The effects of using the interactive whiteboard in language teaching on students' academic achievement
Çetin, Kadir 1983-
The effects of using the interactive whiteboard in language teaching on students' academic achievement Kadir Çetin; Supervisor: Ömer Eşit - Nicosia Cyprus International University 2011 - XV, 112 p. Tab., fig., pic. 30.5 cm
Includes references (75-85 p.) Includes appendices (86-110 p.)
CHAPTER ONE : INTRODUCTION Introductıon Background of the Study 16 Purpose of the Study 18 Research Questions 19 Significance of the Study 20 Assumptions of the study 21 Limitations of the Study 21 Definition of Terms 21 Organization of the Study 22 Summary of the Chapter 23 CHAPTERT TWO: LITERATURE REVIEW Introduction 24 Interative Whiteboard Technology 24 Type of IWB 27 Advantages 29 Disadvantages 31 Ways of Using IWB in Language Teaching 32 Summary of the Chapter 36 CHAPTER THREE:METHODOLOGY Introduction 37 The Research Design and the Objective 37 CHAPTER THREE: METHDOLOGY Introduction 37 The Research Design and the Objectives 37 Research Questions 38 Participants and the Setting of the Study 39 Materials 41 Data Collective Instruments 42 Achievement Test 42 Method of Data Collective 43 Method of Data Analysis 44 Limitations 44 Summary of the Chapter 44 CHAPTER FOUR: FINDINGS AND DISCUSSION Introduction 45 Research Questions and Findings 45 Analysis of the Achievement Test Results 46 Discusssion of the Findings 69 Summary of the Chapter 72 CHAPTER FIVE : CONCLUSION AND SUGGESTIONS Introdution 73 Conclusion 73 Suggestions for the Further Study 74 Summary of the Chapter 74 REFERENCES 75 WEBLIOGRAPGHY 85 APPENDIX Achievement Test E- Beam IWB
'Özet Bu araştırmanın amacı,İngilizce öğretiminde akıllı tahta kullanımının,üniversite hazırlık sınıfı öğrencilerinin ders başarıları üzerindeki etkililiğini araştırmaktır. Ön-test,son test ve kontrol grup tasarımının kullanıldığı bu yarı deneysel çalışma,2009-2010 akademik yılı bahar döneminde,Uluslararası Kıbrıs Üniversitesi(UKÜ) Yabancı Diller Yüksekokulu'nda eğitim gören toplam 49 orta düzey öğrenci ile gerçekleştirilmiştir.Yedi hafta süren araştırma boyunca,deney grubundaki 25 öğrencinin eğitimlerinde akıllı tahta kullanılırken,kontrol grubundaki 24 öğrenci kara tahta yardımıyla geleneksel bir eğitim almıştır. Bu çalışmada uygulanan "Başarı Testi"(Bknz. Appendiz A),öğrencilerin sınıfta öğretilen konuları kavrayıp kavramadıklarını ortaya çıkarmak için kullanılmıştır.Bu başarı testi,kontrol ve deney gruplarına hem ön-test hem son-test olarak verilmiş ve sonuçlar SPSS ile analiz edilmiştir. Başarı testinden elde edilen verilerden,akıllı tahta kullanımının,deney ve kontrol grubu öğrencilerinin başarıları arasında anlamlı bir fark yaratmadığı sonucuna varılmıştır. Abstract This research aims to determine the effects of using the interactive whiteboard in English language teaching on Intermediate teaching on Intermediate level students' academic achievement at Cyprus International University(CIU) in TRNC.Moreover,This study aims to contribute to the improvement of the progress of English language learners in this institution. The research was asemi-experimental study and based on a pre-test-post-test control group model.The sample consisted of 47 intermediate students who were assigned to experimental and control groups.The experimental group members were exposed to the interactive whiteboard and the control group followed a conventional program using the traditional blackboard only.The experiment was conducted for a period of seven weeks. In this study,the instrument for data collection was the "Achievement Test" (see Appendix A),which was used to find out whether learners had comprehended the knowledge which was taught in the class or not.By the help of the results of this test,the researcher compared the improvement that control group and the experimental group had achieved within the seven-week programme. The data analysis of the achievement test indicates that there is not a significant difference between the academic achievements of the two groups,i.e. the use of an interactive whiteboard in the classroom did not have any positive effects on students' language learning. '
İnteraktif tahta
Interactive whiteboard
Deney grubu
Experimental group
The effects of using the interactive whiteboard in language teaching on students' academic achievement Kadir Çetin; Supervisor: Ömer Eşit - Nicosia Cyprus International University 2011 - XV, 112 p. Tab., fig., pic. 30.5 cm
Includes references (75-85 p.) Includes appendices (86-110 p.)
