@article{2017,title={THE EFFECT OF THE CONTEXT-BASED LEARNING APPROACH ON THE ACHIEVEMENT AND MOTIVATIONS OF STUDENTS},abstractNode={This study aimed to investigate the effect of the context-based learning approach on the achievement and motivations of secondary school students towards science. Practice stage of the research was conducted on 6th grade students of a secondary school which is in Çankırı city center in 2015-2016 school years. Number of students that take place in the study group of the research is a total of 50. Sampling method of the research is purposive sampling. Experimental and control grouped quasi-experimental design is utilized in the research. In science lesson, besides the existing syllabus of 6th grade electrical conduction unit, activities prepared according to context-based learning approach and activity forms were also applied to the students of the experimental group by the teacher during the research. However, in the control group the subjects were handled by applying activities based on the learning approaches predicted by the curriculum. The lessons were carried out in both of the groups by the same teacher for 6 weeks. In the research “Achievement Scale for the Electrical Conduction unit” and “Motivation Scale for Science Lesson” was carried out on the ex perimental and control groups to measure the effects of context-based learning in the Electrical Conduction unit of 6th grade Science lesson. Data collection tools were applied to the experimental and control groups at the beginning and end of the research period and the data acquired from the research were evaluated in the SPSS packaged software. As a result of the research, although at the beginning there was no difference between the academic achievement point averages towards the electrical conduction unit handled in science lessons of students of the control group, in which approaches and practices of the existing curriculum were used, and the students of the experimental group, in which context-based learning approaches were applied in addition to these approaches and practices, at the end of the practice there was a significant difference in favor of the experimental group. In addition to this, it is seen that the motivation levels of the students of the experimental group towards science lesson, in which context-based learning approach was applied, and the control group were equal at the beginning, however; at the end of the practice it is seen that this equation is broken again in favor of the experimental group.},author={Önder ŞENSOY-- Berna GÖKÇE},year={2017},journal={The Journal of Academic Social Science Studies}}