Students Solve Mathematics Word Problems in Animated Cartoons

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.