Analyzing the impact of BYOD in secondary school English classrooms

Abstract

There is limited research on Bring Your Own Device (BYOD) programs. This study explored the impact of a BYOD program on secondary school students’ engagement, learning process, and learning performance in English classrooms. Five grade 9 English classes (n = 80) from a suburban high school, with students between the ages of 13 and 16 years old, participated in the study. A mixed-methods design was used, with quantitative and qualitative data collected from four surveys administered throughout the course. The results indicated that students were positive about the impact of the overall BYOD program. Students reported that computer use positively-impacted engagement, but also asserted that computer use resulted in some distraction. Students indicated that the learning process improved in a BYOD setting, with contributing factors including increased accessibility, understanding, communication, management, collaboration, and feedback. Some students noted that several technical issues impeded their learning process. Finally, students reported that computers enhanced learning performance, including student productivity, the overall quality of student work, and student writing. Future research should explore the impact of specific teaching and learning strategies in a BYOD program on students’ engagement, learning process, and learning performance in K-12 classrooms in a broader range of subject areas.