Using interactive electronic textbooks to improve mathematics achievement and problem-solving competence among primary school students

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 t-tests 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.