Final Assignment Research Proposal and Literature Review

Research Proposal: Using an Interactive Whiteboard to Increase Student Participation in Middle School Mathematics

Lisa Nevoral ETEC 500 Research ethodolog! in Education "ection #5A Course $nstructor "tephen Care! April %%& '0%'

Research Proposal

Ta(le o) Contents

$ntroduction ********************+ ,ac-ground *****************++ "tatement o) the Pro(lem ************+ Literature Review *************** "tatement o) the 0!pothesis *********** ethodolog! ******************** Permission ****************** Participants *****************++ $nstrumentation **************** E1perimental 2esign **************+

p+' p+. p+/ p+/ p+%/ p+%/ p+%/ p+%/ p+%5 p+%5

Procedure ******************* p+%# Results *********************** p+%3 2emographic $n)ormation ************+ Participation $n)ormation ************++ p+%3 P+%3

2iscussion *********************++ p+%4 "igni)icance o) "tud! ***************** 5e!words *********************++ Predicted Limitations o) "tud! *************+ Re)erences *********************+ p+%4 p+%4 p+%4 p+'0

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Research Proposal Appendices ********************* Introduction $nteractive white(oards 7$8,9 have (een a relativel! recent addition to man! classrooms around the world 70iggins& iller& "mith& and 8all& '005: ;al<n T=rel& '0%%9 p+'%

and much de(ate around their e))ectiveness has (een studied+ $8,s& also sometimes called electronic white(oards& " ART ,oards& Activ,oards& e,eam& imio& or 8e(ster& are

large& touch6sensitive (oards which are connected to a computer and digital or LC2 pro>ector 7,eeland& '00': Callingham ? "erow& '0%%: 2i@regorio ? "o(el6Lo>es-i& '0046 '0%0: 0iggins et al+& '0059+ an! )eatures o) the $8,& such as their interactive

capa(ilities and their a(ilit! to displa! course content in a multimedia manner& have (een thought to enhance student motivation and capture studentsA attention 7,eauchamp ? Par-inson& '005: 2i@regorio ? "o(el6Lo>es-i& '0046'0%09+ $8,s can (e used to emplo! a variet! o) e))ects& such as show and hide& sound e))ects& and movie clips that could possi(l! provide a multitude o) rich learning opportunities )or students+ Bne o) the dangers some teachers )all into when using the $8, is to use it li-e a traditional (lac-(oard and -eep their transmission& teacher6centered st!le o) teaching 7,eauchamp ? Par-inson& '005: ,eauchamp& 0iggins& and "o(el6Lo>es-i& '0046'0%0: @lover ? iller& '003: 2i@regorio ?

iller& '0%09+ Csing this pedagog!& teachers ma!

show Power Points or other multimedia sources using $8,s& (ut the! have not moved )orwards to allow the students to interact with the technolog!+ $t has (een suggested that student motivation is high at )irst due to introduction o) the $8, into the classroom (ut this motivation will eventuall! wear o)) a)ter the novelt! o) a new o(>ect has+ To -eep this motivation& teachers must )irst develop D$8, technolog! pro)icienc!E and then change

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Research Proposal their pedagogic teaching o) material so that students are activel! interacting with the $8, 7@lover ? iller& '0%0: ,eauchamp et al+& '0039+

$nteractivit! with the $8, ma! sustain student motivation and increase participation& (ut there is little empirical data which supports $8,s and student achievement+ This research proposal attempts to )ind out i) more time allotted )or student interactivit! with the $8, will increase overall participation (! Background As a middle school "cience and ath teacher& $ am alwa!s see-ing di))erent wa!s ath 4 students+

