Examining interactive whiteboard-based instruction on the academic self-efficacy, academic press and achievement of college students^*

* This paper is a revised and expanded version of a paper entitled ‘Interactive whiteboard-based instruction versus Lecture-based instruction: A study on college students’ academic self-efficacy and academic press’ presented at 2017 International Conference on Blended Learning (ICBL), Hong Kong SAR, China, 27–29 July 2017.

Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.

Keywords:

• Interactive whiteboard
• English language teaching
• academic self-efficacy
• academic press
• learning achievement
• tertiary education

Notes

* This paper is a revised and expanded version of a paper entitled ‘Interactive whiteboard-based instruction versus Lecture-based instruction: A study on college students’ academic self-efficacy and academic press’ presented at 2017 International Conference on Blended Learning (ICBL), Hong Kong SAR, China, 27–29 July 2017.