The Impact of One-to-One iPad Technology on Student Achievement as Measured by MAP Mathematics Assessments

Abstract

The purpose of this study was to determine whether there were differences inthird through sixth grade student achievement, as measured by the change in MAPmathematics RIT assessment scores, between students who participated in a one-to-oneiPad initiative and students who participated in a one-to-many initiative and whetherthose differences were affected by student gender, race, or socioeconomic status. Anadditional purpose of this study was to determine whether there were differences infourth through sixth grade student achievement, as measured by the change in MAPmathematics assessment scores, between students who participated in a one-to-one iPadinitiative for one school year and students who participated in the initiative for two yearsand whether those differences were affected by student gender, race, or socioeconomicstatus. A quantitative quasi-experimental design was used for this study using archiveddata. The independent variables included student participation in the one-to-oneinitiative, student participation in the one-to-one initiative for one or two years, studentgender, student SES, and student race. The dependent variable was student gain on theMAP mathematics assessment from fall to spring. The population for this study includedall third through sixth grade students in thirty-three elementary schools in District S.The results of the analysis indicated that there was no significant difference inmathematics gain between students who participated in the one-to-one initiative andstudents who participated in the one-to-many initiative. The data analysis showed nointeraction effects for student gender, race, or student SES, but there were four maineffects. Fifth grade White students had a significantly higher mean gain than did Blackand Hispanic students. Fifth grade students on full pay lunch status had a significantly higher mean gain than did free/reduced lunch status students. In sixth grade, females hada significantly higher mean gain than did males. Sixth grade students on full pay lunchstatus had a significantly higher mean gain than free/reduced lunch status students.When comparing students who participated in the initiative for one year versustwo years, the results of the analysis indicated that there were significant differences inthe mean gain for fourth and sixth grade students. The results of the data analysis alsoshowed that student race and student SES affected the mathematics gain of sixth gradestudents. The results of the study prompt districts to implement technology initiativesconscientiously to provide the full benefits of technology to all students.