o) how $ can (etter assist m! students in their learning& motivation& and participation+ $ am also ver! interested in technolog! and it is with these two areas in mind that have led me to m! research topic o) the use o) interactive white(oards 7$8,9 within the math classroom+ ath is sometimes a ver! a(stract su(>ect and it can (e )rustrating at times not (eing a(le to meet the needs o) ever! student+ Advances in technolog! can provide new approaches to teaching a(stract ideas and provide (ene)its to learning di))icult math concepts+ 8hat $ want to -now is i) $8,s will help increase student participation+ "ocial )actors such as peer pressure& sh!ness& and con)ormit! ma! (e reasons wh! students do not answer Fuestions in a t!pical classroom where students are to raise oneAs hand to promote classroom participation+ $n addition& some students ma! not participate in classroom discussions or provide answers (ecause the! ma! (e a)raid to ta-e ris-s or have the con)idence to do so+ $nteractive white(oards ma! provide the motivation )or students to participate in the lessons and to )urther )acilitate learning+

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Research Proposal Statement of the Problem ! research Fuestions have evolved as a result o) m! Fuest to improve student learning o) a(stract math concepts+ Gualitative research supports the inclusion o) $8,s in the classroom& citing (ene)its such as increased student motivation and participation+ Averis& @lover& and iller 7'0059 stated that the aim o) teaching with an interactive

white(oard is to Dma1imiHe the num(er o) students wor-ing at the (oard so that the! can develop their own sel)6esteem in use and to stimulate the rest o) class to ta-e partE 7p+ %039+ The purpose o) this stud! is to investigate the e))ect o) $8, on the participation levels o) middle school math students+ ore speci)icall!& the Fuestions $ will attempt to answer areI

%+ 2oes the use o) an interactive white(oard increase student participation in math classJ '+ Are students willing to ta-e more ris-s answering Fuestions in math class with the use o) $8,J Literature Revie This literature review will e1amine articles related to the use o) interactive white(oards within the classroom+ A)ter each article is summariHed& a s!nthesis o) the articles will (e given+ The search )or articles occurred through ER$C 7channeled through C,C li(raries9 and @oogle "cholar+ Each article has a slightl! di))erent )ocus on the incorporation o) interactive white(oards in the educational classroom+ Levels of use of Interactive Whiteboard technology in the primary mathematics classroom (2011) $n their one !ear stud!& Callingham and "erow 7'0%%9 attempted to discover the stages o) teacher development using interactive white(oard technolog! in primar! mathematics classes and Dissues that arise concerning pro)essional

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Research Proposal development when introducing technolog! into primar! mathematic classroomsE 7p+ %#59+ The! stated that there are var!ing levels in this development which includedI 09 Technical 2e)icient or Retreatism %9 ,lac-K8hite(oard su(stitute& '9 Apprentice user& .9 $nitiate user& and 59 "!nergistic Cser+ Teachers were selected )rom three di))erent primar! schools in Lictoria& Australia and all had var!ing !ears o) teaching e1perience+ The teachers were supplied with school pads which allowed students to manipulate the $8, technolog! )orm an! position in the classroom and were used in con>unction with the $8,+ The onl! commitments the teachers had to the technolog! was to use the school pads in mathematic lessons whenever possi(le+ The authors stated that the highest development level reached was the $nitiate Cser 7level .9& while most o) the time the levels were ,lac-K8hite(oard su(stitution and Apprentice Cser+ $t was noted (! the authors that there was a Dtendenc! to rel!E on the $8, as a ,lac-K8hite(oard su(stitute+ As well& Callingham and "erow 7'0%%9 suggested that pro)essional development opportunities were needed to help teachers esta(lish su))icient technical s-ills using the $8, as well as support the teachersA growing understanding and di))ering pedagogical approaches when using this technolog!+ There were man! )aults with this research stud!& mostl! with the methodolog! section+ No reasoning was given as to wh! the three teachers were chosen to participate in this stud! and all three had var!ing levels o) teaching e1perience+ This could have had impacted on how the students were motivated to

