Effect of the interactive whiteboard on mathematics word problems: evidence from Kuwait

Afrah Rashed Alazemi and Wun Thiam Yew

International Journal of Innovation and Learning, 2022, vol. 31, issue 1, 117-136

Abstract: This study evaluates pupils' attitudes toward mathematics word problems, academic achievement, retention of attitude, and retention in pupils' academic achievement when exposed to a digital technology intervention, interactive whiteboards. Pre and post-tests were conducted across grade-two pupils in Kuwait. Using paired sample t-test and ANCOVA on data of 46 pupils, findings reveal a significant difference in the intervention compared to the comparison group (conventional whiteboard). Results show that the interactive whiteboards intervention explains between 10.90% and 39.00% of post-attitude and post-academic achievement in mathematics word problems. Theoretically, it contributes to the theory of meaningful learning and retention through attitude and retention in achievement to improve and enhance students' ability to learn, recall, and solve mathematical word problems.

Keywords: interactive whiteboard; IWB; mathematics word problem; ANCOVA; Kuwait. (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijilea:v:31:y:2022:i:1:p:117-136

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