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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
Language: English
Authors: Dao Thai Lai (ORCID 0009-0000-0560-9286), Ngoc-Giang Nguyen (ORCID 0000-0001-7560-7972), Nguyen Viet Duong, Nguyen Thi Quoc Hoa (ORCID 0009-0006-7677-3810), Nguyen Thuy Phuong Tram (ORCID 0000-0002-9650-2667)
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
FullText Text:
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Dao+Thai+Lai%22&quot;&gt;Dao Thai Lai&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0009-0000-0560-9286&quot;&gt;0009-0000-0560-9286&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Ngoc-Giang+Nguyen%22&quot;&gt;Ngoc-Giang Nguyen&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-7560-7972&quot;&gt;0000-0001-7560-7972&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Nguyen+Viet+Duong%22&quot;&gt;Nguyen Viet Duong&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Nguyen+Thi+Quoc+Hoa%22&quot;&gt;Nguyen Thi Quoc Hoa&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0009-0006-7677-3810&quot;&gt;0009-0006-7677-3810&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Nguyen+Thuy+Phuong+Tram%22&quot;&gt;Nguyen Thuy Phuong Tram&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-9650-2667&quot;&gt;0000-0002-9650-2667&lt;/externalLink&gt;)
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  Data: 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 &lt; 0.001), with a large effect size (Cohen&#39;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&#39;s multimedia learning theory and Vygotsky&#39;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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  Data: 2026
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  Data: EJ1507290
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 186
    Subjects:
      – SubjectFull: Electronic Books
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Learning Motivation
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    Titles:
      – TitleFull: Using Interactive Electronic Textbooks to Improve Mathematics Achievement and Problem-Solving Competence among Primary School Students
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            NameFull: Nguyen Thuy Phuong Tram
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