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Research Proposal use the technolog!+ As well& the authors do not sa! how man! o) the students were actuall! involved in the stud! and one o) the schools had a population o) students in which M0N spo-e English as a second language+ $ )ound this to (e a (it discerning since no in)ormation was given as to the e))ectiveness o) the $8, lessons )or these students or i) the! even )ull! understood what was happening+ An interactive whiteboard student survey !evelopment" validity" and reliability (2011) ;al<n 5<l<O T=rel 7'0%%9 conducted a research stud! to develop a valid and relia(le interactive white(oard student surve! 7$8,""9 that could (e used to evaluate the perceived attitudes towards $8, when used with in a class+ T=rel 7'0%%9 was a(le to create a '#6item& three6)actor surve! Dwhose )actors were named as the perceived e))icienc! o) $8,& perceived learning contri(ution and motivation& and the perceived negative e))ects o) $8,+E 7p+ '//%9 The stud! was conducted in $stan(ul& Tur-e! and .50 middle school students 7@rades #& 3& and M9 were surve!ed+ T=rel 7'0%%9 -ept '#. o) the .50 responses to conduct his anal!sis and onl! used students with more than three months e1perience using the $8, (ecause he wanted to o(tain realistic perceptions without Dnovelt!6e))ect concernsE 7p+ '///9+ The novelt!6e))ect concern is when participants have an increased interest or motivation (ecause the! are doing something di))erent: in this case& using new technolog! such as interactive white(oards 7@a!& ills& ? Airasian& '004& p+ '509+

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Research Proposal There were several de)iciencies with this stud!+ Although T=rel 7'0%%9 did a good >o( descri(ing how he developed the $8,"" and the statistical anal!sis used to acFuire the dimensions o) validit! and relia(ilit!& his methodolog! was )lawed+ 0e did not state how he has o(tained entr! into the schools& how he o(tained the .50 middle school students& how he selected what students to use& which schools he used& or the timeline he used )or conducting the original dra)t+ These could have created several di))erent sampling (iases+ #resentation and #edagogy $he %ffective &se of Interactive Whiteboards in 'athematics Lessons (200() Averis& @lover& and iller 7'0059 stated that the $8, has su(stantial

Dpresentational advantagesE and motivational capa(ilities& (ut were not an e))ective tool unless the teacher using the (oard understood the nature o) interactivit! and changing pedagog! related to $8, use 7p+ %059+ The researchers )rom 5eele Cniversit! 7England9 conducted this stud! with %' partner schools and it was aimed at teachers that e1tensivel! used $8,s+ Thirt!6seven mathematic lessons were video6recorded and all the teachers were interviewed+ Averis et al+ 7'0059 noted that teachers needed to ma1imiHe the use o) the $8, with themselves& students& and the learning materials and that the! had to ma-e use the manipulation tools 7drag and drop: hide and reveal: colour: shading and highlighting: matching items: movement or animation9 o) the $8,+ The D(est practiceE was when the manipulations were )ollowed (! discussions and )eed(ac(etween teacher and pupil& pupil and pupil& or pupil and corrective so)tware+ The authors also stated that teachers needed to recogniHe that students learn in di))erent

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Research Proposal wa!s and the $8, should (e utiliHed in such a )ashion that the students not onl! had introductor! lessons to materials& (ut used the $8, to learn concepts and gain cognitive understanding+ The! suggested that to achieve signi)icant improvements in teaching mathematics using $8,s& there needed to (e pro)essional development )or teachers to o(tain technical savv! and pedagogic advances+ This article was de)icient in its methodolog!+ Averis et al+ 7'0059 do not state how the %' schools were chosen to wor- with 5eele Cniversit!& how the teachers or students were chosen or which grade levels o) math were used in the stud!+ As well& the demographics o) the schools or children were not indicated and the t!pes o) interview Fuestions or instrumentation were not noted+ Interactive Whiteboards boon or bandwagon) A critical review of the literature (200() $n their literature review& 0iggins& iller& "mith& and 8all 7'0059 attempted

to introduce $8,s as a pedagogic tool in educational settings+ The! had )ound that much o) the literature surrounding the impact o) interactive white(oards has (een positive& (ut not much empirical evidence has (een discovered that suggests that there is an improvement o) achievement level when $8,s are used+ $nstead& much o) the evidence a(out $8, use has (een on teachersA and studentsA perceptions o) the interactive (oard+ 0iggins et al+ 7'0059 identi)ied and discussed several themes in literature a(out the potential (ene)its and disadvantages o) $8,s and teaching+ The themes included the )ollowingI )le1i(ilit! and versatilit!& multimediaKmultimodal

