A study of Using Interactive Whiteboard into Geography Teaching for Junior High School Students

• Main Authors: Hsiao-Hui Chang, 張曉惠
• Other Authors: Lien-Shang Wu
• Format: Others
• Language: zh-TW
• Published: 100
• Online Access: http://ndltd.ncl.edu.tw/handle/25528100407395769948

碩士 === 國立高雄師範大學 === 地理學系 === 99 === The major aim of this study was to examine the interactive whiteboard (IWB) using in learning achievement and perception for geography class.Using a quasi-experimental instruction, the data was collected from the first-year students of four classes in Lu Chu Junior High School in Kaohsiung city.Two classes were randomly assigned to be experimental groups and adopted IWB as a major pedagogical tool. The other two classes were control groups and received a teaching method of traditional blackboard.The Taiwan’s Position and Scope” unit and the “Taiwan’s Topography” unit in the school’s Geography Book 1 were conducted to investigate if there was a significant difference in learning achievement and perception for teaching tools between experimental and control group students. In addition, questionnaires were given to examine the learning perception of IWB teaching and the academic motivation in the topic of Geography. The results of this study showed that 1) IWB teaching and traditional blackboard teaching had no significant difference in terms of learning achievement in the Geography subject for junior high school students; 2) There was also no significant variance in learning achievement for student sexes who were received IWB teaching ; 3)However the result showed that students who were low-achievement and medium-achievement benefited by teaching IWB;4) The IWB teaching contributed strongly to improvement of students’ learning motivation and attitudes, especially for learning motivation; 5) In learning motivation and attitude, there was no significant difference between student genders through IBW teaching;6) in terms of learning perception, students had a positive attitude towards IWB teaching. According to the feedback from questionnaires of experimental classes, although the IWB is a better teaching tool, it requires more teaching materials and teacher-pupil interaction. Then these additional factors will improve the IWB teaching efficiently.