İleride yapılacak araştırmalarda, otantik öğrenme yaklaşımının farklı sınıf seviyelerinde ve farklı konularda da benzer etkiyi gösterip göstermediği incelenebilir. Yine ileride yapılacak olan çalışmalarda öğrenilenlerin kalıcılık düzeyi de incelenebilir.

Makale detayları

Authentic Learning Practice in Secondary Schools: Effect on Social Studies Course Achievement

Yazarlar:

Fitnat Gürgil | Turhan Çetin | Cennet Güneş

Yayıncı:

Gazi University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 2, pp.1385-1410

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001326089

pISSN:

1301-9058

Authentic learning

Social studies course

Academic achievement

Middle school students

Migration.Otantik öğrenme

Sosyal bilgiler dersi

Akademik başarı

Ortaokul öğrencileri

Göç.

Sayı

Makale detayları

Yazarlar: Fitnat Gürgil | Turhan Çetin | Cennet Güneş

Yayıncı: Gazi University

Ana Başlıklar: Sosyal Bilgiler Eğitimi

Dergi: Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 2, pp.1385-1410

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001326089

pISSN: 1301-9058

Sayı

Yazarlar:

Fitnat Gürgil | Turhan Çetin | Cennet Güneş

Yayıncı:

Gazi University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 2, pp.1385-1410

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001326089

pISSN:

1301-9058