The Effect of Web-Based Mathematics Instruction on Mathematics Achievement, Attitudes, Anxiety and Self Efficacy of 6th Grade Students

Abstract

The purpose of this study was to investigate the effects of web-based mathematics instruction (WBMI) on the mathematics achievement, attitudes, anxiety, and mathematical self-efficacy of 6th grade students. This is a study based on the pretest-posttest control group design. The experimental groups were chosen from among students who had access to computers and
the internet at home. Overall, 12 students of study group had access to computers and the internet at home, and therefore there were 12 and 50 students in the experimental and control groups respectively. This study employed two different treatments. The treatment forthe students in the experimental group were taught by the WBMI whiles the students in the control group were received the 6th grade mathematics content through traditional mathematics instruction (TMI), as suggested in the curriculum. The differences between the two groups were tested by the Mann-Whitney U test. The results of the study revealed that there is a statistically significant difference between the groups on the post-mathematics achievement test, postmathematics attitudes, anxiety, and self-efficacy scores in favor of experimental group. It could be concluded from the results that the use of WBMI was superior to the TMI.