The Effects Of Interactive Whiteboard Based Classroom Teaching On Students’ Learning Style, Engagement, Goal Orientation, Self-efficacy And Achievement

As a new instructional media and powerful instructional tool, the interactive whiteboard (1WB) is not only a mixed production of the development of modern educational technology, Information and Communication Technology (ICT) and multimedia technology, but also am inevitable result of modern educational technology. The IWB integrates the advantages of modern multimedia instruction and traditional blackboard teaching methods. Currently, the IWB has become the most powerful auxiliary tool of education informatization, and widely applied in the field of education.While the IWBs spread rapidly in education, the effectiveness and efficacy of IWBs in classroom teaching has become an issue focused by educators, parents, students and researchers. The application of IWBs in education has been extensively studied by domestic and foreign experts and researchers. The research content includes instructional design, teaching methods and strategies, curriculum integration, evaluation of teaching effectiveness in classroom, teachers and students’ perceptions and attitudes toward the use of IWBs in classroom, technology and function of the IWBs and so on.This study attempts to explore the educational application effects of IWBs on classroom teaching, investigate the status of the educational application of IWB at home and abroad, analyze the patterns, merits and drawbacks of the implementation of IWBs in classroom, trace the theoretical foundation and teaching mode of IWB in classroom teaching. Literature review was conducted in this paper to investigate the effects of IWB-based classroom teaching on high school students’learning relevant factors, such as learning style, learning engagement, achievement goal, academic self-efficacy and learning achievement.By analyzing and summarizing the previous studies, this study takes a total number of93students who came from two different classes in grade one of a senior high school located in Wuhan city, Hubei province as the experimental object, with English as the teaching subject. And further, a four-month comparative quasi-experimental study was conducted to examine the different effects on students’learning performance between IWB-based classroom teaching and traditional projector-based classroom teaching. A variety of research methods, such as literature review, questionnaire, observation and interview were implemented to gather data from students. And the qualitative and quantitative analysis were employed to explore the effects of IWB-based classroom teaching on high school students’ learning style, learning engagement, achievement goal, academic self-efficacy and learning achievement, to reveal students’attitudes and perceptions toward the use of IWB in classroom teaching.Based on the survey data and relevant analyses, the main findings and conclusions of this study are as follows:Firstly, after the experiment, students in the IWB-based classroom performed significantly better than students in the traditional projector-based classroom with respect to the post-test of English achievement test, which shows that the IWB-based classroom teaching can improve students’ learning achievement effectively.Secondly, after the experiment, no significant difference was found among students with different learning styles with respect to the post-test of English achievement test, which means that IWB-based classroom teaching is suitable for all students with different learning styles, by meeting their various learning requirements.Thirdly, during the process of experiment teaching, students in the IWB-based classroom performed better than students in the traditional projector-based classroom with respect to their learning engagement, which means that the IWB-based classroom teaching can motivate students’ learning interest and promote their interaction with the teacher, and thus improve their learning engagement in the classroom teaching.Fourthly, after the experiment, the scores of achievement goal orientation of students in the IWB-based classroom were significantly higher than those of students in the traditional projector-based classroom, which indicated that the IWB-based classroom teaching can maintain and enhance students’ learning achievement goal orientation effectively.Fifthly, after the experiment, the scores of academic efficacy of the students in the IWB-based classroom were significantly higher than those of students in the traditional projector-based classroom, which indicated that the IWB-based classroom teaching can maintain and improve students’ academic self-efficacy effectively.Sixthly, the scores of academic press of students in the IWB-based classroom declined slightly after the experiment, while the scores of academic press of students in the traditional projector-based classroom increased sharply after the experiment. The scores of academic press of students in the IWB-based classroom were significantly higher than those of students in the traditional projector-based classroom before the experiment, while no significant difference was found on the scores of academic press of students between the IWB-based classroom and the traditional projector-based classroom after the experiment. It’s suggested that the IWB-based classroom teaching can reduce students’ academic stress effectively.Seventhly, students in the IWB-based classroom have a positive attitude to the IWB-based classroom teaching in general. Students confirmed the contribution and benefits of the IWB-based classroom teaching on their learning, which indicated that the IWB-based classroom teaching can gain recognition from students.Finally, based on the above research findings and conclusions, several recommendations and suggestions were proposed to provide useful references for educators who intend to use interactive whiteboards for classroom teaching and relevant researches in the future.