Title: The effects of tablet PC-based instruction on junior high school students' self-regulated learning and learning achievement

Authors: Harrison Hao Yang; Ling Chen; Kexin Jia; Zhuo Qu; Yinghui Shi

Addresses: National Engineering Research Centre for E-Learning, Central China Normal University, Wuhan Hubei 430079, China; School of Education, State University of New York at Oswego, 13126 Oswego, USA ' National Engineering Research Centre for E-Learning, Central China Normal University, Wuhan Hubei 430079, China ' National Engineering Research Centre for E-Learning, Central China Normal University, Wuhan Hubei 430079, China ' National Engineering Research Centre for E-Learning, Central China Normal University, Wuhan Hubei 430079, China ' National Engineering Research Centre for E-Learning, Central China Normal University, Wuhan Hubei 430079, China

Abstract: Tablet personal computers (PCs) are being widely used in K-12 education. The effectiveness of tablet PC-based instruction on student learning outcomes remains unclear. This quasi-experimental study examines the effects of tablet PC-based instruction on students' self-regulated learning and learning achievement in Chinese language courses. Participants were 198 students from four junior high school classes in Northwest China. Two classes (n = 101) were set as the experimental group by employing a tablet PC-based instructional approach, while the other two classes (n = 97) were the control group, using a traditional approach without tablet PCs. The results showed students receiving tablet PC-based instruction had significantly higher learning achievement and self-regulated learning abilities than those receiving a traditional lecture-based approach without tablet PCs. In addition, this study found no significant differences in learning achievement among students with different learning styles. These results indicate that tablet PC-based instruction offers significant benefits for junior high school students.

Keywords: tablet PC; junior high school student; self-regulated learning; SRL; learning achievement; learning styles.

DOI: 10.1504/IJIL.2023.132746

International Journal of Innovation and Learning, 2023 Vol.34 No.2, pp.143 - 161

Received: 12 Dec 2021
Accepted: 28 May 2022
Published online: 09 Aug 2023 *

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