Primary School Students' Academic Achievement in Social Studies: A Structural Equation Modeling Analysis
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| Title: | Primary School Students' Academic Achievement in Social Studies: A Structural Equation Modeling Analysis |
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| Language: | English |
| Authors: | Burak, Durmus (ORCID |
| Source: | International Online Journal of Primary Education. 2021 10(2):469-491. |
| Availability: | International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Elementary School Students, Grade 4, Social Studies, Academic Achievement, Student Attitudes, Student Interests, Value Judgment, Student Characteristics, Cognitive Style, Student Participation, Teacher Participation, Prior Learning, Preferences, Educational Technology, Technology Uses in Education |
| Assessment and Survey Identifiers: | Group Embedded Figures Test |
| ISSN: | 1300-915X |
| Abstract: | The aim of this study is to determine the learner characteristics that have a significant effect on academic achievement in social studies lessons. For this purpose, the study process was modeled as relational scanning as a quantitative research approach. Relevant literature and observations were used and a research model was created based on the variables that were thought to affect the academic achievement of students in a social studies course. In order to test the created model, data were obtained from 145 students in the 4th grade by using different measurement tools. The data obtained were analyzed using confirmatory factor analysis and path analysis techniques. According to the results obtained in this study, the variables in the research model explained 63% of the academic achievement of the students in this social studies course. In addition, it was determined that students' attitudes toward social studies lessons, their interest, and the importance they attached to the course were the most important variables that affected their achievement, while a teacher-centered teaching environment directly and negatively influenced students' achievement. Suggestions that can be used in the design and preparation of an effective and efficient learning environment for social studies courses are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1334270 |
| Database: | ERIC |
| Abstract: | The aim of this study is to determine the learner characteristics that have a significant effect on academic achievement in social studies lessons. For this purpose, the study process was modeled as relational scanning as a quantitative research approach. Relevant literature and observations were used and a research model was created based on the variables that were thought to affect the academic achievement of students in a social studies course. In order to test the created model, data were obtained from 145 students in the 4th grade by using different measurement tools. The data obtained were analyzed using confirmatory factor analysis and path analysis techniques. According to the results obtained in this study, the variables in the research model explained 63% of the academic achievement of the students in this social studies course. In addition, it was determined that students' attitudes toward social studies lessons, their interest, and the importance they attached to the course were the most important variables that affected their achievement, while a teacher-centered teaching environment directly and negatively influenced students' achievement. Suggestions that can be used in the design and preparation of an effective and efficient learning environment for social studies courses are presented. |
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| ISSN: | 1300-915X |
