Date Approved

6-27-2019

Embargo Period

8-8-2019

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Shuff, Margaret

Second Advisor

Kuder, Sydney J.

Third Advisor

Accardo, Amy

Subject(s)

Computer-assisted instruction; Mathematics--Study and teaching

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

The purpose of this study was to determine if utilizing a digital iPad curriculum increases academic achievement in students in a middle school inclusive mathematics classroom. Twenty eighth-grade students participated in the study. The research was conducted using a group design methodology. Ten students in the experimental group used the digital iPad curriculum throughout instruction. The remaining ten students in the control group used traditional paper materials. A baseline was found prior to instruction using pre-tests. While the instruction was the same for all students, the methods of note-taking, practice of skills, and assignment completion and submission varied between the experimental and control groups. The students were assessed after instruction using post-tests. A comparison between pre- and post-test scores was calculated to determine the students' academic achievement and growth.

Results demonstrated that the group using the digital iPad curriculum showed slightly more improvement than the group using traditional paper materials. Results also showed that a student with learning difficulties using the iPad was more successful than another student with learning difficulties using traditional paper materials. The results suggest that using a digital iPad curriculum in the classroom can lead to increased academic achievement for general education students and those with learning difficulties.

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