The effect of instruction based on Kolb’s experiential learning theory on attitude, achievement and retention in social studies

Abstract

The aim of the study is to reveal the efficacy of Social Studies instruction based on Kolb’s
experiential learning theory on secondary school 7th grade students’ attitudes, achievement and their retained
level of Social Studies’goals. The sample (n=50) consists of 7th grade students in 19 Mayıs Primary School in
Konak, zmir. In the experimental group, in accordance with the experiential learning theory, activities suitable
for the steps of concrete experience, reflective observation, abstract conceptualization and active experience. The
data were gathered from Kolb’s Learning Styles Inventory III, Social Science Course Achievement Test,
Attitude Scale of Social Studies Course. The obtained data were analysis through SPSS 11.00 program. As a
result of the study, instruction based on experiential learning increased students’ achievement and retention in
Social Science Course and affected students’ attitudes towards this course in a positive way