First-grade students taught with tablet e-textbooks showed significant pre-test to post-test improvement in core curriculum achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's core curriculum achievement improved significantly from pre-test to post-test after a semester of tablet e-textbook instruction. → Ibtesam Al-Mashaqbeh and Muneera Al Shurman 2015

Evidence¶

Ibtesam Al-Mashaqbeh and Muneera Al Shurman 2015¶

Ibtesam Al-Mashaqbeh and Muneera Al Shurman. (2015). The Adoption of Tablet and e-Textbooks: first grade core curriculum and school administration attitude. Journal of Education and Practice, Vol.6, No.21. https://eric.ed.gov/?id=EJ1079146

q2 · i? · causal · r1

Quasi-experimental control group study in one private school in Irbid-Jordan; the experimental group was taught with tablets loaded with e-textbooks, activities, games and worksheets for one semester. Table 2 reports pre-test mean 67.52 (SD 11.874) and post-test mean 94.50 (SD 1.954), t = -14.410, df 41, Sig. .000. The article reports "a significant improvement on students core curriculum acheivement s" with no effect size printed.

"It showed that their was a significant improvement on students core curriculum acheivement s. which point to the positive result toward the us e of e- textbook on student core curriculum learning and teaching processs."

Discussion¶

Related Claims¶

• The tablet e-textbook experimental group significantly outperformed the traditionally taught control group on the post-test — related
• School administration viewed tablet and e-textbook teaching positively, citing ease of use and student motivation — related
• Grade 6 learners show no significant difference in mathematics gains whether using a customised workbook or a conventional textbook — reports the opposite
• Both workbook and textbook groups made statistically significant pre-to-post gains larger than most South African interventions typically achieve — related
• Multimedia motivational introductory messages produce better immediate knowledge-test outcomes than traditional teaching aids in elementary Nature and Society lessons — related
• Students taught Elementary Algebra with e-books showed significantly higher mathematical critical thinking gains than students taught with conventional textbooks — a narrower finding that bears on this claim
• Both ABSL and traditionally taught groups showed statistically significant pre-test to post-test achievement gains in probability — related