Effects of near-to-far principle and other factors on learning and teaching some geography subjects in the social studies course.

The purpose of this study is to determine the effects of near-to-far principle and other factors effective on students' achievement on learning and teaching the subjects of Marmara and Aegean Regions in the 7th Grade Social Studies course at the primary education schools. For this purpose, total of 208 (92 female and 116 male) 7th grade students, who studied at total of six primary education schools in Kutahya and Istanbul provinces and were selected using the survey method, were given a questionnaire and an achievement test, and their teachers were given a questionnaire. At the end of the study, it was determined that students learn better the region they live in, and that students' studying methods, their attitude toward the course, as well as the methods and techniques and tools and materials teachers use while teaching regions were effective on students' achievement.

Key words: primary education students, geography subjects, regions, teaching geography subjects.

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Social Studies course is one of the fundamental courses in the primary education. Social Studies is a field of study that provides basic knowledge, skills, attitudes and values to students based on the knowledge selected from social sciences disciplines for the purpose of bringing up good and responsible citizens at the primary education schools (Erden, non-dated: 8).

The subject of Geographical Regions of Turkey is given to students at the 7th grade within the scope of the Social Studies course, generally starting from the region where the students live in line with the near-to-far principle. Learning the region they live in should be easier for students through their own observations, as well as through the excursions organized and relevant information provided by their social studies teachers.

No studies have been conducted to date to investigate whether students learn the region they live in better than the other regions. The subjects of Marmara and Aegean Regions, and Istanbul province within the Marmara Region, and Kutahya province in the Aegean Region were selected to reveal whether there are any differences between learning the region where students live in and, in line with the near-to-far principle, learning a neighboring region, and to determine the factors that are effective on students' achievement, and on learning and teaching the geographical regions. Because no such studies have been conducted before, it is believed that this study will fill this gap.

Answers to the following questions were sought with respect to teaching the Marmara and Aegean Regions subject in the 7th Grade Primary Education Social Studies course:

1--Do students learn the region they live in better and easier than the other regions as per the near-to-far principle?

2--What are the difficulties encountered in teaching such subjects, and are there any relations between students' attitude toward geography subjects and their achievement?

3--Are there any relations between studying methods of students and their achievement in Marmara and Aegean Regions subject?

4--Are there any relations between the socio-economic status of students' parents and students' achievement in these subjects?

5--Are there any relations between the methods and techniques, as well as tools and materials, used in teaching these subjects and the achievement of students in them?

Method

The survey method was used, because the factors affecting the achievement of students in the geography subjects of the Social Studies course would be determined.

Research Population and Sample

The research population consisted of teachers teaching at the primary education schools in the towns of the Istanbul province, as well as in the Central town of the Kutahya province, and the students studying at these schools.

The research sample is composed of total of 208 students (92 female and 116 male) studying at the 7th grades of the three primary education schools located in Kadikoy and Maltepe towns of Istanbul province and the Central Town of the Kutahya province, and selected with the random method, as well as total of 8 teachers (3 female and 5 male) teaching these students.

Schools were determined based on the towns where families with different socioeconomic and cultural levels live.

Data Collection Tools

The relevant data in the study were collected through a "Social Studies Course Marmara and Aegean Regions subjects Achievement Test" and "Student Questionnaire" given to Th grade students, as well as a "Teacher Questionnaire" given to teachers. These questionnaires and achievement tests were given in the 2004-2005 school year.

Analysis of Data

The data were analyzed on computer environment. The variance analysis technique was used in determining the frequency distributions and percentages of teachers and students that participated in the study, the arithmetic mean of the correct answers given by students to questions in the achievement test, and in comparison of the groups whose standard deviation was calculated.

Findings

Differentiation of the Student Achievement by Sex Variable

44.23 % of the students that participated in the study was female and 55.77% was male. The achievement test scores of students did not present any significant differences by sex.

Differentiation of Students' Achievement by the Variable relating to Parents

The achievement test results of students relating to the subjects of Marmara and Aegean Regions presented significant differences by the variable relating to professions of fathers. The achievement test results of students corresponded to the professions of fathers respectively as civil servant, other, liberal profession and worker.

The achievement test results of students presented significant differences by the variable relating to professions of mothers. The achievement test results of students corresponded to the professions of mothers respectively as housewife, other, civil servant and worker. The reason why students, whose mothers are housewives, have higher achievement scores can be associated with the fact that mothers have the time to spare for their children, and that they can provide a better studying environment.

The achievement test results of students presented significant differences by educational backgrounds of fathers. The achievement test results corresponded to the educational backgrounds of fathers respectively as university, other, high school, primary education school and secondary school.

