Abstract:

Abstract This study attempted determining the impact of the problem-based learning method supported by cartoons, which are humorous elements, in fourth-grade Social Studies course on students’ perceptions of their problem-solving skills and their level of achievement. Accordingly, the study is quasi-experimental and has a pre-test post-test unequalled control group design. The study group consists of 55 fourth-grade primary school students receiving education at a primary school located in Üsküdar, Istanbul. The cartoon-supported problem-based learning method was applied in the experimental group, whereas the standard Social Studies Curriculum was followed in the control group. The experiment lasted for seven weeks. In the collection of data, ‘Personal Information Form’, ‘Problem-Solving Inventory for Children at the Level of Primary Education (PSIC)’, and ‘Science, Technology, and Society Learning Space in Social Studies Achievement Test’ were used. The data obtained from the measurement tools were analysed using frequency (f), percentage (%), and various non-parametric tests. Based on the findings, it was concluded that the use of cartoon-supported problem-based learning method in teaching fourth-grade Social Studies course positively affected the students' perceptions of their levels of problem-solving skills and their level of achievement.

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