Manuscript received July 22, 2022; revised October 18, 2022; accepted September 15, 2022.
Abstract—This article aims to evaluate the influence of using tablets for learning in the Moroccan educational context on learners’ motivation and academic performance. To do this, we conducted research in primary school, consisting of two stages: the first is based on a questionnaire, which we used to probe the perceptions of learners towards learning with tablets, and the influence of this practice on their motivations; And the second is an experimentation with tablets in classroom to assess the impact on academic performance. Two groups, respectively of 30 and 35 learners, participated in this second part of the study, in which we used student’s t statistic to compare two independent samples. The results showed, on the one hand, a strong motivational power of the use of the tablets on the learning process; and on the other hand, a positive impact on the learners’ academic performance.
Index Terms—Digital tablets, learner perception, motivation, perceived self-efficacy, academic performance
E. A. Rahali, A. Chikhaoui, and K. E. Khattabi are with Sidi Mohamed Ben Abdellah University, Fez, Morocco.
F. Ouzennou is with Regional Center for Education and Training, CRMEF, Fez., Morocco.
*Correspondence: Elayachi.rahali@usmba.ac.ma (E.A.R.)
Cite: E. A. Rahali*, A. Chikhaoui, K. E. Khattabi, and F. Ouzennou, "Learning with Tablets in the Primary School: Learners' Perceptions and Impact on Motivation and Academic Performance," International Journal of Information and Education Technology vol. 13, no. 3, pp. 489-495, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).