The purpose of the study is to investigate how secondary school students use the social studies course citizenship achievements in their daily lives. One thousand one hundred twelve eighth-grade students studying in secondary schools in the central districts of Diyarbakır in the 2018–2019 academic year and 21 social studies course teachers working in these schools were the participants of the study, which was conducted using converging parallel design, one of the mixed methods. “Secondary School Students’ Use of Social Studies Course Citizenship Achievements in Their Daily Lives Questionnaire” and semi-structured interviews with teachers were used to collect the data. The study’s findings revealed that the students exhibited less participation in expressing their thoughts and social participation behaviors in their daily lives. It was found that the socioeconomic setting, parents’ education levels, their profession, and the number of siblings all have an impact on how well students use the citizenship achievements they have learned in the social studies course in their daily life. Teachers, on the other hand, stated that students are interested in rights and responsibilities, that students fail to fulfill their responsibilities, and that students encounter problems as they use their citizenship achievements in their daily lives because of the environment, the educational system, their families, teachers, and other students. According to the findings of the study, it is suggested that teachers should design teaching activities related to citizenship achievements in the social studies course that they may use in the classroom, at school, and in the surrounding community and that they can connect these activities to the daily lives of the students.
Cite this article as: Iler, Z., & Ersoy, A. F., (2023). Secondary school students’ use of social studies course citizenship achievements in their daily lives. HAYEF: Journal of Education, 20(2), 137-147.