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

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.  Article visualizations

Effects of using iPad on First Grade Students\u27 Achievements in Arabic Language Classes In Saudi Arabia

Although the iPad device has become a new trend as a teaching and learning tool in schools, using it in Saudi schools is still relatively new. So, the purpose of the study was to investigate whether the iPad enhances the teaching and learning styles in Arabic language classes for first grade in Albushra primary school. It also examined how this new educational tool affects students\u27 skills and achievements, how teachers and students use it in their Arabic language classes, and what are advantages and disadvantages of using it in a class and at home. The study data was collected by conducting (1) the pre-and-post tests on two groups: Technology group taught by using iPad in Arabic language classes and Traditional group taught by using traditional teaching methods in order to know students\u27 progress in reading, writing, and cognitive skills; and (2) interviews with Arabic teachers and parents whose children were taught by using iPad. The results of the study shows that the iPad is an effective teaching and learning tool in Arabic language classes, especially as it created very notable progress in students’ cognitive and reading skills. However, it may weaken handwriting skills of students if they learned writing Arabic by using their fingers on iPads instead of using stylus the most of the time, especially when they are at young age and need to learn how to hold pencil to write properly. As well, providing the iPad for each student might lead to less communication and cooperation between students in classrooms

The Digital Transition from Textbooks to Tablets in Saudi Arabia

Technology has greatly impacted education around the world, including in Saudi Arabia. Educational technology supports teaching and learning processes, and its integration into schools supports successful initiatives to improve learning in the classroom. Introducing a new technology resource, such as computer tablets, into learning settings is crucial in the delivery of more varied and more interactive instructional content at all student levels. This qualitative research study concerns the digital transition from textbooks to tablets in Saudi Arabian schools. The goal of the study was to examine the use of tablets by current teachers and to investigate their perceptions of and feelings towards tablets. This study also helped to identify benefits and disadvantages of using digital technology devices in schools. The researcher used a purposive sampling technique for an in-depth understanding of the phenomenon. The data was collected through semi-structured interviews and observations. Six Saudi teachers who use tablet devices in their classrooms agreed to be interviewed and observed and to participate in follow-up interviews. The data were analyzed using thematic analysis, which emphasizes the important themes across the collected data. The findings indicate a persistent dilemma of which participants were not aware: the intent of transitioning to tablets is not matched by what takes place in classrooms. This study found that teachers use tablets as supplemental instruction, but books are still the primary method of instruction. The major problems with tablet implementation in this school were inadequate teacher input into the transition process, training, and ongoing support

The effectiveness of iPad in enhancing instruction in mathematics teaching and learning for secondary schools in Saudi Arabia