The achievement test results of students presented significant differences by the variable of educational backgrounds of mothers. The achievement test results of students corresponded to educational backgrounds of mothers respectively as university, high school, secondary school, other and primary education school.

There are significant differences between the achievement test results of students whose parents are university graduates, and those of the others. Such parents can help their children in their out-of-school studies and motivate them, which increase the achievement of students at school.

Differentiation of Students' Achievement by the Variable of Students' Place of Birth

60.4% of the students live in a city for over 16 years, 26.6% for 11 to 15 years, 8.2% for 6 to 10 years, and 4.8% for 1 to 5 years, and there are significant differences among the achievement test scores by this variable.

95.2% of the students studied at primary education schools in a city and 3.8% in a village, and there are no significant differences among the achievement test scores by the place where the students received primary education.

Differentiation of Students by the Variable relating to whether they Learn the Region They Live in Better

There is a significant difference among the achievement test results of students for the Marmara Region by the variable relating to whether they learn the region they live in better. While 77.9% of the students studying at schools in Istanbul were successful in questions related to the Marmara Region, only 61.1% were successful in questions related to the Aegean Region.

There is a significant difference by the variable relating to whether students studying at schools in Kutahya learn the Aegean Region better. While 74.7% of the students were successful in questions related to the Aegean Regions, 71.1% of them successful in questions related to the Marmara Region.

There is a widespread opinion that children's interest is from near to far. In order for the education to be productive, it is necessary to take into consideration the environmental conditions known, easily learned and required to be learned by students. In teaching, it is started from the nearest surroundings, and following a gradual order, it is reached to the community relations (Binbasioglu, 1986: 23).

Almost each student perceives the objective and subjective facts, which they live in and make a connection, more easily (Doganay, 2002: 150). This study also showed that students learn the region they live in better and they are more successful in questions relating to their own region.

Differentiation of Students' Achievement by the Variable relating to their Attitude toward the Geography Subjects

A significant relation is observed between students' attitudes and achievement in geography subjects. While 60.7% of the students stated they liked the geography subjects, the rate of those who did not like was 39.3 %. Among the reasons why students do not like the geography course is that a large portion of them find the course boring.

When students were asked how they would rate their achievement in this course on a scale of 1 to 5, 40.6% responded with 5, 33.8% with 4, 17.9% with 3, 5.8% with 2 and 1.9% with 1. Students' achievement test scores present a significant difference by the variable relating to their own rating of achievement in geography subjects based on a scale of 1 to 5. It can be said that students have evaluated their achievement in geography subjects consistently.

36.05% of the students rated the geography subjects the third, 20.67% the fourth, 15.86% the second and 12.5% the sixth and above, 7.69% the fifth, and 0.07% the first among other courses. The achievement test scores of students presented significant differences by the variable relating to their fondness for the geography subjects among other courses.

When the students were asked whether they wanted to become a Geography teacher, 37.5% stated they neverwanted, 31.2% stated they wanted a little, 20.2% stated they wanted, and 11.1% stated they had a great wish for becoming a geography teacher.

Differentiation of Students' Achievement by the Variable relating to Studying the Lesson

A good education involves teaching students how to think and learn, how to know themselves and get the knowledge, and how to motivate themselves to learn. At this point, the teaching strategy, in other words the teacher's manner of teaching and learning strategy, is quite effective on individuals' learning level. Therefore, students should be adequately known and they should be enabled to develop learning strategies (Sahin, 1994: 43).

There are some specific strategies each student use during the formation of learning or knowledge acquisition. Findings obtained as a result of studies revealed that the relation of these special strategies developed by students with achievement is more effective compared to the general strategies such as thinking and listening (Wittrock, 1983; cited by Erden, 1996).

When we look into how students study the geography subjects, we see that, in the study conducted at the schools located in the Kutahya province, there is a significant difference between students' achievement in questions relating to the Aegean Region and their studying methods. It was seen that 31.6% of the students study by summarizing the subjects, 31.6% by underlining the important information, 17.8% by dealing with the subjects in their outlines and establishing relations among the subjects, 9.5% by visualizing what they learn in the learning environment, and 9.5% by other methods.

The achievement test scores of students presented differences by the studying methods respectively as visualizing what they learn in the learning environment, other methods, dealing with the subjects in their outlines and establishing relations among the subjects, and summarizing.

As for the study conducted at schools in the Istanbul province, 33.9% of the students study by underlining the important information, 27.7% by summarizing, 16.1% by dealing with the subjects in their outlines and establishing relations among the subjects, 13.4% by visualizing what they learn in the learning environment, and 8.9% by other methods. The achievement test scores of students presented differences by the studying methods respectively as visualizing what they learn in the learning environment, dealing with the subjects in their outlines and establishing relations among the subjects, underlining the important information, summarizing, and other methods.

