Increase In Post-test Scores Research Articles

The effect of digital storytelling on women's human papilloma virus awareness: Randomized controlled experimental study.

This study aims to determine the effectiveness of the digital storytelling (DS) method in increasing human papilloma virus (HPV) awareness. The study was conducted in the gynecology and obstetrics outpatient clinic of a state hospital between April and December 2023. The universe of the study consisted of women who applied to the outpatient clinic between these dates and volunteered. A total of 80 women who met the inclusion criteria were included in the study (n = 40 for each group). Data for the study were gathered using Personal Introduction Form and Human Papilloma Virus Knowledge Scale. Repeated measures ANOVA method was used to determine the difference between the pre-training, post-first training and post-second training measurement scores according to the intervention and control groups. For significant ANOVA results, measurements with differences were compared pairwise using Bonferroni correction. All statistical analyses were examined at the p < 0.05 significance level. Socio-demographic characteristics and HPV awareness levels of women in the intervention and control groups were similar before training (p > 0.05). After the activity conducted with the digital story method in the intervention group, the HPV awareness levels of women in this group increased significantly (p < 0.05). Considering the development in each group, an increase in posttest scores is observed in both groups. However, when the increase amounts in each group in the intervention and control groups were examined, it was determined that all awareness levels increased more in the intervention group. In the intergroup comparison, it was determined that the mean measurements of general HPV knowledge, general HPV vaccine knowledge, and knowledge of the current HPV vaccination program of women in the intervention group at the first and second follow-ups after the training were higher than those in the control group. The DS method was effective in raising HPV awareness given to the intervention group. Health professionals and researchers can benefit from DS in providing health education and consultancy services such as HPV awareness.

The Effect of Quantum Learning Model on Attitude, Anxiety, and Achievement of Middle School Students Towards Mathematics

We conducted this research to investigate the impact of the Quantum Learning Model (QLM) on the academic achievement, attitudes toward mathematics, and anxiety levels of seventh-grade middle school students. A total of fifty-six 7th-grade students participated in the research. The research used a quasi-experimental model with a pretest-posttest control group. The experimental group used QLM during the research process, while the control group used the current learning approach. We conducted the research for 28 lesson hours. We collected data using attitude, anxiety scale, and academic achievement tests. We applied tests to both groups before and after the experimental procedure. We used independent-samples-T-tests and paired-samples-T tests in the analyses. We also evaluated the journals of students and the researcher. Accordingly, QLM had a positive effect on middle school students' academic achievement in mathematics. The posttest mean scores of attitudes decreased significantly in the control group. The experimental group experienced a decrease in post-test mean scores of anxiety, which was not statistically significant, whereas the control group experienced a statistically significant increase in post-test scores. Students and teachers have expressed positive opinions about the use of note-taking and mind maps, which enhance the durability of learning, the establishment of a classroom environment and atmosphere conducive to QLM, and the implementation of celebration activities.

Enhancing Pedagogical Competence in Inclusive Early Childhood Education through Interactive Digital Modules: A Pre-Experimental Study

One of the primary challenges in early childhood education (ECE) is ensuring that teachers possess the necessary pedagogical competence to effectively support diverse learners, particularly in inclusive education settings where students with special needs require tailored teaching strategies. This study explores the effectiveness of interactive digital modules in enhancing the pedagogical competence of early childhood education (ECE) teachers in inclusive settings. Using a quantitative pre-experimental design, 70 teachers from 12 inclusive ECE institutions participated in pre-and post-tests to assess their pedagogical skills before and after module exposure. Results show a significant increase in post-test scores, with an average improvement from 50 to 89, confirmed by a paired sample t-test (p &lt; 0.01). The N-Gain analysis revealed a high level of effectiveness, with an average score of 0.78, indicating that the modules substantially improved teacher competencies. However, the lack of a control group limits the study’s ability to attribute improvements solely to the intervention. Other factors, such as previous teaching experience or additional resources, may have influenced the outcomes. Despite this limitation, the findings suggest that interactive digital modules are valuable for advancing pedagogical skills in inclusive education. These results have important implications for teacher professional development, supporting integrating of digital tools into ECE teachers' training programs. Future research should employ more rigorous experimental designs, including control groups, to better isolate the impact of digital modules and investigate their long-term effects on teaching competence and student outcomes in inclusive environments.

