Using Mobile Device to Increase Student Academic Outcomes in Qatar

Ramzi Nasser

doi:10.4236/jss.2014.22010

Abstract

The purpose of this study was to investigate the impact and use of mobile learning tools out of school work. The study determined whether the school assignment prompts has improved student outcome in a mathematics classroom. The general methodology is a quantitative-experimental design; one group of students were administered a higher frequency mobile assignment prompt, a control group was administered a low frequency mobile assignment prompt and a third assigned homework in a traditional manner (in-class handouts). The three groups were matched based on equal aptitude and hence were randomly assigned either in the control or experimental groups. The findings showed that among the high frequency reminder group had increase of return rate and math achievement scores compared to the low frequency and traditional group. We underline the importance of classroom strategies in the improvement of student learning practices by engaging teacher and students with appropriate technologies. The strategies suggested in this study could be implemented in teacher daily school repertoire and could be generalizable to all schools in Qatar.

Highlights

School assignment has been defined as a task assigned to students by school teachers that are meant to be carried out after school hours [1]
Common digital and smartphone devices offer a wide range of functionalities useful for teachers and university faculty [18]. Many of these devices equipped with 3G/4G, touch screen, multimedia software and Apps are carried by youth, generally replacing notebooks and pens and have similar functionalities as they take important notes, reading and receiving homework assignments [19]
In this study we examined the trends of homework return rates through comparing the three approaches to the delivery of school assignments using mobile devices

Summary

Introduction

School assignment has been defined as a task assigned to students by school teachers that are meant to be carried out after school hours [1]. Low assignment completion is when students fail to turn assignments required of them [2]. The problem of low assignment completion appears to negatively impact student achievement. While completion might be one problem, researchers have documented students’ difficulties in completion because of the lack of follow-up or teachers conveying the information in a roundabout way [2]. Students generally lose interest in assignment in 10 minutes, some students claim that “homework” is dull, boring, and a waste of time [3]. Research has shown that there are a number of barriers that impedes assignment completion including accurately recording them, remembering to take instructions, organizing necessary materials, post homework

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Conclusion