This study aimed to investigate the views of social studies teachers and their students about the education offered during the pandemic period, as well as their problems, if any, and their suggestions for that education in particular. The study sample consisted of 10 social studies teachers working in schools affiliated to Erzurum Provincial Directorate of National Education and a total of 30 students taking the classes of those teachers. The data required in the study were obtained with semi-structured interview questions prepared by the researcher, upon which the available data were analysed by content analysis. As a result of the data analysis, all teachers and students were found to have stated that they had experienced certain problems during the pandemic. Some problems experienced during distance education included the issues of students’ absenteeism in online classes and technical problems. Behavioural problems of students, ineffective lessons, and lack of communication with students appeared to be among the outcomes recently specified in the face-to-face education period. Nevertheless, this study also concluded that social studies teachers had improved their digital literacy skills during the pandemic.
The present study aimed to examine the possible influence of writing-to-learn activities on students’ academic performance and achievement in social studies course and to collect student opinions in this regard. This study was carried out with a total of 83 (43 in the experimental group and 40 in the control group) 5th grade students studying in a middle school affiliated to the Turkish Ministry of National Education in Erzurum in the 2021/22 academic year. A test consisting of 20 questions was administered to the control and experimental groups in order to measure academic achievement prior to carrying out the activities. The experimental group was being instructed through the use of writing-to-learn activities, while the control group, in line with the curriculum in-use. Following the activities, the control and experimental groups were both administered the post-tests. At the end of the implementation part of the study, a focus group interview was conducted with 8 randomly selected students from the classes involved in the experimental group. Quantitative data were analysed with descriptive statistics, and qualitative data with content analysis. The results obtained indicated a statistically significance in favour of the experimental group when the average post-test scores of the experimental group students and those of the control group students were compared. Furthermore, the rest of the data revealed that the writing-to-learn activities were favoured by the majority of the students, and regarded as having positive aspects.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.