The Effect of Using Web 2.0 Tools in Social Studies Education on Middle School Students’ Metacognitive Awareness Levels and Academic Achievement

Ahmet Öztürk and Osman Akhan

SAGE Open, 2025, vol. 15, issue 3, 21582440251360480

Abstract: The purpose of this study is to examine the effect of using Web 2.0 tools in social studies teaching on middle school students’ metacognitive awareness levels and academic achievement. The study group of the research consists of a group of sixth grade students studying in a public middle school in Turkey in the fall semester of the 2020 to 2021 academic year. In the research, a mixed method utilizing both quantitative and qualitative methods has been employed. In the quantitative dimension of the study, “Metacognitive Awareness Scale†and “Academic Achievement Test†were used as data collection tools. In the qualitative dimension of the study, a questionnaire prepared by the researchers was used to obtain the opinions of the students in the study group about the use of Web 2.0 tools. The data obtained from the quantitative measurement tools were analyzed using the statistical package program (SPSS). The data obtained from the qualitative measurement tool were analyzed using the descriptive analysis method. According to the results obtained from the quantitative data of the study, the use of Web 2.0 tools in the social studies course increased the metacognitive awareness levels of sixth grade middle school students and their academic achievement towards the social studies course compared to the course taught in traditional ways. Looking at the results obtained in the qualitative dimension of the research, it was concluded that students developed a positive perspective towards Web 2.0 tools, increased their interest and enthusiasm for the lesson, facilitated learning, provided retention, reinforced the subjects, increased their motivation, and made learning fun.

Keywords: social studies; middle school; Web 2.0 tools; metacognitive awareness (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251360480

DOI: 10.1177/21582440251360480

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