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ERIC Number: EJ1064540
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0738-0569
Increasing Student Engagement, Self-Efficacy, and Meta-Cognitive Self-Regulation in the High School Geometry Classroom: Do iPads Help?
Perry, David R.; Steck, Andy K.
Computers in the Schools, v32 n2 p122-143 2015
Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower levels of geometry proficiency scores, higher levels of off-task behaviors, and similar levels of self-efficacy and meta-cognitive self-regulation compared to the non-iPad group. However, the results may have been affected by several latent variables that can be controlled for in future research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California