Running Head: Article Review: Impact of iPads on Fifth-Grade Mathematics Achievement 1

Article Review: Impact of iPads on Fifth-Grade Mathematics Achievement

Ashley Calloway

University of West Georgia

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The stated purpose of this research study was to “examine the impact of the iPad’s use as

a 1:1 computing device on fifth-grade students’ mathematics achievement in two rural Virginia

elementary schools” (Carr, 2012, p 270). The underlying research question is:

What, if any, difference exists in mathematics achievement among fifth- grade students in

a small, rural Virginia school district as measured by the fifth-grade mathematics SFAW

Virginia SOL aligned assessment for students in the group in which iPads were used in a

1:1 setting for mathematical instruction as compared to students in the group in which

iPads were not used? (Carr, 2012, p 272).

This research question is important to my teaching field. As a middle school math teacher, I am

well-aware of the need to incorporate technology into the classroom in order to engage students

in the content as well as helping them learn skills associated with using technology. However, it

is crucial that the technology use fosters mastery of standards. Data obtained from a study like

Carr’s is helpful in determining what proper technology implementation looks like.

The theoretical framework for this study is John Dewey’s theory of learning through

student-centered, individual experiences. The assumptions for this theory are that students do

not absorb knowledge directly, and that they need meaningful experiences in order to learn.

Current literature related to the study includes the fact that students are proficient with handheld

mobile technology, and that technology can be vital for creating meaningful learning

experiences. However, current literature suggests that more research is needed on the outcome

of using technology, and whether the money that is spent on it is worthwhile from an

achievement standpoint. Current literature also suggests that while game-based learning made

available by mobile devices like iPads is effective in increasing student engagement and
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motivation, many of the games deal with simple recall instead of the critical thinking skills

needed for modern learners.

This research study used a sample from two elementary schools in rural Virginia. The

teachers from each of the schools had similar career backgrounds and teaching experience. The

fifth-grade class in the first elementary school was comprised of 23 female students and 33 male

students for a total of 56 students. The fifth-grade class in the second elementary school was

comprised of 26 female students and 22 male students for a total of 48 students. The students’

ages were 10 or 11. A possible weakness of this sampling is the fact that the first school’s

sample is comprised of nearly 60% male students while the other school’s sample is comprised

of only about 45% male students. Even if it were not possible to get an even representation

amongst females and males, it would have been better controlled if the two school’s percentages

of female and male students were proportional.

Data was collected using the SFAW Virginia SOL aligned assessment. This was used for

a pre-test and post-test and scored from a 0 to a 50. IPads were given to the experimental group

after the pre-test. Both groups were instructed using lesson plans aligned to the same six

mathematical strands. Daily lesson plans were turned in and evaluated using the Lesson Plan

Accuracy Rubric (LPAR). Both teachers filled this out daily and also accounted for any

unforeseen circumstances that may have impacted the lesson such as fire drills or assemblies.

The researcher went to appropriate lengths to make sure that concepts being taught in the

classroom would align to the instrument measuring student achievement, the SFAW.

In the data analysis portion of the study, the researcher discussed that the data collected

did not prove that iPads create an individual learning experience for students. The researcher

noted that the findings of the study were similar to other studies which showed that the use of 1:1
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devices do not affect student learning. She also mentioned that there may be a disconnect

between the type of questions presented on the SFAW and the type of learning produced by the

iPads. These conclusions are under the assumptions and framework of John Dewey’s learning

theory that students need authentic learning experiences to learn. This wasn’t completely met by

the study, because both sets of students did learn and scored higher on the post-test. However,

this study does support the notion that iPads themselves do not increase authentic learning

experiences.

The results of study the statistics were screened for outliers and skewness. Once this was

done, it was determined that there no statistically relevant difference in the growth between the

control group and the iPad group. Therefore, the researcher did not have enough evidence to

reject the null hypothesis. The results do respond to the research question about what difference,

if any, iPads have on fifth-grade students’ mathematics achievement. The answer suggested by

the study’s results is that there is no difference.

The discussions and conclusions of the researcher do match the statistical results of the

study. The data shows that there was no statistical difference in achievement between the two

groups, and the research concluded that she could not reject her null hypothesis and that the

results are in line with other similar research. The researcher does not overstate the significance

of her findings; she notes the limitations of her study. Some of the limitations do have an impact

on the generalizability of the research. For one, the two classes were not at equivalent

achievement levels on the pre-test. This could mean that the control group, which had lower

scores than the iPad group, could have benefitted more from the iPad intervention. There were

also some abnormalities in the distribution of the data which could not be controlled for by the

researcher.
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The researcher gives some practical suggestions and recommendations regarding the use

of iPads in schools, but she does not explicitly suggest future research possibilities. I believe a

research study should be done in which the previous achievement levels of students is better

controlled. Perhaps the iPads could help to create a more authentic learning experience for

lower-achieving students, especially students who may not have had equal access to technology.

References

Carr, J. M. (2012). Does Math Achievement h’APP’en when iPads and Game-Based Learning

are Incorporated into Fifth-Grade Mathematics Instruction? .Journal of Information Technology

Education: Research,Volume(11), 269-286.