Zewdie, Marew (PhD)Tarekegn, Asnake2022-05-102023-11-052022-05-102023-11-052001-06http://etd.aau.edu.et/handle/123456789/31583The purpose ofthis study was to explore students' experience in social studies classrooms. The study takes place in the context of the recently introduced (1996) second cycle primary schools social studies curriculum in Amhara Region. For the purpose, the perspectives of those who are directly impacted by the curriculum changes-students were the main subjects of the study. In addition, subject teachers, who are close to students, were also the source of information. Moreover, attempts were made to obtain data about the transparency of the teaching-learning processes in enhancing students' experience through systematic observations of classrooms in live situations. Principal findings are that students view the contents and learning experiences of social studies as 'providing them an opportunity to be more sensitive to social and environmental problems', 'to learn some to be better citizens', 'to increase own exposure to people who are different', and the like. Most of the respondents also reflected that, social studies have immediate and direct relevance to the development of their social knowledge, attitudes and skills. The majority of the students believe that the contents and learning experiences are 'enjoyable and stimulating'. The overall attitude of the majority of students toward social studies is found to be 'favorable'. However, this study showed as the majority of students are of the opinion that the contents and learning experiences of social studies are 'difficult', that required them to apply hard efforts to master, 'broad' that required them to cover much contents in so little time, and 'remote ' that required them to handle so unfamiliar facts, concepts, generalizations and the like. Teachers also endorsed the feelings of students regarding the 'difficulty' and 'broadness' of the social studies curricular materials meant for the specified groups. But teachers also condemned students for failures to do reasonable efforts. Then, their response showed a discrepancy from students concerning the 'interest' and 'willingness' of students in accomplishing subject related tasks. Though the social studies teachers reported that they are competent to teach the subject and have a favorable attitude towards their tasks, their instructional attempts in enhancing students' experience is found to be deficient. Students seemed less considered as an agent for their own learning. Meanwhile, they are not provided opportunities to be active. The classroom interaction too, found to be less transparent for the quality and nature of student learning. Therefore, it was concluded that the second cycle primary school students who are found in Western Gojjam and Bahir Dar Administrative Zones are encountered for moderately relevant, interesting and enjoyable but challenging contents and passive learning experiences. Accordingly, the findings from this exploratory study suggest issues like: the need of reinforcing the existing favorable attitudes towards the subject; the need of being aware of the problems that come from introducing the concepts too early; the need of employing active instructional strategies to ensure student learning, and the need of authentic, and valuable atmosphere for two-way classroom interactionenThesis