Abstract
The aim of this study is to investigate the effect of using the interactive whiteboard in mathematics teaching process on the 7th-grade students’ achievement. This study was conducted as experimental design. Experimental and control groups were composed of 58 7th-grade students from one school in the 2015-2016 educational year in Ankara. As a measurement tool, an achievement test developed by the researchers was used as the pre-test and post-test. An education program which included the activities with the interactive whiteboard was developed by researchers. And, this program was implemented to the experimental group 12 hours over 3 weeks. On the other hand, activities for the control group were limited to the blackboard usage. In the analysis of the data, “analysis of covariance (ANCOVA)” was used by defining the pre-test scores as “covariate” variable.According to the findings, it was observed that there was a significant difference between experimental and control groups pre-test average scores. When the difference of pre-test scores under control, it was observed the significant difference between the average post-test scores in favor of the experimental group. These findings show that using the interactive whiteboard in mathematics teaching process has positive effects on the students’ mathematical achievement. These results are supported by some other researchers’ findings.
Highlights
The new developments in technology, computers, and communications lead to changes even in the understanding of teaching
The findings have shown that the use of the interactive whiteboard does not have an impact on academic achievement and self-efficacy but it has a positive impact on levels of attitudes toward mathematics lesson
Covariance analysis (ANCOVA) was implemented in order to test the effectiveness of the quasi-experimental procedure in the pre-test and post-test control group design and, whether there are differences at 0.05 significance level between achievement test scores of post-test adjusted for pre-test scores of students with and without the interactive whiteboard or not is tested
Summary
The new developments in technology, computers, and communications lead to changes even in the understanding of teaching. In today’s world, the production and use of information and technologies of communication are spreading rapidly, and areas of these new applications, including education, are rapidly developing. There are two approaches to the use of technology in schools. These are learning from technology and learning with technology. In the approach to learning from technology, the content is offered through technology and it is assumed that it will result in learning. In the approach to learning with technology, technology is used as a tool that helps to critical thinking and high-level learning (Jonassen, Peck, & Wilson, 1999)
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