The Effect of Problem-Based Learning on Students' Entrepreneurship Level in Social Studies Course

Abstract

Öz This research aimed at examining the effect of problem-based learning (PBL) on students’ entrepreneurship level in the Social Studies course. The research adopted an embedded design, one of the mixed-methods research. The participants were the 6th-grade students studying in a state secondary school in Ağrı during the spring semester of the 2020-2021 academic year and their Social Studies teacher. Data collection tools were Entrepreneurship Scale for Secondary School Students, semi-structured interviews, unstructured observation, anecdote, research diary, and checklists. For the statistical data, t-test and mixed model ANOVA (split plot) were used for independent samples, and an inductive analysis technique was used when analyzing qualitative data. It was found that problem-based learning had a statistically significant effect on students’ entrepreneurship level. Besides, participants saw problem-based learning as an approach that contributed to their entrepreneurship level. Based on the findings, the use of problem-based learning in the Social Studies course was suggested, which aims to provide entrepreneurship to the students.