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Digital Storytelling, which is formed by adding technological elements to traditional storytelling, has been frequently used in education recently. This method, which is also used in mathematics education, contributes to students in both cognitive and affective dimensions. For this reason, the aim of this study is to examine the effects of digital storytelling supported education on the academic achievement of sixth grade students in Integers and Absolute Value and their mathematics anxiety levels. Pre-test post-test experimental design was used. The study group consists 20 middle school students. An achievement test prepared by the researchers was used to measure success, and a scale to determine the level of math anxiety was used to measure anxiety. The test and scale were applied twice, at the beginning and at the end of the process. In the process, teaching was carried out using digital stories prepared by the researchers. SPSS package program was used in the analysis of the data and the dependent sample t-test was used. At the end of the research, it was seen that digital story-supported education positively affected the academic success of the students, but did not affect the anxiety level.
TOSUN et al. (Wed,) studied this question.