Running Head: IPADS IN THE CLASSROOM

iPads in the Grade 5 Classroom

Cole Anderson, Daniel Chow, Rob McElroy, Janelle Therien

Group Assignment 2 ETEC 500 65A April / 3 / 2016 1850 words

University of British Columbia

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Abstract

All too often, the decision to bring iPads into the elementary classroom is based on

emotion rather than sound research. In 2016, there is still very little empirical evidence

linking achievement to the integration of iPads into the intermediate math classroom. Studies

conducted to date vary on apps utilized, time devoted to iPad usage, qualitative measures,

as well as research designs. As a result of these variances, little conclusive evidence has

been found in regards to the efficacy of using iPads in the math classroom. Much of the

research from our literary sources suffer from inadequate qualitative data to triangulate with

the quantitative data. Without such data, confounding variables remain unknown, thereby

limiting the ability to resolve inconsistencies in the quantitative data. Through a quasi-

experimental, matching pretest- posttest, control-group design study, we will attempt to

address some of these discontinuities among existing studies as well as providing some

clarification as to the impact of directed iPad usage in the fifth grade math classroom.
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Objectives or Purpose of the Study

The proposed study aims to examine the impact of iPad usage on student self-

efficacy of multiplication fluency in the fifth grade math classroom. The study will also

analyze achievement on multiplication fluency assessments. Specifically, the following

questions will be addressed; (1) What impact does the usage of iPads in a fifth grade math

classroom have on student achievement in multiplication fluency? (2) Is there any

relationship between the integration of technology at home and math achievement, in

multiplication fluency, within the classroom? (3) How does in-class use of iPads affect

students self-efficacy ratings of multiplication fluency?

Theoretical framework and Literature Review

Existing research on the efficacy of iPads in the elementary math classroom reflects

a wide range of theoretical frameworks and research methodologies, thereby providing a

comprehensive foundation to build a research proposal upon.

Several studies examined include the use of specific math apps and gaming within

the classroom. For instance, Jasmine, J. (2013) invoked a theoretical framework of

analysing the iPads ability to move passive teacher-centered learning to active engagement.

Within this framework, she also explored the use of gaming and math achievement. She

used a mixed mode study over a period of three months to triangulate three sources of data

in her conclusion. Zhang et al. (2015) based their theoretical framework around the use of

three specific, self-paced math iPad apps; Splash Math, Motion Math Zoom, and Long

Multiplication. The study was set in all of the fourth grade classrooms in one school over a

period of several classes. The research is entirely quantitative with some ethnographic data

collected prior to the research.

Other researchers focused their research on achievement in predetermined

standards. For instance, Rao, S. & Plati, E. (2015) framed their research around math

fluency. Specifically, their research revolved around measuring digits correct per minute

(DCM); which is a methodology of timed assessment gauging the mastery and speed of
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multiplication fact fluency. This study comprised a small group of only fourteen students in a

quantitative study with some additional ethnographic data. Olson, T. et al (2015) conducted

an entirely qualitative study whose theoretical framework revolves around the standards set

by the International Society of Technology in Education (ITSE); technology should be learner

centered, students require adequate access to technology, it should foster interaction,

collaboration and inquiry. Semi-structured interviews of teachers of grades 6-8 were

conducted following the first year of iPad integration.

The proposed study is also informed by Zamarian, Ischebeck, and Delazer (2009)

who highlight the transition from manually calculating basic mathematical facts to quick and

efficient retrieval of the facts. The process of initially manually calculating facts serves to

build the conceptual knowledge necessary to create meaning and transfer information from

short term memory to long term memory. With conceptual knowledge in place, one can apply

concentrated training and adequate time, in order to shift areas of brain activation to reflect

the move from focused calculation to automatic retrieval, thus freeing working memory to

manipulate new information. Without this mastery of the foundations, the ability to succeed

at higher level mathematics is diminished.

This study builds upon previous studies in four areas. First, we will examine the

discrete variable of home technology access. For the present study, this will simply be a

yes or no measure, possibly leading to future studies if warranted by interpretation of data.

Second, we focus on a four-stream elementary school, with a single math teacher; thus,

reducing extraneous teacher-related confounding variables Third, we will include measure

of student reported self-efficacy in multiplication fluency. This is added to improve the validity

and reliability of the findings to increase generalizability. Fourth, we will specify the apps to

be utilized, rather than simply allowing access. This is to narrow the definition of access

and once again improve validity, reliability and generalizability

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Description of Methods

A quasi-experimental matching pretest-posttest, control-group design study will be

conducted. Quantitative measures will evaluate math achievement and self-efficacy. In

addition, home access to iPads will be evaluated as a yes or no measure. This will allow

for simple correlational statistics to be calculated, possibly warranting future studies.

