The effect of digital material developed for teaching fraction on students' learning and attitudes

The aim of the current study is to investigate the effects of digital teaching materials on 4th graders' academic achievement on fractions subjet and attitudes towards mathematics and computers. The study was planned with pre-test and post-test control group design. The participants of the study were 60 students studying in a public elementary school in Karabağlar district of İzmir province in 2012. Groups were selected through a pilot study which researcher administered an academic achievement test to the all fourth classess in the school. Initial analyses suggested A and E classess' achievement scores did not differ significanlty, thus these classes were included in the study. Branch A with a class size of 32 was randomly selected as the experimental group. 55% (n = 33) of the participants were male and 45% (n = 27) were female. Experimental group received technology enhanced presentations whereas control group had traditional presentations from the same teacher. Participants had access to interactive digital materials within course hours on the classroom computer. The study took 4 weeks (16 course hours). Data were collected through fractions achievement test, attitude scale towards mathematics and computer attitude scale. Results revealed no significant differences on achivement and computer attitudes scores of between groups. But the mathematics attitudes scores show significant differences between groups. Keywords: Elementary education, fractions, teaching material, digital fraction transparency