A Comparison of 1:1 Flashcards and a Tablet App on Student Mathematics Proficiency

Autor/inn/en	Kromminga, Kourtney R.; Codding, Robin S.
Titel	A Comparison of 1:1 Flashcards and a Tablet App on Student Mathematics Proficiency
Quelle	In: Journal of Behavioral Education, 30 (2021) 4, S.578-603 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kromminga, Kourtney R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09392-4
Schlagwörter	Instructional Materials; Instructional Effectiveness; Mathematics Instruction; Mathematics Skills; Computer Software; Handheld Devices; Paper (Material); Elementary School Students; Grade 2; Males; Young Children; Charter Schools + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Papier; School year 02; 2. Schuljahr; Schuljahr 02; Male; Männliches Geschlecht; Frühe Kindheit; Charter school; Charter-Schule
Abstract	There is a dearth of research comparing the effects of iPad technology and paper-and-pencil-delivered interventions on student mathematics outcomes. Nine studies have compared intervention modalities such as computer-mediated instruction and teacher-mediated instruction to examine differences in student performance, but only two of these have used iPad technology to do so and neither examined student fact fluency as the outcome. The purpose of this study was to examine the effects of an iPad-based versus a paper-and-pencil-based flashcard intervention on the basic fact fluency of four second-grade boys within a Midwestern US charter school. Using an adapted alternating treatments design, three conditions were compared: iPad-delivered flashcards, paper-and-pencil-based flashcards, and a control condition. The results suggest that for three of four students, there was no difference in gains between treatment conditions, and both were more successful than the no-treatment control. Descriptive data on the acceptability and number of opportunities to respond between intervention modalities are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01