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Research Proposal presentation& e))icienc!& support planning and the development o) resources& modeling $n)ormation and Communication Technolog! 7$CT9 s-ills& and interactivit! and participation in lessons+ 0iggins et al+ 7'0059 discovered man! (ene)its within literature+ The $8, could (e used across man! di))erent curricular areas and deplo! man! di))erent activities& resources& and manipulations+ As well& $8,s have the Dcapa(ilit! to save& share& and re6use lesson materialsE 7p+ 4/9+ The authors stated that a ma>or advantage cited (! most literature was that high levels o) student interaction with the $8, led to high motivation levels+ "ome o) the )indings have reported that students li-ed the )eed(ac- the! received when using the $8, and students were most li-el! to remain motivated in class (ecause the lessons were more en>o!a(le and interesting+ 0iggins et al+ 7'0059 also noted several issues with the use o) $8,s+ First were the practical pro(lems o) the (oard& such as where it was placed in the room& visual pro(lems& permanent vs+ porta(le& the height o) the $8, that were permanentl! placed in the room& and setting up the eFuipment+ The ne1t issue was student participation using the $8,+ The authors noted that some students never came up to use the (oard& there was usuall! onl! one (oard so this decreased active involvement& and !ounger pupils were more eager to use the (oard than teenagers+ A ma>or issue that the authors noted was the need )or (oth teachers and students to have adeFuate training using the $8, to reach its )ullest potential+

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Research Proposal $ )ound that this literature review did a good >o( stating the ma>or themes surrounding the use o) $8,s in the classroom and e1plained each theme in detail+ The one down)all $ had a(out this article was that it suggested o(taining concrete& empirical data )or the actual (ene)its o) $8,s& (ut it did not suggest an! possi(le solutions or )urther studies+ *tudent %ngagement" +isual Learning and $echnology ,an Interactive Whiteboards -elp) (2002) 8illiam 2+ ,eeland 7'00'9 attempted to discover i) interactive white(oards increased student engagement when used as an instructional tool+ 0is main motivation )or doing this stud! was to identi)! i) the $8, could (e Dused to improve the learning environment )or teachers and students at our schoolE 7,eeland& '00'& p+%9+ 0is action research stud! included ten middle school teachers and %43 students+ The teachers and students completed surve!s and Fuestionnaires to determine the perceived attitudes towards the use o) the $8, with in the classroom+ The researchers also o(served the t!pe o) learning modalities 7visual& auditor!& and tactile9 each o) the teachers emplo!ed when utiliHing the $8,+ ,eeland 7'00'9 )ound that $8,s did indeed increase student engagement and suggested that $8,s should (e used in classrooms during the learning process+ The author also indicated that students li-ed the multimedia option o) the $8, the (est rather than the num(er o) times a student could interact with the actual (oard+

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Research Proposal $ )ound several )aults with this stud!+ ,eeland 7'00'9 onl! stated how the teachers were chosen )or this stud!& (ut not how the students were chosen+ As well& he does not indicate where& when& or how long the stud! too- place+ $n addition& ,eeland 7'00'9 did not distinguish (etween the ten di))erent teachers in respects to their di))erent teaching st!les& the various content areas delivered& or the teachers having di))ering levels o) enthusiasm )or the use o) $8,s in their classrooms+ 8hoAs to sa! that it was the $8, that engaged the students during the class or i) it was their teacher (eing e1cited a(out using new technolog!J 0e stated that the students and teachers were surve!ed a)ter one class o) using the $8,+ This would not (e enough time to e))ectivel! gage i) the students were engaged in learning or i) this was a novelt! e))ect+ S!nthesis of the "rticles $ chose these articles (ecause the! spanned a decade o) interactive white(oard use within classrooms+ ost o) the articles suggested that the $8, can (e used as a tool )or

