Examining the Influence of a Mobile Learning Intervention on Third Grade Math AchievementReport as inadecuate

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Journal of Research on Technology in Education, v45 n1 p61-82 Fall 2012

Third grade students at a Midwestern elementary school participated in a 9-week mobile learning intervention (MLI). Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn multiplication. Two other classrooms used Everyday Math and web applications for the iPod touch for daily practice. MLI students outperformed comparison students on a postintervention multiplication test controlling for several covariates, including prior achievement, home iPod touch use, and previous teacher, among others. The medium-sized performance advantage (b = 0.217) was statistically significant at the 0.01 alpha level. The MLI influence on the most difficult multiplication items was also statistically significant but less important than the student's demographic profile and the teacher's advanced educational technology degree. Experimental research is needed to assess longer-term achievement effects for diverse student groups and school settings and to explore how teaching and learning occurs in mobile environments above and beyond a particular device. (Contains 8 tables and 3 figures.)

Descriptors: Educational Technology, Electronic Learning, Handheld Devices, Web Based Instruction, Instructional Effectiveness, Program Descriptions, Control Groups, Experimental Groups, Predictor Variables, Comparative Analysis, Statistical Analysis, Mathematics Instruction, Visual Aids, Multiplication, Intervention, Grade 3

International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste[at]iste.org; Web site: http://www.iste.org

Author: Kiger, Derick; Herro, Dani; Prunty, Deb

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1917&id=EJ991839

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