Akademik Veri Yönetim Sistemi
Participatory Educational Research, cilt.11, sa.5, ss.258-277, 2024 (Scopus)
The present study aims to investigate the impact of using writing to learn activities and literary products on students’ academic achievement by employing a quasi-experimental pre-test/post-test control group design and was con-ducted with 101 seventh graders in a secondary school affiliated to the Ministry of National Education in Erzurum, Türkiye, in the 2022/23 academic year, with 2 classrooms selected as the experimental group and 1 as the control group. For teaching the subject matter related to the course unit of “Culture and Heritage”, writing-to-learn activities were engaged in for the purpose of teaching one of the groups (EG1, n=35), while activities based on literary products were used in the other (EG2, n=33), yet curriculum-based teaching was sustained for the control group (CG, n=33). The Culture and Heritage Academic Achievement Test developed by the researcher was used as a data collection tool in the study. While no statistical significance was noted between the groups considering the pre-test results before the experimental study, the post-test results obtained after the experimental activities demonstrated a statistical significance in favour of the experimental groups. It was concluded that the use of writing-to-learn activities and literary products for learning purposes in the social studies course had a positive impact on students’ academic achievement.