Impact of Worked-Out Examples via a Web 2.0 Tool on Fifth Graders' Achievement, Attitudes, and Motivation in Mathematics
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| Title: | Impact of Worked-Out Examples via a Web 2.0 Tool on Fifth Graders' Achievement, Attitudes, and Motivation in Mathematics |
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| Language: | English |
| Authors: | Nese Gökdeniz Tahiroglu (ORCID |
| Source: | Journal of Pedagogical Research. 2025 9(4):202-224. |
| Availability: | Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Grade 5, Public Schools, Mathematics Education, Fractions, Web 2.0 Technologies, Mathematics Achievement, Student Attitudes, Student Motivation, Electronic Learning, Educational Technology, Technology Uses in Education, Technology Integration, Intervention |
| Geographic Terms: | Turkey (Istanbul) |
| ISSN: | 2602-3717 |
| Abstract: | This research examines the effects of worked-out examples, grounded in Cognitive Load Theory, which incorporate different solution methods through the Nearpod application--a Web 2.0 tool--on fifth-grade students' achievement in fractions, as well as their attitudes and motivation towards mathematics. The study group consisted of 77 fifth-grade students from two separate classes at a public secondary school in Istanbul. These two classes were randomly assigned, with one serving as the control group and the other as the experimental group. The intervention lasted for six weeks. The research was conducted using an explanatory sequential mixed design, which included both quantitative and qualitative methods. Quantitative data were collected through fraction achievement tests, a mathematics motivation scale, and a mathematics attitude scale. Qualitative data were obtained from students' responses to interview questions to evaluate the effectiveness of the intervention. The findings revealed a statistically significant improvement in the post-test scores for fractions achievement, mathematics motivation, and attitudes towards mathematics in favor of the experimental group, even after controlling for pre-test scores. The results of the interviews also supported these findings, with all interviewed students stating that they found the intervention helpful and engaging. This study contributes to the growing body of literature on the integration of technology in mathematics education, highlighting the need for further research on the application of different solution strategies in digital learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483373 |
| Database: | ERIC |
| Abstract: | This research examines the effects of worked-out examples, grounded in Cognitive Load Theory, which incorporate different solution methods through the Nearpod application--a Web 2.0 tool--on fifth-grade students' achievement in fractions, as well as their attitudes and motivation towards mathematics. The study group consisted of 77 fifth-grade students from two separate classes at a public secondary school in Istanbul. These two classes were randomly assigned, with one serving as the control group and the other as the experimental group. The intervention lasted for six weeks. The research was conducted using an explanatory sequential mixed design, which included both quantitative and qualitative methods. Quantitative data were collected through fraction achievement tests, a mathematics motivation scale, and a mathematics attitude scale. Qualitative data were obtained from students' responses to interview questions to evaluate the effectiveness of the intervention. The findings revealed a statistically significant improvement in the post-test scores for fractions achievement, mathematics motivation, and attitudes towards mathematics in favor of the experimental group, even after controlling for pre-test scores. The results of the interviews also supported these findings, with all interviewed students stating that they found the intervention helpful and engaging. This study contributes to the growing body of literature on the integration of technology in mathematics education, highlighting the need for further research on the application of different solution strategies in digital learning environments. |
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| ISSN: | 2602-3717 |
