PRIMARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES: A STRUCTURAL EQUATION MODELING ANALYSIS

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 4^th 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.

Keywords: Academic achievement, Primary school, Social studies, Structural equation model.

REFERENCES  

Abulla-Ahmet, A. A. (2017). An adaptive educational model for flipped classroom, (Unpublished Master’s Thesis). Atılım University, Institute of Sciences, Ankara.

Akbaba, S. (2006). Psikolojik danışma ve sınıf ortamlarında öğrenme psikolojisi [Counseling and learning psychology in classroom environment] (3^rd ed.). Ankara: Aydan Publishing.

Altıntaş, S. (2005). İlkögretim 7. sınıf öğrencilerinin sosyal bilgiler dersine yönelik tutum düzeyleri [Attitude levels of primary education 7^th grade students towards social studies lesson]. Journal of Social Sciences Institute, 3(2), 1-12.

Anderson, J. (2021) Teachers’ perceptions of the effects of school-based extracurricular activities on the academic achievement, attendance, and behavior issues of a New Jersey school district, (Unpublished dissertation). Saint Peter’s University, New Jersey.

Bahar, M. (2003). The effect of instructional methods on the performance of the students having different cognitive styles. Hacettepe University Journal of Education, 24, 26-32.

Bahar, H. H., & Okur, M. (2018). Öğretmen adaylarının ders çalışma yaklaşımlarının akademik başarıyı yordama gücü [The predictive power of teacher candidates' studying approaches on academic success]. Cumhuriyet International Journal of Education, 7(3), 307–318. doi: http://dx.doi.org/10.30703/cije.446929

Bahçetepe, Ü., & Giorgetti, F. M. (2015). Akademik başarı ile okul iklimi arasındaki ilişki [The relationship between academic achievement and school climate]. Istanbul Journal of Innovation in Education, 1(3), 83-101.

Bayram, H., Sökmen, N., & Savcı, H. (1997). Ön bilgi, mantıksal düşünme yeteneği, laboratuvar ve kavram haritası yöntemlerinin temel kimya kavramlarının öğretilmesinde başarıya etkisi [The effect of prior knowledge, logical thinking ability, laboratory and concept map methods on success in teaching basic chemistry concepts]. M.Ü. Atatürk Faculty of Education Journal of Educational Sciences, 9, 79-88.

Bayramdurdyyeva, G. (2019). Uluslararası öğrencilerin başarılarını etkileyen faktörler [Factors affecting the success of international students]. International Journal of Humanities and Education (IJHE), 5(11), 509-524.

Benbenishty, R., Astor, R. A., Roziner, I., & Wrabel, S. L. (2016). Testing the causal links between school climate, school violence, and school academic performance: A cross-lagged panel autoregressive model. Educational Researcher, 45(3), 197-206. doi: https://doi.org/10.3102/0013189X16644603

Benson, P. (2012). Learner-centered teaching. A. Burns & J. C. Richards (Eds.). The Cambridge guide to pedagogy and practice in second language teaching in (pp. 30-37). Cambridge, UK: Cambridge University Press.

Bempeni, M., & Vamvakoussi, X. (2015). Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study. Frontline Learning Research, 3(1), 18-35.

Bozkurt, O., & Orak, Z. (2016). Türkiye’de akademik başarı değişkeni alanında yapılan öğrenme stilleriyle ilgili çalışmaların incelenmesi [Analysis of studies on learning styles in the field of academic achievement variable in Turkey]. Journal of Mustafa Kemal University Institute of Social Sciences, 13(35), 93-107.

Burak, D. (2020 İlkokul sosyal bilgiler öğretimine yönelik uyarlanabilir bir öğrenme ortamının tasarlanması, uygulanması ve değerlendirilmesi [Designing, implementing and evaluating an adaptive learning environment for primary school social studies teaching], (Unpublished Doctoral Dissertation). Anadolu University, Institute of Educational Sciences, Eskişehir.

Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods] (17^th ed.). Ankara: Pegem Akademy.  

