Özet:

The aim of this study is to investigate the effect of context-based learning approach on students' academic achievement, financial literacy skills and retention of learning in social studies course. The research sample consists of 53 students attending 6th grade in a village school in the Haliliye district of Şanlıurfa province in the 2020-21 academic year. Explanatory sequential design, one of the mixed method designs, was used in the study. The quantitative part of the research consists of a quasi-experimental design with pretest and posttest control groups. While the subjects of 6th grade social studies production, distribution and consumption were taught with a context-based learning approach for five weeks to the students in the experimental group; in the control group, the same subjects were covered in accordance with the current curriculum. The quantitative data collection tools of the research are the production, distribution and consumption success test and financial literacy behavior scale developed by the researcher. Quantitative data were analyzed in SPSS 22 data analysis program. Descriptive statistical techniques were used in the analysis of quantitative data. Interviews were conducted with 10 students in the experimental group to support the quantitative data. Semi-structured interview protocol form was used in the interview. Qualitative data were analyzed descriptively. It is seen that the experimental group, in which the context-based learning approach was applied, gave better results than the control group on academic achievement, financial literacy skills and retention of learning. As a result, it is recommended to use context-based learning approach, which is a contemporary teaching method, in social studies course and in gaining financial literacy skills.

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