The effects of iPad devices on elementary school students' mathematics achievement and attitudes

Abstract

The integration of educational technology continues to increase as schools are endeavoring to challenge the traditional philosophy and practices of American schools. While there are many opportunities for the use of technology in classrooms and to design instruction employing the most recent technological tools, there is a need to better understand how to integrate iPad devices effectively in elementary math instruction. In response to these challenges, this exploratory case study that included quasi-experimental quantitative and qualitative data investigated the effect of iPad devices, as an individual learning tool on third grade students' achievement and attitudes towards mathematics. The central research question that guided this study was: What is the process by which NPS School adopted iPads into a third grade mathematics classroom and what impact did it have on elementary school students' mathematics achievement and attitudes? The succeeding sub-questions helped to provide a more complete and holistic view of the problem of practice. How does third grade students' math achievement differ when integrating an iPad into instruction compared to the traditional-textbook based education for a unit of study? and How do students attitudes towards mathematics differ when using tablet devices compared to the traditional means of instruction? These research questions were answered using two sections of a third grade mathematics course, one that received teaching based on traditional instructional pedagogies while the other group received instruction with the integration of an iPad device. Course content, instructional design, assessments, inventories and the instructor remained consistent for both groups; the only difference was the intervention of iPads. Data on students' learning achievement was collected through pre and post-tests and students' attitudes were measured based on an Attitudes Towards Mathematics Inventory (ATMI). Interviews were conducted with the participating instructor and coordinating administrator to provide more inclusive and holistic results. In addition, documents, in the form of teacher lessons plans were analyzed to provide further information about what teachers intended to do; specifically how the iPad device was used during the lesson. The results that emerged from this study exposed inconsistencies between the quantitative and qualitative data. Specifically, the results from the post-test and ATMI did not show a statistically significant difference while the interviews with the participating adults created a picture of a noticeable increase in student engagement, attitudes and productivity for students that used iPads for instruction compared to the students who did not use the devices.