Personal digital assistants: Effects on performance and perceptions of students with special needs
Elizabeth A. Baker, Southwest Minnesota State University, United States
Southwest Minnesota State University . Awarded
This action research project examined the effects of the use of personal digital assistants on students with special needs in the mainstream science classroom in a Southwest Minnesota school during the fall semester of the 2004/2005 school year. Fifteen students were randomly selected to participate in the PDA research project. Data analyses consisted of descriptive statistics and inferential statistics utilizing the t test for paired means to compare pre- and post- student survey data and baseline and research period performance data. Statistical data are supported with qualitative data collected from open-ended survey questions and focus group questions. The findings of this study revealed that PDAs have no effect on student performance in a nine-week period, and student perceptions regarding the use of PDAs are positive. Results from this study will provide relevant information for educators looking for a type of assistive technology to use in the mainstream classroom with special needs students.
Baker, E.A. Personal digital assistants: Effects on performance and perceptions of students with special needs. Master's thesis, Southwest Minnesota State University.
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