The impact of using web 2.0 tools on student achievement and attitude in teaching the geography lesson topic of economic activities and natural resources

This study aimed to investigate the impact of utilizing Web 2.0 tools, including Canva, Kahoot, Mentimeter, and Padlet, on the academic achievement of 11th-grade students in the "Economic Activities and Natural Resources" topic within geography lessons. Additionally, the study sought to examine students' attitudes towards these instructional tools. The research employed a Pre-Test-Post-Test Control Group Design Model with 84 11th-grade students enrolled at TOKİ Social Sciences High School in the central district of Afyonkarahisar during the 2023-2024 academic year. In the experimental phase, 39 students from class 11-G and 11-I participated in the experimental group, while 45 students from class 11-C and 11-E formed the control group. The experimental group received geography instruction using Web 2.0 tools, while the control group was taught through computer-assisted geography instruction. To collect the research data, the researcher utilized the Economic Activities and Natural Resources Achievement Test, comprising 22 questions, and the Attitude Scale towards Geography Teaching with Web 2.0 Tools, consisting of 11 questions. The statistical analysis of the obtained data was performed using SPSS 27.0 (Statistical Package for Social Science) software. Specifically, the researchers employed Independent Groups T-Test, Dependent (Paired) Samples T-Test, and item statistical analyses to address the research sub-objectives. The findings of the study indicate that geography teaching supported by Web 2.0 tools did not significantly affect students' academic achievement in the topic of Economic Activities and Natural Resources. This suggests that the use of Web 2.0 tools, such as Canva, Kahoot, Mentimeter and Padlet, in the teaching of the Economic Activities and Natural Resources topic in geography lessons yields similar academic outcomes as computer-assisted geography teaching. However, the study revealed that students' attitudes towards geography teaching supported by Web 2.0 tools were positive. In conclusion, the study recommends the incorporation of Web 2.0 tools to enhance the efficiency of educational activities. Further research can be conducted to explore the impact of Web 2.0 tools on different topics and grade levels within geography instruction. Keywords: Web 2.0 tools in Geography Teaching, Geography, Attitude, Achievement