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ERIC Number: EJ990470
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 93
ISBN: N/A
ISSN: ISSN-1547-9714
Does Math Achievement "h'APP'en" when iPads and Game-Based Learning Are Incorporated into Fifth-Grade Mathematics Instruction?
Carr, Jennie M.
Journal of Information Technology Education: Research, v11 p269-286 2012
After 10 years of No Child Left Behind standards-focused education, mathematics scores have improved only marginally for elementary-aged students. Students who developed a solid conceptual mathematics foundation at the elementary level succeeded later in higher-level mathematics courses; thus, educators have sought ways to increase mathematics achievement, especially among elementary school students. Educators have utilized advances in technology with game-based learning applications and wireless Internet access to create exciting interactive learning opportunities for students that may translate into student achievement. The purpose of this quantitative, quasi-experimental study was to examine the effects of iPad use as a 1-to-1 (1:1) computing device on 5th-grade students' mathematics achievement in two rural Virginia elementary schools. A nonequivalent groups pretest and posttest design was used with 104 fifth-grade students. For one academic quarter of nine weeks, the experimental group used iPads as 1:1 computing devices daily during mathematics class while the control group members did not. A pre-test was administered before the iPad intervention and a posttest was administered after the iPad intervention. The change from pretest to posttest was not significantly different between the two groups as measured by a one-way repeated measures analysis of variance. Recommendations for future study include increasing the intervention duration, using additional participants, collecting qualitative data, and providing students with continuous 24-hour, seven-day-a-week iPad access. (Contains 1 table and 1 figure.)
Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.us/icarus/journals/jiteresearch
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001