# Enhancing Students Performance Through Technology:
The Role of Laptops

Franklin Ouvolelolo Okorodudu, Gilbert O. Idiegbe, Lulu M. Okoh

► To cite this version:

Franklin Ouvolelolo Okorodudu, Gilbert O. Idiegbe, Lulu M. Okoh. Enhancing Students Performance Through Technology: The Role of Laptops. Nigerian Multi-Disciplinary Journal of Research and Development, 2018, 1, pp.1-8. hal-04679841

HAL Id: hal-04679841

https://hal.science/hal-04679841v1

Submitted on 28 Aug 2024

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

Public Domain
# Enhancing Students Performance Through Technology: The Role of Laptops

Franklin O. Okorodudu*¹, Gilbert O. Idiegbe² and Lulu M. Okoh³

Department of Computer Science, Delta State Polytechnics, Otefe-Oghara, Delta State, Nigeria*¹,³

Department of Science Laboratory Technology, Delta State Polytechnics, Otefe-Oghara, Nigeria²

**Corresponding author: okoroblackx4@yahoo.co.uk**

## Abstract

Since the advent of the 21st century, rapid technological advancement has sparked educationist interest in the use of laptops as an instructional tool to improve students learning. Laptop use has continued to grow steadily among students, both within and outside the learning environment with varying effects on students' performance. Studies have shown substantial evidences that using technology, particularly, laptops as an instructional tool influences students' academic performance. In this study, we examined the role of laptop in enhancing students' academic performance. Through the analysis of different studies, we explored the frequency of students' use of laptop and related it to their academic performance. Through the analysis of these studies, the researchers found out that laptop computers had a positive influence on students' academic performance. Findings from the study also revealed that with the use of laptop, students produced higher quality work and had improved communication with their teachers.

**Keywords.** Academic performance, laptops, technological advancement, learning environment

## I. Introduction

In recent times, there has been divergent views on the role that laptop computer use play in students' academic performance with limited evidence on the causal impact of laptop use in the classroom and whether the effect on students differ based on the students' characteristics.

Proponents of computers in the classroom argue that laptops in the classroom increase access to information, adoption of active learning strategies, collaboration, and computer literacy as well as improve overall course performance (Gulek and Demirtas, 2005). Critics of laptop use in the classroom however argue that laptops not only generate distractions for students but for nearby students as well (Sana et al., 2013). Furthermore, Mueller and Oppenheimer (2014) are of the view
that the process of taking notes by hand generates better recall than with computers. These divergent opinions highlight the need to identify whether laptops generally help or hinder academic performance and the degree to which the impact of laptop performance vary by students' characteristics.

The existing evidence on the impact of laptops in the classroom can be broadly grouped into two categories. First is for studies that examined the correlation between laptop use and the second is for studies that experimentally manipulated whether students are able to use laptops in the classroom and how they use it. In general, the studies that examined the correlation between laptop use and academic performance in educational environments found that students who use laptops in classrooms performed worse than students that do not use laptops (e.g. Fried, 2008; Grace-Martin and Gay, 2001; Kraushaar and Novak, 2010). However, these correlational studies likely suffer from selection issues, as students who choose to use laptops are likely to differ from students who choose not to use laptops in important ways. It may seem irrational for students to make the effort required to attend class only to spend their time surfing the internet, but behavioral factors such as present-biased preferences and limited willpower could explain why well intentioned students could be distracted by their computers. While laptop use in educational classrooms has become commonplace in recent years, relatively little is known about how classroom laptop use impacts overall student performance. Based on this premise, this study sought to carry out a study on the role of laptops on students' academic performance to determine whether classroom laptop use benefit students' more than it harms them.

## II. Literature Review

Several studies have been carried out on the impact of laptop use in the classroom and its effect on academic performance. The reason for this is not farfetched, classroom laptop use has become increasingly important. First, the prevalence of personal computer use in the classroom has increased dramatically. In 2011, 57% of recent college graduates reported using a smartphone, laptop, or tablet in class at least some of the time (Parker et al., 2011). In more recent studies, laptop use is even higher. In a study by Carter et al. (2016), it was found that 79% of students use laptops in the classroom. Additionally, the efficacy of classroom learning is becoming increasingly important as the ratio of class to study time has increased to the point where the average college student spends more time in the classroom than studying outside of it. Babcock and Marks (2011) found that although the time college students spend in the classroom each week has remained
roughly constant at about 16 hours a week over the last 50 years, the time students spend outside the classroom studying each week has fallen precipitously from 24 hours in 1961 to just 11 hours in 2004.

According to Warschaurer (2005), “Laptops tend to amplify what is already taking place in schools,” Laptop computers facilitate the kinds of learning, thinking and analysis that today’s world demands in the workplace. The computers give students “plenty data at their fingertips” and they learn to access information, analyze it, critique it, and work into a wide variety of authentic products.

