THE IMPACT OF USING AN IPAD ON THE ACHIEVEMENTS OF SECONDARY SCHOOL STUDENTS IN SAUDI ARABIA

The need to meet the requirements of Saudi Arabia's National Transformation Program under the 2030 vision has influenced a greater use of technology in Saudi Arabia's education system with a view to improving learning in schools. This paper presents a selection of the preliminary results of the main study investigating the impact of iPad usage on the achievement of tenth-grade students in a secondary school in Saudi Arabia. The study focused on a sample of 50 students during the second semester of the 2018/2019 academic year. This sample was two groups: both groups A and B contained 25 students each. Over the period of one month, a quasi-experiment was conducted in both groups to assess the impact of an iPad on a student's achievements in mathematics. Group A was an experimental group which used the iPad to teach and learn and group B was a control group which used traditional teaching and learning techniques. Both groups performed a pre-test on the first day of the quasi-experiment, then after one month, both groups took a post-test. Cronbach's Alpha coefficient was used to measure the reliability test for a different group, and the value of Cronbach's alpha coefficient was 0.784. With results close to one, reliability and credibility of the test were confirmed. The study results showed a statistically significant difference between group A (experimental group) and group B (control group) at a significant level: a = 0.05. The implications of the results are that using the iPad made a difference in students' performance level in mathematics between group A and group B. The study concluded with an analysis of the data collected from the quasi-experiment. Based on this, specific recommendations were provided.