Using Interactive Electronic Textbooks to Improve Mathematics Achievement and Problem-Solving Competence among Primary School Students
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| Title: | Using Interactive Electronic Textbooks to Improve Mathematics Achievement and Problem-Solving Competence among Primary School Students |
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| Language: | English |
| Authors: | Dao Thai Lai (ORCID |
| Source: | Journal of Education and e-Learning Research. 2026 13(1):186-195. |
| Availability: | Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Electronic Books, Textbooks, Mathematics Achievement, Problem Solving, Elementary School Students, Grade 1, Intervention, Program Effectiveness, Learning Motivation |
| ISSN: | 2518-0169 2410-9991 |
| Abstract: | This study investigates the effectiveness of interactive electronic textbooks in enhancing mathematics achievement and problem-solving competence among primary school students. A quasi-experimental design was implemented with two groups of first-grade students (n = 60) over a four-week instructional period. Quantitative data were collected through pre-test and post-test assessments, while qualitative data were obtained from classroom observations and semi-structured interviews with students and teachers. The results of independent and paired ttests revealed that students in the experimental group achieved significantly higher post-test scores than those in the control group (p < 0.001), with a large effect size (Cohen's d = 1.26). Beyond academic performance, students using interactive electronic textbooks demonstrated greater flexibility in problem-solving strategies, higher levels of self-correction, and increased learning motivation. Qualitative analysis further indicated that multimedia elements, real-time feedback, and touch-based interaction supported student engagement, conceptual understanding, collaboration, and persistence in challenging tasks. These findings align with Mayer's multimedia learning theory and Vygotsky's constructivist perspective, suggesting that scaffolded digital interactions can facilitate knowledge construction through exploration, reflection, and revision. Overall, the study provides empirical evidence for the pedagogical value of interactive electronic textbooks in early mathematics education and offers practical implications for digital curriculum design and technology-supported learning environments in primary schools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507290 |
| Database: | ERIC |
| Abstract: | This study investigates the effectiveness of interactive electronic textbooks in enhancing mathematics achievement and problem-solving competence among primary school students. A quasi-experimental design was implemented with two groups of first-grade students (n = 60) over a four-week instructional period. Quantitative data were collected through pre-test and post-test assessments, while qualitative data were obtained from classroom observations and semi-structured interviews with students and teachers. The results of independent and paired ttests revealed that students in the experimental group achieved significantly higher post-test scores than those in the control group (p < 0.001), with a large effect size (Cohen's d = 1.26). Beyond academic performance, students using interactive electronic textbooks demonstrated greater flexibility in problem-solving strategies, higher levels of self-correction, and increased learning motivation. Qualitative analysis further indicated that multimedia elements, real-time feedback, and touch-based interaction supported student engagement, conceptual understanding, collaboration, and persistence in challenging tasks. These findings align with Mayer's multimedia learning theory and Vygotsky's constructivist perspective, suggesting that scaffolded digital interactions can facilitate knowledge construction through exploration, reflection, and revision. Overall, the study provides empirical evidence for the pedagogical value of interactive electronic textbooks in early mathematics education and offers practical implications for digital curriculum design and technology-supported learning environments in primary schools. |
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| ISSN: | 2518-0169 2410-9991 |
