The aim of this study is to determine the effect of Web 2.0 tools on academic performance in the 3rd-grade primary school mathematics course. A mixed-method research design was employed, integrating both quantitative and qualitative data. Quantitative data were collected through an achievement test, while qualitative data were gathered via a semi-structured interview. The study group consisted of 35 third-grade students enrolled in a private school in Eskişehir during the 2020-2021 academic year. The qualitative component of the research included nine students selected based on their pretest and posttest academic performance in the experimental group, as well as the teacher of the experimental group. Quantitative data were analyzed using t-tests, whereas qualitative data were examined through content analysis. According to the achievement test results, the findings indicate that although students in both the experimental and control groups successfully learned the geometry concepts outlined in the third-grade Mathematics Curriculum, the impact of Web 2.0 tools did not produce a significant difference in overall academic performance between the groups.
YILMAZ et al. (Sun,) studied this question.