Differentiation of Students' Achievement by the Variables relating to Preparation before Lessons and the Studying Time

Students' preparing for the geography subjects before lessons is an important factor in their learning the subjects dealt with during lessons and in the increase in their achievement. The student achievement test scores presented significant differences by the variable whether they make preparations on the geography subjects before the lesson. 3.4% of the students stated they do not make any preparations before lessons, 30.1% make little preparations, 44.7 made preparations to quite a large extent, 21.8% made full preparations.

When we look into the studying time allocated by students for the geography subjects during a period of one week, we see that 37.3% of the students allocated two hours, 32.3% one hour, 14.4% three hours, 4.5% four hours, and 3% five hours, while the rate of those who stated they allocate no time was 8.5%.

Differentiation of Students' Achievement by the Variable relating to Use of Sources

There is significant effect of students' use of an Atlas in their achievement and permanency of the knowledge acquired, in the study conducted in Kutahya, the students' achievement test scores present a significant difference by the variable relating to use of an Atlas. in the study, 51.1% of the students stated they occasionally, 27.3% frequently, 15.9% always and 5.7% never used Atlases when studying Geography subjects.

In the study conducted in Istanbul, 39.2% of the students stated they occasionally, 32% frequently, 16.5% always, and 11.3% never used Atlases when studying Geography subjects.

36.3% of the students occasionally made use of the brochures relating to the Geography subjects, while 21.6% used such sources frequently, 9.7% always, and 32A% never. When we examine the relation between the achievement test scores and students' making use of the brochures relating to the Geography subjects, we see that the order is as "occasionally", "always", "frequently" and "never" respectively.

34.1% of the students stated they never made use of the sources, which are related to the Geography subjects and recommended by the Turkish Ministry of National Education, while 29.9% occasionally, 20.4% frequently, 15.6% always made use of such sources. When we examine the relation between the achievement test scores and students' making use of the sources recommended by the Turkish Ministry of National Education, we see that the orders is as "always", "frequently", "occasionally", and "never" respectively.

39.1% of the students stated they never made use of computer-aided geography software, while 34.2% occasionally, 16.7% frequently, and 10% always made use of them.

When we look at the rates of making use of encyclopedias, which is one of the primary reference sources students use the most while preparing their assignments, we see that 41.4% of the students make use of these sources occasionally, while 29.3 % use them frequently, 19.6% always, and 9.4% never.

44.4% of the students follow the news, articles, programs, etc. relating to geography subjects in newspapers, magazines or on TV channels occasionally, while 27.8% follow them quite often, 10.2% always, and 17.6% never.

Findings Relating to the Social Studies Course Teachers

It was determined as a result of the questionnaire given to teachers that 12.5% of the teachers had a Social Studies course teaching experience of 1 to 5 years, 12.5% 6 to 10 years, 25% 11 to 15 years, 25% 16 to 20 years, and 25% over 21 years, and that 25% of them were a little willing to teach this course, 25% were quite willing, and 50% were very much willing to do so.

When we look at the problems encountered by the teachers, we see that most of the teachers complain about the crowd of the classrooms, inadequacy of the teaching tools, and substantial course load.

Only 37.5% of the teachers stated they experienced problems in finding sources relating to the branch of study. Variety of the courses they additionally teach are among the problems encountered by teachers.

It was seen that 87.5% of the teachers frequently use, and 12.5% always use the narration method. 62.5% of the teachers always used and 37.5% frequently used the question-answer technique. This technique, which has a long past and called "Socrates Technique" referring to Socrates, is based on asking questions, which are effectively prepared and asked to students by teachers, and evaluation of the answers received. Seeing how and how much the learning occurs through this technique, teachers also have the opportunity to see how students express themselves (Pollard and Triggs, 1997, cited by Ismail H. Demircioglu, p. 147).

It was seen that the problem-solving, simulation and discussion methods were used by all teachers. The discussion technique provides students with many benefits in practice. When we look into these benefits, many factors such as development of a critical viewpoint and problem-solving skills, use of old knowledge and concepts in new situations, and development of analysis and evaluation skills come into prominence (Erden, non-dated)

62.5% of the teachers use excursion-observation method. Even though this rate is not so high, it is important in terms of revealing its effects on students' learning the subjects. Although it is difficult to apply, the excursion-observation method has many benefits. The most important of them is that the observation idea, which is one of the longest-standing and important ones of the scientific research method, gradually becomes established in students. We should add another benefit involving establishment of the idea of establishing relations among the environment, human beings and events (Doganay, 1993: 127).

