The Impact of Interactive Whiteboard on Mathematics Instruction for Junior High Students

• Main Authors: Hua-chuan Tu, 涂華娟
• Other Authors: Iwen Huang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/25555425695198173089

碩士 === 國立臺南大學 === 數位學習科技學系碩士班 === 99 === This research is to study the impact of junior high school students’ learning effectiveness and self-efficacy in mathematics with the electronic interactive whiteboard into electronic book. This research carried through with quasi-experimental research method, experimental design, questionnaires and interviews. The 110 effective samples were taken from one second grade of junior high school in Tainan City. Experimental group used interactive whiteboard, and control group used traditional whiteboard to teach students. The purpose of this research is to analyze the results from the experiment: when teachers use different teaching methods, students’ self-efficacy for learning are stimulated and students’ learning became effectively. According to the experiment of interactive whiteboard and traditional whiteboard in 4 classes of one second grade junior high school students in Tainan City, this research analyze whether different genders and teaching methods are the factors or not.Using quantitative analysis finds out the impact of interactive whiteboard in students’ mathematics learning effectiveness and self-efficacy. Main results 1. Electronic interactive whiteboard with electronic book into mathematics instruction does not affect students’ learning effectiveness in mathematics. 2. The students’ confidence in experimental group increase, but according to different difficulty assessments, the magnitude and generalizability are not remarkable. 3. Electronic interactive whiteboard with electronic book teaching method does not make different gender students have significant difference in experimental group. 4. Different genders do not affect students’ magnitude, strength, and generalizability of self-efficacy. 5. Using this teaching method does not affect students’ learning effectiveness for mathematics, even though they are different in genders and by different teaching methods. 6. Electronic interactive whiteboard with electronic book teaching method does not make remarkable differences between different learning style students. 7. Different learning styles do not affect students’ self-efficacy in experimental group. 8. This teaching method does not make remarkable differences in learning effectiveness between different genders and leaning style students. 9. Visual learners are better in magnitude of self-efficacy than auditory and kinesthetic learners.