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Abstract Title: Students’ Perceptions about PDAs as Interaction Tool in a Predominantly Hispanic Classroom*
Abstract: An interactive teaching approach using personal digital assistants (PDAs) as classroom interaction devices was implemented in two (2) algebra-based physics and two (2) physical science classes in a predominantly Hispanic institution. The preliminary investigation was focused on implementation issues and perceptions of students towards the use of PDAs in the classroom. A 25-item Likert scale survey was developed to determine  students' perception about the  use of the PDAs as classroom interaction devices. A one-way analysis of variance (ANOVA) showed  that there is no significant difference in the degree of agreement of the different group of students in almost all of  the items in the survey. Overall, majority of the students surveyed indicated a positive attitude towards the use of PDAs in physics/physical science classroom, irrespective of their educational background and major.

*This work is funded in part by  NSF grant DUE-CCLI- 0737375
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Edgar de Guzman Corpuz
Physics and Geology Department, The University of Texas-Pan American
1201 W. University Dr.
Edinburg, TX 78539
Phone: 956-381-2153
Co-Author(s)
and Co-Presenter(s)
Mark Cunningham (cunningham -at- utpa.edu)
Liang Zeng (zengl -at- utpa.edu)
Rolando Rosalez (rollie_roses -at- yahoo.com)
Physics and Geology Department
The University of Texas-Pan American
Edinburg, TX, 78539