Effectiveness and satisfaction of iPad integration in the undergraduate classroom
Teresa Edgar, California University of Pennsylvania, United States
California University of Pennsylvania . Awarded
CONTEXT: Technology is utilized in the majority of the classrooms today; however, there is limited research on whether technology is effective in delivering the lectured materials. OBJECTIVE: This study examined the perceived effectiveness of iPad integration in the traditional classroom through a survey pertaining to satisfaction, value, and general effectiveness of utilizing the iPads. DESIGN: Descriptive survey. SETTING: Anatomy and Physiology II course at California University of Pennsylvania. Patients or Other Participants: 15 out of approximately 120 undergraduate health science students from a stratified sample (Gender=2 males, 10 females; Major=9 athletic training education program, 3 physical therapist assistant program; age=22.5±4.94; completed credit hours=29.9±20.42). INTERVENTIONS: Once majors were determined for each subject in the course, participants were randomly chosen from health science majors at this university. Participants received an email with the informed consent form and information pertaining to this research. Subjects utilized iPads during each lecture for 2.5 weeks. A hard copy survey pertaining to the satisfaction value, and effectiveness of iPad integration in the traditional style classroom was distributed to each participant. The participants had one week after the length of the study to complete the entire survey. A paired-samples t test was conducted to compare the mean satisfaction score before and after iPad integration in the undergraduate classroom. Value was determined by gathering frequencies of how valuable the subjects found iPad use in the classroom. MAIN OUTCOME MEASURES: Respondents will answer Likert style questions pertaining to satisfaction, value, and general effectiveness of iPad integration. RESULTS: 12 out of 15 completed surveys concluded no significant difference was found for both hypotheses. Hypothesis 1 found (t(11) = .886, p>.05). Hypothesis 2 found 9.1% of students did not find the iPad to be valuable at all. However, 45.5% found the iPad to be very valuable in the classroom. A statistical test was not run due to the limited number of participants. Additional results were found for satisfaction, value, and general questions pertaining to effectiveness of iPad integration. CONCLUSION: This study found there to be no significant effect of iPad integration on satisfaction or value. However, the study did find trends in the data that majority of students found the iPads to be valuable and somewhat effective in the classroom when individual question responses are examined.
Edgar, T. Effectiveness and satisfaction of iPad integration in the undergraduate classroom. Master's thesis, California University of Pennsylvania. Retrieved March 21, 2019 from https://www.learntechlib.org/p/125468/.
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