Optimizing Fraction Learning for Elementary Students With Learning Difficulties in Mathematics: EdTech-Based Educational Settings

Abstract

This study explores the impact of digital tools on fraction comprehension among 6th-grade students with learning difficulties in mathematics. The research evaluates the effectiveness of educational software, video tutorials, and their combination, using a pre-, post-, and follow-up test experimental design. Conducted with 258 6^th grade students from 10 public elementary schools located in central and northern Greece, the study divided participants into three groups: one using interactive educational software, one using teacher-created video tutorials, and one combining both tools in an integrated learning program. The intervention lasted six weeks, with three sessions per week, and included a follow-up assessment three months after the program to examine knowledge retention. In addition to overall performance, the study also examined gender differences in learning outcomes and attitudes toward mathematics. The results show that, while all groups benefited from the integration of digital tools, female students demonstrated slightly higher gains in both fraction comprehension and self-efficacy compared to male students. These findings highlight not only the effectiveness of blended digital interventions for students with learning difficulties but also the importance of considering gender-related factors in educational research and classroom practice.