The effect of Web 2.0 tool-supported education in first grade of primary school on the mathematics achievement of students with special needs

The aim of this study is to examine the effect of mathematics instruction supported by Web 2.0 tools on the mathematics achievement of students with special needs. The study was conducted during the 2025–2026 academic year with primary school first-grade students receiving special education services in the central district of Muş and the Hasköy district. The study group consisted of 20 students with special needs who were identified by the Guidance and Research Center (RAM) as having mild intellectual disability or specific learning disability and who were attending inclusive education programs on a part-time basis. The research was carried out using a quasi-experimental design with a single-group pre-test–post- test model. During the research process, mathematics instruction was conducted for eight weeks supported by Web 2.0 tools, and digital educational software such as Derslig, Dersekranda, and Matific were used throughout the teaching process. As the data collection tool, a 23-item Mathematics Achievement Test was developed based on the learning outcome "adds one-digit natural numbers with one-digit natural numbers" included in the mathematics curriculum of the Turkish Ministry of National Education. The test was administered as a pre-test before the implementation and as a post-test after the instructional process. The data obtained from the study were analyzed using the SPSS statistical package program. Descriptive statistics were first calculated in the data analysis process. In order to determine whether there was a significant difference between the pre-test and post-test scores, a paired samples t-test was conducted. In addition, effect size (Cohen's d) was calculated to determine the effectiveness of the instructional implementation. The findings of the study revealed that mathematics instruction supported by Web 2.0 tools significantly increased the mathematics achievement of students with special needs. It was determined that post-test scores were considerably higher than pre-test scores and that the effect size was at a very large level. The results indicate that instructional practices supported by Web 2.0 tools constitute an effective approach in supporting the mathematics learning processes of students with special needs. Accordingly, it is suggested that Web 2.0 tools should be used systematically and purposefully in mathematics teaching within special education settings.