Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, sa.41, ss.411-422, 2011 (SSCI)
In this study, effect of systematic instruction on achivement of history consciousness was investigated. Research was conducted in the framework of pretest - posttest control group experimental design model and effect of systematic instruction on achivement and retention was searched. During the research which was carried out on two different groups with students of grade 4, in the experimental group, systematic instruction was implemented, while available social studies curriculum was implemented in the control group. Data were collected through achivement test. The test was conducted to study groups as pretest and posttest and after 8 week from pre and post test, retention test was applied to experimental group. The main results obtained from the study have been clarifed that a significant difference was found between the experimental group and the control group at the level of knowledge, comprehension and total achievement mean scores in favor of the experimental group. A significant difference was also found between the experimental group and the control group at the total retention mean scores in favor of the experimental group. However, There was no significant difference between the experimental group and the control group at the level of application achievement mean scores.