Research Methodology
The Rationale behind the Use of iPad in the English Education in Turkey
The main goal of this research is the analysis of the effectiveness of using I-Pads in English education in Istanbul, Turkey. The research will focus on the possible benefits which can be provided for students learning English with the help of using new technologies.
The hypothesis of this research can be formulated the following way: such new technologies as I-Pads can be efficiently used for the needs of English education and contribute to the increase of the effectiveness of learning. To support the hypothesis and answer the research questions, sufficient data and evidence will be collected with the help of the questionnaires. The questionnaires must be developed for the members of the teaching community and the students as the respondents of this research study.
Research Questions
- Question 1: Does this new teaching method which is associated with using I-Pads and distance learning through mobile technology perform better than such traditional classroom methods as face-to-face course-delivery formats?
It is necessary to use the nominal scale for working out the question. Its two independent variables are the traditional (face-to-face course-delivery format) and modern (the usage of I-Pads and the distance learning’s principles) approach to teaching and studying. The dependent variables are the levels of effectiveness of using this or that method which are stated by the participants of the research.
- Question 2: Are there any gender differences in using iPad technology between those male and female students who are enrolled in English education in Turkey which can influence the effectiveness of their studying?
To develop the answer to this question, it is necessary to consider the notion of gender as a nominal scale with two cases which are male and female. It is possible to examine the influential differences which affect the quality of studying between males and females by focusing on their responses about the level of the effectiveness of their study.
- Question 3: Are there any obvious benefits from using I-Pads for English education in Turkey and the important advantages of this method?
The nominal scale is necessary for developing the answer to this question which includes such two points as mobile and non-mobile technologies which can be considered as independent variables. Possible benefits and advantages of using mobile and non-mobile technologies will be discussed as dependent variables.
Method
The goal of the investigation will be achieved with the help of the analysis of the information given by the respondents who are enrolled in English education in Istanbul, Turkey. The instruments for the analysis are the special questionnaires which are worked out for the students studying according to the traditional approach (face-to-face course-delivery format) and for those students who use I-Pads and mobile technologies, and for the members of the teaching community. The effectiveness of this or that approach will be also examined with the help of two tests. The first test will be conducted at the beginning of the investigation, and the second one will be conducted in 8 weeks. The data will be analyzed according to definite statistical scales. Therefore, the main issues would compromise whether the students can be able to achieve the aims and objectives of their study effectively with the help of new mobile technologies.
Participants
2 classes are involved in the study. Each class includes 20 students with 50% girls and 50% boys. That is why gender representation would be unbiased, and there are equal chances for reaching a consensus on the gender issue. Thus, the total respondent group consists of 40 students, 20 of which are males and 20 are females. The first class will use I-Pads, and the second class will follow the traditional approach to teaching and studying. Moreover, 20 teachers are to answer the questions provided for the study.
Data Collection
The data for the analysis will be received with the help of definite questionnaires. Thus, the study will involve face-to-face interviews and questionnaire sessions with 40 students and 20 teachers who should present their independent views on the perspectives and effectiveness of using mobile technologies (I-Pads) for studying (Appendix 1,2). The peculiarities of the information which will be presented in the respondents’ answers allow working out the quantitative method for the investigation with the elements of the qualitative analysis.
Data Analysis and Discussion
When all the interviews are conducted and the answers are received, the information should be compiled and collated with the help of using the relevant software and deemed results should be gained, which are based on the majority of rulings on the questions asked. The use of I-Pads in the classroom can be considered a rather critical tool for distance education, enhancing active learning, and improving the academic prowess of learners (Lowenthal, 2010).
However, academicians are inclined to focus on the bandwagon impact of mobile technologies (McAndrew, Taylor, & Clow, 2010). Thus, they can be used indiscriminately and without the real purpose or goals in mind. They underscore the need for a conceptual framework for analyzing the ways of how the mobile technologies can be integrated into academic circles and their suitability for the learners (Boyinbode, Bagula, & Ngambi, 2011; Wang, Shen, Novak, & Pan, 2009).
The researchers also agree that mobile technology can aid learning, especially for those distant learners who have the resources and skills to get connected effectively, but it is a learning tool that must be critically evaluated because of its various effects on different interest groups (Gaveda et al., 2010; Penga, Choua, & Tsaib, 2009). It is important that when the usage of mobile technologies is based on the aspects of positive interactive and active use, they can be upgraded for certain academic purposes (Chandran, 2010; Eisele-Dyrli, 2011; Jeng, Wu, Huang, Tan, & Yang, 2010). The indiscriminate use of I-Pads can be considered as just part of the phenomenon (Jethro, Grace, & Thomas, 2012).
Validity and Limitations
This research can be considered unbiased, objective, and uncontroversial. Its goal is the analysis of the effectiveness of the technologies which would be proved with the results and findings of this case study. The conclusions for this research will be based on the deliberations of the respondents and the visions of the problematic question.
Appendix 1
Questionnaire (for 40 members of the student community)
- How does iPad learning enhance and enrich the learning experience? Elaborate on the answer.
- How does e-learning differ from classroom learning?
- How could e-learning increase the activity levels of students’ interactions with teachers?
- How does such kind of learning facilitate permanent and long-term learning?
- How do i-Pad learning and mobile technologies control distance learning, enhance activities and improve academic performance?
Appendix 2
Questionnaire (for 20 teachers of the teaching community)
- How does iPad learning enhance and enrich the learning experience? Elaborate on the answer.
- How does e-learning differ from classroom learning?
- How could e-learning increase the activity levels of students’ interactions with teachers?
- How does such kind of learning facilitate permanent and long-term learning?
- How do i-Pad learning and mobile technologies control distance learning, enhance activities and improve academic performance?
Reference List
Boyinbode, O., Bagula, A., & Ngambi, D. (2011). An opencast mobile learning framework for enhancing learning in higher education. International Journal of u- and e- Service, Science and Technology, 4 (3), 11-18.
Chandran, S. (2010). E-education in multicultural setting: The success of mobile learning. World Academy of Science, Engineering and Technology, 70, 419-423.
Eisele-Dyrli, K. (2011). Mobile goes mainstream. District Administration, 47 (2), 46-55.
Gaveda, M., Collins, T., Mulholland, P., Kerawalla, L., Jones, A., Scanlon, E., Littleton, K., Blake, C., Petrou, M., Clough, G., & Twiner, A. (2010). Using netbooks to support mobile learners’ investigations across activities and places. Open Learning, 25 (3), 187–200.
Jeng, Y.-L., Wu, T.-T., Huang, Y.-M., Tan, Q., & Yang, S. J. H. (2010). The add-on impact of mobile applications in learning strategies: A review study. Educational Technology & Society, 13 (3), 3–11.
Jethro, O. O., Grace, A. M., & Thomas, A. K. (2012). E-learning and its effects on teaching and learning in a global age. International Journal of Academic Research in Business and Social Sciences, 2 (1), 203-210.
Lowenthal, J. N. (2010). Using mobile learning: Determinates impacting behavioral intention. The American Journal of Distance Education, 24, 195–206.
McAndrew, P., Taylor, J., & Clow, D. (2010). Facing the challenge in evaluating technology use in mobile environments. Open Learning, 25 (3), 233-249.
Penga, Y.-J., Choua, C., & Tsaib, C.-C. (2009). Ubiquitous knowledge construction: mobile learning re-defined and a conceptual framework. Innovations in Education and Teaching International, 46 (2), 171–183.
Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students’ learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40 (4), 673–695.