THE EFFECT OF TEACHING MATHEMATICS WITH DIGITAL STORIES ON ACADEMIC SUCCESS AND MATHEMATICS ANXIETY

Yıl 2023, Cilt: 5, 250 - 268, 20.10.2023

Gülengül Tosun , Ruhşen Aldemir Engin

https://doi.org/10.48166/ejaes.1356417

Öz

Digital Storytelling, which is formed by adding technological elements to traditional storytelling, has been frequently used in education recently. This method, which is also used in mathematics education, contributes to students in both cognitive and affective dimensions. For this reason, the aim of this study is to examine the effects of digital storytelling supported education on the academic achievement of sixth grade students in Integers and Absolute Value and their mathematics anxiety levels. Pre-test post-test experimental design was used. The study group consists 20 middle school students. An achievement test prepared by the researchers was used to measure success, and a scale to determine the level of math anxiety was used to measure anxiety. The test and scale were applied twice, at the beginning and at the end of the process. In the process, teaching was carried out using digital stories prepared by the researchers. SPSS package program was used in the analysis of the data and the dependent sample t-test was used. At the end of the research, it was seen that digital story-supported education positively affected the academic success of the students, but did not affect the anxiety level.

Anahtar Kelimeler

digital storytelling, achievement, math anxiety, integers and absolute value

Kaynakça

• Altıkardeş, E., & Yiğit- Koyunkaya, M. (2021). Evaluation of a technology-supported ınstruction process designed for the subject of solids. Mersin University Journal of the Faculty of Education, 17(1), 41-76. https://dio.org/10.17860/mersinefd.715862
• Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14, 243-248.
• Başaran, H. (2019). The effect of 4th grade social studies course supported by digital stories on academic achievement, attitudes, motivation, metacognitive thinking and decision making strategies (Unpublished masters thezis). Recep Tayyip Erdoğan University, Turkey.
• Büyükcengiz, M. (2017). The effect of digital storytelling method on elementary school students 'academic successes, scientific process skills, and attitudes towards the course in the context of science course. (Unpublished masters thezis). Akdeniz University, Turkey.
• Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni. SPSS uygulamaları ve yorum (Gözden geçirilmiş yirmi birinci baskı). Ankara: Pegem Yayıncılık.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel Araştırma Yöntemleri (15. Baskı). Ankara: Pegem Akademi.
• Chan, C. (2019). Using digital storytelling to facilitate critical thinking disposition in youth civic engagement: A randomized control trial. Children and Youth Services Review, 107, 104522. https://doi.org/10.1016/j.childyouth.2019.104522
• Chen, H. L., & Chuang, Y. C. (2021). The effects of digital storytelling games on high school students' critical thinking skills. Journal of computer assisted learning, 37(1), 265-274. https://doi.org/10.1111/jcal.12487
• Chen, Y. C. (2019). Effect of mobile augmented reality on learning performance, motivation, and math anxiety in a math course. Journal of Educational Computing Research, 57(7), 1695-1722. https://doi.org/10.1177/07356331198540
• Choe, K. W., Jenifer, J. B., Rozek, C. S., Berman, M. G., & Beilock, S. L. (2019). Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making. Science Advances, 5(11), eaay1062. https://doi.org/10.1126/sciadv.aay1062
• Choo, Y. B., Abdullah, T., & Nawi, A. M. (2020). Digital storytelling vs. Oral storytelling: An analysis of the art of telling stories now and then. Universal Journal of Educational Research, 8(5A), 46-50. https://doi.org/10.13189/ujer.2020.081907
• Çakici, L. (2018). The effect of digital story based teaching on mathematics of student's academic achievement motivation and attitude towards mathematical activities (Unpublished masters thezis). Gaziantep University, Turkey.
• Çapan, S. A. (2020). Using digital storytelling to handle second language writing anxiety and attitudes: a longitudinal experiment. In New Technological Applications for Foreign and Second Language Learning and Teaching (pp. 157-178). IGI Global.
• Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39, 100760. https://doi.org/10.1016/j.tsc.2020.100760
• Çokyaman, M., & Çelebi, M. (2021). The effect of Digital Storytelling (DST) on academic achievement in foreign language teaching Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(2), 994-1035.
• Demetgül, Z. (2018). Reflections from absolute value teaching in a technology equipped classroom: A research on the action (Unpublished doctoral dissertation). Karadeniz Technical University, Turkey.
• Dinçer, B., & Yılmaz, S. (2019). An experimental study on the investigation of the effect of digital storytelling on teaching of the concept of range. International Journal of New Trends in Arts, Sports & Science Education, 8(2), 49-57.
• Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years?. Frontiers in Psychology, 7, 508. https://doi.org/10.3389/fpsyg.2016.00508
