The effect of digitally enhanced learning environmets on the achievement and attitudes of 6th grade students in the topic of integers

The purpose of this research is to examine the effects of teaching the achievements in the integers sub-learning area, which is in the sixth grade numbers and operations learning domain, in digitally enriched learning environments through digital storytelling on students' academic achievements, attitudes towards mathematics, and students' views on application. The study group of the research consists of 45 sixth grade students from a middle school located in Pozantı district of Adana province. In accordance with the study's objective, a mixed-method research approach, combining both quantitative and qualitative research methods, was adopted, with a preference for the explanatory sequential design. For quantitative data collection, a pre-test-post-test non-equivalent control group quasi-experimental design was used. Initially, experimental and control groups were established. Both groups were administered a pre-test achievement test and attitude scale before the intervention. Subsequently, while mathematics instruction for the experimental group was carried out using digital stories, the control group received no intervention and was taught using the methods included in the existing curriculum. After the intervention, a post-test achievement test and attitude scale were administered to both groups. Qualitative data were collected through interviews with students in the experimental group about their experiences after the intervention. Independent sample t-tests were used for the analysis of quantitative data due to the normal distribution of data for comparisons between groups, and dependent sample t-tests for within-group comparisons; content analysis was utilized for the analysis of qualitative data. The results of the research indicate that mathematics instruction carried out with digital stories significantly improved the academic achievements in mathematics and attitudes towards mathematics of students in the experimental group, positively affecting them. The feedback from the students about the process was positive, indicating that the use of digital stories during lessons generated interest, motivated the students, increased their participation in class, helped them understand the subject, and that the students greatly enjoyed the process.