The Effect of Teaching with Web 2.0 Tools on Mathematics Achievement and Retention

Year 2024, , 57 - 66, 29.07.2024

Çiğdem Yilmaz , Aliye Erdem , Işılay Gürel Taş

https://doi.org/10.30786/jef.1490427

Abstract

This study aimed to examine the impact of using Web 2.0 tools in teaching algebraic expressions to 6th-grade students on their mathematical achievement and retention. In the research, a quasi-experimental design was used with pre-test post-test control group, one of the quantitative research methods. The research was conducted in the 2023-2024 academic year with 88 students, 44 in the experimental group and 44 in the control group, studying in the 6th grade of a public school in Yenimahalle District of Ankara. The experimental group received instruction through Web 2.0 tools for three weeks, while the control group followed the textbook-based curriculum during the same period. In the study, the "Algebraic Expressions Achievement Test" was used to determine academic success. SPSS 22.0 pragram was used to analyze the data. Independent Samples t-test, Repeated Measures ANOVA, and Benferroni multiple comparison test were used in the analysis process. The findings indicated a significant difference in the post-test mean scores of algebraic expressions between the experimental and control groups, favoring the experimental group. In conclusion, the use of Web 2.0 tools in teaching algebraic expressions was found to be more effective in enhancing students' academic achievement and retention compared to current teaching methods.

Keywords

Web 2.0 Tools,, algebraic expressions, educational tools, mathematics

Ethical Statement

This study was conducted with the approval number 14/130, obtained during the meeting of the EthicsCommittee of Ankara University on 06.05.2024.

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