Effect of Interactive White Board on Students’ Achievement at Early Grade Level
DOI:
https://doi.org/10.58341/srj.v1i1.5Abstract
This study aimed to evaluate the effectiveness of Interactive Board on the learning and achievement of students. Students and teachers generally perceive interactive White Boards (IWBs) as a positive addition to the classroom learning environment. While there is support for a link between IWBs and students’ motivation toward learning, the relationship between IWBs, students learning, and achievement is still unanswered. Choosing the experimental research approach, this study compared two groups of preschool students. The researcher used a random sampling technique and divided the sample into two groups through a random assignment on the base of the pre-test and called them “Group A” as the Control Group and “Group B” as the Experimental or treatment Group. In “Group A” the researcher did not use IWBs while in “Group B” the researcher herself, used Interactive White Board to teach the subject of English grade Nursery. The results found revealed that the use of an Interactive Whiteboard significantly affected the student’s knowledge at the preschool level as compared to the traditional teaching method. The study recommends the utilization of digital learning through Interactive White Board.
Keywords:
interactive whiteboard, students’ achievements, preschool, traditional teaching
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