Cevher, A. Y., & Yıldırım, S. (2020). Öğrenme stilleri konusunda yapılmış akademik çalışmaların incelenmesi: Sistematik derleme [Analyzing the academic studies on learning styles: Systematic review]. HAYEF: Journal of Education, 17(1), 20-50. doi: 10.5152/hayef.2020.1922

Ceylan, E., & Berberoğlu, G. (2007). Öğrencilerin fen başarısını açıklayan etmenler: Bir modelleme çalışması [Factors explaining students' science achievement: A modeling study. Education and Science]. Education and Science, 32(144), 36-48.

Cheema, J. R., & Kitsantas, A. (2014). Influences of disciplinary classroom climate on high school student self-efficacy and mathematics achievement: A look at gender and racial–ethnic differences. International Journal of Science and Mathematics Education, 12(5), 1261–1279. doi: https://doi.org/10.1007/s10763-013-9454-4

Chrysafiadi, K., & Virvou, M. (2013). Student modeling approaches: A literature review for the last decade. Expert Systems with Applications, 40(11), 4715-4729.

Çelebi, C. (2006). Yapılandırmacılık yaklaşımına dayalı işbirlikli öğrenmenin ilköğretim 5. sınıf sosyal bilgiler dersinde öğrencilerin erişi ve tutumlarına etkisi [The effect of cooperative learning based on constructivism approach on students' attitudes in primary school 5^th grade social studies lesson. Unpublished Master's Thesis. Konya: Selçuk University, Institute of Social Sciences.], (Unpublished Master’s Thesis). Selçuk University, Institute of Social Sciences, Konya.

Çelik, S., Örenoğlu-Toraman, S., & Çelik, K. (2018). Öğrenci başarısının derse katılım ve öğretmen yakınlığıyla ilişkisi [The relationship of student achievement with class participation and teacher affiliation]. Kastamonu Journal of Education, 26(1), 209-217. doi: 10.24106/kefdergi.378129 

Collison, E. (2000). A survey of elementary students learning style preferences and academic success. Contemporary Education, 71, 42-49.

Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for ımproving science teaching and learning. International Journal of Science Education, 25, 671-688. doi: http://dx.doi.org/10.1080/09500690305016

Engin-Demir, C. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development, 29, 17-29.

Erden, M., & Akman, Y. (2001). Gelişim ve öğrenme [Development and learning]. Ankara: Arkadaş Publishing.

Ergin, A. (2006). İlköğretim öğrencilerinin sosyal bilgiler dersine İlişkin tutumları [Attitudes of primary school students towards social studies course], (Unpublished Master’s Thesis). Pamukkale University, Institute of Educational Sciences, Denizli.

Ersoy, A. (2006). İlköğretim beşinci sınıfta teknoloji destekli proje tabanlı öğrenme uygulamaları [Technology-assisted project-based learning practices in the 5^th grade of primary education], (Unpublished Doctoral Dissertation). Anadolu University, Institute of Educational Sciences, Eskişehir.

Ertürk, Z., & Erdinç Akan, O. (2018). TIMSS 2015 Matematik başarısını etkileyen değişkenlerin yapısal eşitlik modeli ile incelenmesi [Analysis of variables affecting mathematics achievement using structural equation model]. Journal of the National Academy of Education, 2(2), 14-34. doi: 10.32960/uead.407078  

Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674–681.  27 July 2019 retrieved from https://www.researchgate.net/publication/257431200_Learning_a nd_TeachingStyles_in_Engineering_Education   

Garg, R., Levin, E,. & Tremblay, L. (2016).  Emotional intelligence: impact on post-secondary academic achievement. Soc Psychol Educ, 19, 627–642.  doi: 10.1007/s11218-016-9338-x

Gültekin, M., & Burak, D. (2019). 4. sınıf Sosyal Bilgiler dersi öğretim programı kazanımlarının Bloom ve revize Bloom taksonomilerine göre incelenmesi [Analysis of the outcomes of 4^th grade Social Studies curriculum according to Bloom and revised Bloom taxonomies]. Journal of Social Sciences, 9(18), 121-140, doi: https://doi.org/10.31834/kiliss bd.597408

Güngören, Ö. C. (2015). Uyarlanabilir eğitsel web ortamlarının öğrencilerin akademik başarılarına ve motivasyonuna etkisi [The effect of adaptive educational web environments on students' academic achievement and motivation], (Unpublished Doctoral Dissertation). Sakarya University, Institute of Educational Sciences, Sakarya.