• Erdem, E., Başıbüyük, K., Gökkurt, B., Şahin, Ö., & Soylu, Y. (2015). Difficulties in teaching whole numbers and suggested solutions. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 97-117. https://doi.org/10.17556/jef.53497
• Gömleksiz, M. N., & Pullu, E. K. (2017). The effect of dıgıtal storıes developed by usıng Toondoo on students’ academic achıevement and attıtudes. Electronic Turkish Studies, 12(32), 95-110. https://doi.org/10.7827/TurkishStudies.12717
• Haase, V. G., Guimarães, A. P. L., & Wood, G. (2019). Mathematics and emotions: The case of math anxiety. International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom, 469-503. https://doi.org/10.1007/978-3-319-97148-3_29
• Hanifah, N., Afidah, L. N., Soraya, A. I., & Ardiansyah, A. S. (2023, February). Study Literature of ICT toward Mathematics Anxiety for Students. In PRISMA, Prosiding Seminar Nasional Matematika (Vol. 6, pp. 120-125).
• Huang, X., Zhang, J., & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: The gender moderating effect. European Journal of Psychology of Education, 34, 621-640. https://doi.org/10.1007/s10212-018-0403-z
• Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Journal of Educational Technology & Society, 15(4), 368-379.
• Irhamna, I., Amry, Z., & Syahputra, H. (2020). Contribution of mathematical anxiety, learning motivation and self-confidence to student’s mathematical problem solving. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(4), 1759-1772. https://doi.org/10.33258/birle.v3i4.1343.g1806
• İlhan, M. & Öner-Sünkür, M. (2012). Predictive power of math anxiety, positive and negative perfectionism for 8th grade students’mathematıcs achievement. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8 (1) , 178-188.
• Kaeophanuek, S., Na-Songkhla, J., & Nilsook, P. (2019). A learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). International Journal of Emerging Technologies in Learning (Online), 14(3), 22-37. https://doi.org/10.3991/ijet.v14i03.8326
• Karaoğlan Yılmaz, F. G., Gökkurt Özdemir, B. ve Yaşar, Z. (2017, Mayıs 24-26). İlkokul öğrencilerinin kesirlerle ilgili hata ve kavram yanılgılarının giderilmesinde dijital hikâyelerle tasarlanan etkinliklerin uygulanması: Bir eylem araştırması [Bildiri özet metni]. I. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu, Malatya, Türkiye.
• Karataş, F. (2020). The effect of using digital storytelling on academic achievement and permanence in primary school 3rd grade science course (unpublished masters thezis). Gazi University, Turkey.
• Kaskens, J., Segers, E., Goei, S. L., van Luit, J. E., & Verhoeven, L. (2020). Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development. Teaching and Teacher Education, 94, 103096. https://doi.org/10.1016/j.tate.2020.103096
• Katifori, A., Perry, S., Vayanou, M., Antoniou, A., Ioannidis, I. P., McKinney, S., ... & Ioannidis, Y. (2020). “Let them talk!” exploring guided group interaction in digital storytelling experiences. Journal on Computing and Cultural Heritage (JOCCH), 13(3), 1-30.
• Kim, D., Coenraad, M., & Park, H. R. (2021). Digital storytelling as a tool for reflection in virtual reality projects. Journal of Curriculum Studies Research, 3(1), 101-121. https://doi.org/10.46303/jcsr.2021.9
• Kocaman-Karoğlu, A. (2016). Teachers’ opinions about digital storytelling in preschool education. Turkish Online Journal of Qualitative Inquiry, 7(1), 175-205. https://doi.org/10.17569/tojqi.87166
• Korucu, A. T. (2020). The effect of digital stories used in science education on academic achievement, digital empowerment and ınquiry skills of teacher candidates. Kastamonu Education Journal, 28(1), 352-370. https://doi.org/10.24106/kefdergi.3617
• Körükcü, E. (2008). The effect of learning integers using visual materials on 6th grade students' success in mathematics (Unpublished masters thezis).Marmara University, Turkey.
• Küçükoğlu, U., & İncikabı, L. (2020). An ınvestigation on digital stories ın the context of mathematic history of secondary school students. Gaziantep University Journal of Educational Sciences , 4(2), 140-162.
• Lambert, J. (2009). Where it all started: The centre for digital storytelling in California. In J. Hartley & K. McWilliam. (Eds.), Story circle digital storytelling around the world (pp. 79-90). Oxford, UK: Wiley-Blackwell.
• Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 311-322. https://doi.org/10.2147/PRBM.S141421
• Macmull, M. S., & Ashkenazi, S. (2019). Math anxiety: The relationship between parenting style and math self-efficacy. Frontiers in Psychology, 10, 1721. https://doi.org/10.3389/fpsyg.2019.01721
• MoNE (2018). Mathematics course curriculum (Primary and Secondary School 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades).Ankara
• Munggaran, D. S., Rachmawati, T. K., & Sholihah, W. (2022, July). Mathematics Anxiety in Online Mathematics Learning. In Gunung Djati Conference Series (Vol. 12, pp. 23-29).
• Nair, V., & Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability, 13(17), 9829. https://doi.org/10.3390/su13179829
• Newstead, K. (1998). Aspects of children's mathematics anxiety. Educational Studies in mathematics, 36, 53-71.
