NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1228979
Record Type: Journal
Publication Date: 2019-Aug
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
The Role That Access and Attitudes toward Tablets Have on Learners' Achievement in a Johannesburg School
Hart, Samantha Anne; Laher, Sumaya
South African Journal of Education, v39 n3 Article 1578 Aug 2019
One of the central themes across education policies in South Africa is ensuring equal access to education in a context of diminishing resources. The roll-out of technology in schools plays a pivotal role in achieving equity. With the emphasis on technology integration, it is imperative to fully understand the factors that influence this process. Thus, this study investigated the role of access to tablets, and learners' attitudes towards tablets, on learner achievement. A convenience sample of 276 learners from an independent high school in Johannesburg, where tablets were used in the learning environment, completed a cross-sectional survey consisting of a demographics section, a section on access to technology, and a scale on attitudes towards the use of tablets. The results indicate that learner achievement is largely influenced by learner attitudes towards tablets, and in particular, enjoyability of use. Findings provide evidence that tablet provision, while necessary, is not sufficient for the successful integration of tablets and subsequent redress of equality in education in South Africa.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Johannesburg)