This study aims to examine the impacts of writing-to-learn activities used for social studies teaching on the academic achievement of secondary school students by reporting student views. Using the mixed methods design, the study included 99 6th graders (experimental group n = 32, control group 1 n = 33, control group 2 n = 34) in three different classes of the same school. During the testing, the experimental group was given multiple writing-to-learn activities (i.e. writing a diary, a story, a letter, a fairy tale, and preparing a crossword puzzle), while the control groups were taught through the practices indicated by the current curriculum. In order to determine the impact of writing to learn activities on students ' cognitive learning, the researcher-developed academic achievement test together with a semi-structured interview form reflecting student views on writing to learn activities was used as a data collection tool. The quantitative data were analyzed by descriptive and predictive statistics, while the qualitative data were analyzed by content analysis. The academic achievement of the experimental group was higher than that of the control groups. The experimental group stated that writing-to-learn activities were quite effective on learning since the activities were interesting, intriguing, and entertaining. Writing-to-learn activities can be used to provide students with knowledge and skills concerning the social studies course, contributing to academic achievement.
Social studies, writing-to-learn, academic achievement