بادي شارع فهد الدوسري

البحوث المنشورة

THE EFFECTIVENESS OF IPAD USE IN PROMOTING STUDENT ACHIEVEMENT IN A SECONDARY SCHOOL IN SAUDI ARABIA

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18/08/2020

The Ministry of Education in Saudi Arabia has used technology to support teaching and learning in Saudi’s school system to meet the requirements of the National Transformation Program under Vision 2030. There are different kinds of technology which can enhance the effectiveness of the teaching and learning of mathematics, such as the iPad. This paper presents results of primary research investigating the effect of using iPads in enhancing student achievement in a Saudi secondary school. A quasi-experimental design was used to determine the effect of using an iPad on students’ achievement in mathematics across two tenth grade classes (A and B) for two months. In the first month, students of group A used the iPad as a learning tool (treatment group), while students of group B used traditional methods as learning tools (control group). In the second month of the quasi-experimental period, group A became the control group using traditional methods, while group B became the treatment group using the iPad to learn mathematics. At the start of the experiment, a pre-test was completed, and the first post-test occurred one month later, then the treatment was switched. After two months at the end of the quasi-experimental period, both groups had taken the second post-test. Cronbach’s alpha coefficient measured the reliability of these tests, with the first test at 0.784 and the second test at 0.792, regarded as very high (close to 1.00). Thus, the tests’ reliability and credibility were confirmed. Nine comparisons of the means were used to see if a significant statistical difference between the mean of the two groups or within a group existed, by using the SPSS t-test. After comparing the mean of ‘within-group A’, ‘within group B’, and ‘group A and group B’, it was seen that using the iPad made a statistically significant difference (p<0.05) in students’ achievements compared to traditional methods. The study summarises the main results and specific recommendations are provided.

المؤتمرات العلمية

INTED2020 (14th annual International Technology, Education and Development Conference)

02/03/2020

Valencia. Spain

Poster Presentation

THE IMPACT OF USING AN IPAD ON THE   ACHIEVEMENTS OF SECONDARY SCHOOL STUDENTS IN SAUDI ARABIA

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.

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EDULEARN19 (11th annual International Conference on Education and New Learning Technologies)

01/07/2019

Poster Presentation

INVESTIGATING THE INTEGRATION OF IPAD AMONG MATHEMATICS TEACHERS IN A SECONDARY SCHOOL IN SAUDI ARABIA BASED ON TPACK MODEL

This paper presents some of the preliminary results of a pilot study investigating in-service teachers’ levels of technological pedagogical and content knowledge (TPACK) among mathematics teachers in a secondary school in Saudi Arabia. The qualitative data was collected from three mathematics teachers who used iPad in teaching mathematics by using a semi-instructed interview and analysed by thematic analysis.

TPACK framework aims to support the integration of technology into a classroom (Koehler & Mishra,2009). Teachers who know about TPACK can combine their knowledge of Information and Communications Technology (ICT) with their content and pedagogical knowledge to more easily promote students’ learning (Graham et al., 2012).

Seven elements were identified to analyse the factors influencing in-service teachers’ iPad integration in classrooms. The first is related to technological knowledge. This included issues such as how teachers know about digital technology. The second element is related to content knowledge. This included issues such as teachers’ knowledge about the actual subject matter, various strategies for developing teachers understanding and how teachers plan the structure of concepts. The third element is about pedagogical knowledge which explores students’ performance and management of the classroom environment. The fourth element is related to pedagogical content knowledge. This includes details about an understanding of the topic, anticipating student misconceptions within a topic and identifying connections between various concepts in teachers’ subject matter. The fifth element is about technological content knowledge. It explains more about using technologies such as iPad for teaching and enhancing the understanding of specific concepts. The sixth element is related to technological pedagogical knowledge and how teachers can choose technologies to enhance the teaching and learning approaches for a lesson. The final element is technological pedagogical content knowledge, and it covers how teachers teach lessons that appropriately combine teachers’ subject matter, technologies, and teaching approaches.

The research is essential in upgrading the teachers’ competencies in technology skills, primarily to promote students learning. It is crucial to understand TPACK before the iPad can be integrated successfully in schools. One of the preliminary results is that teachers know the useful technologies for teaching specific concepts in their subject matter and how to use them from co-workers. The study will show how teachers’ training and teaching experience were effective factors for mathematics teachers in a secondary school, how the TPACK framework helped with this.

The Ministry of Education (MOE) of Saudi Arabia is currently coping with a wave of educational reforms, which aim to improve the teaching and learning of all in-service teachers. ICT is key to Saudi Arabia’s National Transformation Program under Vision 2030. Saudi Arabia’s Vision 2030 initiative is a long-term economic blueprint designed to curtail the country’s dependence on oil. MOE is attempting to maintain its academic excellence at par with other developed nations. Furthermore, ICT literacy enhances classroom teaching and learning via dynamic, interactive and engaging content that can promote experimentation, innovation and best practices. This research illuminates how teachers’ understanding of TPACK can support ICT literacy development in classrooms.

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INTED2019 (13th annual International Technology, Education and Development Conference)

11/03/2019

Valencia. Spain

Paper Presentation

ASSESSING THE IMPACT OF USING IPAD IN TEACHING AND LEARNING MATHEMATICS WITHIN SAUDI ARABIAN SECONDARY SCHOOLS

iPad is potentially one of the most revolutionary educational tools. It is an interactive handheld device that has been widely recognised and acknowledged to be successful support for education systems worldwide. Lately, Saudi Arabian schools have introduced iPad as an integral part of teaching and learning in the classroom environment of secondary schools. At the same time, it is common knowledge that Mathematics as an academic subject is traditionally one of the more challenging subjects to teach and learn. This is because of the complexity of the mathematical concepts, equations and logic involved.

However, there is an increasing awareness that the integration of interactive, pictorial and real-life scenarios using iPads may enhance the teaching of Mathematics and may potentially be a ‘game-changer’ in supporting learning processes and the results achieved, in teaching and learning in Mathematics. This paper presents some of the results of a pilot study conducted within Saudi Arabian schools, using interview data from Mathematics teachers to understand and assess the impact of using the iPads in teaching and learning Mathematics within the Saudi Arabian schools. Four key elements are used to address the overall impact of iPads as understood by Mathematics teachers. Firstly, questions related to the teaching and learning of Mathematical concepts and basics were explored. This included issues such as how teachers enable students to learn concepts more effectively with the use of iPads. The effect of the use of iPad on lesson planning was also investigated along with the frequency of use and time management using iPads in classrooms. The second key element related to the result and sense of achievement of student learning using iPad, including evidence of preparedness, and results in the form of solving the mathematical problems, connecting the student to the reality of concepts using pictures. Thirdly, the research examined the motivation of both the teacher and learners and how iPads change communication and collaboration techniques within the classroom setup. The final key element concerns the obstacles to the use of iPad and how these can be overcome to ensure a smooth transition for schools that are yet to embrace the use of iPad. The paper also summarises the list of steps required for an increased and successful use of iPad within the Saudi secondary schools setup, to teach Mathematics. The practical challenges, approach and attitudes of education authorities, is discussed, with support from the case studies of the successful use by schools and institutions globally who have managed to turn the challenge of learning Mathematics into ‘a joy of achievement’ for students. Previously these students may have been fearful of this academic subject. The researcher believes that Saudi Arabia can potentially benefit immensely, and at a higher level, in terms of its students’ attitudes towards learning, be it in the school or life in general, with the introduction of iPads as learning tools at an early age.

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