Educating a new generation of nurses about workplace violence using an innovative virtual simulation module

Workplace violence (WPV) continues to be a pervasive and burdensome issue. Nurses spend more time with patients and families increasing their WPV risk. Unfortunately, nursing programs do not routinely provide education or training on de-escalation or management of WPV. Future and current nurses should acknowledge and receive education for the prevention and mitigation of WPV as well as frequent reviews and updates on current trends and strategies. The purpose of this study was to evaluate the impact of education on knowledge of WPV among pre-nursing students at a Midwestern university. This study used a pre-and post-tests, quasi-experimental design with 99 students. A brief knowledge test was completed by participants both before and after the intervention. Pre- and post-test scores were collected across sections. Analysis of paired sample t-tests demonstrated a 20% average increase in post-test scores with a statistically significant increase from pre-test scores (t=-11.357, p&lt;0.001). Results indicated that the innovative, virtual simulation module increased participants’ knowledge of workplace violence in healthcare. Increased knowledge of and preparation for the WPV workplace would strengthen students’ safety readiness for practice with the persistence of WPV against nurses. Prevention and response of WPV education must be an essential component of every undergraduate nursing program following licensure.

Project Go Boards: A Teaching-Learning Intervention to Improve Academic Performance in Mathematics Among Selected Grade 6 - Dalton Pupils

Project GO Boards are a carefully selected collection of activities that are differentiated and designed to support pupil engagement and learning motivation. This aligns with DepEd Memo No. O23 s. 2023, Adoption of the National Learning Recovery Program (NLRP) that shall help bridge the learning gaps of learners highlighting literacy and numeracy. This study was conducted at Itaas Elementary School involving fifteen pupils in the Grade Six-Dalton every Wednesday and Friday from November 2023 to February 2024. It sought to determine whether using the GO Boards effectively improved the respondents’ academic performance. The data-gathering tools included the 20-item pretest, post-test, and their reflection log-in sheet. In this study, GO Boards were effective in increasing the level of the student’s academic performance in Mathematics. This was based on the results of the post-test where the computed mean value was higher than the pretest Mean and MPS. Thus, the null hypothesis of the study was rejected, and the alternate hypothesis was accepted. There was a significant difference in the pretest and post-test scores of the selected students of Grade Six – Dalton before and after using the Project GO Boards. Based on the findings, it is concluded that the use of GO Boards improved the academic performance of the selected participants. They had improved their level of performance in mathematics, as manifested by the increase in post-test scores and their grades. The study's results showed that the intervention was effective in improving the academic performance in Mathematics among the selected Grade Dalton pupils.

The Effectiveness of Using Lontara Bugis Makassar Script in English Vocabulary Teaching

Vocabulary teaching, especially in early childhood, must be emphasized, because having sufficient vocabulary will make it easier for children to communicate. The Lontara script is a regional language that is now almost forgotten by the younger generation; therefore, this research tries to integrate the Lontara script in learning English vocabulary. The type of research used in this research is quantitative research with experimental methods. In this study, researchers used the One-Group Pre-Test-Post-Test Design. The data obtained can be interpreted to be in positive ranks, with an average value (mean ranks) equal to 24.50, and a total value (sum of ranks) equal to 1176.00. This means that there is an increase in post-test scores after treatment, which means that the integration of Lontara Bugis script in learning English vocabulary is effective in improving understanding of English vocabulary for fifth-grade students at MI Darul Abrar Balle Village, MIS Arrahman Labuaja, and MIS UKI Siputanre Cakkela, which are in Kahu District, Bone Regency, South Sulawesi Province.

Enhancing Critical Thinking Skills in Geometry through the Guided Discovery Approach with GeoGebra

In this modern era of K-12 curriculum, if students are expected to be knowledgeable and skilled, it is a requirement for the teachers to meet and cope with the necessary skills and competencies for the students to be more competent. This study is developed to investigate the effect of the Guided Discovery Approach (GDA) with GeoGebra on critical thinking skills in ninth-grade geometry students at Baluan National High School during the 2022-2023. Employing a true experimental research design, the study revealed that the student’s level of achievement in critical thinking skills in creating, applying, analyzing, and evaluating both in the conventional and experimental groups increases in mean gain scores of 28.27 and 32.8 respectively. The t-test result further shows a t(28) = 2.70 and a p-value = 0.01 indicating that the GDA with GeoGebra in teaching Geometry significantly improved students' critical thinking. It further reveals a significant increase in post-test scores for the experimental group emphasizing the effectiveness of GDA with GeoGebra. While students moderately accepted GeoGebra, there is no significant relationship between their critical thinking skills and acceptability. The findings underscore the importance of instructional methods in improving critical thinking skills, showcasing the potential of GDA with GeoGebra in Geometry.