Participants

Eighty fifth-grade students in a four-stream suburban elementary will be randomly

assigned to one of four math classes; all instructed by the same teacher. These classes will

be randomly assigned as Control 1, Control 2 and Experimental 1, Experimental 2.

Following the initial measure of self-efficacy and the initial Math Minute measure,

participants from Control 1 will be matched with participants from Experimental 1 on

dimensions of home access and achievement. Participants from Control 2 will be matched

with participants from Experimental 2.

Measures

Home Access Measure. Participants will be asked orally, and results recorded for

each participant prior to coding participants, whether they have access to an iPad at home

or not. The question will be phrased as, Do you or your family have an iPad that you use at

home? Responses will be coded; 0=no, 1=yes.

Student Self-Efficacy and Ethnographic Survey.

Surveys will be administered at the beginning of the study, before the treatment is

applied, and at the end of the study, once treatment has concluded. Students will answer

nine questions regarding self-efficacy in multiplication on a Likert scale (Appendix 1).

Question stems include, I like multiplication., I think I can improve my multiplication skills

with practice., and I could help a friend with multiplication if he or she asked me to. This

survey will be administered prior to the Math Minutes to avoid the confounding variable of

recent test performance.

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Math Minute

Randomly generated multiplication assessments will be created and printed from

www.webmathminute.com. Assessments will each contain fifty randomly generated

questions of one-digit by one-digit multiplication facts, vertically presented. Separate,

equivalent assessments will be generated for each of the four groups. See Appendix 2 for a

sample. Math Minute assessments will be applied before the study begins, at the conclusion

of the second week of the study, and again at the conclusion of the study. Participants will be

informed of their performance on all three assessments on the same day they complete

each assessment.

Procedures

Ethics approval will be obtained prior to the beginning of the study. Upon approval,

consent and assent will be sought from all fifth grade students and their parents or

guardians. Identified participants will be surveyed regarding home access to an iPad (0-no,

1-yes) then randomly assigned to one of four math classes, all instructed by the same

teacher; Control 1, Control 2, Experimental 1, or Experimental 2. Students in groups 1 will

be matched on variables of previous achievement levels and home access to iPads, as well

students in groups 2. At the outset of the study, participants will be briefed as the the

nature of the study and their participation. Participants in all groups will first complete the

self-efficacy survey, followed by completing different, but equivalent, randomly generated

Math Minute assessments. Participants, who are already familiar with the Math Minute

assessment, will be given two minutes to complete as many questions as possible. All Math

Minute assessment scores, throughout the study, will be calculated based on digits correct

per minute (DCM), as per Rao, S. & Plati, E. (2015), and divided by two to reflect the score

for one minute. See Appendix 3 for sample DCM calculation.

For the duration of the study, all groups will receive math instruction as usual, based

on units and topics. The experimental groups will spend fifteen minutes at the beginning of

each school day practicing multiplication fluency on drill-type iPad apps. Participants will

have the choice of one of three apps: Motion Math, Math Drills, or Splash Math. Participants
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in control groups will spend the same fifteen minutes practicing multiplication fluency in

traditional ways, such as using flash cards and playing board games. Participants in all

groups will be taught to record and track the minutes practiced per day.

After ten days of practice, a second round of separate, but equivalent, randomly

generated Math Minute assessments will be administered. At the conclusion of the study,

after twenty days of practice, the second self-efficacy survey, followed by the third round of

equivalent, randomly generated Math Minute assessments will be administered.

Description of Data Sources and Analysis

Data sources will be three-fold. First, the discrete variable of home access (HA) to

an iPad will be collected for each participant; where a response of yes = 1, and no = 0.

Second, the quantitative variable of self-efficacy (SE) will be be collected for each of the nine

survey questions, for the pre and post test. Each question will be coded, for each

participant, (see appendix 4) and statistics will be calculated for both individual questions, as

well as measures of central tendency for overall ratings. Third, the quantitative variable of

digits per minute (DCM) will be calculated for each of the three administrations of the Math

Minute assessment. All three data sources will be triangulated and multivariate statistical

procedures applied to determine relationships among the variables.

