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Tablet Technology for Enhancing Pupils' Success in Lower Match Classes of Primary School / Pavičić Zajec, Tea ; Seljan, Sanja ; Klasnić, Ksenija ; Pavlina, Krešimir.

By: Pavičić Zajec, Tea.
Contributor(s): Seljan, Sanja [aut] | Klasnić, Ksenija, sociologinja [aut] | Pavlina, Krešimir [aut].
Material type: ArticleArticleDescription: str.Other title: Tablet Technology for Enhancing Pupils' Success in Lower Match Classes of Primary School [Naslov na engleskom:].Subject(s): 5.04 | elementary school ; ICT in education ; impact of ICT ; math teaching ; pupils’ success | elementary school ; ICT in education ; impact of ICT ; math teaching ; pupils’ success In: Informatics in Education (2018)Summary: The paper discusses implementation and impact of ICT in educational systems in European countries in the educational process, primarily in mathematics, which is for students one of the most difficult subjects. The aim is to examine the impact of ICT on improving and facilitating the adoption of mathematical content and on the success of final grades. A total of 127 pupils of the third and fourth classes of primary school participated in the research, divided into control and two experimental groups. Results of the research are presented according to the two success measures used: grades on one pre-test and four knowledge tests and the final grade, analysed by descriptive and parametric statistics (analysis of variance and t-test) at p < .05. The results have shown that use of ICT in math teaching does not have a positive effect in terms of keeping the same average grade, despite the new and more difficult learning material. ICT has a positive impact on the success of adopting mathematical content over the semester if used in the closing part of the lesson. The findings confirm the hypothesis that pupils using ICT in math will achieve better final success than non-ICT students, but this positive impact is reflected in a certain time lag during the half-year period.
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The paper discusses implementation and impact of ICT in educational systems in European countries in the educational process, primarily in mathematics, which is for students one of the most difficult subjects. The aim is to examine the impact of ICT on improving and facilitating the adoption of mathematical content and on the success of final grades. A total of 127 pupils of the third and fourth classes of primary school participated in the research, divided into control and two experimental groups. Results of the research are presented according to the two success measures used: grades on one pre-test and four knowledge tests and the final grade, analysed by descriptive and parametric statistics (analysis of variance and t-test) at p < .05. The results have shown that use of ICT in math teaching does not have a positive effect in terms of keeping the same average grade, despite the new and more difficult learning material. ICT has a positive impact on the success of adopting mathematical content over the semester if used in the closing part of the lesson. The findings confirm the hypothesis that pupils using ICT in math will achieve better final success than non-ICT students, but this positive impact is reflected in a certain time lag during the half-year period.

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