The effects of using an interactive whiteboard on the academic achievement of university students

Today, radical changes are being introduced in cultural and social life by computers that store, retrieve and process information and the Internet that connect computer and people. Computer applications such as educational games, virtual reality, simulations, multimedia applications and e-books are making significant contributions to the teaching and learning process. Furthermore, the acceleration of computer-assisted instruction practices, since the 1980s, has made individual and group instruction processes more effective. These practices were initiated to ensure permanent learning and maintain student interest in the lesson (Demircioglu and Geban, 1996). Yet another benefit of computers entering the field of education is that it makes the students more active (Çömek and Bayram, 2004).

The rapid changes occurring in information and communication technologies have also altered the traditional classroom environment and instructional methods. Projectors, Internet linked computers in classrooms, flash disks, mobile phones, digital cameras and video recorders affect many aspects of education ranging from student projects to lesson presentations. Another novelty of the last 20 years has been the interactive whiteboard which consist of a connection between a computer, a projector and a touch screen electronic whiteboard. Owing to their amazing characteristics, interactive whiteboards are also known as “smart boards”.

1.1. Interactive Whiteboards (Smart Boards)

Today, many different forms of technology have entered the classroom. Starting from the mid-1990s, electronic interactive whiteboards are a good example of new technologies used in today’s classrooms (Beeland, 2001). These whiteboards based on computer technologies seem to be replacing traditional black or white boards, which were once considered indispensable. Interactive whiteboards operate on the connection between a computer, a projector and a touch screen electronic whiteboard. At the heart of the interactive whiteboard lies a touch screen smart board (Klammer et al., 2001) which students can use the touch screen whiteboard to experiment, solve, write and erase applications such as visual experiments, visuals, animations and graphics. Electronic microscopes, multimedia materials, videos, data tables, CD ROM, or the Internet may be used depending on the software programs used by these whiteboards (Miller, Glower and Averis, 2005).

The increasing quality of hardware and software quality resulting from the recent production of interactive whiteboards by many different companies has attracted the interest of governments. Education ministries in many countries are now encouraging the use of interactive whiteboards in classroom. In Turkey too, the Ministry of Education has started a campaign to equip certain schools with interactive whiteboards and to train teachers how to use them. Computer literate teachers have been observed to have the ability to use this technology. Interactive whiteboards have given teachers the opportunity to utilize many new teaching and learning activities in the classroom some of which are summarized in the Table 1 (Beauchamp and Perkinson, 2005):

Table 1: Innovations introduced by interactive whiteboards to the learning and teaching environment

Capturing	Copying and pasting from other software is possible. Other programs may be run on the interactive whiteboard.
Emphasizing	Different patterns of emphasis can be used for a word or group of words (color, movement etc.). In addition, the distractive part of the screen has a hideaway feature.
Storing	All writing and visuals on the whiteboard can be saved, re-used in other classes or used in future lesson planning, and shared with students.
Annotating notes	A special pen can be used to add explanatory notes, revise them, or to make hyperlinks to other features such as arrows or lines.
Games	Education through games using “drag and match” or “rearrange jumbled objects or text” is possible and such games may also be prepared by the teacher.
Linking	Links to other pages are possible; Word, Power Point and Excel files can be used; visuals such as detailed concept maps can also be developed and used; Internet connectivity is possible.

As in other computer technologies, the software is the key element in the effective use of interactive whiteboards. New programs for interactive whiteboard include virtual experiments, animations and games prepared for different courses, and teachers can experiment with these applications. Virtual experiments, games and animations prepared with Macromedia Flash 8 are compatible with these programs.

Becta (2003) (British Educational Communications and Technology Agency) have listed the advantages of interactive whiteboards for students as; enhanced motivation, improved participation and cooperation, more attractive presentations, ease of use for younger children since there is no requirement for a keyboard, easier handling of complex concepts with the help of clearer, more effective and dynamic presentations, and the appeal to students with different learning styles. Wall, Higgins and Smith (2005) state that interactive whiteboards are effective tools for initiating and facilitating the learning process and ensuring student participation. Improving information and communication technology skills is another benefit mentioned in the literature (Cuthell, 2003). In a literature survey, Smith, Higgins, Wall and Miller (2005) summarized the benefits of interactive whiteboards as flexibility and multiple facets, effectiveness in multimedia use, support for the lesson plan, diversity of resources, development of information and communication technology skills, and more interaction and student participation in classes. A study conducted in 172 classrooms in 97 primary schools across England between 2004 and 2006 yielded both qualitative and quantitative data. The results revealed that students from classes with interactive whiteboards were 5 months ahead of their peers in mathematics, 7.5 months in science, and 2.5 months in literacy. The conclusions included the fact that interactive whiteboards were particularly useful in teaching of abstract, difficult and complex topics.

Wall et al. (2005) aimed to gather the opinions of primary school pupils about interactive whiteboards, and identify the effects of these tools on teaching and learning. The students listed benefits such as; easier comprehension, higher concentration, improved student participation, more effective presentation of information, use of games, aiding memory, and facilitating and provoking thought. They also added that interactive whiteboards had more positive effects in mathematics and science classes when compared to the English class. They attributed this situation to deficiencies of the software programs used in the latter.