• Niemi, H., & Niu, S. J. (2021). Digital storytelling enhancing Chinese primary school students’ self-efficacy in mathematics learning. Journal of Pacific Rim Psychology, 15, 1834490921991432. https://doi.org/10.1177/1834490921991432
• Özerbaş, M. A., & Öztürk, Y. (2017). The effect of dıgıtal story usage on academıc success, motıvatıon and permanentıty ın Turkısh course. Turkish Science Research Foundations, 10(2), 102-110.
• Özpinar, İ. (2017). Preservice mathematics teachers' opinions on the use of digital stories and ınstructional environments. Bartin University Journal of Faculty of Education, 6(3), 1189-12. https://doi.org/10.14686/buefad.340057
• Öztop, F., & Toptaş, B.(2022). Effectiveness of ınstructional ınterventions in reducing mathematics anxiety: a meta-analysis on studies conducted in Turkey. Inonu University Journal of the Faculty of Education, 23(3), 1324-1347. https://doi.org/10.17679/inuefd.1148039
• Pala, F. (2021). The effect of using digital stories in the context of the social studies lesson journey to history unit on student academic achievement and retention. Dumlupınar University Graduate School of Education Journal, 5(2), 43-58.
• Parsazadeh, N., Cheng, P. Y., Wu, T. T., & Huang, Y. M. (2021). Integrating computational thinking concept into digital storytelling to improve learners’ motivation and performance. Journal of Educational Computing Research, 59(3), 470-495. https://doi.org/10.1177/0735633120967
• Rahimi, M., & Soleimany, E. (2015). The Impact of Digital Storytelling on EFL learners' Listening Anxiety. Information and Communication Technology in Educational Sciences, 6(1 (21)), 87-111.
• Robin, B. (2006). The Educational Uses of Digital Storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006-Society for Information Technology & Teacher Education International Conference (pp. 709-716). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/22129/.
• Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228. https://doi.org/10.1080/00405840802153916
• Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29.
• Robin, B. R., & McNeil, S. G. (2019). Digital storytelling. The International Encyclopedia of Media Literacy, 1-8. Doi:10.1002/9781118978238.ieml0056
• Rossiter, M. & Garcia, P.A. (2010). Digital Storytelling: A New Player on the Narrative Field. New Directions for Adult and Continuing Education, 126, 37-48.
• Sade, A. (2020). The effect of coding instruction on 6th grade students computational thinking skills and math anxiety and perceptions of problem solving (unpublished masters thezis). Mersin University, Turkey.
• Sherman, B. F., & Wither, D. P. (2003). Mathematics anxiety and mathematics achievement. Mathematics Education Research Journal, 15(2), 138-150.
• Skagerlund, K., Östergren, R., Västfjäll, D., & Träff, U. (2019). How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing. PloS one, 14(1), 1-17. https://doi.org/10.1371/journal.pone.0211283
• Stork, M. G. (2020). Supporting twenty-first century competencies using robots and digital storytelling. Journal of Formative Design in Learning, 4(1), 43-50. https://doi.org/10.1007/s41686-019-00039-w
• Suren, N., & Kandemir, M. A. (2020). The effects of mathematics anxiety and motivation on students’ mathematics achievement. International Journal of Education in Mathematics, Science and Technology, 8(3), 190-218.
• Süren, N. (2019). Investigation of the effect of anxiety and motivation on mathematics achievement(Unpublished masters thezis). Balıkesir University, Turkey.
• Szczygieł, M., & Pieronkiewicz, B. (2022). Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons. Mathematical Thinking and Learning, 24(3), 248-266. https://doi.org/10.1080/10986065.2021.1882363
• Şandır, H., Ubuz, B., & Argün, Z. (2002). andır, H., Ubuz, B., & Argün, Z. (2002 0). Ortaöğretim 9 sınıf öğrencilerinin mutlak değer kavramındaki öğrenme hataları ve kavram yanılgıları. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, (September 2002), Ankara - TURKEY. http://old.fedu.metu.edu.tr/ufbmek-5/netscape/b_kitabi/b_kitabi.htm
• Şentürk, B. (2010). The relationship between 5th grade students? general achievement, mathematics achievement and attitudes toward mathematics and mathematics anxiety (Unpublished masters thezis). Afyon Kocatepe University, Turkey.
• Truttschel, W. J. (2002). Mathematics anxiety at Chippewa Valley Technical College. Erişim adresi: https://minds.wisconsin.edu/bitstream/handle/1793/40703/2002truttschelw.pdf?sequence=1
• Ulum, E. & Yalman, F. E. (2018). Examining the effects of preparing digital storytelling in science and technology course on the academically ınadequate students spending much time on computers. . Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education , 12(2), 306-335. https://doi.org/10.17522/balikesirnef.506446
• Wu, J., & Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786. https://doi.org/10.1016/j.compedu.2019.103786
• Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.
• Yenilmez, K., & Avcu, T. (2009). Primary school students’ difficulties in learning absolute value. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (12), 80-88.
• Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers in Psychology, 10, 1-17. https://doi.org/10.3389/fpsyg.2019.01613