It can be said that experimental methods in natural sciences lessons such as the Science course are effective in learning by doing. Performing digital experiments with the new possibilities brought by technology in school and classroom environments where experimentation opportunities are limited due to the insufficiency or lack of laboratories in terms of quality and quantity has emerged as an alternative solution. The aim of this study is to investigate the effect of digital experiments used in Primary School Science course on student achievement. For this purpose, it has been compared whether there is a difference in terms of student achievement between the current curriculum and the teaching with digital experiments in the teaching of the "Effects of Force" subject of the 4th grade Science course. A total of 20 fourth grade students, 10 experimental group and 10 control group, participated in the study. In the study, quasi-experimental design with pretest-posttest control group was used to determine the effect of digital experiments on students' academic achievement. The data of the research were collected by the achievement test consisting of assessment and evaluation questions in the MEB 4th grade textbook. While the current curriculum was applied in the control group, a program consisting of digital experiments was applied to the group in which the experimental study was conducted. The data were analyzed with the t-test module of Microsoft Excel 365 application. In the light of the findings, a significant difference was found between the pre-experiment and post-experiment scores of the students in the experimental and control groups. It has been concluded that digital experiments have an effect on the academic success of students.

Keywords: Science education, digital experiment, academic success