Abstract:

This study aims to explore the impact of the context-based learning approach on learning outcomes in Science course. In the "Sound and Properties" unit, context-based teaching was carried out and its effect on “achievement”, “interest in science subjects and “anxiety towards science” was analysed. In the study, "quasi-experimental design with control group" was used. In the 2021-2022 academic year, students studying in the 6th grade in two branches selected from a secondary school in Patnos district of Ağrı province constitute the study group. The REACT model was used to prepare context-based learning activities for twenty students in experimental group, while sixteen students in the control group were taught using Science textbook activities. Data were collected using Aksoy and Özcan's (2020) "Sound and Properties Unit Achievement Test", "Interest Scale for Science Subjects" developed by Şimşek and Nuhoğlu (2013) and Uluçınar Sağır's (2014) "Science Anxiety Scale". Data analysis was performed with SPSS 22 statistical programme. Parametric tests were applied to normally distributed data. In the study, it was found that context-based learning had a positive effect on students' academic achievement and interest in science, but had no effect on science anxiety. Science is a course that includes topics from life. The fact that students see the examples they encounter in daily life as problems in the course increases the comprehensibility of the course and the interest in the course. Various reccomendations were put forth as a result of the study; such as examining the effect of context-based learning approach in REACT model on different grade levels and different variables.

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