Iris Arguelles

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The Affects of Personal Electronic Devices in Classrooms on Student Engagement

I used three methods to gather data on this topic, which were: 42 surveys, 4 interviews, and one focus group. I thought the interviews went fairly well, but it was a little more challenging to get people to participate in the focus group. The surveys were pretty simple. It took some time to ask people but almost every single person I asked actually took the survey.

My research question was: what is the impact of personal electronic devices on students’ engagement while in the physical classroom? My data answered this question since the majority of the participants felt that personal electronic devices enhanced their experience in the physical classroom. Students said that they felt more prepared and more inclined to actually show up to class and participate when they had their electronic devices.

My hypothesis was that the use of personal electronic devices in the physical classroom improves student engagement when the instructor monitors usage. My data supported my hypothesis. Participants said that by having the materials easily accessible during class discussions and lectures, they became more engaged in the lesson.

Over the course of one week, I conducted surveys, interviews, and a focus group. This research answered my research question and supported my hypothesis, that personal electronic devices help engage students during physical classes. Participants found that electronic devices enhanced their participation, engagement, and active learning. It was also a convenient alternative to traditional classroom practices.