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The Effect of IWB on Student Academic Achievement In Taiwan: A Meta-analysis
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, Chinese Culture University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

A meta-analysis was performed to synthesize existing research comparing the effects of interactive whiteboard instruction (IWBI) versus non-IWBI on students’ academic achievement in Taiwan. Sixty-eight studies generated 81 ESs were located from 2 sources, and their quantitative data was transformed into Effect Size (ES). The overall grand mean of the study-weighted ES for all 81 ESs was 0.38. The results suggest that IWBI is more effective than non-IWBI on students’ academic achievement in Taiwan. In addition, six of the thirteen study features selected for this study had a statistically significant impact on the mean ES. The results from this study suggest that the effects of IWBI are positive over non-IWBI. The analyses of study features also provided some valuable implications to verify the effects while implement IWB in the educational settings.

Citation

Liao, Y.k. (2013). The Effect of IWB on Student Academic Achievement In Taiwan: A Meta-analysis. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1999-2007). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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