The impact of practices supported by web 2.0 tools on sixth grade students' academic achievement, metaphorical perceptions and variations in the use of web 2.0 tools

In this study, the effects of applications supported by Web 2.0 tools on sixth grade students' academic success in the force and motion unit, metaphorical perception of the concepts of force and motion, and their awareness of the use of Web 2.0 tools were examined. Quantitative and qualitative research methods were used together as data collection tools. The research model is a sequential explanatory design, which is one of the mixed designs. The quantitative part of the study was designed according to the quasi-experimental design with pretest-posttest control group. In the formation of the study group, students were included in the study according to the appropriate (easily accessible) sampling method from purposive sampling methods. "Personal Information Form", "Academic Achievement Test", "Metaphorical Perception Form" and "Awareness Scale for Web 2.0 Tools" were used as quantitative and qualitative data collection tools. In the analysis of quantitative data, paired t-test was used to compare pre-test and post-test scores in cases with normal distribution, and Wilcoxon signed-rank test was used in cases without normal distribution. Qualitative data obtained from the metaphorical perception form were analyzed by content analysis. In the findings of the study, there is a significant difference between the awareness of the students in the experimental and control groups towards the use of Web 2.0 tools after the application in favor of the experimental group. When the academic achievement scores were examined, there was a significant difference between the pre-test and post-test academic achievement scores of the students in the experimental group in favor of the post-tests. There is a significant difference between the academic achievement of the students in the experimental and control groups after the study in favor of the experimental group. As a result, it was determined that the applications supported with Web 2.0 tools positively improved students' academic achievement, awareness of the use of Web 2.0 tools and metaphorical perceptions.