The Impact of Using Analogy Technique in Social Studies Instruction on Students' Academic Achievements and Attitudes Towards the Course: A Mixed-Methods Study

Ceylan Akcan; Selman Ablak

Makale detayları

The Impact of Using Analogy Technique in Social Studies Instruction on Students' Academic Achievements and Attitudes Towards the Course: A Mixed-Methods Study

Yazarlar:

Ceylan Akcan | Selman Ablak

Yayıncı:

Mersin University

Ana Başlıklar:

Sınıfiçi Ölçme Uygulamaları

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.362-388

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334229

pISSN:

1306-7850

Anahtar kelimeler:

Özet:

 The aim of this research is to determine the impact of using the analogy technique in social studies instruction on students academic achievement and attitudes towards the social studies course. The study also intends to make observations regarding the application of the technique and present the opinions obtained from student journals. A mixed research method, combining both quantitative and qualitative research methods, has been adopted in this study. The quantitative part of the research employed a quasi-experimental design, while the qualitative part used a case study design. The study involved a total of 39 students, with 22 in the control group and 17 in the experimental group. Analogy activities were applied to the experimental group, while the control group followed the curriculum based on the textbook. The quantitative data collection tools for the study included a social studies course attitude scale and a 7th-grade social studies course achievement test for the Culture and Heritage learning area. Qualitative data were obtained from unstructured student journals and unstructured observer opinions. Quantitative data were analyzed using comparative statistical analysis methods, while qualitative data were analyzed through content analysis. According to the results of the research, the analogy technique positively influenced students social studies course achievement scores and attitudes towards the social studies course. This conclusion is supported by qualitative findings as well.

 The aim of this research is to determine the impact of using the analogy technique in social studies instruction on students academic achievement and attitudes towards the social studies course. The study also intends to make observations regarding the application of the technique and present the opinions obtained from student journals. A mixed research method, combining both quantitative and qualitative research methods, has been adopted in this study. The quantitative part of the research employed a quasi-experimental design, while the qualitative part used a case study design. The study involved a total of 39 students, with 22 in the control group and 17 in the experimental group. Analogy activities were applied to the experimental group, while the control group followed the curriculum based on the textbook. The quantitative data collection tools for the study included a social studies course attitude scale and a 7th-grade social studies course achievement test for the Culture and Heritage learning area. Qualitative data were obtained from unstructured student journals and unstructured observer opinions. Quantitative data were analyzed using comparative statistical analysis methods, while qualitative data were analyzed through content analysis. According to the results of the research, the analogy technique positively influenced students social studies course achievement scores and attitudes towards the social studies course. This conclusion is supported by qualitative findings as well.

 The aim of this research is to determine the impact of using the analogy technique in social studies instruction on students academic achievement and attitudes towards the social studies course. The study also intends to make observations regarding the application of the technique and present the opinions obtained from student journals. A mixed research method, combining both quantitative and qualitative research methods, has been adopted in this study. The quantitative part of the research employed a quasi-experimental design, while the qualitative part used a case study design. The study involved a total of 39 students, with 22 in the control group and 17 in the experimental group. Analogy activities were applied to the experimental group, while the control group followed the curriculum based on the textbook. The quantitative data collection tools for the study included a social studies course attitude scale and a 7th-grade social studies course achievement test for the Culture and Heritage learning area. Qualitative data were obtained from unstructured student journals and unstructured observer opinions. Quantitative data were analyzed using comparative statistical analysis methods, while qualitative data were analyzed through content analysis. According to the results of the research, the analogy technique positively influenced students social studies course achievement scores and attitudes towards the social studies course. This conclusion is supported by qualitative findings as well.

 Bu araştırmanın amacı sosyal bilgiler öğretiminde analoji tekniği kullanımının öğrencilerin akademik başarısı ve sosyal bilgiler dersine yönelik tutumları üzerindeki etkisini belirlemek, uygulamaya ilişkin gözlemler yapmak ve öğrenci günlüklerinden elde edilen görüşleri ortaya koymaktır. Bu çalışmada nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma araştırma yöntemi benimsenmiştir. Araştırmanın nicel kısmı yarı deneysel desen, nitel kısmında ise durum çalışması deseni ile yürütülmüştür. Çalışma grubunu 22 kontrol grubu, 17 deney grubu olmak üzere 39 öğrenci ile yürütülmüştür. Deney grubuna analoji etkinlikleri uygulanırken, kontrol grubunda ise ders kitabına bağlı olarak müfredat takip edilmiştir. Çalışmanın nicel veri toplama araçları sosyal bilgiler dersi tutum ölçeği ve 7. sınıf sosyal bilgiler dersi Kültür ve Miras öğrenme alanına başarı testi kullanılmıştır. Nitel veriler yapılandırılmamış öğrenci günlükleri ve yapılandırılmamış gözlemci görüşlerinden elde edilmiştir. Nicel veriler karşılaştırılmalı istatistiksel analiz yöntemleri ile nitel veriler de içerik analizi ile çözümlenmiştir. Araştırmanın sonuçlarına göre analoji tekniğinin öğrencilerin sosyal bilgiler dersi başarı puanları ile sosyal bilgiler dersine yönelik tutumlarını olumlu yönde etkilediğini göstermektedir. Aynı durum nitel sonuçlarla da örtüşmektedir.

Makale detayları

The Impact of Using Analogy Technique in Social Studies Instruction on Students' Academic Achievements and Attitudes Towards the Course: A Mixed-Methods Study

Yazarlar:

Ceylan Akcan | Selman Ablak

Yayıncı:

Mersin University

Ana Başlıklar:

Sınıfiçi Ölçme Uygulamaları

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.362-388

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334229

pISSN:

1306-7850

Social studies

analogy

success

attitudeSosyal bilgiler

analoji

başarı

tutum

Sayı

Makale detayları

Yazarlar: Ceylan Akcan | Selman Ablak

Yayıncı: Mersin University

Ana Başlıklar: Sınıfiçi Ölçme Uygulamaları

Dergi: Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.362-388

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001334229

pISSN: 1306-7850

Sayı

Yazarlar:

Ceylan Akcan | Selman Ablak

Yayıncı:

Mersin University

Ana Başlıklar:

Sınıfiçi Ölçme Uygulamaları

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.362-388

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334229

pISSN:

1306-7850