There are other studies also outline the limitations of using interactive whiteboards. For instance, Smith, Hardman and Higgins (2006) observed classes that did and did not use interactive whiteboards for 2 years, and concluded that topics were dealt with more quickly in classes with interactive whiteboards and that less time was allocated to group work in these classes. Further, the fact that less time was spent on quality communication and discussions was viewed as a negative aspect. Their general conclusion at the end of the study was that interactive whiteboards are a useful tool for presentation but not sufficient to realize radical changes in traditional classroom instruction on its own. In addition, student enthusiasm in using interactive whiteboards diminished in the second year. Beauchamp and Perkinson (2005) stated that when the teacher had used all interactive whiteboard related applications, the “wow” factor was eliminated and student interest decreased. Other limitations of interactive whiteboards included technical difficulties, software problems and high costs (Wall et al., 2005).

It is mentioned in many sources that classes using interactive whiteboards by making use of games, results in lessons that are more enjoyable, and make students more willing, excited and enthusiastic (Hall and Higgins, 2005; Beauchamp and Perkinson, 2005; Smith et al., 2006; Beeland, 2001). However, there are also findings that this initial enthusiasm decreases over time (Smith et al., 2006; Beauchamp and Perkinson, 2005). The rapid development of computer related technologies and their profound effects on the teaching and learning process require teachers to make use of these technologies. Beauchamp and Perkinson (2005) report that teachers should see the interactive whiteboard as a tool for using technology in the classroom and for developing new teaching and learning activities. Interactive whiteboards are necessary in the teaching of certain subjects, owing to their ability to keep the attention of students who are already familiar with computer technologies, to make lessons fun, to use multimedia, to make abstract issues more concrete, to enable physical interaction, and to develop information-communication technologies. One subject where interactive whiteboards can be used effectively is the presentation of electricity and electromagnetism, in which animations, virtual experiments and visuals can supplement laboratory studies. Therefore, the aim of this study was to identify the effects of the use of an interactive whiteboard use on the academic achievement of university students.

1.2. Science and Technology Laboratory

The laboratory method frequently used in the natural sciences facilitates student learning of subjects via techniques such as observing, experimenting, doing and showing individually or in groups in a laboratory environment. Previous studies have shown that the most effective and permanent instruction in science education occurs with the use of the laboratory method (Ergün and Özdas, 1997; Gürdal, 1997; Güven and Gürdal, 2002).

Even though the significance of the laboratory method has been well documented, it is not a preferred method in schools perhaps due to a lack of experimental equipment or, if this is not the case, due to the concern that there will not be sufficient time to cover all the curriculum through experiments. Therefore, it is used very rarely, if at all (Kayatürk, Geban and Önal, 1995; Güzel, 2000; Çallica, Erol, Sezgin and Kavcar, 2001; Üce, Özkaya and Sahin, 2001). However, the only way of enriching science classes or science laboratory experiments with visuals is not only limited to experimenting or showing. The results of educational research around the world has shown that the computer is also an ideal tool to realize this.

With the multiple use of educational technologies in science classes, student interest and curiosity in the natural sciences increases and many start to display positive attitudes towards discovery (Akpinar, Aktamis, and Ergin, 2005). Previous studies have also shown that computer assisted instruction positively affects student attitudes towards science (Reed, 1986; Yenice, Sümer, Oktaylar and Erbil, 2003; Çepni, Tas and Köse, 2006; Tas, Köse and Çepni, 2006). In certain studies conducted in and outside Turkey, computer use was found to increase student achievement (Browning and Lehmen, 1988; Ayas, Köse and Tas, 2002; Yenice, 2003; Baser, 2006; Köse, Gezer, Bilen and Gencer, 2007; Kara and Yesilyurt, 2007; Park, Khan and Petrina, 2008; Pektas, Çelik, Katranci and Köse, 2009).

One of the most prominent advantages of computers is the provision of simultaneous simulations of the topic at hand with the help of various programs. This is epitomized in educational software programs which are generally more effective in making abstract concepts more tangible and in teaching topics where the occurrence of misconceptions is possible. One of the topics that are hard to conceptualize and has a potential for misconceptions is electricity. According to Shipstone (1998), adults agree that electricity is a difficult and hard-to-understand topic, similar to other topics in physics such as mechanics.

Previous studies have also revealed that students face problems in understand and there is a risk of misconceptions, and they have difficulty in analyzing abstract issues in the topic of electricity (Shepardson and Moje, 1994; Chambers and Andre, 1997; Sencar, Yilmaz and Eryilmaz, 2001; Sencar and Eryilmaz, 2004; Yildirim, Yalçin, Sensoy and Akçay, 2008).

In this study the interactive whiteboard simulations and virtual experiments which require student participation were developed using electronic whiteboard software and other programs. The main aim was to structure in students’ minds the electricity-related phenomena that cannot be demonstrated with the laboratory method; facilitate the understanding of concepts and relationships between these phenomena; and conceptualize topics. The impact of the laboratory method may be increased using the interactive whiteboard for interactive simulations and virtual experiments related to the electric motor, induction current and electric bell. The aim of this study was to determine the effects of interactive whiteboard use on university students’ academic achievement in terms of the topic of electricity in the science and technology laboratory class.