Tablet devices, such as the iPad, have emerged among the most essential educational tools due to features that facilitate the learning and teaching process without the limitations of time or location. Tablet devices and their range of applications (apps) can potentially improve both the teaching and learning processes and the communication between teachers and students. However, there are concerns about the benefits of using tablet devices and their different apps in the learning process, including the extent to which students actually use them for educational purposes. Therefore, this study sought to evaluate the effectiveness of iPad usage, including various applications, in terms of improving students' mathematics achievement and motivation based on accomplishing the goals of mathematics lessons in a 10th grade secondary school in Saudi Arabia (SA). To achieve this, iPad devices were deliberately introduced to support teachers and students in the teaching and learning of mathematics. The study also sought to evaluate the impact that iPad usage and the various applications would have on mathematics teachers’ perspectives regarding the teaching of mathematics concepts in the same secondary school in SA. While there are now many opportunities for technology to be used in the education sector, there is still a need for a better understanding of how and to what extent iPad devices and the various dedicated education apps can be integrated in teaching and learning in secondary schools in SA, particularly with regard to mathematics education. This is an important matter, as it has several wider implications for curriculum design, classroom practice, teacher and student education, and the development of greater understanding of learning and cognition in technology-enhanced learning settings. To generate insights into the effectiveness of introducing iPad devices and various apps related to teaching and learning mathematics in Saudi secondary schools, the study used a logical model design for program evaluation based on a mixed-method approach. A quasi-experimental design was applied as the primary quantitative approach, while the secondary qualitative approach was carried out simultaneously. The quasi-experimental period stretched over two months. In the first month, class A was the treatment group and pupils in that group used iPads and relevant apps to learn mathematics, while class B was the control group, with the pupils using traditional methods based on using books, paper, and pencils. The treatment was switched between the two classes in the second month. Data were collected from a pre-test and two post-tests (quantitative data), semi-structured interviews, and a focus group interview (qualitative data). The participants in this quasi-experimental study included 50 students from two classes in the 10th grade (25 participants in each class), as well as four teachers who took part in the interviews. The focus groups comprised eight groups of six students, four groups from each class. The quantitative data were analysed using a multi-statistical method in IBM SPSS and the qualitative data were analysed using thematic analysis. The study uncovered a wide range of evidence indicating encouraging results for the integration of the iPad and relevant applications in the process of teaching and learning mathematics in educational systems, particularly in Saudi Arabian secondary schools. The findings of the quantitative data showed that the iPad devices and the applications used significantly improved students’ achievement in the period during which they were encouraged to use these devices to learn mathematics, with better results than when they used the traditional methods (books, paper, and pencils). However, this improvement might not occur if the students or teacher are not trained to use the device and the various educational apps employed in this quasi-experimental study. The findings of the students' focus group interviews revealed largely positive views towards the use of the iPad device and its apps, such as education platform apps and various communication apps. This device and its apps promoted students’ performance in mathematics by providing immediate feedback, improving their mathematical skills, helping them to prepare for tests, and assisting them to search for information, thus equipping them with a better understanding of the content. The majority of students also found the use of these devices to be a source of motivation and they encouraged them to learn mathematics and achieve the goals of the lesson plans to a greater degree than when working with conventional methods. Moreover, the students were dependent on this device and its apps for their learning and viewed is as a useful and supportive educational tool for facilitating their communication and enhancing their collaboration, as well as organising their time and studies. However, while most of the students believed that the iPad and its apps encourage them to study mathematics, some students reported that they were not inclined to use this device to learn mathematics. They stated that their preference was to handwrite notes or complete mathematics activities using paper and pencil because they found it difficult to write certain symbols on the device. They also reported encountering several obstacles, such as interrupted or slow internet connection, low battery level, difficulty recharging the battery, some apps hanging during use, and the iPad screen breaking easily. The findings of the teacher interviews showed that, in general, the perception was that both teachers and students benefitted from the use of the iPad, and the apps were deemed useful tools for facilitating and improving the in-class teaching and learning processes. They believed that this device assisted them in achieving the lesson objectives faster than previous teaching methods. It also helped them to immediately ascertain their students' academic level, improve their students' performance, motivate their students to learn mathematics, and provide instant feedback for their students. The findings also demonstrate that iPads facilitated collaboration and communication among students, as well as developing their creativity, critical thinking, and self-reliance skills. However, the results also illustrated that there are several elements that make both teachers and students in SA public schools unwilling or unable to use the device and its apps. For instance, the infrastructure of schools may not be equipped to integrate the technology, especially so in the case of iPads. In addition, teachers were afraid to integrate iPad use in the classroom because they lacked the knowledge to use this device and its apps for educational purposes. They also faced continuing obstacles and limitations in using the iPad and its apps in the classroom environment. These obstacles were mainly associated with technical issues, such as lack of connection to the internet or battery problems. Other issues included students forgetting to bring their iPad device or using non-instructional apps in the classroom. The study, therefore, proposes some solutions to these obstacles, which could be beneficial for schools to consider before deciding whether to integrate iPad devices and their various apps in the classroom. Therefore, this study helps provide insights and evidence regarding iPad usage with various educational apps in the classroom. The implications of these findings are considered in relation to students’ development, teachers’ development, and the educational technology and school development curricula in SA secondary schools. Some suggestions regarding future research based on this are also offered

An Evaluation of ICT Integration in Science Learning in Primary Schools in Saudi Arabia

Technology plays an important role in education, and Saudi Arabia has dedicated a huge budget to develop technology for education. The aim of this mixed-methods study is to evaluate ICT integration in science education in upper primary schools by investigating both students’ and teachers’ perceptions of ICT use. Participants perceived the ICT integration positively but faced several challenges including time and technical issues. Many participants suggested providing devices to improve Saudi science education

The challenges and the possibilities to the use of technology in the teaching and learning of English language as a case study.

The use of technology as a strategy for supporting language learning is an area which requires further exploration. Specifically, this study seeks to research the Saudi Arabian school situation. Simply put, the Saudi government dedicated a great deal of time and money into the education sector. However, as researchers have pointed out, there are still weaknesses in Saudi primary schools in terms of using technology in the classroom. The use of technology can help teachers to enhance the students’ learning and motivate them, especially with regard to learning English as a foreign language. This study which was based on a case study of a single public primary school in Saudi Arabia employed both qualitative and quantitative methods. Data was collected by conducting a survey, interviews, observations, and experimental research. The study was conducted to gain a deeper understanding on the usage of information in the teaching and learning of English language in Saudi Arabian public primary. The target population was Saudi Arabian school children and their teachers. The study shows that the teachers involved in the study appreciated the importance of technology in teaching EFL. The findings indicate that technologies such as laptops, tablets, YouTube and Internet generally have a positive impact on student language learning, engagement and interest in learning

