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Does Math Achievement "h'APP'en" when iPads and Game-Based Learning Are Incorporated into Fifth-Grade Mathematics Instruction? ARTICLE

Journal of Information Technology Education Volume 11, ISSN 1547-9714


After 10 years of No Child Left Behind standards-focused education, mathematics scores have improved only marginally for elementary-aged students. Students who developed a solid conceptual mathematics foundation at the elementary level succeeded later in higher-level mathematics courses; thus, educators have sought ways to increase mathematics achievement, especially among elementary school students. Educators have utilized advances in technology with game-based learning applications and wireless Internet access to create exciting interactive learning opportunities for students that may translate into student achievement. The purpose of this quantitative, quasi-experimental study was to examine the effects of iPad use as a 1-to-1 (1:1) computing device on 5th-grade students' mathematics achievement in two rural Virginia elementary schools. A nonequivalent groups pretest and posttest design was used with 104 fifth-grade students. For one academic quarter of nine weeks, the experimental group used iPads as 1:1 computing devices daily during mathematics class while the control group members did not. A pre-test was administered before the iPad intervention and a posttest was administered after the iPad intervention. The change from pretest to posttest was not significantly different between the two groups as measured by a one-way repeated measures analysis of variance. Recommendations for future study include increasing the intervention duration, using additional participants, collecting qualitative data, and providing students with continuous 24-hour, seven-day-a-week iPad access. (Contains 1 table and 1 figure.)


Carr, J.M. (2012). Does Math Achievement "h'APP'en" when iPads and Game-Based Learning Are Incorporated into Fifth-Grade Mathematics Instruction?. Journal of Information Technology Education, 11, 269-286. Retrieved September 21, 2017 from .

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