Abstract
This research aimed to examine the effects of Web 2.0 tools on mathematics achievement and retention in 6th-grade Algebraic Expressions. The study employed a quasi-experimental design with a pre-test post-test control group design, one of the quantitative research methods. It was conducted during the 2023-2024 academic year with 88 students—44 in the experimental group and 44 in the control group—studying in the 6th grade of a public school in the Yenimahalle District of Ankara. The experimental group was instructed using Web 2.0 tools for three weeks, while the control group was taught following the textbook. The "Algebraic Expressions Achievement Test" was used to determine academic success. Data were analyzed using SPSS 22.0. Independent Samples t-test, Repeated Measures ANOVA, and Benferroni multiple comparison tests were used in the analysis process. The results showed that there was a significant difference in favor of experimental group between the post-test mean scores of algebraic expressions of the experimental and control groups. As a result, the use of Web 2.0 tools in teaching algebraic expressions in mathematics is more effective in increasing students' academic success and retention compared to current teaching methods.
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