The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching

Büşra Alptekin; Zühal Gün Şahin; Zeynep Çavuş Erdem

doi:10.53850/joltida.1787267

The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching

Abstract

In today's digital age, characterized by high levels of distraction, the microlearning method provides an effective and innovative solution for teaching abstract and complex disciplines, such as mathematics. This study examines the potential of microlearning to enhance the learning process by demonstrating its effectiveness in developing conceptual understanding and procedural skills, which form the foundation of mathematics. The purpose of this study is to determine the effect of algebra teaching using the microlearning approach on the conceptual and procedural knowledge of 6th-grade students. The study was conducted with 11 volunteer participants enrolled in the 6th grade. Ten microlearning lesson contents were prepared and implemented on the topic of algebraic expressions. In the study, data was collected with conceptual and procedural knowledge questions and analyzed using descriptive analysis methods. The findings show that the microlearning approach is effective in helping students understand the concept of algebraic expressions. It was concluded that students showed improvement in defining algebraic expressions and understanding that letters represent numbers. In particular, the fact that 81% of students were successful in finding the value of algebraic expressions (procedural knowledge) supports the effect of algebra teaching using the microlearning approach on students' procedural knowledge. It is important to investigate the impact of the microlearning approach not only in algebra but also in other areas of mathematics.

Keywords

Microlearning, algebra teaching, conceptual knowledge, procedural knowledge, middle school students

Ethical Statement

The ethical approval was obtained from the ethical review board of Kilis 7 Aralık University with the date and file number, 3.06.2024-E.53470, decision number, 2024/05.

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Details

Primary Language

English

Subjects

Information Systems Education

Journal Section

Research Article

Authors

Büşra Alptekin
0009-0002-9682-7119
Türkiye

Zühal Gün Şahin ^*
0000-0003-3771-9740
Türkiye

Zeynep Çavuş Erdem
0000-0002-7448-2722
Türkiye

Publication Date

March 17, 2026

Submission Date

September 22, 2025

Acceptance Date

February 19, 2026

Published in Issue

Year 2026 Volume: 11 Number: 2

DOI

https://doi.org/10.53850/joltida.1787267

IZ

https://izlik.org/JA28UP29YK

APA

Alptekin, B., Gün Şahin, Z., & Çavuş Erdem, Z. (2026). The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching. Journal of Learning and Teaching in Digital Age, 11(2), 13-27. https://doi.org/10.53850/joltida.1787267

AMA

1.Alptekin B, Gün Şahin Z, Çavuş Erdem Z. The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching. JOLTIDA. 2026;11(2):13-27. doi:10.53850/joltida.1787267

Chicago

Alptekin, Büşra, Zühal Gün Şahin, and Zeynep Çavuş Erdem. 2026. “The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching”. Journal of Learning and Teaching in Digital Age 11 (2): 13-27. https://doi.org/10.53850/joltida.1787267.

EndNote

Alptekin B, Gün Şahin Z, Çavuş Erdem Z (March 1, 2026) The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching. Journal of Learning and Teaching in Digital Age 11 2 13–27.

IEEE

[1]B. Alptekin, Z. Gün Şahin, and Z. Çavuş Erdem, “The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching”, JOLTIDA, vol. 11, no. 2, pp. 13–27, Mar. 2026, doi: 10.53850/joltida.1787267.

ISNAD

Alptekin, Büşra - Gün Şahin, Zühal - Çavuş Erdem, Zeynep. “The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching”. Journal of Learning and Teaching in Digital Age 11/2 (March 1, 2026): 13-27. https://doi.org/10.53850/joltida.1787267.

JAMA

1.Alptekin B, Gün Şahin Z, Çavuş Erdem Z. The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching. JOLTIDA. 2026;11:13–27.

MLA

Alptekin, Büşra, et al. “The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching”. Journal of Learning and Teaching in Digital Age, vol. 11, no. 2, Mar. 2026, pp. 13-27, doi:10.53850/joltida.1787267.

Vancouver

1.Büşra Alptekin, Zühal Gün Şahin, Zeynep Çavuş Erdem. The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching. JOLTIDA. 2026 Mar. 1;11(2):13-27. doi:10.53850/joltida.1787267

Journal of Learning and Teaching in Digital Age 2023. This is an Open Access journal distributed under the terms of the Creative Commons Attribution International 4.0 (CC BY 4.0) license.

Journal of Learning and Teaching in Digital Age. Open Access Journal, 2023. ISSN:2458-8350

The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching

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