Development of ADDIE Instructional Design Model Based Social Participation Skills in Secondary School Students

The increasing prevalence of contemporary social problems, together with citizens’ indifference toward these issues, indicates a deficiency in individuals’ social participation skills. This concern, which serves as the foundation of the present study, seeks to enhance secondary school students’ social participation skills while providing social studies teachers with a systematic framework to support the development of these competencies. In this context, this study designed the process of developing social participation skills for 5th graders by following the stages of the ADDIE instructional design model within the scope of the social studies course. The study adopted a mixed-methods research design that integrated quantitative and qualitative approaches. The analysis and evaluation phases employed a case study design, while the design, development, and implementation phases were structured around activity-based and problem-centered instructional design models. The sample group of the study consisted of social studies teachers and 5th graders in Gölcük District of Kocaeli Province. The findings indicate that the activities implemented to foster social participation skills enhanced fifth graders’ awareness of social issues, increased their level of social consciousness, and contributed to more positive perceptions of non-governmental organizations. In addition, a statistically significant difference was observed between students’ pretest and posttest scores on the social participation skills assessment.