Idris, M., Hussain, S., & Ghaffar, A. (2021). Influence of teachers’ behavior on students academic achievement at secondary level. Elementary Education Online, 20(5), 1208-1214. doi: 10.17051/ilkonline.2021.05.134   

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. London: Routledge.

House, J. D. (2006). Mathematics beliefs and achievement of elementary school students in Japan and the United States: Results from the Third International Mathematics and Science Study. Journal of Genetic Psychology, 167(1), 31-45.

Kalemoğlu-Varol, Y., & İmamoğlu, A. F. (2014). Türk ve İngiliz eğitim sistemlerine ilişkin sayısal verilerin karşılaştırılmalı olarak incelenmesi [Comparative analysis of numerical data on Turkish and British education systems]. Journal of Education and Training Research, 3(1), 406-418.

Karagiannopoulou, E., & Milienos, F. S. (2015). Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement. Educational Psychology, 35(1), 26-52. doi: 10.1080/01443410.2014.895800

Karagöz, Y. (2017). SPSS ve AMOS uygulamalı: Nitel, nicel ve karma bilimsel araştırma yöntemleri ve yayın etiği [SPSS and AMOS applied: Qualitative, quantitative and mixed scientific research methods and publication ethics]. Ankara: Nobel Publishing.

Kaya, E. (2018). Hayat Bilgisi, Sosyal Bilgiler ve Fen Bilgisi derslerinin temeli: Toplu öğretim [The basis of Life Studies, Social Studies and Science courses: Collective teaching]. Ankara: Pegem Akademy.

Kazu, İ., & Koç-Akran, S. (2018). 5. ve 6. sınıf öğrencilerinin öğrenme stilleri ile akademik başarıları arasındaki ilişki (Malatya ve Elazığ ili örneği) [The relationship between the learning styles and academic achievements of 5^th and 6^th grade students (Malatya and Elazığ province example)]. Current Research in Education, 4(2), 62-85.

Kıncal, R. Y., & Yazgan, A. D. (2010). Investigating the formal operational thinking skills of 7th and 8th grade primary school students according to some variables. Elementary Education Online, 9(2), 723-733.

Kline, R. B. (1998). Principles and practice of structural equation modeling. New York, NY: The Guilford Press.

Kline, R. B. (2010). Principles and practice of structural equation modeling (3^rd ed.). New York, NY: Guilford Press.

Koballa, T. R., & Glynn, S. M. (2004). Attitudinal and motivational constructs in science learning. In S. K. Abell and N. Lederman (Eds.), Handbook for Research in Science Education. Mahwah, NJ: Earlbaum

Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383-409.

Kelley, C. (2021). Social studies is boring: The role of student attitude and achievement in the middle school social studies classroom, (Unpublished Master’s Thesis). Ohio Dominican University, Ohio. 03 June 2021 retrieved from https://etd.ohiolink.edu/  

Kuş, Z., & Karatekin, K. (2009). İş birliğine dayalı öğrenmenin sosyal bilgiler dersinde akademik başarı üzerine etkisi [The effect of cooperative learning on academic achievement in social studies course]. Uludağ University Journal of Education Faculty, 22(2), 589-604.

Kuzgun, Y. (2017). İlgiler [Interests]. Y. Kuzgun & D. Deryakulu (Eds.). Eğitimde bireysel farklılıklar [Individual differences in education] (4^th ed.)  in (pp.71-94). Ankara: Nobel Akademy.

Laçin-Şimşek, C., & Nuhoğlu, H. (2009). Fen konularına yönelik geçerli ve güvenilir bir ilgi ölçeği geliştirme [Developing a valid and reliable interest scale for science subjects]. Sakarya University Faculty of Education Journal, 18, 28-42.

Liu, J., Peng, P., & Luo, L. (2020). The relation between Family socioeconomic status and academic achievement in China: A meta-analysis. Educational Psychology Review, 32, 49–76. doi: https://doi.org/10.1007/s10648-019-09494-0

Ndudi, M. J., & Mkpa, M. A. (2003). Effects of cognitive styles and instructional strategies on students’ achievement in social studies. The Educational Psychologist, 1(1), 172-193.

