摘要：The aim of this study is to determine the effect of the active learningapproach on student achievement in the learning outcomes of the ‘My Town’ unit in thefifth-grade English course in a secondary school. The research was organized accordingto a quasi-experimental design with experimental and control groups. The experimental(n=34) and the control group (n=31) were chosen by a group matching method among11 fifth-grade classes in a secondary school in the Elazığ province of Turkey in the fallsemester of the 2016-2017 academic year. In the data collection process of the study, asemi-structured interview form and an achievement test was formed considering thefifth-grade English course learning outcomes according to the Ministry of NationalEducation (MONE, 2016). The data collected from interviews were analyzed by adescriptive analysis method. In order to determine whether there is a significantdifference between the experimental and the control groups and to examine the effect ofactive learning on permanence, an independent group t-test was used. As a result of thestudy, it was found that active learning activities contributed to the students in theexperimental group in the learning outcomes of the ‘My Town’ unit of the fifth-gradeEnglish course.
