The effect of Smart Interactive Whiteboard in the teaching of vocabulary for guided writing among year five pupils
This study aimed to determine the effect of Smart Interactive Whiteboard in the teaching ofvocabulary for guided writing within the context of primary education in Perak, Malaysia. It hastwo main objectives. First objective was to investigate the effect of Smart InteractiveWhiteboard in the teaching...
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| Format: | thesis |
| Language: | eng |
| Published: |
2020
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6678 |
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| Summary: | This study aimed to determine the effect of Smart Interactive Whiteboard in the teaching ofvocabulary for guided writing within the context of primary education in Perak, Malaysia. It hastwo main objectives. First objective was to investigate the effect of Smart InteractiveWhiteboard in the teaching of vocabulary for guided writing among Year 5 pupils. Second objectivewas to identify the pupils views on two teaching techniques for vocabulary learning:(i) using Smart Interactive Whiteboard and (ii) using flashcards, and the factors whichaffected their preference of either teaching technique. The mediated mind model based on Vygotskyssocial view of learning and Mayers cognitive theory of multimedia learning were used as theunderpinning theories in this study. A quasi-experimental design was employed in the studyusing pre and post-tests. The instruments in this study consisted of pre and post-tests andinterview protocol. These instruments were validated by three experts. A random sample of 42 pupilsfrom a primary school in Perak was selected. They were divided into a control group (n=21) and anexperimental group (n=21). Twelve pupils were selected purposefully for the interview. Therewas no significant difference of the mean scores between pre-tests of the control andexperimental groups. A four-week treatment was given to experimental group using Smart InteractiveWhiteboard while the control group used flash card technique. The result from the t-testindependent samples indicated a significant difference between the post-tests of thecontrol and experimental groups [t(40) = 0.191; p |
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