di))erentiated learning st!les due to its presentational s-ills and interactive properties 7Averis et+ al& '005: ,eeland& '00': Callingham ? "erow& '0%%: 0iggins et al+& '0059+ There are man! perceived (ene)its o) the $8,& (ut it has (een suggested that )urther studies need to (e conducted to o(tain concrete results (etween the use o) $8, and student achievement+ an! o) the articles descri(ed how there was a correlation (etween the use o) $8,s and student motivation+ ,eelandAs 7'00'9 stud! discovered that interactive white(oards positivel! a))ected student engagement and that students

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Research Proposal were most engaged when multimedia was used+ Although he had positive results& the surve!s and Fuestionnaires were given to teachers and students a)ter >ust one class o) using the $8,+ To me& this suggests a novelt! e))ect and the $8, was a shin!& new to!+ Callingham and "erow 7'0%%9& on the other hand& discovered that the students were most engaged and motivated when the! interacted with the $8, technolog!& a complete reversal to ,eelandAs discover!+ As well& the studies that too- place over one school !ear 7Averis et al+ '005: Callingham ? "erow& '0%%9 did not have a novelt! e))ect issue and interactivit! with the $8, was the contri(uting )actor in sustaining motivation in students using this technolog!+ uch )ocus on $8, research has dealt with student and teacher perceptions o) $8, use in the classroom+ T=relAs 7'0%%9 stud! was done to produce a valid and relia(le surve! a(out the opinions o) students on the positive e))ects o) student learning and motivation& the perceived e))icienc! o) $8, technolog!& and its negative e))ects+ Callingham and "erow 7'0%%9 also Fuestioned their teachers a(out their classroom e1periences and the teachers commented on the motivational power o) $8, technolog!+ ,eeland 7'00'9 conducted a stud! a(out student and teacher perceptions on the motivational e))ects o) $8, technolog!+ Averis et al+ 7'0059 stated that much o) the literature a(out the (ene)its o) $8,s was (ased on evidence )rom interviews& surve!s& and Fuestionnaires relating to teachersA and studentsA perceptions o) $8, use& (ut not enough empirical evidence have (een )ound+

8hile there is a positive view o) $8, use in classrooms& it was indicated that teachers need to have pro)essional development& not onl! to learn the technical s-ills o) the

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Research Proposal $8,& (ut also to develop teaching st!les that are not >ust teacher6centered or transmission li-e 7Averis et al+& '005: ,eeland& '00': Callingham ? "erow& '0%%: 0iggins et al+& '0059+ To see the )ull (ene)its o) $8,s& teachers need to adopt a di))erent pedagog! 7Averis et+ al& '005: Callingham ? "erow& '0%%: 0iggins et al+& '0059& as well as have the technical s-ills to (ac- that up+ ,oth T=rel 7'0%%9 and Callingham and "erow 7'0%%9 suggest that the $8, is >ust a tool and that there can still (e technological and pedagogical limitations as seen with traditional methods+

$ )ound that most o) the research studies were lac-ing in their methodolog!+ Although T=rel 7'0%%9 and ,eeland 7'00'9 (oth stated the statistical anal!sis on their )indings& the! did not do a ver! good >o( stating how the! selected their students or gave a timeline as to when the stud! was orchestrated+ As well& most o) the studies did a poor >o( descri(ing how the! chose their samples o) students and teachers+ There were man! varia(les that were not accounted )or 7e+g+ di))erent teachers were chosen with di))erent teaching (ac-grounds and e1periences& di))erent sample siHes& di))erent $8, technolog! used school pads vs+ permanent (oards9 and other than T=rel 7'0%%9 stud!& no mention o) what t!pe o) data collection or instrumentation was given+

