The effect of Web 2.0 tools on 4th grade students' geometry achievement

The purpose of this research is to examine the effects of Web 2.0 on the geometry achievement of 4th grade students. The research was conducted with 36 fourth-grade students studying in Isparta during the 2023-2024 academic year. A quasi-experimental design with pre-test and post-test control groups was employed in this study. The students were divided into two groups: an experimental group and a control group, each consisting of 18 students. During the application process of the research, geometry was taught to students in the experimental group for a total of five weeks using Web 2.0-based applications such as GeoGebra and Mathigon, and augmented reality applications. Students in the control group were taught using existing methods. An achievement test covering the units of "Geometric Objects and Shapes" and "Spatial Relations", developed by the researcher and having validity and reliability analyses were conducted, was used as the data collection tool in the study. The SPSS statistical program was utilized for analyzing the data. Kolmogorov-Smirnov and Shapiro-Wilk tests were used for normal distribution, and the t-test for independent samples was used to analyze differences between groups. The findings of the study indicated that the experimental group scored significantly higher on the post-test compared to the control group. This situation reveals that teaching with Web 2.0 tools is more effective than existing methods in helping students understand mathematical concepts. Additionally, a significant increase was observed between the pre-test and post-test scores within the experimental group. The results of the follow-up test conducted on the experimental group after the application were found to prove the permanence of learning. These results highlight that Web 2.0 tools not only enhance student achievement but also support continuous learning. In conclusion, geometry teaching using Web 2.0 tools significantly improves the achievement of 4th grade students. It is therefore recommended that teachers incorporate digital technologies, particularly those supporting three-dimensional thinking, into their lesson planning. Future research should include broader studies examining the use of Web 2.0 tools across different grade levels and various learning areas.