Abstract:

The purpose of this study was to investigate if there are any differences in word problem solving skills of fourth grade students using animated-cartoon story vs. text-only story vs. non-story. For this purpose, word problems-embedded animated cartoon stories were created on computers and the same stories were written in text format on paper. The word problems used in these stories were presented without stories. A quantitative research method was employed in this study. In an experimental design, a total of 76 fourth graders solved mathematics word problems in a pretest and then in one of three conditions: Animated-cartoon story (n =24), text-only story (n =26), and non-story (n =26). Upon completion of the experiment, students solved mathematics word problems in a posttest. A one-way ANOVA was conducted to reveal the differences between groups’ gain scores from pretest to posttest. Results showed a significant improvement and difference in favor of animated-cartoon story group. This study implies that animated cartoons, when designed as mathematical stories based on anchored instruction framework can support and upgrade students’ mathematics problem-solving performances.

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