Abstract:

The need to meet the requirements of Saudi Arabia’s National Transformation Program under the 2030 vision has influenced a greater use of technology in Saudi Arabia’s education system with a view to improving learning in schools. This paper presents a selection of the preliminary results of the main study investigating the impact of iPad usage on the achievement of tenth-grade students in a secondary school in Saudi Arabia. The study focused on a sample of 50 students during the second semester of the 2018/2019 academic year. This sample was two groups: both groups A and B contained 25 students each. Over the period of one month, a quasi-experiment was conducted in both groups to assess the impact of an iPad on a student’s achievements in mathematics. Group A was an experimental group which used the iPad to teach and learn and group B was a control group which used traditional teaching and learning techniques. Both groups performed a pre-test on the first day of the quasi-experiment, then after one month, both groups took a post-test. Cronbach's Alpha coefficient was used to measure the reliability test for a different group, and the value of Cronbach's alpha coefficient was 0.784. With results close to one, reliability and credibility of the test were confirmed. The study results showed a statistically significant difference between group A (experimental group) and group B (control group) at a significant level: α = 0.05. The implications of the results are that using the iPad made a difference in students' performance level in mathematics between group A and group B. The study concluded with an analysis of the data collected from the quasi-experiment. Based on this, specific recommendations were provided.

Keywords:

IPad, tablet, technology, student achievement, quasi-experimental.