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Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do iPads help?
Resource type
Journal Article
Authors/contributors
- Perry, David R. (Author)
- Steck, Andy K. (Author)
Title
Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do iPads help?
Abstract
Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower levels of geometry proficiency scores, higher levels of off-task behaviors, and similar levels of self-efficacy and meta-cognitive self-regulation compared to the non-iPad group. However, the results may have been affected by several latent variables that can be controlled for in future research.
Publication
Computers in the Schools
Volume
32
Issue
2
Pages
122-143
Date
April 3, 2015
ISSN
0738-0569
Short Title
Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom
Accessed
09/11/2021, 21:34
Library Catalogue
Taylor and Francis+NEJM
Extra
Publisher: Routledge
_eprint: https://doi.org/10.1080/07380569.2015.1036650
Citation
Perry, D. R., & Steck, A. K. (2015). Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do iPads help? Computers in the Schools, 32(2), 122–143. https://doi.org/10.1080/07380569.2015.1036650
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