Moss N. E., & Moss-Racusin L. (2021). Academic achievement. In: Practical guide to child and adolescent psychological testing. Springer, Cham. doi: https://doi.org/10.1007/978-3-030-73515-9_13

Oğur, M. (2009). Altıncı ve yedinci sınıf öğrencilerinin sosyal bilgiler dersine yönelik tutumların incelenmesi [Analysis of sixth and seventh grade students' attitudes towards social studies course], (Unpublished Master’s Thesis). Pamukkale University, Institute of Social Sciences, Denizli.

Okman-Fişek, G. (1979). Saklı şekiller grup testi [Hidden shapes group test]. İstanbul: Bogazici University Publication.

Onyekuru, B. U. (2015). Field dependence-field independence cognitive style, gender, career choice and academic achievement of secondary school students in Emohua local government area of rivers state. Journal of Education and Practice, 6(10), 76-85.

Osborne, J. W., & Overbay, A. (2004). The power of outliers [and why researchers should check for them]. Practical Assessment, Research and Evaluation, 9(6), 1-8. doi: 10.7275/qf69-7k43

Ölçüoğlu, R., & Çeti̇n, S. (2016). TIMSS 2011sekizinci sınıf öğrencilerinin matematik başarısını etkileyen değişkenlerin bölgelere göre incelenmesi [Analysis of the variables affecting the mathematics achievement of 8^th grade students by region]. Journal of Measurement and Evaluation in Education and Psychology, 7(1), 202-220. doi: 10.21031/epod.34424

Özarslan, M., & Bi̇lgi̇n, İ. (2016). Öğrencilerin alan bağımlı/bağımsız bilişsel stillerinin ve bilimsel düşünme yeteneklerinin maddenin doğası kavramlarını anlamalarına ve fen dersine yönelik tutumlarına etkisi [The effect of students' field dependent / independent cognitive styles and scientific thinking abilities on their understanding of the nature of matter concepts and their attitudes towards science course]. Mustafa Kemal University Journal of Social Sciences Institute, 13(33), 94-110.

Özdamar, K. (2016).  Eğitim, sağlık ve davranış bilimlerinde ölçek ve test geliştirme yapısal eşitlik modellemesi: IBM SPSS, IBM SPSS AMOS ve MINITAB uygulamalı [Scale and test development structural equation modeling in education, health and behavioral sciences: IBM SPSS, IBM SPSS AMOS and MINITAB applied]. Eskişehir: Nisan Bookstore.

Özkan, U. B. (2020). PISA-2015 verilerine göre öğrencilerin ders dışı etkinliklere katılımlarının akademik başarılarına etkisi [The effect of students' participation in extracurricular activities on their academic achievement according to PISA-2015 data]. Journal of İnönü University Faculty of Education, 21(1), 254-269. doi: 10.17679/inuefd.504780

Öztürk, C. (1999). İlköğretim 4-5. sınıf öğrencilerinin Sosyal Bilgiler dersine yönelik tutumu [Attitudes of 4^th and 5^th grade primary school students towards Social Studies course]. Pamukkale University Journal of Education Faculty, 6, 11-20.

Özyurt, Ö. (2013). Uyarlanabilir zeki web tabanlı matematik öğrenme ortamının tasarlanması, uygulanması ve değerlendirilmesi [Design, implementation and evaluation of adaptive intelligent web-based mathematics learning environment], (Unpublished Doctoral Dissertation). Karadeniz Technical University, Institute of Educational Sciences, Trabzon.

Pinquart, M. & Ebeling, M. (2020). Parental educational expectations and academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 32, 463–480. doi: https://doi.org/10.1007/s10648-019-09506-z

Plass, J. L., & Pawar, S. (2020). Toward a taxonomy of adaptivity for learning. Journal of Research on Technology in Education, 52(3), 275-300. doi: 10.1080/153 91523.2020.17 19943

Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis. NY: Routledge.

