701 group boreas proposal project

1. 1
Title Page:
Proposal title: The effectivess of BYOD on students' academic achievement
Group Name: Group Boreas
Group Members: Marcia Rapchak, Emtinan Alqurashi, Allison Smith
Group Consultants: Nola Coulson, Bekir Mugayitoglu, Vanessa Steiner
Proposal Summary:
This proposal describes a study that will test the hypothesis that BYOD (Bring Your Own
Device) increases student learning in a college classroom. To test this, researchers will compare
the learning achievement of thirty students in an education course that used BYOD with another
section that did not use BYOD. A pre-test will be used to make sure that the experiment and
control groups have equivalent skill levels when entering the course. Findings will indicate that
there is higher learning achievement in BYOD class. Researchers will also describe possible
future studies on BYOD.
ResearchQuestion:
Does BYOD increase student learning in a college classroom? Bring Your Own Device (BYOD)
allows students to bring their mobile technology to the classroom to engage in class activities in
a variety of ways. This is being used in a variety of levels, but this study will focus on a college
classroom specifically.
Hypotheses:
BYOD does increase student learning in a college classroom.
Resources:

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-Melton, R. K., & Kendall, N. M. (2012). The Impact of mobilization in higher education. The
Global eLearning Journal, 1(4), 1-11. Retrieved from
http://www.theglobalelearningjournal.org/wp-content/uploads/2010/11/Mobilization.pdf
Despite the connection students have with their mobile technologies, colleges and faculty have
not taken full advantage of the opportunities for mobile learning. Questions still remain as to the
best opportunities and pedagogical approaches for integrating mobile learning into the
classroom. Issues of security and privacy have not been clearly resolved as more students bring
their devices to campus.
-Cristol, D., & Gimbert, B. (2013). Academic achievement in BYOD classrooms. QScience
Proceedings, (12th World Conference on Mobile and Contextual Learning [mLearn 2013).
Retrieved from http://www.qscience.com/doi/abs/10.5339/qproc.2013.mlearn.15
This article focuses on understanding the effectiveness of integrating BYOD in the classroom,
focusing specifically on students in the 8th and 10th grades, based on the academic achievement
and response of students in order to determine the extent of variance between the students in
classrooms that integrated BYOD technology extensively in comparison to those that did not.
This study found there was a positive effect on learning in all the courses studied, with 8th grade
math being an exception.
-Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach
to improving the learning attitudes and achievements of students. Computers & Education,
56(4), 1023-1031.
http://219.142.121.10/cankaowenxian/foreign/34A%20formative%20assessment-

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based%20mobile%20learning%20approach%20to%20improving%20the%20learning%20attitud
es%20and%20achievements%20of%20students.pdf
The ability of students to learn through mobile devices without the concern about the place or the
time is the main focus of this article. In addition, this study discuss how mobile learning
environments can support and assist the learning process in order to improve and enhace the
students' learning achievements. They do this by comparing the cognitive load, learning
achievements, and learning attitudes of students at an elementary school in Taiwan who engaged
in a mobile learning activity with formative assessment learning guiding mechanism (FAML)
with those who did not. Those who used the FAML system showed higher motivation and
achievement.
- Hamza, A., & Noordin, M. F. (2013). BYOD Usage by Postgraduate Students of International
Islamic University Malaysia: An Analysis. International Journal of Engineering Science
Invention, 2(4), 14-20. Retrieved from http://www.ijesi.org/papers/Vol%202(4)/Version-
3/C241420.pdf
This article discusses a study done at the International Islamic University Malaysia that looked at
the use of BYOD by students. It looked at students preferences for using BYOD and how it
impacts students' academic success. Though the study is very limited, it presents reason to do
more research into the impact of BYOD on academic success. The study did find that BYOD
enhanced students' academic achievement and experiences.
Methods:
1) Whom are you using for participants?

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Participants will be 30 students in a college-level course on teacher education, Foundations of
Education, in a mid-sized university in the Mid-Atlantic region that uses BYOD. We will
compare their achievement of learning outcomes compared to another section of Foundations of
Education with 30 students that does not include BYOD.
2) What are your independent/dependent/target/predictor variables?
The independent variable is use or non-use of BYOD in the Foundations of Education classroom.
The dependent variable is learning, which will be measured with student achievement scores on
various class activities.
3) Are there any specific time issues in your design?
The study needs to take place within the length of a semester in order to track student
achievement in a classroom either using BYOD or not using BYOD.
4) Are there any specific place/location issues in your design?
The study will need to be done on one college campus in order to try to eliminate confounding
variables, so the focus can be on the independent and dependent variables being studied.
5) How will you conduct your research; which of the following will you include --
Identifying basic statistical information
Examining naturally occurring relationships among variables
Testing hypotheses
Building models

5. 5
We will be testing the hypothesis that BYOD increases learning in a college classroom. To do
this, we will use an independent t-test to compare the mean scores on various classroom
activities (quizzes and post-test) for the class that uses BYOD and the class that does not use
BYOD. This will allow us to see if there is a significant difference in scores. If the scores for the
BYOD class are significantly higher, then this indicates that our hypothesis is correct in this
instance. We will also conduct a pre-test to ensure that the students begin with the same ability
level. If these are significantly different, we will adjust our analysis accordingly.
Discussion:
We expect to find that the BYOD class shows higher learning achievement. We believe that
BYOD encourages active learning and student engagement, which have shown to increase
student learning achievement. Given the limited nature of this study, we will recommend further
study into BYOD in classrooms and also the relationship between BYOD and engagement,
motivation, and other factors that contribute to increased learning