Development and Validation of the "Redi: Sang Sel Pelayar" Storybook Series for Pediatric Cancer Patients

This study aimed to develop and validate the "Redi: Sang Sel Pelayar" storybook series as an educational tool for pediatric cancer patients, enhancing their understanding of cancer and improving treatment adherence with age-appropriate content. Using Sugiyono's R&amp;D method, the study progressed through defining, designing, developing, and disseminating stages. Five types of childhood cancers were addressed: leukemia, retinoblastoma, osteosarcoma, neuroblastoma, and nephroblastoma. This study demonstrates that illustrated storybooks are effective in helping children understand cancer and related medical processes. The storybooks, tailored to specific cancer types and age groups with adapted characters, make it easier for children to grasp their condition. The overall average score of our readability questionnaire was 3.9, which means that our book is categorized as readable (3.4 &lt; Mean &gt; 4.2 = Readable). There was also a significant increase in post-test scores after the children underwent intervention by reading storybooks (P: 0.015; 95% CI 0.013–0.018). Evaluations showed significant increases in children's knowledge after reading the books, along with positive changes in their behavior and understanding of cancer. The implications for pediatric oncology care are significant, suggesting that culturally relevant educational tools can reduce anxiety and improve adherence. Despite the promising findings, the study was limited by a small sample size and a lack of long-term effect measurements. Future research should focus on larger samples and longitudinal studies to better assess the impact on adherence and well-being. Overall, the "Redi: Sang Sel Pelayar" series offers a novel approach to pediatric oncology education, with potential applications for other chronic illnesses, proposing a valuable addition to standard pediatric care practices.

Effectiveness of Self-Regulated Learning-Based Instruction: Enhancing Student Learning Autonomy (Study on LMS Syam-Ok UNM)

Learning autonomy is becoming essential in the 21st century, demanding individuals to master various fundamental skills. This article explores the self-regulated learning model as a solution to enhance student learning autonomy. A case study conducted in the music arts course at Universitas Negeri Makassar found that students' learning autonomy levels were still low, even among those considered active. Related research also confirms the low learning autonomy of students across various settings. The research methodology employed an experimental approach with a one-group pretest-posttest design. Data collection was carried out by observing student activities through a Learning Management System (LMS) before and after modifying instructional methods. Data analysis results showed a significant difference between pretest and posttest scores, with a notable increase in posttest scores. The findings indicate an improvement in student learning autonomy. Learning autonomy fosters the desire to learn and acquire new knowledge, facilitates individual ownership of learning, and enhances learning independence. The study concludes that modifying instructional methods based on the self-regulated learning model effectively improves student learning autonomy.Keywords: Learning Autonomy, Learning Models, Self-Regulation, Students, Education.

Intérêt de la psychothérapie d’acceptation et d’engagement et de la thérapie fondée sur la compassion pour soutenir le maintien de l’abstinence dans les polyaddictions

