iPads in the elementary math classroom : what is their effect on student learning?
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Date
2015
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Montana State University - Bozeman, Graduate School
Abstract
This study investigated the effects of iPads on second grade students' understanding of math concepts and the students' attitudes toward using iPads in math class. For five units, one second grade class alternated by unit between iPad and non-iPad activities to practice math skills. During the final unit of the study each student chose whether or not to use the iPad. To understand the iPad's effect on student learning, the following data was gathered: scores of unit pretests and posttests, student confidence surveys, tracking of on task/off task behavior, teacher field notes, and student interviews. To understand students' attitudes toward iPads, the following data was gathered: pre- and post-treatment attitude surveys, teacher field notes, and student interviews. Results from the study indicated that iPads did not have a greater effect on posttest scores than more traditional methods of practicing math skills. Results also indicate that iPads do not have a stronger effect on students' confidence levels in math. However the data indicated that students were more engaged in math activities when using iPads than when not using iPads. Additionally, when given the choice between using the iPad and non-iPad activities, students more frequently chose the iPad to practice math skills. Students reported positive attitudes toward using the iPad in math class at the conclusion of the study.