CHAPTER ONE : INTRODUCTION Introductıon Background of the Study 16 Purpose of the Study 18 Research Questions 19 Significance of the Study 20 Assumptions of the study 21 Limitations of the Study 21 Definition of Terms 21 Organization of the Study 22 Summary of the Chapter 23 CHAPTERT TWO: LITERATURE REVIEW Introduction 24 Interative Whiteboard Technology 24 Type of IWB 27 Advantages 29 Disadvantages 31 Ways of Using IWB in Language Teaching 32 Summary of the Chapter 36 CHAPTER THREE:METHODOLOGY Introduction 37 The Research Design and the Objective 37 CHAPTER THREE: METHDOLOGY Introduction 37 The Research Design and the Objectives 37 Research Questions 38 Participants and the Setting of the Study 39 Materials 41 Data Collective Instruments 42 Achievement Test 42 Method of Data Collective 43 Method of Data Analysis 44 Limitations 44 Summary of the Chapter 44 CHAPTER FOUR: FINDINGS AND DISCUSSION Introduction 45 Research Questions and Findings 45 Analysis of the Achievement Test Results 46 Discusssion of the Findings 69 Summary of the Chapter 72 CHAPTER FIVE : CONCLUSION AND SUGGESTIONS Introdution 73 Conclusion 73 Suggestions for the Further Study 74 Summary of the Chapter 74 REFERENCES 75 WEBLIOGRAPGHY 85 APPENDIX Achievement Test E- Beam IWB
'Özet Bu araştırmanın amacı,İngilizce öğretiminde akıllı tahta kullanımının,üniversite hazırlık sınıfı öğrencilerinin ders başarıları üzerindeki etkililiğini araştırmaktır. Ön-test,son test ve kontrol grup tasarımının kullanıldığı bu yarı deneysel çalışma,2009-2010 akademik yılı bahar döneminde,Uluslararası Kıbrıs Üniversitesi(UKÜ) Yabancı Diller Yüksekokulu'nda eğitim gören toplam 49 orta düzey öğrenci ile gerçekleştirilmiştir.Yedi hafta süren araştırma boyunca,deney grubundaki 25 öğrencinin eğitimlerinde akıllı tahta kullanılırken,kontrol grubundaki 24 öğrenci kara tahta yardımıyla geleneksel bir eğitim almıştır. Bu çalışmada uygulanan "Başarı Testi"(Bknz. Appendiz A),öğrencilerin sınıfta öğretilen konuları kavrayıp kavramadıklarını ortaya çıkarmak için kullanılmıştır.Bu başarı testi,kontrol ve deney gruplarına hem ön-test hem son-test olarak verilmiş ve sonuçlar SPSS ile analiz edilmiştir. Başarı testinden elde edilen verilerden,akıllı tahta kullanımının,deney ve kontrol grubu öğrencilerinin başarıları arasında anlamlı bir fark yaratmadığı sonucuna varılmıştır. Abstract This research aims to determine the effects of using the interactive whiteboard in English language teaching on Intermediate teaching on Intermediate level students' academic achievement at Cyprus International University(CIU) in TRNC.Moreover,This study aims to contribute to the improvement of the progress of English language learners in this institution. The research was asemi-experimental study and based on a pre-test-post-test control group model.The sample consisted of 47 intermediate students who were assigned to experimental and control groups.The experimental group members were exposed to the interactive whiteboard and the control group followed a conventional program using the traditional blackboard only.The experiment was conducted for a period of seven weeks. In this study,the instrument for data collection was the "Achievement Test" (see Appendix A),which was used to find out whether learners had comprehended the knowledge which was taught in the class or not.By the help of the results of this test,the researcher compared the improvement that control group and the experimental group had achieved within the seven-week programme. The data analysis of the achievement test indicates that there is not a significant difference between the academic achievements of the two groups,i.e. the use of an interactive whiteboard in the classroom did not have any positive effects on students' language learning. '
İnteraktif tahta
Interactive whiteboard
Deney grubu
Experimental group