Introduction and objectivesAddiction concerns people suffering from great psychological vulnerability due to early trauma and attachment disorders. Although several forms of therapeutic management have been shown to be effective, the relapse rate remains high, and the effects are short-lived. Therefore, the first objective of this study was to integrate the tenets and concepts of compassion-based therapy with acceptance and commitment therapies for the treatment of patients with polyaddictions by conceptualizing a therapeutic program aimed at support for maintaining abstinence. The interest in such an integration has been raised by several authors. The central concept of that integrative approach was the “compassionate flexibility”. Our second objective was to explore the feasibility, acceptability, and therapeutic effects of this intervention for patients with polyaddictions and psychiatric comorbidities, who are particularly resistant to psychotherapies. Material and methodTwelve patients (8 men and 4 women) with polyaddictions (alcohol, cocaine, tobacco, cannabis) of the 24 referred for the study, followed the MyActaddiction program. The A-B multiple-case-series protocol combined qualitative and quantitative measures to monitor feasibility, acceptability, clinical (OCDS, EADS-21) and psychological (AAQ-II, EAC) progress, patient narrative feedback (perception, connection, sense of presence), complemented by follow-up observations on abstinence maintenance. ResultsResults show moderate feasibility, with only 50 % of study referrals accessing psychotherapy, good accessibility, with 66 % of patients completing all sessions, high satisfaction levels and positive qualitative feedback. Pre- and post-treatment assessments showed a significant clinical improvement in craving (obsessive thoughts and OCDS total score) at group level, and these changes were clinically significant at individual level by Reliable Change Index measures, for 70 % of participants. On the EDAS-21 scale, patients who had pathological scores prior to therapy improved their scores to non-pathological thresholds for anxiety, stress and depression. The Reliability Change Index (RCI) showed that the resulting change was clinically significant at the individual level for 83 % of patients on anxiety level, for 58.33 % of patients on depression, and 50 % of patients on the stress level. In terms of the psychological processes targeted by the therapeutic practices, we observed an improvement in psychological flexibility, with a clinically significant reduction in AAQ-II scores after the intervention compared to the pre-treatment score. The RCI indicated that the observed clinical change was significant. There was also a significant increase in post-test versus pre-test for two dimensions of self-compassion: “common humanity” and “mindfulness”, with a high Cohen's d. Regarding individual scores, the scores for “self-compassion” and “common humanity” were below the expected average scores usually observed in the general population. According to the RCI, the increase in post-test scores was robust for 41 % of the patients on “common humanity” dimension, for only on patient on the “mindfulness” dimension, and on patient on the “self-kindness” dimension. The RCI shows that changes are clinically reliable for 50 % of patients for the “common humanity” and “mindfulness” sub-dimensions of self-compassion. Follow-up showed that 66 % of patients-maintained abstinence at one year, while 25 % relapsed, while one patient experienced both variations in consumption and periods of abstinence. ConclusionThe present program combines TFC and ACT for abstinence maintenance in the treatment of addiction. This study could demonstrate the value of process-based approaches to the treatment of complex pathologies such as polyaddiction. These findings suggest that compassion-based psychological interventions and psychological flexibility could be a transdiagnostic protective factor encouraging abstinence maintenance in people with polyaddictions. These results call for further research to explore the active mechanisms of compassion-related components.

Peningkatan Kemampuan Berpikir Kritis pada Pelajaran Matematika Siswa Kelas VI SD Citarik III melalui Model Pembelajaran Kooperatif Tipe Jigsaw

This study aims to evaluate the effectiveness of the Jigsaw cooperative learning model in improving critical thinking skills in mathematics lessons for sixth-grade students at Citarik III Elementary School. The research was conducted using a two-cycle action research approach. The subjects of the study were 30 sixth-grade students at Citarik III Elementary School. Research instruments included pre-tests, post-tests, observation sheets, interviews, and field notes. The results showed that the Jigsaw learning model was effective in improving students' critical thinking skills. There was a significant increase in post-test scores in each cycle, indicating a progressive improvement in students' critical thinking skills. Good interaction among students in groups, positive student responses, and adjustments to lesson plans based on reflections from the previous cycle were key factors in the success of this learning model.

The Influence of Outdoor Study Method in Social Studies Learning at Subang Museum on Historical Awareness and Patriotism

This study assesses the impact of outdoor learning methods at Subang Museum on the historical consciousness and patriotism of eighth-grade students from SMPN (State Junior High School) 1 Subang, utilizing a quasi-experimental design with an experimental and control class comprising 33 students from class 8F. Data collection involved pre-tests, post-tests, questionnaires, observation, and documentation, with statistical analyses including normality tests, homogeneity tests, mean difference tests, N-Gain score tests, and observation data tests, each briefly explained for clarity. Results demonstrate a significant increase in post-test scores for historical consciousness (50 to 75) and patriotism (49 to 74), with a significant difference observed between experimental and control groups in post-test results, despite an overall lack of statistical significance. These findings suggest that outdoor learning positively influences students' historical awareness and love for their homeland, with implications for educational practices and future research directions emphasizing the potential benefits of outdoor learning in fostering historical consciousness and patriotism.

Enhancing Student Learning Outcomes in The Qur'an Interpretation Course Through The Implementation of The Start From Reading (SFR) Cooperative Learning Model

Conventional teaching methods have been noted to stifle student creativity potentially. In contrast, Cooperative learning, characterized by group-based activities, fosters an interactive and communicative learning atmosphere. Embracing the principles of Cooperative learning, the Start from Reading (SfR) model can be applied to Quranic studies in Islamic higher education institutions. This study assessed the efficacy of the SfR learning model in improving student learning outcomes in the Qur'an interpretation course at the Arabic Language Education Studi Program (ALESP), UIN Sunan Gunung Djati Bandung. Employing a quasi-experimental design, the research analyzed pre-test and post-test scores from experimental and control groups. Findings revealed a significant increase in post-test scores, rising from an average of 70.00 in pre-tests to 77.15, highlighting the effectiveness of the SfR model in enhancing student learning. These outcomes emphasize the importance of incorporating the SfR model into Quranic education, potentially enriching student learning experiences and achievements in this academic domain.

