The Effectiveness of Using Smart Boards in Developing Tenth Graders' Vocabulary Achievement, Retention, and Attitudes towards English in Gaza

Abstract

This study aimed at investigating the effectiveness of using Smart Boards in developing tenth graders' vocabulary achievement, retention and attitudes towards English. To achieve the study aims, the researcher adopted the experimental approach with two groups' pre-post test design (experimental and control). To collect data, the researcher prepared these tools: 1) An achievement test (pre, post & delayed) 2) An attitude scale (pre & post) to determine the students' attitudes towards English language 3) A teacher's guide using the Smart Board. After examining the validity and reliability of the tools, the tools were implemented on the study sample represented in (85) male students from Khalid EL-Hassan School who were randomly selected from the original population of (1743) students in West Khanyounis Directorate of Education 2013-2014. The sample was divided into two groups: the experimental group consisting of (44) students and the control one consisting of (41) students. The two groups were similar in their age, previous learning, achievement in general and achievement in English language. The Smart Board was used in teaching the experimental group, while the traditional method was used with the control one in the second term of the scholastic year (2013-2014). The experiment lasted for five weeks (2 lessons per week). After three weeks, a delayed test was administrated to the experimental group and control group to test retention. After the data had been analyzed using SPSS program, the study revealed that there were significant differences at (α = 0.05) in the scores of the control and the experimental groups in favor of the experimental group on the vocabulary post- test which was attributed to the effectiveness of the Smart Board. The findings also pointed out that there were statistically significant differences at (α = 0.01) in the students' post attitudes towards English before and after implementing the Smart Board in favor of the experimental group. Additionally, there were statistically significant differences at (α = 0.01) in the students' achievement level of the control and the experimental groups (in the retention test) in favor of the experimental group. It also showed that there were no significant differences in mean scores between the post-test and delayed (retention) test of the experimental group. Based upon the previous findings, the study recommended that teachers are advised to use the Smart Board in teaching English, training courses and workshops for teachers in general and for teachers of English in particular on employing the Smart Board should be held to enrich the teaching learning process and develop students' achievement level. It also suggested that further research should be conducted on the effect of interactive Whiteboards (IWB) on other English language skills, school subjects, students' creative thinking skills as well as in the treatment of learning difficulties in English.