IMPACTS OF INTERACTIVE BOARDS IN MATHEMATICS CLASSROOMS.
- What are the effects of white board technology on mathematics student’s performance and attention?
- Do mathematics students engage better while using interactive white boards than without the white board?
The objective of carrying this study is to establish the relationship between white boards and performance in a mathematics class. The conclusion will be based on formulation of a theory that can depict the relationship, if there is any, on the variables. The study will, therefore, apply the grounded theory of research, which will determine the data collection method (Creswell, 2014). Some of the data in this study will be quantifiable while some information will be qualitative. The grounded theory will assist in the interpretation of the qualitative data. The substantive area of study has already been established, and this takes the study to the data collection stage.
This will be a case study where white boards will be provided in different classes within the school. This will be accompanied by a questionnaire that will assist in collection of information regarding responsiveness of the white boards. The case study will use different forms of data collection as observation and engaging with the students. The results of the case study will form empirical evidence that will be generalized in regard to performance and attention in classes while using the white boards and while without the whiteboards. Continuous assessment results will also be useful to analyze performance of the students in cases where white boards have been implemented, and those when they have not been used. The case study will also be used in forming hypothesis or as a reference for future or further studies related to the research.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: SAGE Publications.
Creswell, J. W. (2007). Educational Research: Planning Conducting, and Evaluating Quantitative and Qualitative Research. New York: Pearson.