Raising the Issue of Local Wisdom in Science Learning and Its Impact on Increasing Students' Scientific Literacy

In the context of global educational challenges, scientific literacy remains a foundational goal yet is often hindered by traditional teaching methods that lack cultural and contextual relevance. This study addresses the intersection of local wisdom with science education as a strategy to enhance students' scientific literacy, grounded in the belief that culturally resonant teaching can improve learning outcomes. This study explores the impact of integrating local wisdom into science education on enhancing students' scientific literacy. Employing an experimental pretest-posttest control group design, the research involved 86 Indonesian high school students, divided evenly between a control group receiving traditional science instruction and an experimental group whose curriculum was enriched with local wisdom content. Over a six-week period focused on climate change, the experimental group's instruction intertwined indigenous knowledge with scientific concepts, aiming to create a culturally contextualized learning experience. The results, derived from quantitative measures were analyzed using ANOVA and post hoc tests. Findings indicate a statistically significant improvement in the scientific literacy of the experimental group compared to the control group, with the former demonstrating a substantial increase in posttest scores. The study confirms that local wisdom can be a potent tool in science education, leading to higher engagement and improved scientific literacy. This research contributes to the field by providing empirical evidence supporting culturally responsive teaching approaches and underscores the potential of local wisdom in bridging the gap between traditional knowledge systems and scientific methodologies.

Virtual Reality CPR Training Improves Knowledge Acquisition of Critical Tasks

Objectives: Team-focused cardiopulmonary resuscitation (TFCPR) is a choreographed approach to CPR in which responders know and practice their role in resuscitation, with prioritization on minimally-interrupted chest compressions and early appropriate defibrillation. To determine the feasibility of virtual reality (VR) for large scale educational deployment at a regional medical campus (RMC), we developed a VR training module and examined its effect on resuscitation knowledge acquisition among clinicians of various learner levels. Methods: Three separate cohorts were included in the investigation: third year medical students at our RMC, emergency medicine (EM) residents, and board-certified EM attending physicians. Participants were administered an iPad-based, de-identified pre-test, which assessed knowledge of 12 critical resuscitative tasks. All learners received a two-minute orientation to the VR headset fit and operation. Learners then completed training on the VR platform using two cardiac arrest clinical scenarios: an arrest with an initial shockable rhythm and another with a non-shockable initial rhythm. After completion of VR training, participants completed a post-test, again assessing knowledge of the 12 critical action resuscitative tasks, as well as a questionnaire determining metrics related to participants’ overall experience with VR training. Results: All participants demonstrated statistically significant increases in post-test scores after VR training with the combined median improvement of 12.5% (CI 12.5–17.0; p &lt;0.0001). Medical students demonstrated the greatest median pre-post score improvement (17%; CI 12.5–25.0; p &lt;0.0001]. Study participants reported the VR training platform to be enjoyable, realistic, immersive, and a good way to learn, with good visual-sensory tolerance and a satisfying training method. Conclusions: At our RMC and single hospital, pre-and post-test analysis, knowledge acquisition of critical resuscitation skills improved after VR TFCPR training for all learners. Additionally, participants demonstrated a high level of satisfaction with VR as a training methodology. VR is a feasible knowledge acquisition adjunct or alternative to traditional cardiac arrest resuscitation training.

Training and Mentoring in the Development of Test Instruments for Measuring Learning Outcomes of Muhammadiyah School

This community service learning program is collaboration between the Curriculum and Educational Technology Department of the Faculty of Education Sciences. A key issue facing most SMA and SMK Muhammadiyah school teachers is their lack of knowledge and understanding on how to develop valid and reliable test instruments. This research aims to enhance the knowledge of SMA and SMK Muhammadiyah teachers in developing learning assessment instruments. The Blended Learning method was applied for 32 hours of lessons that involved lectures, Q&amp;A discussions, assignments, practical work, and tests. A total of 12 teachers from SMA and SMK Muhammadiyah schools took part in the program. The research method used was the One-Group Pretest-Posttest Design, which is a type of pre-experimental research design. Data drawn from the pretest and posttest results were analyzed using the t-test. Following the smooth implementation of training and mentoring, a key conclusion is that the community service learning program has successfully met its expected outcome of enhancing the teachers’ ability to develop test instruments. This is evidenced by a significant increase in posttest scores compared to pretest results at Sig. (2-tailed) = 0.001 &lt; 0.05.