The Impact of Tablet Device Applications on Mathematics Teaching and Learning at Secondary School Level in Saudi Arabia

There has recently been a rapid rise in the use of educational applications (apps) in teaching and learning, and they are increasingly being viewed as a necessary part of instruction. However, they are still relatively new in secondary schools in Saudi Arabia. The purpose of this study was to investigate the impact of apps on mathematics teaching and learning in the 10th grade of secondary school. Also, this study will help higher education institutions to know about the supportive educational apps to continue using the beneficial apps and to support the needs of future teachers to be trained and improve the curriculum to keep pace with technology development in education. The interviews’ findings show the need to consider the integration of new technology carefully prior to launching projects involving a change in the educational system to avoid failure. The integration of educational apps helped the students develop their mathematics learning skills, and the teachers viewed it positively in terms of the impact on teaching mathematics concepts at the secondary school level. The study also investigated the obstacles encountered by teachers and students when using various apps and sought solutions. It highlights the implications of app use and makes recommendations

Using mobile learning in blended learning environments in higher education: perceptions and acceptance among students and lecturers at Qassim university, Saudi Arabia

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonIn Saudi Arabia, learning methods, such as blended learning and mobile learning, have become more important than ever. However, to successfully implement such type of learning methods in higher education settings, determining the perceptions of students and lecturers is vital. Therefore, this qualitative study aims to determine students’ and lecturers’ understanding, acceptance, and barriers of using mobile learning in blended learning environments, using semi-structured interviews, open-ended surveys, and responses to the unified theory of acceptance and use of technology (UTAUT). Overall, 108 participants were included in the study, of which 12 students attended the interview and 24 lecturers and 72 students participated in the open-ended survey. The results show that performance expectancy, effort expectancy, habit, academic social influence, and conditions facilitating academics are the core determinants of behavioural intention, which have direct effects on the user behaviour of students and lecturers. To our knowledge, this is the first study that has investigated blended mobile learning acceptance in Saudi higher education settings. The findings can be generalised to the most of Saudi universities and some universities in the Arabian Gulf that exhibit the same conditions

Teaching Arabic through communicative language teaching approaches informed by new understandings of literacy in primary schools in Tabuk, Saudi Arabia

This thesis seeks to document the perspectives of 24 male primary educators of the Arabic language on teaching Arabic through communicative language teaching (CLT) approaches informed by the new literacy theory (NLT) in Saudi Arabia (Tabuk). In Saudi Arabia, there is little focus on the importance of communication skills in using Standard Arabic, whether in conversation, listening and speaking. This study aims to fill the gap in the research literature on Arabic language teaching in primary education, drawing on the NLT. Arabic is a global language and this study has international significance as the findings will inform the teaching of Arabic as a first and additional language. Therefore, this study investigates the usage of CLT approaches into the teaching of Arabic through the use of various activities that are contextual and meaningful. The focus of this study is on language in relation to listening, speaking, viewing, reading, writing, critiquing and creating in purposeful contexts. It utilises a mixed method mainly drown on qualitative research methods to examine five case study sites (government primary schools in urban Tabuk) to investigate the use of technology in Standard Arabic Teaching using CLT approaches. Furthermore, the study examines the use of a contemporary curriculum in order to contrast it to traditional approaches. Data was initially gathered with a survey to collect demographic data about the study and its subjects. Participants were then interviewed to obtain deeper and more detailed information. The study covered five schools and four supervisors. Moreover, this study draws on connectivism theory, which presents a concept of information being presented via complex networks that enable the educational process to occur. In the connectivism theory, learning occurs via networks through a mix of technological and social interactions. The findings indicate that there is a lack of understanding the NLT, and tensions between traditional and contemporary curriculum supporters exist. The professional development and academic preparation (pre-service) received by students in colleges and universities was one of the most prominent findings in this study, because it shows a weakness in the preparation that student teachers receive in educational institutions. In addition, the findings highlight issues in providing information technology (IT), access to the use of technology, leadership and change. In conclusion, this study revealed that curriculum change in Saudi Arabia is a controversial topic in relation to Saudi societal ideologies. In particular, the study highlighted that curriculum change, leadership, contemporary views of literacy learning and Arabic education are as important as other issues such as religion, Arabic identity, resistance to change and Westernisation. Hence, this study points to the significance of professional development in curriculum change where teachers, principals, educators, curriculum designers, policy makers and parents are involved in the development of curriculum in order to provide high quality education for their children