The Effect of Interactive Whiteboard Applications Supported by Visual Materials on Middle School Students' Listening Comprehension and Persistence of Learning

Abstract

In this study, it was examined how interactive whiteboard applications supported by visual materials affected middle school students' listening comprehension and persistence of learning. The sample of the study consisted of the students in the 8/D (experimental group) and 8/H (control group) cohorts of the Osman Gazi Middle School located in Palandöken central district of Erzurum province during the spring semester of the 2017-2018 school year. The study was carried out as a pre-test post-test experimental design. The data of the study were collected through the Listening Achievement Test, and t-tests were carried out to analyze the data. The reliability and validity study of the achievement test used in this study was carried out on 150 students studying in different middle schools. As a result of the analyses, the Cronbach's alpha value was found to be 0.81 and the KMO (Kaiser-Meyer-Olkin) test result was found to be 0.623 In conclusion, it was found that interactive whiteboard applications supported by visual materials were more effective in listening comprehension and persistence of knowledge according to the 2018 Turkish Course Curriculum.

Effectiveness of Smart Technologies in Chemistry Teaching and Learning of Grade Eleventh Students in the Gambia

“…In the literature review, Akar (2020) found that many studies provide positive conclusions about smart technologies' contribution to teaching and learning. However, Kirbas (2018) found the technology insufficient as many schools have challenges with adequate instructional hours. The study found significant academic achievement of students in the experimental group than in the control group (Kirbas, 2018).…”

“…However, Kirbas (2018) found the technology insufficient as many schools have challenges with adequate instructional hours. The study found significant academic achievement of students in the experimental group than in the control group (Kirbas, 2018).…”

“…It also found that student-centred learning is encouraged and promotes students' academic performance (Nicoll, 2001). Many current studies found significant academic performances of students taught through Smartboards or SMART Notebook software than those taught through chalkboards and textbooks problem-solving (Akar, 2020;Edith et al, 2011;Kirbas, 2018).…”

“…During formative assessment with a clicker, called in The Gambia, waiting time for students is encouraged to discuss and share, as a critical component in the pedagogical approaches. This approach is not necessary to obtain immediate answers per se but testing students' understanding and learning process, which many thought is a waste of instructional hours (Kirbas, 2018). Because teachers and students may spend more time correcting malfunctions or calibration while teaching and learning, in each clicker, the teacher provides each student with a unique code (Identification number) that they will be used to answer formative questions after group discussion.…”

Integrating Voa Learning English Into an English Listening Classroom

“…It corresponds to Chang and Millett's (2014) study, which concluded that simultaneous listening-and-reading was proven more effective than only reading or listening. According to Kirbas (2018), learners can recall the materials more effectively when facilitated with written texts and pictures. Other studies also confirmed that reading a text simultaneously while listening to it being spoken helps give deeper comprehension and further understanding of vocabulary recognition (Gobel & Kano, 2014).…”