The effect of using digital instructional materials on course academic achievement and motivation in the Religious Culture and Moral Knowledge course

The aim of this study is to investigate whether the use of digital instructional materials in the Religious Culture and Moral Knowledge course has an effect on students' academic achievement and course motivation and if so, to determine the extent of this effect. The research was conducted using a mixed-method approach, and an explanatory sequential design, in which quantitative and qualitative data were collected consecutively, was preferred. While forming the study group, a purposive sampling method was used in accordance with the structure of the research. The study group of the research consists of 54 sixth-grade students studying at a middle school in the central district of Afyonkarahisar during the 2023–2024 academic year. Of these students, 27 are in the experimental group and 27 are in the control group. The implementation was carried out on the second unit of the 6th grade Religious Culture and Moral Knowledge course, titled "Prayer." The quantitative data of the research were collected using the "Prayer Unit Achievement Test" prepared by the researcher and the "Religious Culture and Moral Knowledge Course Motivation Scale" developed by Çelik (2016), while the qualitative data were obtained through structured observation and a focus group interview conducted with students in the experimental group. The quantitative data were uploaded to a statistical software program and analyzed using descriptive analysis, dependent and independent groups t-tests, and the Wilcoxon Signed-Rank Test (WSRT) and the Cohen d test for the effect size tests. For the analysis of qualitative data, the content analysis method was used. As a result of the research, it was found that the use of Web 2.0 tools and digital materials in lessons positively contributes to academic achievement. Similarly, it was concluded that motivation scores, which were similar at the beginning, differed in favor of the experimental group at the end of the implementation. The qualitative data of the research also support the quantitative data. According to the findings obtained from the interviews and observation notes, it can be said that students exhibit a positive attitude towards digital materials, find digital materials interesting and useful, and believe that these materials contribute to reinforcing what is learned. Additionally, digital materials play an important role in identifying learning gaps and ensuring that all students actively participate in the lesson. However, it was observed that in lessons where digital materials are used, students experience anxiety about giving wrong answers, hesitate due to fear of being mocked by their peers, and become bored when the duration is prolonged. These issues can be considered among the limitations of using digital materials.