Effectiveness of the Interactive Whiteboard in Teaching Physics.

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Bibliographic Details
Title:	Effectiveness of the Interactive Whiteboard in Teaching Physics.
Authors:	Tshering, Dawa¹, Utha, Karma²
Source:	International Journal of Education & Development using Information & Communication Technology. 2025, Vol. 21 Issue 2, Part 2, p1-18. 18p.
Subject Terms:	Interactive whiteboards, Mixed methods research, Educational productivity, Teaching methods, Academic achievement, Physics teachers, Electromagnetic induction
Abstract:	The Interactive Whiteboard as a teaching tool, has been in use across schools and institutions in many countries. Bhutanese schools started using them for educational purposes in 2019. However, there is lack of evidence on their actual use and effectiveness in teaching physics to enhance students' learning. This study aimed to investigate the effectiveness of Interactive Whiteboard (IWBs) in teaching electromagnetic induction to 31 students using a convergent mixed method design. A Physics Achievement Test (PAT), survey, and semi-structured interviews were used to collect data. Using a purposive sampling method, 31 students participated as experimental group (EG) and 33 as the control group (CG). Six students from EG participated in semi-structured interviews, along with four Physics teachers. Independent samples t-tests on post-test results showed a significant difference (t [62] = 4.78, p < 0.001), and paired samples t-tests within the EG indicated significant improvement (t [30] = 7.40, p < 0.001) compared to traditional teaching method. Qualitative findings supported the quantitative results, demonstrating that IWBs use appeared enhance learning, save resources, and increase students’ confidence in physics. However, challenges included power outages and calibration issues. The study has positive implications for educational practices and policies, recommending the use of IWBs to make learning more meaningful, realistic, and authentic. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The Interactive Whiteboard as a teaching tool, has been in use across schools and institutions in many countries. Bhutanese schools started using them for educational purposes in 2019. However, there is lack of evidence on their actual use and effectiveness in teaching physics to enhance students' learning. This study aimed to investigate the effectiveness of Interactive Whiteboard (IWBs) in teaching electromagnetic induction to 31 students using a convergent mixed method design. A Physics Achievement Test (PAT), survey, and semi-structured interviews were used to collect data. Using a purposive sampling method, 31 students participated as experimental group (EG) and 33 as the control group (CG). Six students from EG participated in semi-structured interviews, along with four Physics teachers. Independent samples t-tests on post-test results showed a significant difference (t [62] = 4.78, p < 0.001), and paired samples t-tests within the EG indicated significant improvement (t [30] = 7.40, p < 0.001) compared to traditional teaching method. Qualitative findings supported the quantitative results, demonstrating that IWBs use appeared enhance learning, save resources, and increase students’ confidence in physics. However, challenges included power outages and calibration issues. The study has positive implications for educational practices and policies, recommending the use of IWBs to make learning more meaningful, realistic, and authentic. [ABSTRACT FROM AUTHOR]
ISSN:	18140556