The Effect of Context-Based Learning on Middle School Students’ Academic Achievement in Social Studies

Year 2026, Volume: 34 Issue: 1, 94 - 108, 31.01.2026

Pakize Hayta , Melike Faiz

https://doi.org/10.24106/kefdergi.1878005

Abstract

Purpose: This research aims to investigate the impact of the context-based learning approach on the academic performance of 7th-grade students in the "people, places, and environments" learning area of the social studies course.
Method: The research employed an experimental model with a pretest-posttest control group design. The study comprised 49 7th-grade participants (25 in the experimental group and 24 in the control group). Activities developed according to the context-based learning approach were implemented in the experimental group, while the control group received traditional instruction. An academic achievement test was used as the data collection instrument, and the data were analyzed using SPSS version 23.
Findings: A significant difference was found between the pre-test and post-test scores of the experimental group, favoring the post-test. No significant difference was observed between the pre-test and post-test scores of the control group. Furthermore, the post-test scores of the experimental group were significantly higher than those of the control group.
Highlights: The study concluded that activities developed according to the context-based learning model had a positive impact on students' academic achievement. These findings suggest that the context-based learning approach is more effective in enhancing academic achievement in social studies compared to traditional instruction.

Keywords

Social Studies , Context-Based Learning , Academic Achievement , Middle School Students , Instructional Approaches

Bağlam Temelli Öğrenmenin Ortaokul Öğrencilerinin Sosyal Bilgiler Dersindeki Akademik Başarılarına Etkisi

Abstract

Amaç: Bu araştırma, bağlam temelli öğrenme yaklaşımının, Sosyal Bilgiler dersinin "İnsanlar, Yerler ve Çevreler" öğrenme alanındaki 7. sınıf öğrencilerinin akademik performansına etkisini incelemeyi amaçlamaktadır.
Yöntem: Araştırmada, ön test-son test kontrol gruplu deneysel bir model kullanılmıştır. Çalışmaya 49 7. sınıf öğrencisi katılmıştır (deney grubunda 25, kontrol grubunda 24). Deney grubunda bağlam temelli öğrenme yaklaşımına göre geliştirilen etkinlikler uygulanırken, kontrol grubunda geleneksel öğretim uygulanmıştır. Araştırmada veri toplama aracı olarak akademik başarı testi kullanılmış ve veriler SPSS 23 programıyla analiz edilmiştir.
Bulgular: Deney grubunun ön test ve son test puanları arasında, son test lehine anlamlı bir fark bulunmuştur. Kontrol grubunun ön test ve son test puanları arasında anlamlı bir fark gözlenmemiştir. Ayrıca, deney grubunun son test puanlarının kontrol grubunun puanlarından anlamlı derecede yüksek olduğu bulunmuştur.
Önemli Vurgular: Çalışma, bağlam temelli öğrenme modeline göre geliştirilen etkinliklerin öğrencilerin akademik başarıları üzerinde olumlu bir etkiye sahip olduğu sonucuna varmıştır. Bu bulgular, bağlam temelli öğrenme yaklaşımının sosyal bilgilerde akademik başarıyı artırmada geleneksel öğretime göre daha etkili olduğunu göstermektedir.

Keywords

Sosyal Bilgiler Eğitimi , Bağlam Temelli Öğrenme , Akademik Başari , Ortaokul Öğrencileri , Öğretim Yaklaşımları

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