ERIC Number: EJ1181528
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-0513
EISSN: N/A
Examining Interactive Whiteboard-Based Instruction on the Academic Self-Efficacy, Academic Press and Achievement of College Students
Shi, Yinghui; Peng, Changling; Yang, Harrison Hao; MacLeod, Jason
Open Learning, v33 n2 p115-130 2018
The study reported here examined college students' academic self-efficacy, 'academic press' and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students' learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.
Descriptors: Teaching Methods, Educational Technology, College Students, Academic Achievement, Self Efficacy, Intervention, Quasiexperimental Design, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Correlation, Teacher Education Programs, Lecture Method, Control Groups, Experimental Groups, Comparative Analysis, Surveys, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A