# Using Tablets to Teach Basic Literacy Skills to Kindergarten Students: A Case Study
## 4 Results
### Summary of the Results, Response to the Research Hypotheses  
Taking into consideration the aforementioned results and to address the research hypotheses, the following observations can be made:  
* In the evaluation tests, after accounting for the effects of sex and prior knowledge, a statistically significant difference was observed between the groups [\(F(1,74)\) = 7.50, \(p\) = 0.008]. The effect size was medium. Thus, the different instructional media had an impact on students' cognitive outcomes, with the experimental group using tablets outperforming the control group, which was taught using conventional materials. Therefore, H1 is confirmed. * The post-test analysis, after controlling for the effects of sex and prior knowledge, also revealed a statistically significant difference between the groups [\(F(1,74)\) = 5.09, \(p\) = 0.027]. The effect size was medium. Consequently, the different instructional media influenced the retention of knowledge, with the experimental group demonstrating better retention than the control. Thus, H2 is confirmed. * Regarding engagement, after controlling for sex effects, a statistically significant difference emerged between the groups [\(F(1,74)\) = 23.46, \(p\) < 0.001]. The effect size was very large. The experimental group showed greater engagement compared to the control group. This result confirms H3a. * In terms of enjoyment, the analysis indicated a statistically significant difference between the groups [\(F(1,74)\) = 9.84, \(p\) = 0.002]. Tablets were perceived to offer a more enjoyable experience compared to conventional materials. The effect size was large. Consequently, H3b is accepted. \begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline \multirow{2}{*}{**Group**} & \multirow{2}{*}{**Sex**} & \multirow{2}{*}{**Variable**} & \multirow{2}{*}{**B**} & \multicolumn{6}{c}{_Bootstrap_} \\ \cline{5-8}  & & & & & \multicolumn{2}{c}{_Bias_} & \multirow{2}{*}{_Std. Error_} & \multirow{2}{*}{_p_} & **95\% Confidence Interval** \\ \cline{5-8}  & & & & & & _Lower_ & _Upper_ \\ \hline \multirow{5}{*}{Control} & Boys & Engagement & 0.081 & 0.026 & 0.101 & 0.234 & \(-\)0.057 & 0.379 \\  & Boys & Enjoyment & 0.040 & \(-\)0.033 & 0.133 & 0.727 & \(-\)0.296 & 0.237 \\  & & Motivation & 0.096 & 0.000 & 0.104 & 0.351 & \(-\)0.104 & 0.315 \\  & & Engagement & 0.019 & \(-\)0.007 & 0.112 & 0.849 & \(-\)0.259 & 0.197 \\  & Girls & Enjoyment & 0.394 & 0.012 & 0.236 & 0.319 & 0.012 & 0.897 \\  & & Motivation & \(-\)0.186 & \(-\)0.005 & 0.133 & 0.246 & \(-\)0.504 & 0.015 \\ \hline \multirow{5}{*}{Experimental} & Boys & Engagement & 0.090 & \(-\)0.017 & 0.125 & 0.535 & \(-\)0.190 & 0.294 \\  & Boys & Enjoyment & \(-\)0.100 & 0.015 & 0.176 & 0.562 & \(-\)0.537 & 0.196 \\ \cline{1-1}  & & Motivation & 0.208 & \(-\)0.006 & 0.137 & 0.297 & \(-\)0.035 & 0.482 \\ \cline{1-1}  & Engagement & \(-\)0.044 & 0.007 & 0.095 & 0.466 & \(-\)0.192 & 0.153 \\ \cline{1-1}  & & Enjoyment & 0.199 & 0.000 & 0.147 & 0.079 & \(-\)0.109 & 0.510 \\ \cline{1-1}  & Motivation & \(-\)0.010 & \(-\)0.004 & 0.066 & 0.851 & \(-\)0.146 & 0.112 \\ \hline \hline \end{tabular}
\end{table} 
Table 6: The results of the genderized linear model for the post-test (split by sex).