Rodríguez, M. S., Tinajero, C., & Páramo, M. F.  (2017). Pre-entry characteristics, perceived social support, adjustment and academic achievement in first-year Spanish university students: A path model. The Journal of Psychology, 151(8), 722-738. doi: 10.1080/00223980.2017.1372351

Sarıer, Y. (2015). Türkiye’de öğrencilerin akademik başarısını etkileyen faktörler: Bir meta-analiz çalışması [Factors affecting the academic achievement of students in Turkey: A meta-analysis study]. Hacettepe University Journal of Education, 31(3), 609-627.

Sarıtepeci, M., & Çakır, H. (2015). Harmanlanmış öğrenme ortamlarının ortaokul öğrencilerinin derse katılımı ve akademik başarısına etkisi: Sosyal bilgiler dersi örneği [The effect of blended learning environments on secondary school students' participation and academic achievement: A social studies lesson example]. Education and Science, 40(177), 203-216.

Sakiz, H. (2017). Impact of an inclusive programme on achievement, attendance and perceptions towards the school climate and social-emotional adaptation among students with disabilities. Educational Psychology, 37(5), 611–631.

Savaş, E., Taş, S., & Duru, A. (2010). Matematikte öğrenci başarısını etkileyen faktörler [Factors affecting student achievement in mathematics]. Journal of İnönü University Faculty of Education, 11(1), 113-132.

Sayın, A., & Gelbal, S. (2014). Başarıyı etkileyen faktörlerin önem derecelerinin ardışık aralıklar yöntemiyle ölçeklenmesi [Scaling the importance levels of the factors affecting success using the consecutive intervals method]. Journal of Amasya Education Faculty, 3(1), 1-26.

Şahin-Yanpar, T. (1994). İlkokul 4. sınıf sosyal bilgiler dersinde akademik benlik kavramı, ders içi öğrenme ve ders dışı çalışma yolları ile başarı ilişkisi [Relationship between academic self-concept, in-class learning and extracurricular study ways and success in primary school 4^th grade social studies course]. Hacettepe University Journal of Education, 10, 43-48.

Şevik, Y. (2014). İlköğretim müdür ve müdür yardımcılarının öğrencilerin akademik başarısını etkileyen faktörlere ilişkin görüşleri ile akademik başarısına katkıları [The views of primary school principals and vice principals on the factors affecting the academic achievement of students and their contributions to their academic achievement], (Unpublished Master’s Thesis). Mehmet Akif Ersoy University, Burdur.

Şimşek, A. (2017). Önbilgi [Prior knowledge]. Y. Kuzgun ve D. Deryakulu (Eds.). Eğitimde bireysel farklılıklar [Individual differences in education] (4^th ed.)  in (pp. 137-165). Ankara: Nobel Akademi.

Sujito, & Muttaqin, W. M. (2020). Integrating instruction approach with learners’ cognitive style to enhance EFL Indonesian students’ writing achievement. International Journal of Instruction, 13(1), 623-636.

Suphi, N., & Yaratan, H. (2012). Effects of learning approaches, locus of control, socio-economic status and self-efficacy on academic achievement: a Turkish perspective. Educational Studies, 38(4), 419-431. doi: 10.1080/03055698.2011.6431071 

Tay, B., & Akyürek-Tay, B. (2006). Sosyal bilgiler dersine yönelik tutumun başarıya etkisi [The effect of attitude towards social studies course on success]. Turkish Journal of Educational Sciences, 4(1), 73-84.

Tekin, M., & Etlioğlu, M. (2019). The mediating role of student’s curiosity and anxiety in the relationship between student attitude and academic achievement in electronic learning. The Journal of Selcuk University Social Sciences Institute, 19(38), 163-183. doi: 10.30976/susead.566753

Thompson, R. A., & Zamboanga, B. L. (2003). Prior knowledge and its relevance to student achievement in introduction to psychology. Teaching of Psychology, 30(2), 96–101. doi: 10.1207/S15328023TOP3002_02

Tuan, H. L., Chin C. C., & Sheh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 634-659.