While there are exceptions to the rule, laptop computer programs in general have not had any appreciable effect on student test scores. In a town called Maine in the United States for instance, where the achievement test scores are said to be highest, student scores failed to rise in the first phase of the state's laptop program (Warschauer, 2005). The access to laptop computers impacts the learning behaviors of students – specifically their engagement level and depth of their completed work. Students are more engaged in the learning process because of the personalization that laptop computers offer. Because learning experiences are personal, students take ownership in their learning and produce quality work they can take pride in. As students collaborate with one another on projects and explain their work to their teachers, their communication skills and classroom relationships strengthen.

### III. Research Findings on The Role of Laptop in Teaching and Learning.

Various studies on the important role of using laptops in the teaching and learning show two opposing opinions on the effect of using laptops on students' performance. Abdolmohammadi et al, (2009) used the implementation and evaluation of a web-assisted financial statement analysis course to determine whether students perceived that using the website both in and out of class enhanced learning. The survey findings show that a medium student response of 'agree' on a five-point scale to several items related to the use of web-based teaching in helping the students' learning process. Students' indicated that they did not find the course website particularly useful, and they did not use it extensively.

On their part, Halabi et al. (2005) carried out a comparison of worked examples and problem solving exercise approaches to learning a highly structured introductory topic using computer based learning material. Findings from the study showed that worked examples were more efficient than problem solving exercise for students who had no prior knowledge of the taught
lesson and there was no difference in performance for subjects using worked examples versus
problem solving exercise.

Nouri and Clinton (2005) carried out a study on students’ attitudes toward class presentation and the facilitators were affected by three independent variables and their interactions. The three variables were gender, presentation mode and use of mental imagery. The study result showed that students in the power point class who use better mental imagery reported higher preparedness scores for the facilitator.

Considering the effect of using information technology in university education, Siam and Rankin et. al, (2001) found out that teaching staff members recognize the importance of using information technology in university education. They also found out that the actual use of information technology in university education is still limited in the study area, Jordan, due to obstacles related to teaching staff members and students’, technical potentials and available financial resources. They recommended that the use of information technology in education has many advantages that supports quality assurance of university education and increases its effectiveness.

In a study conducted by Barsky and Catanach (2005) using a business planning model for teaching introductory course, the authors surveyed professionals and students who took the business and planning course and those who did not take the course. Findings of the study showed that the students’ responses indicated that the business planning model class met its goals while the professional feedback was also favourable.

Marriott et al. (2004) studied the use of information and communication technology (ICT) by undergraduate students in two UK universities and their views regarding internet use in their program. The result of the study showed a significant increase in internet and email usage over the period of the study. The study showed that the use of ICT depended on the institution studied, the male students reported higher word processing, spreadsheet, general ledger, and overall computer use.

From the foregoing, it can be seen that various research regarding the role of laptops in enhancing students’ performance have shown varying degree of its importance in the overall students’ performance

IV. Qualitative Effects of Laptop Technology Incorporation as Viewed by Schools
Since parents are always on the look-out for new learning tools that will aid their children to reach their academic heights, recent studies carried out by researchers have suggested that a basic laptop could be the needed solution to achieve such objectives.

In 2016, Michigan State University conducted a study from a number of programs to determine if providing laptops influenced academic performance of students. The study found out that when schools provided students with laptops for use in the classroom and at home, learning improved in a number of subjects, including science, math, and English, students received more feedback on their writing, edited and revised their papers more often, drew on a wider range of resources to write, and published or shared their work with others more often. Schools would thus want to adopt the use of laptops in the teaching and learning of their students.

## V. Qualitative Effects of Laptop Technology Incorporation as Viewed by Teachers

The direct use of laptop has impacted on students' academic performance from teachers' perspective. As teachers made a shift in their pedagogical approach with the use of technology, the behaviours of the students shifted as well. Various studies showed that the use of laptop computers each day in the classroom resulted in teacher perception that students were more engaged in learning, completing their work with more depth and efficiency and having improved communication with their teachers.

In the perception of teachers, a key element in the academic success of students is active engagement in their learning. Teachers, as observed from various studies, are of the opinion that laptop access provides a big change in how their students were engaged in content and activities during the lesson. Teachers also found out that students are enthusiastic about work and what they are accomplishing. In a study carried out by Rebecca (2012) to determine the impact of laptop computers on students learning behaviours as perceived by classroom teachers, the study used layered curriculum in their lessons. The teachers gave students certain components that must be included in their assignments but how they do them is completely up to them. The choice and freedom that the students have to complete their assignments sparked motivation within the students. The lesson plans reviewed by the researcher revealed that students' have choice in the assignments they choose to complete. The students were not required to use a specific software program or even complete the same type of assignments as their peers. The rubrics showed that the students only had to demonstrate a high degree of understanding in a particular topic.
Further, in a study completed by Goodwin (2001) and O'Hanlon (2007), the involvement of technology in a classroom lessens behaviour problems and the disruption of learning environment. Teaches said that with technology integrated into daily lessons, students act out less because using technology is one of their strengths, and they do not need to misbehave to detract from completing their work.