Microlearning strategy in the promotion of motivation and learning outcomes in software project management

AbstractIn this research, a microlearning strategy for Software Engineering supported by a mobile application was designed and implemented. The goal is to evaluate the motivation and learning outcomes in the specific context of Software Project Management, with the Scrum framework, in participants of a Software Engineering course at a Latin American higher education institution. An empirical investigation was conducted using a quantitative approach, a quasi‐experimental design, and pretest–posttest measurements without a control group. A one‐sample t‐test for comparison of the means of a sample was used. Statistically significant differences were found between the theoretical and empirical mean of the variable motivation to learn in the specific context and the variable Stimulus for learning after interacting with the mobile application. The means were higher than the theoretical average of the scale, which suggests that the participants valued the mobile application positively. Regarding the learning outcomes of the Scrum framework, a paired sample t‐test for comparison of means revealed an increase in posttest scores, although this rise was not statistically significant. Microlearning can increase the participants' motivation and promote learning in the specific context of Software Project Management. The mobile application has the potential to support microlearning since the participants felt highly motivated and agreed that its use facilitates learning, a key aspect of success in a microlearning strategy.

English Language Training Assistance to Improve English Language Knowledge and Skills for Atv Ozzy Bali Adventure Employees

In order to improve the ability of Human Resources (HR) in the field of tourism, especially in MSMEs ATV Ozzy Bali Adventure, a community service program was initiated with the main focus on providing assistance and English language training. The aim is to improve employees' knowledge and skills in utilizing English, thereby facilitating improved communication and improving the quality of service for foreign tourists. The two-day service initiative uses a variety of methods, including the delivery of Basic English content through lectures, discussions, Q&amp;A sessions, and on-site mentoring. The results of this training can be seen from the increase in English language competence which can be seen from a significant increase in Post-Test scores compared to Pre-Test results. In addition, there was visible improvement in both verbal and non-verbal English usage skills among the four ATV Ozzy Bali Adventure employees involved in the program.

EFFECTIVENESS OF CASE-BASED INTERACTIVE VIDEOS IN ONLINE DISCUSSION FORUMS TO IMPROVE CRITICAL THINKING SKILLS OF PROSPECTIVE MATHEMATICS TEACHERS

This research aims to assess the effectiveness of using case-based interactive videos and online discussion forums in improving the critical thinking skills of prospective mathematics teacher students at Universitas Negeri Medan (Unimed). This research uses a mixed methodology, combining statistical analysis of the pre-test and post-test to measure improvements in critical thinking skills and content analysis of reflective journals and discussion forum transcripts to understand students’ learning experiences. Quantitative results show significant increases in post-test scores, indicating improvements in critical thinking skills, while qualitative results highlight the important role of engagement and collaboration in the learning process. This research concludes that interactive videos and discussion forums can be effective learning tools to enrich the mathematics curriculum at Unimed, with potentially broad implications for teacher education as a whole. Recommendations for educational practice and future research are also presented, including suggestions for the instructional design and technological support necessary to implement this innovative learning method.

Impact of web-based learning platforms on primary school students’ academic performance in the UAE: Exploring the digital frontier

The three-month quasi-experimental study examined the impact of Purple Mash, an educational website, on grade four students’ academic achievement and perception. The study involved 28 participants, divided into control and experimental groups. Initial assessment scores were similar between the groups, but after the intervention, the experimental group showed a significant increase in post-test scores compared to the control group. The experimental group achieved an average score of 89.9, while the control group scored 77.2. Additionally, the students reported high levels of satisfaction with the interactive learning experiences provided by Purple Mash. Based on these findings, the study recommends the development of dedicated websites for each lesson to enhance accessibility and improve academic achievement and student perception in information and communication technology (ICT) courses. The integration of various data sources, such as pre- and post-test scores, classroom observations, and interviews, supported the credibility and dependability of the research findings. This thorough approach allowed for a deeper understanding of ICT class dynamics and the establishment of robust conclusions. The findings of this study provide compelling evidence of the positive impact of Purple Mash, a web-based mathematics learning platform, on primary school students’ mathematics achievement.