The Effect of an iPad for Every Student
By Lisa Adams and Chia-Jung Chung
Sacramento State University
United States of America
Lma85@saclink.csus.edu
cchung@saclink.csus.edu
Abstract: Abstract: This paper is a report a study currently being conducted in a graduate level
course at Sacramento State University. This mixed methods study will be examining the use of
iPads in a 5th grade mathematics class in a one-to-one learning format. The 2012-2013 school year
will be the first time iPads will be introduced to this school. Learning outcomes are being compared
to learning outcomes for the previous year’s 5th graders as well as the scores of the current 5th
graders in their 4th grade year compared to other children across California. Based on initial
observations by the teacher and principal students have shown increased engagement, mathematical
aptitude and technical skill. This study hypothesizes increased benchmark scores of the students
after the application of the iPad into classroom this year. This study will seek to show the benefits
that iPads can have on the learning outcomes in math students and encourage school districts and
administrators to consider iPad purchases for their classrooms.
Statement of Problem
The purpose of this work will be to investigate the impact of an iPad on student learning. The iPad, created
by Apple Inc., is the newest addition to the field of education. While there are high hopes for what the iPad will
bring to the classroom, there is little research done about the direct impact it has on student learning in real life
situations. This work will examine the effect of the iPad on the learning of 5 th grade math students, using a one-toone ratio of iPads to students.
Significance of Problem
The iPad presents the world of education with a new approach to student-centered learning. The iPad is
one of the most versatile tablets on the market and new applications are being produced every day for any number of
needs, allowing the devices to grow as technology advances. The iPad has been shown to be adaptable to any
subject as well as any learner. The individualized approach of an iPad for every student allows teachers to tailor
learning to individual learning styles in a way that keeps students engaged and confident throughout the learning
process. The iPad has also been shown to be extremely useful for special needs students, making “inclusion”
classrooms more efficient. Considering all the exciting possibilities using the iPad, it is imperative that the
educational community gather data and research to understand the best way to include these devices in the
classrooms. With more documented research showing the significant impact the iPad can have on students and their
test scores, administrators can seriously consider investing in this exciting new tool.
Research Question and Anticipated Outcome
This work hopes to address two questions. To what extent can the individual use of the iPad improve
overall student performance on standardized math tests? How does the introduction of the iPad into the curriculum,
in a one-on-one format, improve the understanding, comprehension and retention of mathematics concepts?
It is anticipated that the bench mark scores of this year’s 5 th graders and their own scores compared with the
previous year in 4th grad will have improved. It is also anticipated that the students will respond with positive
feelings and association to the introduction of the iPad into the curriculum.
Innovation/Intervention
This work is a mixed-methods study that will observe one grade school class in the Western Placer Unified
School District. This year will be the first year that iPads will be introduced into the curriculum. Data will be
collected from the 5th grade class at Sheridan Elementary. Standardized pre-tests and post-tests (summative
assessments) will be administered, scored, and analyzed to determine the extent of the impact the iPad had on
student achievement. Corresponding data will also be collected from the same time period the previous year for both
the scores for the current 5th graders in their 4th grade year without iPads and the previous year’s 5 th graders without
iPads. These comparisons will provide a baseline for analysis using the introduction of the iPad as the experimental
application. There will be qualitative analysis performed on a questionnaire given to the teacher and principal of the
iPad classroom as well as surveys given to the students to collect data in order to gauge student and faculty opinions
and engagement regarding the introduction of the iPad.
Survey of Related Literature
Through the review of the applicable studies on tablet use for education four main themes emerged. The first theme
involved a group of research questioning the increases in learning when students are allowed to freely bring
technology from the classroom home for individual study. Results were generally positive showing increased
engagement and understanding with a student centered self directed approach and continual reinforcement of
concepts both in and out of the classroom.
Additionally, a trend was found of mathematic focused research citing the aptitude of the iPad and similar
tablets for math education. Researchers observed different ways that the iPad can be used effectively to
communicate and understand math concepts in particular. Mathematics apps allow students to engage in a wide
variety of activities such as quizzing themselves more effectively, manipulating equations and interacting with other
math concepts in an engaging and involved way. The fact that tablets are shown to increase math understanding and
performance plays a major role in funding due to the increased emphasis on math and science aptitude scores
introduced in the No Child Left Behind Act. The adaptability of tablets to different learning styles allow teachers to
present a math concept using a tablet that engages auditory, visual and kinesthetic learners simultaneously.