Turan, A. & Koldere-Akın, Y. (2019). Sosyo-demografik özellikler ve akademik başarıyı etkileyen örgütsel faktörler arasındaki ilişkinin doğrusal olmayan kanonik korelasyon analizi ile incelenmesi: Trakya üniversitesi meslek yüksekokulu öğrencileri örneği [Analysis of the relationship between socio-demographic characteristics and organizational factors affecting academic achievement by non-linear canonical correlation analysis: Trakya university vocational school students’ sample]. Social Sciences Research Journal, 8(4), 146-163.

Uzun, G. & Çokluk-Bökeoğlu, Ö. (2019). Akademik başarının okul, aile ve öğrenci özellikleri ile ilişkisinin çok düzeyli yapısal eşitlik modellemesi ile incelenmesi [Analysis of the relationship between academic achievement and school, family and student characteristics with multilevel structural equation modeling]. Journal of Ankara University Faculty of Educational Sciences, 52(3), 655-684. doi: 10.30964/auebfd.525770

Walberg, H. J. (1981). A psychological theory of educational productivity. In F. H. Farley & N. Gordon (Eds.), Psychological and Education (pp. 81-110). Chicago: National Society for the Study of Education.

Wang, D. B. (2004). Family background factors and mathematics success: A comparison of Chinese and US students. International Journal of Educational Research, 41, 40-54.

Waters, N. E., Ahmed, S. F., Tang, S., Morrison, F. J., & Davis-Kean, P. E. (2021). Pathways from socioeconomic status to early academic achievement: The role of specific executive functions. Early Childhood Research Quarterly, 54, (2021), 321-331. doi: https://doi.org/10.1016/j.ecresq.2020.09.008

Webster, B. J., & Fisher, D. L. (2000). Accounting for variation in science and mathematics achievement: A multilevvel analysis of Australian data third international mathematics and science study. Scholl Effectiveness and School Improvement, 11, 339-360.

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: John Wiley and Sons.

Witkin, H. A., Moore, C. A., Goodenough, D., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1–64. doi: 10.3102/00346543047001001

Yaşar, Ş., Çengelci-Köse, T., Göz, N. L., & Gürdoğan-Bayır, Ö. (2015). Sosyal bilgiler dersinde öğrenci merkezli öğretme-öğrenme süreçlerinin etkililiği: Bir meta analiz çalışması [The efficiency of student-centered teaching-learning processes in social studies course: A meta-analysis study]. Anadolu Journal of Educational Sciences International, 5(1), 38-56.

Yaşar, Ş., Sözer, E., & Gültekin, M. (2000). İlköğretimde öğretme-öğrenme süreci ve öğretmenin rolü [Teaching-learning process in primary education and the role of the teacher]. VIII. National Educational Sciences Congress Scientific Studies, Trabzon: Karadeniz Technical University, p. 452-461.

Yeşilpınar-Uyar, M., & Doğanay, A. (2018). Öğrenci merkezli strateji, yöntem ve tekniklerin akademik başarıya etkisi: Bir meta-analiz çalışması [The effect of student-centered strategies, methods and techniques on academic achievement: A meta-analysis study]. Journal of Mersin University Faculty of Education, 14(1), 186-209. doi:   10.17860/mersinefd.334542

Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (9^th ed.). Ankara: Seçkin Publishing.

Yılmazer, A., & Demir, S. B. (2014). Ortaokul öğrencilerinin sosyal bilgiler dersine ve sosyal bilgiler öğretmenine karşı tutumları ile akademik başarıları arasındaki ilişkinin incelenmesi [Analysis of the relationship between secondary school students' attitudes towards social studies course and social studies teacher and their academic achievement]. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(2), 1705-1718.

Yurtseven, R. (2010). İlköğretim beşinci sınıf öğrencilerinin sosyal bilgiler dersindeki akademik başarıları ile öğrenme stilleri arasındaki ilişki [The relationship between the academic achievement of the fifth grade students in the social studies course and their learning styles], (Unpublished Master’s Thesis). Afyon Kocatepe University, Institute of Social Sciences, Afyonkarahisar.

Zysberg, L., & Schwabsky, N. (2020). School climate, academic self-efficacy and student achievement. Educational Psychology. Advance online publication. doi: 10.1080/01443410.2020.1813690