The effect of digital storytelling on 6th-grade students' achievement and attitudes toward mathematics: A case study of the numbers and operations topic

This study aimed to examine the effect of digital story-based mathematics teaching on 6th-grade students' mathematics achievement and their attitudes toward mathematics. The study group consisted of 48 students, including 24 in the experimental group and 24 in the control group, enrolled in a state school in Istanbul during the 2024– 2025 academic year. A mixed-method approach was employed in the research. In the quantitative phase, a quasi-experimental pre-test/post-test control group design was implemented, while the qualitative phase adopted a case study design. Quantitative data were collected using the Mathematics Achievement Test and Mathematics Attitude Scale, followed by qualitative data gathered through semi-structured interviews about digital storytellingbased teaching. This sequential approach rendered the research design explanatory. In the experimental group, lessons were conducted using digital stories, whereas the control group followed the current curriculum. Both groups were administered the Mathematics Achievement Test and the Mathematics Attitude Scale before and after the experimental process. The implementation lasted seven weeks. Quantitative data were analyzed using Jamovi software, employing dependent samples t-tests, paired samples t-tests, and independent samples t-tests. The findings revealed that digital storytelling-based mathematics teaching led to a statistically significant improvement in the mathematics achievement and attitudes of the experimental group. Additionally, students provided generally positive feedback about digital storytelling-based mathematics teaching.