Analyzing the effects of electronic textbook aided mathematics teaching on 5th grade students' academic achievement, retention, perception of electronic textbooks

Technological developments have affected daily life and technological developments have also affected development of information technologies. Moreover, these developments have changing the methods and speed of information access, so instruction process has been changed, too. In this study, the contribution of the electronic textbook to the learning process and students' perception of electronic textbook and difficultness of the lesson are analyzed. Because of this reason, a quasi-experimental design which consists of control and experiment group is used. Pretest-posttests were used in this process. Data of the study were collected by using the academic achievement test (K-R 20= 0,88), the perception test of the electronic textbook (Cronbach's Alfa=0,883), the feedback form of the difficultness of the lesson and mathematic motivation test (Cronbach's Alfa =0,828) which was developed by Pintrich and was adapted to Turkish by Dr. Sümer Aktan. According to the results' of the study, it is not found any difference between the experiment and control groups' mathematics achievements which are educated with an interactive white board and electronic textbooks accessed on tablet PC's. Furthermore, in the lights of the findings of the retention test, it was found a significant difference between the control and experiment groups' learning retention. Moreover, it is also found that the types of the textbooks affect the students' perception of the contribution of the textbooks on the learning process and the organization of learning environment. Keywords: Electronic Text Book, Perception of Electronic Text Book, Difficultness Perception of the Lesson