Use of the interactive whiteboard in constructivist teaching for higher student achievement

Abstract

The aim of this study was to compare the effects of constructivist-informed, technology-rich learning environments and traditional learning environments on students ’ achievement. The subjects of the study were 115 Form V combined science students (16 to 19 years old) studying in a government school in Brunei. These students were from four intact classes. Two classes (23 boys and 34 girls) were taught using a constructivist-informed, technology-rich teaching methodology (involving interactive whiteboards and ActiveStudio software) and the other two (25 boys and 33 girls) were taught using traditional teaching methodologies. Student achievement was evaluated using a chemistry achievement test consisting of sections on multiple choice, short answers and essay type questions. The mean gain in achievement score for the constructivist group compared to the traditional group was statistically significantly higher on the total test as well as on the sections of the test. Moreover, there were no gender-differences in the mean achievement score for the constructivist group, whereas such differences in the traditional group were statistically significant. These results suggest that a constructivist-informed, technology-rich teaching approach compared to a traditional teaching approach was more effective in improving the achievement of students as well as in minimising the gender differences in academic achievement. It is therefore recommended that teachers use this teaching technique to help their students learn chemistry better and achieve higher grades.