Interactive Whiteboards in Primary Schools: A Vietnamese Language Arts Classroom with a Quasi-Experimental Study

Autor/in	Bui, Nguyen-Bich-Thy
Titel	Interactive Whiteboards in Primary Schools: A Vietnamese Language Arts Classroom with a Quasi-Experimental Study
Quelle	In: Asia Pacific Education Review, 24 (2023) 4, S.647-657 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bui, Nguyen-Bich-Thy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-023-09860-2
Schlagwörter	Educational Technology; Visual Aids; Educational Equipment; Bulletin Boards; Interactive Video; Teaching Methods; Elementary School Students; Student Attitudes; Academic Achievement; Interaction; Grade 5; Technology Uses in Education; Foreign Countries; Language Arts; Vietnam + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Anschauungsmaterial; Ausrüstung; Wandzeitung; Interaktives Video; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schulleistung; Interaktion; School year 05; 5. Schuljahr; Schuljahr 05; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Sprachkultur
Abstract	The interactive whiteboard is an innovative technological tool that is becoming increasingly popular in educational settings. Using two different methods of instruction--traditional and interactive--this study aims to investigate the effects of the interactive whiteboard on classroom interaction, student achievement, and student attitudes. Drawing on a quasi-experimental research design, this study divided fifth-grade students from a primary school into experimental (n = 32) and control (n = 34) groups. The findings indicate that the achievement of the experimental group in the post-test is higher than in the pretest after students learned with the interactive method of instruction. In addition, the difference between the attitudes of the two groups is statistically significant. The interactive method of instruction can improve classroom interaction compared with the traditional method. Finally, the relationship between interaction and student achievement and attitudes is positive, especially for the student-student and student-tool interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01