Multiple studies were found through the literature review that champion the one-to-one technology learning
approach emerging as a major theme in tablet research. These studies observes school and classes in which each
child was given their own device, be it a tablet or computer, to work with throughout the day and in many cases take
home with them to further learning, as previously mentioned. With the development of the tablet computer, one-toone learning is more realistic than when schools were considering offering each student their own laptop. Studies
also discussed the aptitude of tablets to support constructivist learning theory by offing a student centered approach
to education. Tablets offer many benefits for education over laptops such as mobility, light weight technology and
adaptability to many diverse learning abilities, including students with learning disabilities and cognitive
impairments.
Another prominent trend in the research review was the investigation of new and emerging tablet
technology. Many studies focused on specific programs or apps that proved to be particularly effective on improving
student understanding, collaboration or interaction. Some studies focused on the advancements in distance education
due to technological advances in tablet computers like the iPad. Research showed that tablets increase engagement
and improved the learner experience minimizing the typical feelings of isolation associated with independent
distance learning formats.
Overall there was a deficiency in quantitative studies and an excess in qualitative studies that lacked clear
conclusions. This may be due in part to smaller sample sizes in most of the studies possibly constrained by funding
for large scale technology projects. Most studies were not conducted using a whole school scale, but instead only a
particular grade or class. Future research on tablets should focus on more conclusive methods of analysis to
encourage funding and utilize larger sample sizes to increase the validity of the studies.
Data Collection
Pre- and post-test scores will be collected from both the current group that has been using the iPad and the
scores of last year’s 4th and 5th graders and analyzed against each other to measure the change in student learning. I
have requested access to these records from the instructors and Western Placer Unified School District and been
assured they are readily available. Samples of the tests to be administered are not available at this time. I have
included samples of the STAR tests that are administered at the end of the year, which have similar questions (see
appendix E). The tests administered in the school are in line with the California Core Standards for mathematics
(See appendix F). I will be collecting qualitative data in two ways. I will be distributing individual surveys using
survey monkey to each student participating in the study to be completed in class. Additionally, I will be sending the
teacher of the class and the principal of the school a questionnaire to gage student response, parent reaction and
personal experience with the transition to a one-to-one iPad classroom.
Assumptions
During my research, I will assume three things to be true. First, I will assume that all students will try their
best to demonstrate what they have learned on their tests. Second, I will assume that the same curriculum has been
taught for the past two years based on state-mandated curriculum requirements. Third, I will assume the
assessments are valid and reliable because they are state-approved standardized test questions.
Limitations
There are certain limitations that will be placed on my research that is out of my control and will need to be
considered in any final conclusions from this work. Due to state mandates for curriculum and assessments, I will
not have any control over what is taught and how it is taught. I will not have control over the particular students in
the classes with which I will be working since they cannot be hand-selected by me as the researcher. Whichever
students are assigned to the given classes will be my test subjects, provided they offer consent to participate. Given
the limited class size, I will need to limit my “N” to the sample size I am presented with because Sheridan
Elementary is the only class in the area using iPads in the method I am researching.
Delimitations
In my research design, I will not be administering any sort of treatment to any group. Sheridan Elementary,
independent of my research has already implemented the experimental aspect of my research this year with the
addition of the iPad into it’s curriculum. Sheridan has purchased one iPad for each of their 5th grade students and
administers state-mandated testing in line with state guidelines and schedules. I will be analyzing test scores and
surveying students regarding their feelings about the use of the iPad in the classroom. Due to the design of my
experiment, I will not be placing any boundaries on the study; I will simply be working within the structure
provided.
Data Analysis
This work is a mixed-methods design. For the numerical data sets, descriptive and inferential statistics,
primarily a one-way ANOVA, will be performed to compare the means of the current 5 th grader’s scores with their
scores the previous year, as well as comparing this years 5 th graders with the previous year’s 5th graders, to
determine any statistically significance between their math achievement scores. I will also be reporting the results of
the survey offering percentages for students in certain categories such as gender, types of technology at home and
prior experiences with the iPad. I will be coding the qualitative data to identify patterns in staff questionnaire
responses. I will be coding for common opinions from the teacher and principal identifying portions of the program
they feel are positive and negative. Validity in my study can be certain through the use of previously-validated,
state-developed assessments that are consistent throughout the district.
Discussion
This study will be analyzing quantitative data collected during the fall semester of the 2012-2013 school
year. Qualitative data from student and staff surveys is currently being solicited. A full action research report is
currently being written to document the results and findings of this study. This research is expected to be completed
by May of 2013.
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