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

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 stu...

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Bibliographic Details
Published inJournal of behavioral education Vol. 30; no. 4; pp. 578 - 603
Main Authors Kromminga, Kourtney R., Codding, Robin S.
Format Journal Article
LanguageEnglish
Published New York Springer US 01.12.2021
Springer
Springer Nature B.V
Subjects
Academic Achievement
Analysis
Behavioral Science and Psychology
Charter Schools
Child and School Psychology
Competence
Computer Software
Educational software
Educational technology
Elementary School Students
Fluency
Grade 2
Handheld Devices
Instructional Effectiveness
Instructional Materials
Intervention
Learning
Learning and Instruction
Males
Mathematics
Mathematics education
Mathematics Instruction
Mathematics Skills
Original Paper
Paper (Material)
Psychology
Students
Teachers
Technology
Young Children
Canada
Intervention
Mathematics
iPad
Technology
Single-case design
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Summary: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.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-020-09392-4