Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using math apps for improving student learning: An exploratory study in an inclusive fourth grade classroom. TechTrends, 59(2), 32-39.
Summary
This article examined the effects that the use of three different math apps had on student learning in an inclusive fourth grade classroom. In the study, each student was supplied with an iPad containing three different math apps focusing on multiplication and decimals. Students had limited prior experience using iPads in the classroom. Eighteen students from the same classroom participated in this study, including four students with special needs and six at-risk students (students with problematic behaviors or inadequate academic progress).
The students used three apps, Splash Math, Motion Math Zoom, and Long Multiplication, in four 80-90 minute class sessions. The students had been taught the concepts of multiplication and decimals prior to interacting with the apps. The first 5-10 minutes of each session was spent instructing students how to use the apps. Paper and pencil assessments were administered to students to measure student performance as a result of using the apps. In each assessment, students were given a 15-minute pre-test before interacting with the app and then were given 15 minutes to complete the same test after using the apps. The assessments included questions that were similar, but not identical, to those presented in the apps. The first assessment included 20 multiple-choice questions on place value in decimals. The second assessment included 19 multiple-choice questions on comparing and ordering decimals. The third assessment asked students to calculate the product of a two-digit number and a one-digit number. Additionally, Splash Math tracked student progress and provided a summary for each student.
The authors conducted paired-sample t-tests that showed a statistically significant improvement in performance across all given assessments. In Assessment 1, the number of correct answers selected increased from 62% on the pre-test to 85% on the post-test. In Assessment 2, the number of correct answers selected increased from 56% on the pre-test to 66% on the first post-test and 76% on the second post-test. In Assessment 3, the number of correct answers selected increased from 51% on the pre-test to 66% on the post-test. The authors also separated data into a "struggling group", containing the four students with special needs and the six students where were identified as at-risk, and a "typical group". Although both groups of students improved after using the math apps, the "struggling group" made larger gains in three assessments, thereby reducing the achievement gap between the two groups.
The authors concluded that the study found "encouraging evidence" on using math apps to improve student learning overall, as well as using math apps to close the achievement gap between typical students and those who struggle. The authors cited prior research indicating that struggling students benefit from computer-enhanced math intervention. The authors contend that the very nature of apps, such as self-pacing, immediate feedback, and breaking down tasks into small steps, can be of great benefit to struggling learners. Furthermore, students were able to repeatedly attempt problems while using the apps, which would be unlikely to occur with paper-and-pencil problem solving. Students were also more engaged when using the apps and found the apps easy to use. The authors finally suggest that due to the small sample size and short study duration, these results may not be generalized. Therefore, more studies should be conducted to examine the effectiveness of math apps as a means to improve student learning.
The students used three apps, Splash Math, Motion Math Zoom, and Long Multiplication, in four 80-90 minute class sessions. The students had been taught the concepts of multiplication and decimals prior to interacting with the apps. The first 5-10 minutes of each session was spent instructing students how to use the apps. Paper and pencil assessments were administered to students to measure student performance as a result of using the apps. In each assessment, students were given a 15-minute pre-test before interacting with the app and then were given 15 minutes to complete the same test after using the apps. The assessments included questions that were similar, but not identical, to those presented in the apps. The first assessment included 20 multiple-choice questions on place value in decimals. The second assessment included 19 multiple-choice questions on comparing and ordering decimals. The third assessment asked students to calculate the product of a two-digit number and a one-digit number. Additionally, Splash Math tracked student progress and provided a summary for each student.
The authors conducted paired-sample t-tests that showed a statistically significant improvement in performance across all given assessments. In Assessment 1, the number of correct answers selected increased from 62% on the pre-test to 85% on the post-test. In Assessment 2, the number of correct answers selected increased from 56% on the pre-test to 66% on the first post-test and 76% on the second post-test. In Assessment 3, the number of correct answers selected increased from 51% on the pre-test to 66% on the post-test. The authors also separated data into a "struggling group", containing the four students with special needs and the six students where were identified as at-risk, and a "typical group". Although both groups of students improved after using the math apps, the "struggling group" made larger gains in three assessments, thereby reducing the achievement gap between the two groups.
The authors concluded that the study found "encouraging evidence" on using math apps to improve student learning overall, as well as using math apps to close the achievement gap between typical students and those who struggle. The authors cited prior research indicating that struggling students benefit from computer-enhanced math intervention. The authors contend that the very nature of apps, such as self-pacing, immediate feedback, and breaking down tasks into small steps, can be of great benefit to struggling learners. Furthermore, students were able to repeatedly attempt problems while using the apps, which would be unlikely to occur with paper-and-pencil problem solving. Students were also more engaged when using the apps and found the apps easy to use. The authors finally suggest that due to the small sample size and short study duration, these results may not be generalized. Therefore, more studies should be conducted to examine the effectiveness of math apps as a means to improve student learning.
Reflection
I agree that further studies should be done to truly gauge the effect that math apps have on student success. I do, however, believe that math apps can have a positive effect on learning and retention, particularly among at-risk students and students with special needs. I believe that students will be more engaged and interested in the concepts being presented while using an app versus completing problems via the traditional paper-and-pencil model. I also agree with the authors' prediction that the nature of apps, such as self-pacing, immediate feedback, and breaking down tasks into small steps, has great potential to help all learners (especially those who are at-risk or have special needs). Students thrive on immediate feedback, and it is nearly impossible to provide immediate feedback using traditional methods. The fact that math apps can be easy to use and require little up-front operation instruction would make it easier to implement this technology in my classroom, where time is at a premium.
In order for math apps to be useful to me personally, I will need to search for apps that include high-level skills. Since I teach developmental math courses, I believe that apps containing topics that align with my curriculum exist. One problem I face is the ability to have devices (like iPads) for each of my students. This is not feasible at my level of instruction. One way to combat this limitation is to allow students to use their smart phones to access these apps in class. This would require the existence of free apps that align with concepts taught in my courses. Of course not every student has a smart phone, but I may be able to access some sort of devices to fill in the holes.
The study presented in this article was limited in that it only indicated that student performance increased and the achievement gap between different groups of students lessened due to the use of math apps. This article did not, however, study the impact that math apps have on student learning and retention in comparison to other possible interventions. I would have been interested in seeing the students split into two groups. The first group, for example, could be provided with a review lesson from the teacher, followed by traditional problem solving methods. The second group could be asked to work with the math apps utilized in the study. I would be interested to see if the app group made significant gains in learning compared to the review lesson group. This would be a better way to truly gauge the impact that math apps can have on student learning.
In order for math apps to be useful to me personally, I will need to search for apps that include high-level skills. Since I teach developmental math courses, I believe that apps containing topics that align with my curriculum exist. One problem I face is the ability to have devices (like iPads) for each of my students. This is not feasible at my level of instruction. One way to combat this limitation is to allow students to use their smart phones to access these apps in class. This would require the existence of free apps that align with concepts taught in my courses. Of course not every student has a smart phone, but I may be able to access some sort of devices to fill in the holes.
The study presented in this article was limited in that it only indicated that student performance increased and the achievement gap between different groups of students lessened due to the use of math apps. This article did not, however, study the impact that math apps have on student learning and retention in comparison to other possible interventions. I would have been interested in seeing the students split into two groups. The first group, for example, could be provided with a review lesson from the teacher, followed by traditional problem solving methods. The second group could be asked to work with the math apps utilized in the study. I would be interested to see if the app group made significant gains in learning compared to the review lesson group. This would be a better way to truly gauge the impact that math apps can have on student learning.
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