THE EFFECTIVENESS OF IPAD USE IN PROMOTING STUDENT ACHIEVEMENT IN A SECONDARY SCHOOL IN SAUDI ARABIA

Badi Aldossry

Abstract


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.

 

Article visualizations:

Hit counter


Keywords


iPad, tablet, technology, mathematics, achievement, quasi-experimental

Full Text:

PDF

References


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.




DOI: http://dx.doi.org/10.46827/ejoe.v5i1.3262

Refbacks

  • There are currently no refbacks.


Copyright © 2016-2023. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).