Abstract
The objective of this study was to assess the influence of incorporating place-based education (PBE) into Social Studies lessons on the academic attainment and contentment of fourth-grade students. Employing a mixed-methods approach, the efficacy of this initiative was gauged through achievement tests, observations, and semi-structured interviews. Through cluster random sampling, 24 grade four students participated in four months of Social Studies instruction using the PBE method. Data derived from the learning achievement test underwent analysis involving mean scores, standard deviation, and the Wilcoxon signed-rank test. Concurrently, qualitative data from interviews and observations underwent content analysis. The analysis of pretest and post-test scores revealed a marked discrepancy between the post-test mean (x̅= 22.71) and the pretest mean (x̅= 18.63), signifying a substantial 4.08 mean difference. This pointed to a notable improvement in post-test scores in contrast to the pretest. Examination of qualitative data, framed by content analysis principles, demonstrated a noteworthy impact on students' contentment with their learning experiences. The study's findings highlight the potential of extending PBE implementation to other subjects, echoing its positive effects on students' educational engagement and satisfaction.
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