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The purpose of this study was to investigate the use of tablet technology in theclassroom and its impact on student motivation, self-efficacy, and engagement duringmathematics concepts and skills review. Furthermore, the study also examined students’preference between iPads and paper and pencil, justifications of their preference, and thestrengths and weaknesses of using iPads and paper and pencil. The study was guided bysix research questions. The researcher utilized quantitative analysis to examine how oneto-one tablet technology use impacted teachers’ perceptions of student motivation as wellas students’ perceptions of motivation and self-efficacy. Additionally, the researcherused qualitative analysis to examine students’ preference between iPads and paper andpencil when completing mathematics skills review, students’ justification of theirpreference, and students’ perceptions of the strengths and weaknesses of iPads and paperand pencil. The sample for this study consisted of two classroom teachers and 21students. The researcher conducted interviews for the qualitative analysis. One sample ttests, chi-square tests of independence, and a Likert-type survey were utilized to test theresearch hypotheses. The results indicated that a statistically significant relationshipexists between iPad use and student motivation and iPad use and students’ perceptions ofself-efficacy during mathematics skills review. The research supports the idea that oneto-one tablet technology does impact students’ perceived motivation and self-efficacy,while time on-task may not be impacted. Furthermore, the research revealed nostatistically significant difference regarding students’ preference between iPads and paperand pencil. Students’ justification of their preference varied for using iPads over paperand pencil or paper and pencil over iPads. |
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