The dramatization method is used by 62.5% of the teachers, while the case study method is used by 75%. Case study method is one that enables students to acquire the real and valid knowledge about a problematic event through narration of the event, collecting data relating to the event, and learning, analyzing and evaluating them (Hesapcioglu, 1994: 222).

Teaching materials mainly cover the lesson presentation contents prepared making use of tools for the purpose of attaining the teaching objectives (Sahin Yanpar, 2000). Teaching materials exhibit a large variety from sample to complex, i.e. from chalks and paper to computer and related technologies today. Using materials enables students to learn the subjects using as many a senses as possible (Sahin Yanpar, 2002: 282).

The study conducted showed that all of the teachers that participated in the study used blackboards while teaching Geography subjects.

A special importance has been attached to maps in the geography science. As a matter of fact, opinions such as "maps are the essence of geography", "maps are the most necessary tool of Geography", "maps are the foundation of geography" reveal the importance of these tools in geography teaching (Doganay, 1993: 142). It is a must to make use of the maps in geography teaching in the secondary education, because this technique helps making the geography education visual, and also it means the application of the demonstration methods, which is one of the teaching methods (Doganay, 2002: 225). It is a must to use maps in lessons dealing with the regions in order to ensure that the knowledge can be easily taught and learned, and its permanency can be ensured. Likewise, all of the teachers that participated in the study stated they used maps during lessons.

Projectors are used by 75% of the teachers. Although lack of projectors at schools negatively affects the use of this tool, showing materials such as maps, graphics, pictures, etc. to students is effective in ensuring the permanency of the knowledge. Therefore, increased use of projectors in education positively affects the achievement.

12.5% of the teachers use projectors during lessons. 62.5% of the teachers stated they use television and video during lessons. Documentaries about regions draw students' attention and facilitate learning.

Graphs help students' cognitive field to reach cognition and upper levels (Yanpar Sahin, 2002: 300). 87.5% of the teachers stated they used graphs and diagrams during lessons. Models and samples are used by 87.5% of the teachers.

Conclusion and Discussion

By this study, it has been seen that the near-to-far principle, one of the major teaching principles, is effective in students' achievement in the subject of the Marmara and Aegean Regions in the Social Studies Course, and that students learn the region they live in and the surrounding regions better. Furthermore, it is also seen that the profession and educational background of the parents is quite effective in students' achievement in these subjects.

No significant relation was found relating to the sex variable in this study, and the same result had been reached in another study conducted in connection with teaching geography subjects in the Social Studies course at the seventh grade of the primary education (Kayali, 2000). In another study relating too the sixth grade (Kayali, 2004), a significant relation was found in connection with the sex variable.

While the students' achievement did not present a significant difference by the variable of fathers' profession in a study conducted among the sixth grades of the primary education (Kayali, 2004), just like the study conducted among the seventh grades previously (Kayali, 2000), no significant differences have been observed in this study either. As with the study conducted among the sixth grade students (Kayali, 2004), a significant difference is seen by the variable of mothers' profession.

Positive attitude of students towards the course has played a significant role in their fondness of the geography subjects. As in two studies previously conducted in relation with the teaching geography subjects (Kayali, 2000 and 2004), it has been determined as a result of this study that students' method of learning geography subjects is effective on students' achievement. Studying by visualizing the learned knowledge in the learning environment, underlining the important information, dealing with the subjects in their outlines, and establishing relations among the subjects, as well as the preparations before the lesson are among the factors effective in the achievement of students.

Use of methods such as narration, discussion, question and answer, particularly excursion-observation method, as well as maps, by teachers are effective in students' learning the subjects easily and permanently. A study conducted for the purpose of evaluation of teaching History of Turkish Reforms and Kemalism at primary education schools (Saglam, 1997) also showed that the techniques and methods, and the tools and materials used by teachers in teaching this course are effective in students' achievement, just like this study and the two studies previously conducted (Kayali, 2000 and 2004).

Because improvement of students' attitude toward the geography subjects would further increase their achievement, teachers should use methods that would put students in the center, render them more active, and they should use effective teaching methods and techniques, as well as a variety of tools and materials that would provide better learning and permanency of the knowledge.

Because the families have very significant effect on students' achievement, teachers should cooperate with the parents in order to further improve their achievement.

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Hulya Kayali, Ataturk Faculty of Education, Maramara University, Department of Primary Education, Turkey.

Correspondence concerning this article Should be addressed to Hulya Kayali at [e-mail]