The effect of digital stories made according to realistic mathematics education on mathematics success, anxiety and attitudes of 4th grade students

This research was conducted to examine the effects of digital stories prepared according to Realistic Mathematics Education on the mathematics achievement, anxiety and attitudes of 4th grade students. Mixed method, which is a pragmatic research approach, was used in the study. Quasi-experimental design with pretest-posttest control group was used in the quantitative dimension of the research and case study design was used in the qualitative dimension. The research was carried out in a public primary school in Tarsus, Mersin. Before the experimental implementation, "Mathematics Achievement Test" was applied to the fourth grade branches of the primary school where the research would be conducted. As a result of the statistical analysis, it was seen that there was no significant difference between the branches. One experiment (23) and two control groups (23+23) were determined by the unbiased assignment method. In the determined experimental group, the teaching was carried out by the researcher using digital stories prepared according to RME, the teaching in one of the control group was carried out by the researcher according to the current curriculum, and the teaching in the other control group was carried out by the classroom teacher according to the current curriculum for 7 weeks. "Mathematics achievement test", "mathematics anxiety scale" and "mathematics attitude scale" were applied to both the experimental group and the control groups before and after the experimental procedure. After 4 weeks from the end of the implementation, "mathematics achievement test", "mathematics anxiety scale" and "mathematics attitude scale" were applied to all groups as permanence tests. In order to support the quantitative data obtained from the study, qualitative data were collected by interviewing the students. Two-factor ANOVA (mixed ANOVA) for mixed measurements and t-Test for related measurements were used in the analysis of the quantitative data obtained from the study. Descriptive analysis was used in the analysis of the qualitative data obtained from the research. As a result of the statistical analyzes, it was found that digital stories prepared according to RME had a positive effect on the increase of students' academic success and students' mathematics attitude, but did not have an effect on mathematics anxiety. In addition, statistical analyzes have shown that digital stories prepared according to GME have no effect on permanence. The qualitative findings of the research indicated that all of the students in the experimental group understood the given activities better with digital stories prepared according to RME, that the activities contributed to producing solutions to the problems they encountered in daily life, that they liked the lessons that were held with digital stories prepared according to RME, that they liked the classroom environment during the implementation of the activities. Keywords: Realistic mathematics education, digital storytelling, mathematics achievement, anxiety, attitude