Elementary School Student''s Learning Effectiveness and Attitudes towards English Instruction Aided by the Interactive Whiteboard

• Main Authors: Hao-yuan Lin, 林鶴原
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/58112099679121803836

碩士 === 國立臺南大學 === 數位學習科技學系碩士在職專班 === 98 === The purpose of this study is to investigate students’ learning effectiveness and attitudes towards English instruction assisted by interactive whiteboard. A quasi-experiment was conducted on 422 participants from sixteen classes ranged from grade 3 to 6 to gather data through questionnaire surveys and interviews at an Elementary School in Tainan County. While two out of four classes from each grade were randomly selected as experimental groups to practice teaching aided by interactive whiteboard, the rest two classes were assigned as control groups in which conventional instruction was employed. The research procedure first involved a pretest and posttest given respectively to students before and after instruction to analyze learning effectiveness of both groups. There were also three questionnaires administered during the experiment to explore students’ learning attitudes towards the use of interactive whiteboard in English classes. Then, the collected data were further analyzed to examine the correlation between leaning effectiveness and attitudes. Finally, the researcher interviewed both English teachers for their perspectives on the usage of interactive whiteboard. Results indicated as follows. 1. The learning effectiveness of the experimental groups was significantly higher than that of the control groups. 2. No significant differences were found in learning effectiveness from the experimental groups regardless of participants’ grade years, genders, and academic performances. 3. No significant differences were found in learning attitudes among students from the experimental groups at the initial, middle, and later stages of the study. 4. No significant differences were found in learning attitudes from the experimental groups regardless of participants’ grade years, genders, and academic performances. 5. There was an extremely high correlation between learning effectiveness and learning attitudes in the experimental groups. 6. The two English teachers had positive attitudes towards the use of interactive whiteboard and believed that such equipment improves students’ learning effectiveness and attitudes. Most students’ feedbacks also demonstrated positive influence on English learning, increasing interactions between teachers and students, and improvement of their English grades. However, few students had difficulty to operate interactive whiteboard and therefore could not understand course content efficiently, which led to negative learning attitude and disappointing learning effects.