Bu araştırma ile birleştirilmiş sınıflarda ve bağımsız sınıflarda verilen eğitimin karşılaştırmasını yapmak, sınıfların birleştirilme şekline ve öğrencilerin cinsiyetine göre öğrenci başarısında fark olup olmadığını belirlemek amaçlanmıştır. Birleştirilmiş sınıflarda öğrenim gören 1154 4. sınıf öğrencisi ve bağımsız sınıflarda öğrenim gören 724 4. sınıf öğrencisi araştırmanın örneklemini oluşturmaktadır. Araştırmada, verilerin çözümlemesi için t-testi kullanılmıştır. Elde edilen bulgulara göre; 4. sınıf öğrencilerinin birleştirilmiş ya da bağımsız sınıflarda öğrenim görmesinin, sosyal bilgiler dersinin kazanımlarına erişimi etkileyen bir faktör olduğu söylenebilir. Bunun yanında birleştirilmiş sınıflarda öğrenim gören 4. sınıf öğrencilerinin cinsiyetlerine göre sosyal bilgiler dersinin kazanımlarına erişim düzeyleri arasında anlamlı bir fark bulunamamıştır.

Purpose: In our country, problems related to multi-grade class teaching which is based on teaching more than one class at the same time occurring as a result of socio-economic and geographical conditions especially in rural areas are required to be understood and solution offers to these problems should be developed. Therefore teaching in multi-grade classes should be examined in all aspects. In this respect, the findings of this study will provide great benefits to the teachers working in multi-grade classrooms, to the supervisors who guide teachers and prospective teachers studying at Faculty of Education, Department of Elementary School Teaching. This research was conducted to determine to what extent 4th-class students in multi-grade classes reach the educational attainments anticipated in Social Studies courses and thus their achievements. To achieve this goal, the following questions were asked. 1. Are there any significant differences between 4th grade students attending multi-grade classes and those attending independent classes with respect to the students attainment levels of Social Studies curriculum goals? 2. Are there any significant differences between 4th grade students attending multi-grade classes handled by one teacher and those attending multi-grade classes handled by two or more than two teachers with respect to the students attainment levels of Social Studies curriculum goals? 3. Are there any significant differences between 4th grade male and female students attending multi-grade class with respect to the students attainment levels of Social Studies curriculum goals? Method Sample: The research sample consists of 1154 fourth grade students in multi-grade classes and 724 fourth grade students in independent classes. Data Collection Tool: Data were obtained using an "Information Form" and a "Social Studies Achievement Test" developed by the researcher. To develop Social Studies Achievement Test , İyi ki Var unit in Social Studies course book was chosen. Cronbach's alpha internal consistency coefficient of 36-item Social Studies Achievement Test was calculated as 0.9074. Results: Significant difference was observed between students in multi-grade classes and students in independent classes with respect to their attainment levels of Social Studies curriculum goals. No significant difference was observed between 4th grade students attending multi-grade class handled by one teacher and those attending multi-grade class handled by two or more than two teachers with respect to students attainment levels of Social Studies curriculum goals. There was no significant difference between 4th grade male and female students attending multi-grade classes with respect to students attainment levels of Social Studies curriculum goals. Discussion & Conclusion: Study results revealed a significant difference between students in multi-grade classes and students in independent classes with respect to students attainment levels of Social Studies curriculum goals. This difference was in favor of 4th grade students studying in independent classes. In multi-grade classes, the class type whether multi-grade or independent can be considered as a factor affecting teaching major courses. From this point of view, it is possible to say that having multi-grade or independent classes is an important factor affecting teaching courses in primary school curriculum which was prepared with the spiral education understanding. As most of the multi-grade classes are in rural areas, environmental factors may have an effect on this result. Study results also revealed significant differences between students attending multi-grade class and those attending independent class with respect to students attainment levels. In consequence of this result, it can be concluded that students attending independent classes are more successful than those in multi-grade class. Having independent or multi-grade classes can be considered as a factor affecting the students success. No significant difference was observed between 4th grade students attending multi-grade class handled by one teacher and those attending multi-grade class handled by two or more than two teachers with respect to students attainment levels of Social Studies curriculum goals. In accordance with this result, it can be concluded that multi-grade class teaching handled by two or more than two teachers does have a significant affect on students achievement as long as independent class teaching is provided. The major factor affecting student success is the type of class, either multi-grade or independent. No significant difference was observed between 4th grade male and female students attending multi-grade classes with respect to students attainment levels of Social Studies curriculum goals. Our study findings are consistent with those in the study conducted by Candan (1990) on primary school 5th grade students attainment levels of Social Studies and Science curriculum goals with respect to gender. The results obtained in this study have revealed that the use of programs that are being implemented in independent classes in multi-grade classes has negative effects on students success. In this context, a new program constructed for the needs of multi-grade classes should be implemented. Additionally, courses on the multi-grade class teaching applications may be scheduled in primary school teaching programs. In-service training programs on teaching in multi-grade classes and directed to solve the problems of teachers may be arranged at certain intervals for the teachers working in multi-grade schools. Mentoring/educational coaching may be an alternative approach. When this issue is considered in terms of gender, we can say that training in multi-grade classrooms minimizes the differences between male and female students. Additionally, since the differences between boys and girls at this age are not prominent, this result can be considere