THE EFFECTIVENESS OF IPAD USE IN PROMOTING STUDENT ACHIEVEMENT IN A SECONDARY SCHOOL IN SAUDI ARABIA
DOI:
https://doi.org/10.46827/ejoe.v5i1.3262Nøgleord:
iPad, tablet, technology, mathematics, achievement, quasi-experimentalResumé
The Ministry of Education in Saudi Arabia has used technology to support teaching and learning in Saudi's school system to meet the requirements of the National Transformation Program under Vision 2030. There are different kinds of technology which can enhance the effectiveness of the teaching and learning of mathematics, such as the iPad. This paper presents results of primary research investigating the effect of using iPads in enhancing student achievement in a Saudi secondary school. A quasi-experimental design was used to determine the effect of using an iPad on students' achievement in mathematics across two tenth grade classes (A and B) for two months. In the first month, students of group A used the iPad as a learning tool (treatment group), while students of group B used traditional methods as learning tools (control group). In the second month of the quasi-experimental period, group A became the control group using traditional methods, while group B became the treatment group using the iPad to learn mathematics. At the start of the experiment, a pre-test was completed, and the first post-test occurred one month later, then the treatment was switched. After two months at the end of the quasi-experimental period, both groups had taken the second post-test. Cronbach's alpha coefficient measured the reliability of these tests, with the first test at 0.784 and the second test at 0.792, regarded as very high (close to 1.00). Thus, the tests' reliability and credibility were confirmed. Nine comparisons of the means were used to see if a significant statistical difference between the mean of the two groups or within a group existed, by using the SPSS t-test. After comparing the mean of ‘within-group A’, ‘within group B’, and ‘group A and group B’, it was seen that using the iPad made a statistically significant difference (p<0.05) in students' achievements compared to traditional methods. The study summarises the main results and specific recommendations are provided.
Referencer
Al-Mashaqbeh, I. F. (2016). iPad in Elementary School Math Learning Setting. International Journal of Emerging Technologies in Learning, 11(2).
Aldossry, B., Lally, V. (2019). Assessing the Impact of Using iPad In Teaching and Learning Mathematics Within Saudi Arabian Secondary Schools, INTED2019 Proceedings, pp. 1423-1428.
Alsalkhi, M. (2013). The Effect of Using iPad on the Achievement of the Ninth Grade Students in the Islamic Education in Jordan. Journal of Education and practice, 4(17), pp.94-107.
Alzannan, B. M. (2015). The Effect of Using iPad on the Achievement of Children in Layla Kindergarten in Saudi Arabia.
Amin, J. (2010). Twenty first century classrooms: Changing scenario. Learning Community: An International Journal of Education & Social Development, 1(1), pp.23-28.
Cohen, L., Manion, L. and Morrison, K. (2007). Research methods in education.
Garson, G. D. (2012). Testing statistical assumptions. Asheboro, NC: Statistical Associates Publishing.
Gastwirth, J. L., Gel, Y. R. and Miao, W. (2009). The impact of Levene’s test of equality of variances on statistical theory and practice. Statistical Science, 24(3), pp.343-360.
Ghasemi, A. and Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International journal of endocrinology and metabolism, 10(2), p.486.
Herro, D., Kiger, D. and Owens, C. (2013). Mobile technology: Case-based suggestions for classroom integration and teacher educators. Journal of Digital Learning in Teacher Education, 30(1), pp.30-40.
LaBelle, D., Alsulami, J. and Leone, J. (2016). September. Effects of using iPads on First Grade Students' Achievements in Arabic Language Classes in Saudi Arabia. In Proceedings of the 5th Annual Conference on Research in Information Technology (pp. 25-28).
McCrum-Gardner, E. (2008) Which is the correct statistical test to use?. British Journal of Oral and Maxillofacial Surgery, 46(1), pp.38-41.
Muijs, D. (2010) Doing quantitative research in education with SPSS. Sage.
Razali, N. M. and Wah, Y.B. (2011). Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. Journal of statistical modeling and analytics, 2(1), pp.21-33.
Rice, M. E. and Harris, G. T. (2005). Comparing effect sizes in follow-up studies: ROC Area, Cohen's d, and r. Law and human behavior, 29(5), pp.615-620.
Riconscente, M. M., (2013). Results from a controlled study of the iPad fractions game Motion Math. Games and Culture, 8(4), pp.186-214.
Shapiro, S. S. and Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), pp.591-611.
Thalheimer, W. and Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1.
Zhang, M., Trussell, R. P., Gallegos, B. and Asam, R. R. (2015). Using math Apps for improving student learning: An exploratory study in an inclusive fourth grade classroom. TechTrends, 59(2), pp.32-39.
Downloads
Publiceret
Nummer
Sektion
Licens
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