Results and Conclusions

The expected results are a correlation in student ratings of self-efficacy in

multiplication fluency and a statistically significant improvement in performance on the Mad

Minute assessment with the integration of iPads in the fifth grade math classroom. The

expected effects of home access are unknown. The quantitative measures of self-efficacy

and of digits correct per minute (DCM) will be given equal emphasis. Results yielded will

also inform the necessity of future mixed-methods, or qualitative studies for the variables of

home access and self-efficacy.

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Educational Significance

The use and inclusion of iPads is increasing in the education system because these

devices are widely seen as an entry point to increase student engagement in daily

instruction. With the inclusion of specific apps for mathematics, there is great potential of

increasing student engagement because it provides the teacher an opportunity to

differentiate instruction, and the student a platform to progress at their own rates and find

their own paths to success. Students are encouraged to work in the Growth Mind set

system that was made famous by Carol Dweck. Giving students the understanding that

growth comes from trying and failing is setting them up to become lifelong learners.
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References

Carr, J. (2012). Does Math Achievement hAPPen when iPads and Game-Based Learning

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

Technology Education: Research, 11(1), 269-286. Informing Science Institute.

Dweck, Carol S. (2010) Even Geniuses Work Hard. Educational Leadership, v68 n1 p16-20.

Jasmine, Joanne. Ed.D. (2013) Using iPads to Motivate Seventh Grade Students in the

Math

Classroom. Caldwell College, 1 - 31

Musti-Rao, S., & Plati, E. (2015). Comparing two classwide interventions: Implications of

using technology for increasing multiplication fact fluency. Journal of Behavioral

Education, 24(4), 418-437. doi:10.1007/s10864-015-9228-x

Olson, T., Olson, J., Olson, M., Capen, S., Shih, J., Atkins, A., DeVaul, L. & Thomas, A.

(2015). Exploring 1:1 Tablet Technology Settings: A Case Study Of The First Year Of

Implementation In Middle School Mathematics Classrooms. In D. Slykhuis & G.

Marks (Eds.), Proceedings of Society for Information Technology & Teacher

Education International Conference 2015 (pp. 2736-2742). Chesapeake, VA:

Association for the Advancement of Computing in Education (AACE).

Riconscente, M. M. (2013). Results from a controlled study of the iPad fractions game

motion math. Games and Culture, 8(4), 186-214.

Web Math Minute. (n.d.). Retrieved March 30, 2016, from http://www.webmathminute.com/

Zamarian, L., Ischebeck, A., & Delazer, M. (2009). Neuroscience of learning arithmetic:
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Evidence from brain imaging studies. Neuroscience and Biobehavioral Reviews, 33,

909-925. Available online: http://ezproxy.library.ubc.ca/login?url=http://

www.sciencedirect.com/science/article/pii/S0149763409000402

Zhang, Meilan; Trussell, Robert P.; Gallegos, Benjamin; Asam, Rasmiyeh R. (2015, March),

Using Math Apps for Improving Student Learning: An Exploratory Study in an

Inclusive Fourth Grade Classroom. In TechTrends: Linking Research and Practice to

Improve Learning, (Vol. 59 n2 p32-39 Mar 2015).

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Appendix 1: Self-Efficacy Survey

Not at All! Not Usually. Sometimes. Most of the All of the
(Strongly (Disagree) OR Im Not Time. time!
Disagree) Sure. (Agree) (Strongly
1 2 (Neutral) Agree)
3 4 5
I like
multiplication.
I am good at
multiplication.
I think I can get
95% or higher on
a multiplication
test.
I think I will need
multiplication in
the future.
I am comfortable
using
multiplication
outside of school.
I think I can
improve my
multiplication
skills with
practice.
I could help a
friend with
multiplication if he
or she asked me
to.
I can learn math
topics easily.
I ask questions
when I am
unsure.
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Appendix 2: Sample Math Minute Assessment

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Appendix 3: Sample Digits Correct per Minute Calculation

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Appendix 4: Data Coding Chart

Variable Name Variable Label Measure Value

Home Access HA Nominal 1=Yes 2=No
Self-Efficacy: Overall SEOM Ordinal
Mean
Self-Efficacy: By SEBQ Ordinal 1=Strongly Disagree,
Questions 2=Disagree, 3=Neutral, 4=Agree,
5=Strongly Agree
Math Minute MM Ordinal
Assessment Ratio