Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology

This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2015-04, Vol.11 (2), p.263
Main Authors: Yang, Kai-Ti, Wang, Tzu-Hua, Chiu, Mei-Hung
Format: Article
Language:English
Subjects:
Academic Achievement
Aptitude Treatment Interaction
Biology
Constructivism (Learning)
Control Groups
Conventional Instruction
Discussion (Teaching Technique)
Educational Environment
Experimental Groups
Foreign Countries
Instructional Effectiveness
Intermode Differences
Junior High School Students
Multimedia Instruction
Multimedia Materials
Pretests Posttests
Protocol Materials
Qualitative Research
Quasiexperimental Design
Statistical Analysis
Student Attitudes
Student Surveys
Summative Evaluation
Taiwan
Teacher Student Relationship
Teaching Methods
Technology Integration
Technology Uses in Education
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Summary:This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students took the pre-test of summative assessment. The entire teaching process was recorded as a teaching video for analysis of teacher-student verbal interactions. Finally, students took the post-test of summative assessment and Constructivist Multimedia Learning Environment Survey (Maro & Fraser, 2005). The findings show that students in the IWB group have significantly better learning effectiveness. They also tend to have more positive attitudes towards their learning environment. The verbal interactions in the IWB group tend to involve less lecturing and more active participation by students.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/eurasia.2015.1327a