# VI. Benefits of Laptops as a Learning Tool

With the provision of laptops for students by schools, the students and their teachers can take full advantage of the benefits of the internet technology. Some of the benefits of laptop use from our findings include the following:

1. The use of internet in the classroom fosters online collaboration with other students

2. The use of internet in the classroom provides curriculum support and additional information for students.

3. It promotes better organization thereby helping students to keep track of their assignments and utilize an online school calendar.

4. It allows students to receive and view assignments online and submit their work through e-mail rather than being required to print them.

5. It helps to improve the review process, making the teacher to be able to edit student papers and return them digitally to provide more detailed feedback

6. It improves students' computer skills.

7. It makes learning more interesting for technology-savvy students

# VII. Conclusion

The introduction of laptop computers in classroom teaching and learning is a welcome development. In general, findings from our studies revealed that the more laptop computers are used in the classroom, the more adept we will become at successfully embracing technology that has come to stay. From the various studies consulted, most of the findings revealed that the introduction of laptop computers supported the fact that satisfaction scores were generally higher with the use of the laptop in the classroom than without its use. Consequent upon this, many institutions are investing substantial resources into web-based packages to aid students' learning. It is therefore safe to say that the use of laptop in schools is not only necessary but also beneficial. However, it is expedient that teachers fully organize their class procedures in accordance with teaching contents and objects, choosing, designing, evaluating and using the proper equipment to
optimize teaching results. Findings from our study also showed that the effect and quality of a
class does not rely on the use of laptops alone, the key point is the teacher’s ability to prepare
carefully before class, provide students not only with knowledge but also creative thinking ability
to be able to effectively use the laptop. Hence, for laptops to be effective in enhancing students’
academic performance, teachers must have the ability to stimulate potential in students. Thus,
laptop technology use could wield its magnificent power in education if effectively implemented.

References

Abdolmohammadi, M., Howe, M. & Ryack, K. (2003). Student's perceptions of learning in a web-assisted financial statement analysis course. *Advances in Accounting Education, 5* (3), 181-197.

Babcock, P & Mindy M. (2011). The falling time cost of college: Evidence from half a century of time use data, "*Review of Economics and Statistics*, 93 (2), 468–478.

Barsky, N. P., & Catanach, A.H. (2005). Motivating student interest in learning: A business planning approach to the introductory management course. *Advances in Account Education, 7*(3), 27-63.

Carter, S. P., Kyle A G. & Michael S W. (2016). The effect of computer usage on academic performance: Evidence from a randomized control trial at the United States military academy,

Fried, C. B. (2008). In-class laptop use and its effects on student learning, "*Computers & Education, 50* (3), 906–914.

Goodwin, B. (2007). One-to-one laptop programs are no silver bullet. *Educational Leadership 68*
(5), 78-79

Grace-M. M and Geri G. (2001). Web browsing, mobile computing and academic Performance, *Educational Technology & Society, 4* (3), 95–107

Gulek, J. C. & Hakan D. (2005). Learning with technology: The impact of laptop use on student achievement. *The Journal of Technology, Learning and Assessment, 3* (2), 212–217.

Halabi, A.K., Tuovinen, J.E. & Farley, A. (2005). Empirical evidence on the relative efficiency of worked examples versus problem-solving principle instructions. *Issues in Accounting Education* 20 (1), 21-32
Kraushaar, J. M & David C N. (2010). Examining the Effects of Student Multitasking with Laptops During the Lecture,” *Journal of Information Systems Education*, 2010, 21 (2), 241-247.

Marriott, N., Marriott, P. & Selwyn, N. (2004). Accounting undergraduates' changing use of ICT and their views on using the Internet in higher education – A research note. *Accounting Education*, 13 (1), 117-130.

Mueller, P. A & Daniel M. O. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking, *Psychological Science*, 6 (3), 221–225.

Nouri, H. & Shahid, A. (2005). The effect of power point presentation on student learning and attitudes. *Global Perspectives in Education* 2, 57-73.

O'Hanlon, C. (2007). A measure of success. *TH E Journal*, 34(2), 26-32.

Parker, K., Amanda, L. & Kathleen M. (2011). The Digital revolution and higher education: college presidents, public differ on value of online learning. *Pew Internet & American Life Project*.

Rankin, E., & Hoass, D. (2011). The use of power point and student performance. *Atlantic Economic Journal*, 29, 111-115.

Rebecca R. (2012). The impact of laptop computers on students learning behaviours. M.Ed. Thesis, The University of Toledo.

Sana, F., Tina, W & Nicholas, J. C. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers,

M. (2005). Going one-to-one. *Educational Leadership*, 63(4), 34-38.