The effect of mathematics teaching supported by web 2.0 tools on the academic success of secondary school student

The purpose of this research is to examine the effect of teaching with Web 2.0 tools in the 4th unit of the 6th grade mathematics course on students' academic success, retention and mathematics attitudes. This study has an intervention design, which is one of the mixed methods studies in which quantitative and qualitative data are collected. The study group of the research consists of secondary school students at a public school in Hasankeyf district of Batman province in the 2022-2023 academic year. The number of participants in this study is 48 secondary school students in total. 24 of these students constitute the experimental group and 24 constitute the control group. In the research, the teaching of the 4th Unit of the mathematics course was carried out using eight different Web 2.0 tools (Learningapps, Socrative, Quizizz, Matific, Wordwall, Flippity, Pixton and Powtoon) in the experimental group, while traditional mathematics teaching based on the mathematics curriculum was carried out in the control group. The duration of the study is 8 weeks. The research was limited to 8 outcomes of the 4th unit of the 6th grade. Quantitative and qualitative data collection tools were used within the scope of the research. The quantitative data of the research were obtained using Algebraic expressions and Data Analysis Achievement Test (CVBT) and Mathematics Attitude Test (MTT) scales. Among these data collection tools, Algebraic expressions and Data Analysis Achievement Test (CVBT) were developed by the researcher. Student diaries were used for the qualitative data of the research. For the analysis of quantitative data, descriptive statistics, t-Test, ANOVA test were used using the SPSS package program. Content analysis techniques were used to analyze qualitative data. As a result of the research, it was seen that the use of Web 2.0 tools in mathematics teaching increased students' academic success and positively affected their retention and attitudes towards mathematics lessons. Based on these results, it is evaluated that Web 2.0 tools should be used more frequently in mathematics education. Again, suggestions have been made that teachers can pay attention to when using Web 2.0 tools in mathematics teaching. Key Words: Student Diaries, Mathematics Teaching, Web 2.0 Tools, Instructional Technologies.