Increasing Student Engagement, Self-Efficacy, and Meta-Cognitive Self-Regulation in the High School Geometry Classroom: Do iPads Help?

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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Educational Technology; Technology Uses in Education; Handheld Devices; Self Efficacy; Metacognition; Self Control; High School Students; Mathematics Instruction; Geometry; Telecommunications; Instructional Effectiveness; Mathematics Achievement; Scores; Time on Task; Technology Integration; Learner Engagement; Faculty Development; Comparative Analysis; Control Groups; Experimental Groups; Standardized Tests; Statistical Analysis; Likert Scales; Student Behavior; Coding; Observation; Pretests Posttests; Multivariate Analysis; Student Surveys

10.1080/07380569.2015.1036650

0738-0569

Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower levels of geometry proficiency scores, higher levels of off-task behaviors, and similar levels of self-efficacy and meta-cognitive self-regulation compared to the non-iPad group. However, the results may have been affected by several latent variables that can be controlled for in future research.

As Provided

27

2015

EJ1064540