THE EFFECTS OF AUTHENTIC LEARNING ON ACADEMIC ACHIEVEMENT AND SOCIAL STUDIES ORIENTED ACADEMIC RISK TAKING LEVEL IN SOCIAL STUDIES EDUCATION

In this research, the effects of authentic learning on academic success and social studies-oriented academic risk taking were examined experimentally in social studies education. The research’ study group is formed by 39 total groups in which there are 18 experiment groups and 21 control groups of 5th grade students in Ardahan. Moreover, the quantitative data is collected with “Academic achievement test” about people, places and environment in 5th grade learning field and “Academic Risk-Taking Scale” based on social studies prepared by Gezer, et al.82014). The obtained quantitative data has been analysed in IBM SPSS Statistics 20 data analysis program. The results of the research show that authentic learning practices differ statistically to the benefit of the experimental group in the academic achievements levels of students. The finding shows that authentic learning would be effective in improving academic success in social studies education. It appears that there is a meaningful difference in Academic Risk-Taking Scale based on social studies in favour of the experiment group. In this context, authentic learning has a positive impact on the academic risk-taking level. It also appears that based on findings from student diary, students consider the social studies course taught by authentic learning activities as a fun, engaging, exciting, sensational, active and fluid process. As a result of the research, it is recommended to use authentic learning practices in the Social Studies course, which are thought to have a positive impact on academic success, academic risk-taking, and students' views on the course.