The effect of Web 2.0 tools on academic performance in primary school 3rd grade mathematics course

Purpose: This research aimed to determine the effects of Web 2.0 technology supported geometry teaching in primary school on student success, as well as to determine the views of teachers and students about the process. When the pre-test and posttest results of the Web 2.0 tools used in geometry teaching were compared, it was determined whether there was a significant difference with the variables. In this direction, the opinions of the experimental group students about Web 2.0 tools were revealed. Method: In this study, the mixed research method, in which quantitative and qualitative data are used together, was used. Embedded design, one of the mixed research methods, was used in the research. Quantitative data of the research were obtained with the measurement tool, the achievement test developed by the researcher and his advisor, and the semi-structured interview form as the qualitative data collection tool. In addition, in this study, quasi-experimental design with pretest-posttest control group was used. The study group of the research consists of 35 3rd grade students studying in a private school in the Tepebaşı district of Eskişehir in the 2020-2021 academic year. The qualitative part of the study consists of 9 students selected according to their pre-test and post-test academic achievements in the experimental group. Quantitative data of the research were analyzed by t-tests and qualitative data were analyzed by content analysis method. Results: There is no significant difference in the use of Web 2.0 tools in 3rd grade mathematics lessons, considering the post-test results in the experimental and control groups. However, when the students in the experimental group were learning with Web 2.0 tools, a significant difference was observed when the pre-test and posttest results were compared. They stated that the use of Web 2.0 tools in the lessons is a meaningful learning by the students, the lessons are fun, and these applications should be used not only in the mathematics lesson but also in different lessons. The views of teachers and students led to the formation of 4 themes related to Web 2.0 tools: Web 2.0 tools' contribution to learning and education, limitations of Web 2.0 tools, positives of Web 2.0 tools, and suggestions for the use of Web 2.0 tools. In addition, considering the collected data, the significant difference in the effect of Web 2.0 tools on learning geometry was reached through qualitative data. Conclusion and Suggestions: According to the achievement test of the research, it was determined that the students in the experimental and control groups were able to comprehend the geometry acquisitions determined at the 3rd grade level in the Mathematics Curriculum. The students in the experimental group expressed a positive opinion about technology integration such as Web 2.0 in the lessons, and it was concluded that these applications could be accepted as course materials. It is thought that the students should be given the opportunity to explore Web 2.0 tools in the courses an that technology integration should be experienced more in the classrooms. Keywords: Technology integration, Educational technology, Web 2.0, Digital material.