• Journal title: Journal of Innovative Research in Teacher Education
• ISSN: 2757-6116 (online)
• Publisher: Turkey
• Country of publisher: turkey
• Platform/Host/Aggregator: Turkey
• Date added to EuroPub: 2021/Jan/03

• LCC Subject Category: Education, Teacher Education, Education & Educational Research, Educational Psychology, Education Research
• Publisher's keywords: Quantum Learning, Academic Achievement, Anxiety, Metacognitive Awareness
• Language of fulltext: turkish, english
• Full-text formats available: PDF
• Time From Submission to Publication: 12

Abdullah İsmet Ünal, Yusuf İnel

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The purpose of the present study is to identify the impact of the quantum learning model on 7th grade students' success in social studies classes, and their anxiety and metacognitive awareness levels. A quasi-experimental design with pre-test, post-test and control groups was used. The study was conducted with 26 7th grade students attending a public school in Hınıs district of the province of Erzurum in 2018-2019 academic year. Experimental and control groups were intact assigned. During the implementation period, the unit titled "Population in Our Country" in 7th grade social studies class was taught using the quantum learning model in the experimental group whereas the unit was taught utilising the regular teaching-learning methods. Students in the experimental group were asked to keep a diary of the process and students expressed their opinions on the matter. The study was conducted for a total of 15 hours, with a scheme covering 3 hours per week, 5 weeks in total. Research data were collected using the Social Studies Success Test (SBBT; a 33-question test), Social Studies Class Anxiety Scale, and the Junior Metacognitive Awareness Inventory Version B (JrMAI-B). Scales and the achievement test were conducted before and after the implementation. The data were analyzed using the SPSS 22.0. The research results reveal that the quantum learning method increases students' academic success; however, it does not create any significant difference in their levels of anxiety and metacognitive awareness.