devices instead of allowing students to keep the devices may have limited

Devices instead of allowing students to keep the

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devices, instead of allowing students to keep the devices, may have limited student access by acting as a deterrent to use. Students may not have had the time, or desire, to return to the agriscience teacher and complete the checkout process. This decrease in access may have limited the potential impact that 1:1 devices have on student posttest performance in this study.
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MOBILE DEVICE IMPACT ON STUDENT PERFORMANCE 29 One internal threat to this study is that the students were aware they were participating in the study, and it is probable that student interaction outside of class made it evident that one group had access to mobile devices. This could have led to jealousy between the two groups and affected the performance of either. Conclusion Considering the mixed results of previous 1:1 studies, it is not surprising that this study did not find a statistically significant difference in posttest scores of high school agriscience students after a 1:1 implementation, though there are indications that the data was trending that way (adjusted means). Previous research shows a number of factors that may affect student performance during a 1:1 implementation, making it a challenge for researchers to isolate the ideal setting and instructional methods that consistently provide positive effects from a 1:1 implementation (Bebell & Kay, 2010; Dawson, Cavanaugh, & Ritzhaupt, 2008; Donovan, Green, & Hartley, 2010; Lei & Zhao, 2008; Penuel, 2006). Though an analysis of the scores did not show a statistical difference between the two groups, a substantial difference in the adjusted means did exist. This, coupled with the limited sample size, leads this researcher to believe that further investigation into the 1:1 model is warranted. Additional consideration should be given to the limitation of the type of 1:1 implementation used in this study. Some of the benefits of 1:1 computing could not be fully realized due to the limited funding and access to devices, such as increased student study time and access to class content. Implications The results suggest that the 1:1 implementation had a non-significant effect on high school agriscience students’ posttest performance. The school system was looking for ways to directly impact student performance and 1:1 offers some hope for that goal. It was the desire of
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MOBILE DEVICE IMPACT ON STUDENT PERFORMANCE 30 this researcher to gain a more precise understanding of the feasibility and effects of 1:1 computing. Additional research using more classes of equal size and a more fully integrated 1:1 implementation, may lead to a different set of findings. The lack of funding to purchase a device for each student to take home makes it unlikely that a true 1:1 scenario will be achieved by this school in the near future. This means that this study focused on the most likely real world scenario that the school system could reasonably achieve, not necessarily the most optimal 1:1 scenario. If future studies do show increases in student posttest performance using a full 1:1
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