A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance
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| Title: | A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance |
|---|---|
| Language: | English |
| Authors: | Haydon, Todd, Hawkins, Renee, Denune, Hillary, Kimener, Lauren, McCoy, Dacia, Basham, James |
| Source: | Behavioral Disorders. Aug 2012 37(4):232-243. |
| Availability: | Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publication/behavioraldisorders |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools |
| Descriptors: | Nontraditional Education, Emotional Disturbances, Mathematics Skills, Mathematics Instruction, Worksheets, Group Instruction, Educational Technology, Learner Engagement, High School Students, Secondary School Mathematics, Computer Assisted Instruction, Problem Solving, Instructional Effectiveness |
| ISSN: | 0198-7429 |
| Abstract: | The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on a worksheet or completing problems presented on an iPad. Based on visual analyses, students solved more math problems correctly in less time and demonstrated higher levels of active engagement in the iPad condition as compared to the worksheet condition. Social validity assessments indicated that the teacher and three students preferred the iPad condition to the worksheet condition during the math lessons. A discussion on study limitations, implications, and future research directions is included. (Contains 1 table and 2 figures.) |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2013 |
| Access URL: | https://www.ccbd.net/?q=node/9#overlay-context=node/2%3Fq%3Dnode/2 |
| Accession Number: | EJ989498 |
| Database: | ERIC |
| Abstract: | The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on a worksheet or completing problems presented on an iPad. Based on visual analyses, students solved more math problems correctly in less time and demonstrated higher levels of active engagement in the iPad condition as compared to the worksheet condition. Social validity assessments indicated that the teacher and three students preferred the iPad condition to the worksheet condition during the math lessons. A discussion on study limitations, implications, and future research directions is included. (Contains 1 table and 2 figures.) |
|---|---|
| ISSN: | 0198-7429 |
