The effect of multimedia use on academic achievement and anxiety in elementary school students

This study aimed to investigate the effect of multimedia material covering 4th grade mathematics course fractions topic on students' academic achievement levels, math anxiety levels, computer anxiety levels and thoughts on multimedia. A quasi-experimental design with pre-test-post-test and control group was conducted. The sample of the study consisted of 4th grade students of an elementary school in Karadeniz Ereğli County of Zonguldak Province in the second semester of year 2013-2014. There were two classes and the students in one of the classes were determined to be experimental group and the other control group. The students who did not want to be participated in the study and those who did not respond the tests voluntarily were excluded from the study. Therefore the study was carried out with 31 students in each group: 13 male and 18 female students in the experimental group and 12 male and 19 female students in the control group. In the experimental group, 4th grade fractions topic was given using educational multimedia software based on expert opinions, whereas in the control group the same subject was given using traditional teaching methods. "Fractions Achievement Test", "Mathematics Anxiety Scale for Primary School Students", "Computer Anxiety Scale", and "Student Interview Form" were used as data collection tools. The data were analysed using SPSS.18 software. According to the academic achievement test data, it was concluded that multimedia applications were more effective than traditional teaching methods in terms of improving academic achievement. It is advisable to use multimedia applications in other units of math course and in units of other branches. According to the math anxiety data, neither multimedia applications nor traditional teaching methods were effective in relieving math anxiety of the students. Longer term studies are proposed for subjects such as anxiety, attitudes and self-efficacy. The result of the computer anxiety test data analysis employed in the experimental group revealed that the anxiety existing before the study was significantly reduced. It is recommended that computers should be used as instructional tools during courses and at extracurricular times to reduce students' computer anxiety. The analysis of the student interview forms conducted in the experimental group indicated that multimedia applications helped students in some areas such as effective topic presentation, revising the subjects, increasing the interest in the course and providing a fun study environment. Multimedia applications were recommended to be used effectively in other courses as well in terms of topic presentation, course revision and educational games. Keywords: multimedia, academic achievement, math anxiety, computer anxiety,fractions.