The Multi-complementary Approach to the Effect of Context-Based Learning Practices on Retention

Abstract

The aim of this study is to examine the effect of the Context-Based Learning (CBL) approach on the permanent learning process according to the Multi-complementary Approach (McA) process. The McA, i) Pre-complementary knowledge: Meta-analysis and meta-thematic analysis, ii) Post-complementary knowledge: Experimental design of pretest, posttest, and retention test application in experimental and control groups, and iii) Complementary knowledge: It is a comprehensive evaluation process on the effect of the CBL approach on retention by combining the results obtained from the analysis of the first two stages. In the study, the methodological process was followed according to the steps of the McA. The literature review based on the document analysis on the effect of the CBL approach on retention and the applications made according to the CBL approach showed that CBL is an effective and meaningful approach to the learning process in various issues such as academic achievement, retention, interest in the course and gaining democratic skills. The complementary results on the effect of CBL on retention show that it is an approach that has the potential to grow as an effective method in the social studies course and encourages its more widespread use in the field of social studies.