Apple classroom : managing tertiary English classes with ipads

Abstract

The objectives of this study were to (1) compare the vocabulary skills development of tertiary English students in lessons utilizing Apple classroom with those without the use of Apple Classroom, and to (2) compare the learning satisfaction of students in lessons with Apple classroom compared to lessons without. A mixed-method approach was used in one class which was randomly sampled and consisted of 31 students. Six 150-minute lessons were developed in two sets of three lessons. Quantitative data was collected through pretests and posttests which were given at the beginning and end of each set of three lessons (1-3 and 4-6), and qualitative data was collected through a student questionnaire, a semi-structured interview with the students, as well as classroom observations. The posttest comparison results between lessons 1-3 and lessons 4-6 showed a significance value of .335 indicating that the result was not statistically significant, and consequently that the use of Apple Classroom did not increase students learning achievement. The results of the qualitative analysis demonstrated significant satisfaction with the use of Apple Classroom where more than 75% of students believed Apple Classroom (1) helped students learn more, (2) reduced cheating, and (3) would ultimately be their preference for lessons if they were given the choice