The effect of Smart Interactive Whiteboard in the teaching of vocabulary for guided writing among year five pupils

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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Main Author: Wong, Wei Lun
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Language:eng
Published: 2020
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Wong, Wei Lun
The effect of Smart Interactive Whiteboard in the teaching of vocabulary for guided writing among year five pupils
description 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
format thesis
qualification_name
qualification_level Master's degree
author Wong, Wei Lun
author_facet Wong, Wei Lun
author_sort Wong, Wei Lun
title The effect of Smart Interactive Whiteboard in the teaching of vocabulary for guided writing among year five pupils
title_short The effect of Smart Interactive Whiteboard in the teaching of vocabulary for guided writing among year five pupils
title_full The effect of Smart Interactive Whiteboard in the teaching of vocabulary for guided writing among year five pupils
title_fullStr The effect of Smart Interactive Whiteboard in the teaching of vocabulary for guided writing among year five pupils
title_full_unstemmed The effect of Smart Interactive Whiteboard in the teaching of vocabulary for guided writing among year five pupils
title_sort effect of smart interactive whiteboard in the teaching of vocabulary for guided writing among year five pupils
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=6678
_version_ 1747833289196961792
spelling oai:ir.upsi.edu.my:66782022-02-08 The effect of Smart Interactive Whiteboard in the teaching of vocabulary for guided writing among year five pupils 2020 Wong, Wei Lun 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 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6678 https://ir.upsi.edu.my/detailsg.php?det=6678 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Abbatt, F. & McMahon, R. (1993). Teaching Heath Care Workers. 2nd Edition. pg15-21. London: Macmillan.Abdullahi, M. (2003). The attitude of Science Teachers in the Use of InstructionalMedia. Kano Journal of Education, 2(1). pp 30-33.Aditya, Sk. (2019). Teaching Aids and Instructional Materials - Tools for Teachers and Students. Retrieved on 18/11/2019 fromhttps://cognitiontoday.com/2018/05/teaching-aids-and-instructional-materials-tools-for-teachers-and-students/Al-Saleem, B. I. A. (2012). The Interactive Whiteboard In English As A Foreign Language(EFL) Classroom. European Scientific Journal, 8(3). 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