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Examining Interactive Whiteboard-Based Instruction on the Academic Self-Efficacy, Academic Press and Achievement of College Students
ARTICLE

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Open Learning Volume 33, Number 2, ISSN 0268-0513

Abstract

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.

Citation

Shi, Y., Peng, C., Yang, H.H. & MacLeod, J. (2018). Examining Interactive Whiteboard-Based Instruction on the Academic Self-Efficacy, Academic Press and Achievement of College Students. Open Learning, 33(2), 115-130. Retrieved March 28, 2024 from .

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