The Effect of Problem-Based Learning on Students' Entrepreneurship Level in Social Studies Course

Abstract

This research aimed at examining the effect of problem-based learning (PBL) on students’ entrepreneurship level in the Social Studies course. The research adopted an embedded design, one of the mixed-methods research. The participants were the 6th-grade students studying in a state secondary school in Ağrı during the spring semester of the 2020-2021 academic year and their Social Studies teacher. Data collection tools were Entrepreneurship Scale for Secondary School Students, semi-structured interviews, unstructured observation, anecdote, research diary, and checklists. For the statistical data, t-test and mixed model ANOVA (split plot) were used for independent samples, and an inductive analysis technique was used when analyzing qualitative data. It was found that problem-based learning had a statistically significant effect on students’ entrepreneurship level. Besides, participants saw problem-based learning as an approach that contributed to their entrepreneurship level. Based on the findings, the use of problem-based learning in the Social Studies course was suggested, which aims to provide entrepreneurship to the students.

Keywords

• Social Studies
• problem-based learning
• entrepreneurship

References

1. Akın, S. (2008). Anız yangınları, ozon tabakasındaki incelme ve motorlu taşıtlardan kaynaklanan çevre sorunlarının probleme dayalı öğrenme yöntem ile öğretimi. (Master’s dissertation). Atatürk University, Institute of Science.
2. Akınoğlu, O., & Tandoğan, R. Ö. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81. https://doi.org/10.12973/ejmste/75375
3. Alagöz, B. (2009). Sosyal bilgiler öğretmen adaylarında çevre bilincinin geliştirilmesinde probleme dayalı öğrenme yönteminin etkisi. (Doctoral dissertation). Gazi University, Institute of Educational Sciences.
4. Alias, M., Masek, A., & Salleh, H. H. M. (2015). Self, peer and teacher assessments in problem based learning: Are they in agreements? Procedia Social and Behavioral Sciences, 204, 309-317. https://doi.org/10.1016/j.sbspro.2015.08.157
5. Arcagök, S. (2016). Dördüncü sınıf öğrencilerinin sosyal bilgiler dersindeki özerklik desteği algılarının motivasyon, girişimcilik ve yaratıcılık ile ilişkisi. (Doctoral dissertation). Çanakkale Onsekiz Mart University, Institute of Educational Sciences.
6. Asyari, M., Al Muhdhar, M. H. I., & Susilo, H. (2016). Improving critical thinking skills through the integration of problem based learning and group investigation. International Journal for Lesson and Learning Studies, 5(1), 36-44. https://doi.org/10.1108/IJLLS-10-2014-0042
7. Ateş, Y. (2018). Sosyal bilgiler öğretmen adaylarının sosyal girişimcilik özelliklerinin ve eleştirel düşünme eğilimlerinin incelenmesi. (Masters’s dissertation). Erzincan University, Institute of Social Sciences.
8. Awang, H., & Ramly, I. (2008). Creative thinking skill approach through problem-based learning: Pedagogy and practice in the engineering classroom. International Journal of Human and Social Sciences, 3(1), 18-23. https://doi.org/10.5281/zenodo.1084906

9. Aybek, H. (2019). Tıp fakültesi öğrencilerinin probleme dayalı öğrenmeye ilişkin görüş ve tutumlarının değerlendirilmesi. (Master’s dissertation). Akdeniz University, Institute of Health Sciences.
10. Bai, X., Zhang, X., Wang, X., Lu, L., Liu, Q., & Zhou, Q. (2017). Follow-up assessment of problem-based learning in dental alveolar surgery education: A pilot trial. International Dental Journal, 67(3), 180–185. https://doi.org/10.1111/idj.12275
11. Barr, R., Barth, J. L., & Shermis, S. S. (1998). The nature of social studies. ETC Publications.
12. Cui, X. (2016). An empirical study of problem-based learning of English in China. (Master’s dissertation). University of Connecticut, Department of Educational Psychology.
13. De Chambeau, A. L., & Ramlo, S. E. (2017). STEM high school teachers’ views of implementing PBL: An investigation using anecdote circles. Interdisciplinary Journal of Problem-Based Learning, 11(1), 7-20. https://doi.org/10.7771/1541-5015.1566
14. Deveci, H. (2002). Sosyal bilgiler dersinde probleme dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve hatırlama düzeylerine etkisi. (Doctoral dissertation). Anadolu University, Institute of Educational Sciences.
15. Dochy, F., Segers, M., Van Den Bossche, P., & Struyven, K. (2005). Students’ perceptions of a problem-based learning environment. Learning Environments Research, 8(1), 41-66. https://doi.org/10.1007/s10984-005-7948-x
16. Eroğlu, S., Deveci, H., & Gürdoğan Bayır, Ö. (2020). Ortaokul öğrencilerine yönelik girişimcilik ölçeği’nin geliştirilmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 9(4), 1204-1224. https://doi.org/10.30703/cije.696086
17. Ersoy, E., & Başer N. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia Social and Behavioral Sciences, 116, 3494-3498. https://doi.org/10.1016/j.sbspro.2014.01.790
18. Galukande, M., Katamba, A., Kiguli, S., Kiguli-Malwadde, E., Kijjambu, S., & Sewankambo, N. (2015). Problem based learning: Tutors’ views 5 years after implementation at a sub-Saharan University. African Health Sciences, 15(1), 261-268. https://doi.org/10.4314/ahs.v15i1.34
19. Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The role of problem-based learning to improve students' mathematical problem-solving ability and self confidence. Journal on Mathematics Education, 9(2), 291-300. https://doi.org/10.22342/jme.9.2.5394.291-300