Examining the effect of using Web 2.0 tools in 6th grade information technologies and software course on academic achievement and attitude towards the course

The aim of this study is to determine whether the activities and applications made with Socrative, Draw.io and Wordwall Web 2.0 tools in the teaching of 'Programming and Problem Solving' topics in the 5th unit of the 6th grade 'Information Technologies and Software' course have an effect on students' academic achievement, attitudes towards the course and students' opinions about the use of Web 2.0 tools in the course. In this study, in order to examine the effect of Web 2.0 technologies on academic achievement and attitudes in 6th grade Information Technologies and Software courses, an unequalised quasi-experimental research design with pre-test and post-test, experimental and control groups was used. The study group of the research consists of a total of 60 students, one experimental and one control group, studying in the 6th grade in a secondary school in Kepez district of Antalya province in the 2022-2023 academic year. The study lasted 5 weeks in all groups. During the five-week implementation period, the experimental group students were taught with web 2.0 tools, while the control group students were taught normally. In the study, 'Information Technologies Academic Achievement Test' and 'Information Technologies Attitude Scale' were used to collect quantitative data within the framework of quasi-experimental design with pre-test post-test control group. Among the scales used, the KR-20 reliability coefficient of the Information Technologies Academic Achievement Test was calculated as .93, and the Cronbach Alpha reliability coefficient of the Attitude Towards Computers Scale was calculated as .88. Interview form was used to collect qualitative data. In the quantitative data section, Dependent (Related) Samples T Test was used in the data analysis of the pre-test and post-test scores within the groups, while Independent (Unrelated) Samples T Test was used in the analysis of the data between the groups. Content analysis method was used to analyse qualitative data. As a result of the analysis of the data collected as a result of the research, a significant difference was found between the post-test scores of the experimental group in which web 2.0 tools applications were carried out and the post-test scores of the control group in which the normal curriculum was used. This difference was found to be in favor of the experimental group. It was concluded that Web 2.0 applications increased academic achievement in ICT teaching. It can be stated that teaching using Web 2.0 applications has a wide effect on increasing students' academic achievement (.94). There was no statistically significant difference in the attitude scores of the students towards the course in the experimental group. Students had a positive opinion about the use of Web 2.0 tools in lessons.