The relationship between cyberloafing levels of primary school students and mathematics success

In this study, the relationship between cyberloafing levels and mathematics course success of 3rd and 4th grade primary school students was examined. The research was conducted using the relational screening model. The population of the study consists of 3rd and 4th grade primary school students studying in Gaziantep in the 2023-2024 academic years. A total of 1002 students, 484 3rd grade students and 518 4th grade students, selected from this universe by proportional cluster sampling method, constitute the sample of the research. As a data collection tool in the study; "Mathematics Achievement Test" developed by Balcı (2019) and "Personal Information Form" and "Cyberloafing Scale for Primary School Students" developed by the researcher were used. According to the education of the research, the success of 3rd grade primary school students in mathematics lessons is above average, and their cyberloafing level is low. No significant difference was found in mathematics achievement and cyberloafing levels according to gender and having a room of one's own. According to the number of siblings variable, it was concluded that as the number of siblings of the students increases, their mathematics success decreases. Primary school 4th grade students' mathematics achievement and cyberloafing levels are above average. It was concluded that male students exhibited more cyberloafing behaviors than female students. No significant difference was found in mathematics achievement and cyberloafing levels according to the number of siblings and having their own room. It has been determined that there is a difference in the mathematics achievement of 3rd and 4th grade primary school students, depending on their pre-school education, in favor of those who received pre-school education. As the education level of the mother and father increases, mathematics course success increases. No significant difference was found in the level of cyberloafing according to the variable of receiving pre-school education and parents' education level. No significant difference was found between daily smart device usage time and mathematics course achievement. However, it has been concluded that as the time spent with the smartphone increases, cyberloafing levels increase. No significant relationship was found between mathematics achievement and cyberloafing levels of 3rd grade primary school students. A negative, weak and significant relationship was found between mathematics achievement and cyberloafing levels of 4th grade primary school students. Keywords: Success, primary school, mathematics, cyberloafing, technology