The Effects of using an Interactive Whiteboard on Postgraduate Students’ Academic Achievement in a Nigerian University

Author(s) Name: Peter Ayoola Ajelabi

Abstract

This study examined the effects of the use of an interactive whiteboard on the academic achievement of Nigerian postgraduate students, after a 10-week exposure to a post graduate course (Educational Broadcasting) in Educational Technology. 24 students participated in the study. One major null hypothesis was formulated and tested. The research was designed as a pre-test, post-test control group quasi-experimental study. T-test was employed for the data analysis and the findings showed that there was no significant difference (p>0.05) between the pre-test mean scores of both groups. In addition, there was no significant difference in the academic achievement of the students in the experimental group who were taught using the conventional lecture method combined with the interactive whiteboard, and the control group who had same lessons using the conventional lecture method only. Although, the use of interactive whiteboard had not significantly affected students’ achievement, it was realised that students become more engaged, committed, received significant attention and interacted more with their peers and lecturer. Based on the findings, appropriate recommendations were made.

 Keywords: Interactive whiteboard,  Postgraduate students, Academic Achievement.

Please cite this article as: Peter Ayoola Ajelabi (2018). The Effects of using an Interactive Whiteboard on Postgraduate Students’ Academic Achievement in a Nigerian University. International Journal of Recent Research and Applied Studies, 5, 9(1), 1-4.