Efficacy of tablets for students with learning difficulties studying concepts in geometry

Abstract

The study goal was an investigation into the efficacy of tablets as teaching tools for students with learning difficulties attempting to study concepts in geometry. The study includes three students studying in a fifth grade regular class, whose achievements in geometry fell below class average. The quantitative analysis was based on Single Subject Design that was based on Multiple Baseline Design. Findings indicates a rise in achievements in each student as they began using tablets. Analyzing of multiple baseline data reveals a great degree of baseline variation without tablets, and more moderate and stable variation during intervention. The use of tablets allowed the students accessibility to challenging material, and to initiate each class differently.