ERIC Number: EJ1064540
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 27
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.
Descriptors: Educational Technology, Technology Uses in Education, Handheld Devices, Self Efficacy, Metacognition, Self Control, High School Students, Mathematics Instruction, Geometry, Telecommunications, Instructional Effectiveness, Mathematics Achievement, Scores, Time on Task, Technology Integration, Learner Engagement, Faculty Development, Comparative Analysis, Control Groups, Experimental Groups, Standardized Tests, Statistical Analysis, Likert Scales, Student Behavior, Coding, Observation, Pretests Posttests, Multivariate Analysis, Student Surveys
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: California