2ue to the methodolog!& sample& and data collection errors& as well as little evidence to demonstrate a concrete connection (etween $8, and student achievement& $ )ind it hard to accept the )indings in these research studies+ ost o) the research is a(out

the perceptions o) $8, used (! teachers and students and )urther research is needed to

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Research Proposal discover i) $8, actuall! a))ects student learning or i) it is onl! good )or the introduction o) new concepts and maintaining motivation and engagement+ Statement of the #!pothesis A)ter reviewing the literature& the general consensus (! researchers is that increased interactivit! with the $8, will sustain motivation and improve student participation+ $) $8, )acilitate discussions& correct misunderstandings& and increases engagement& then this should translate into (uilding con)idence and rista-ing in the math class+ As a result& $ h!pothesiHe that student participation will improve signi)icantl! with the utiliHation o) interactivit! with the $8, in a math class+ Methodolog! $% Permission Prior to starting the stud!& $ will discuss m! pro>ect proposal with m! principal and i) need (e& ta-e it to the Central B-anagan& "chool ,oard '. 75elowna& ,C9 o))ice )or approval+ Bnce $ have gained m! administratorAs approval& a parent permission letter 7see Appendi1 A9 will (e sent home& outlining the research details& rationale )or conducting this stud!& and an! precautions to ensure the sa)et! and con)identialit! o) all participants+ Parents will (e as-ed to return the signed letter& providing written consent )or their child to participate in the stud!+ &% Participants This stud! will consist o) #0 students )rom two 2r+ 5no1 ath 4 Principles classes at

iddle "chool in 5elowna& ,C+ Bne o) the classes will serve as the

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Research Proposal control group and the other as the e1perimental group+ $nitiall! all students will complete a demographic surve! 7see Appendi1 ,9 which will (e used to assess an! signi)icant di))erences (etween the groups in terms o) age& se1& race& or @PA+ "ince the two groups will (e compared against each other& it is important that each group (e statisticall! indi))erent in its composition+ '% Instruments Prior to the start o) the stud!& su(>ects will initiall! complete a pre6stud! surve! 7see
Appendi1 C9 which will consist o) a series o) Fuestions that are to determine the perceived

attitude towards the $8, and how students assess their participation levels within their math 4 class+ The surve! was created upon a Li-ert model o) a 56point scale ranging )rom "trongl! Agree to "trongl! 2isagree 7)or perceived attitudes towards $8,9 and ranging )rom % to 5& % (eing never and 5 (eing participating more than / times during a class 7)or sel)6perceived participation9+ Cpon completion o) the stud!& a post6stud! surve! 7see Appendi1 29 will (e per)ormed which will consist o) more in6depth Fuestions or statements dealing with the perceived attitudes o) $8,s and sel)6perception a(out participation within math class+ These results will not (e shared or passed on to the students+ As well as the pre6 and post6stud! surve!s& an o(server will tall! how man! times students participate in answering Fuestions in math class 7see Appendi1 E9+

(% )*perimental +esign ! research will (e conducted during the )ourth term o) the '0%%6'0%' school !ear+ ,oth the control group and the e1perimental group will cover two units in the ath 4

curriculum dealing with pol!nomials+ The class that ma-es up the control group will (e

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Research Proposal taught using traditional methods o) teaching the Pol!nomials Cnit to ath 4 students+ This

will consist o) regular note ta-ing& the use o) manipulatives 7alge(ra tiles9& and te1t (ooFuestions+ "tudents will (e as-ed to answer dail! review Fuestions using pencil and paper+ The class that ma-es up the e1perimental group will (e taught using an interactive white(oard+ The amount o) time needed to complete this stud! is a(out M wee-s+ This corresponds to appro1imatel! twent!6)our 306minute classes+ ReFuired eFuipment includesI %9 " ART (oard 7an interactive white(oard9 and associated hardware 7e+g+ " ART (oard pens9& '9 one teacher laptop with " ART (oard so)tware& .9 one LC2 pro>ector+

,% Procedure Prior to the (eginning o) the stud! su(>ects will all complete a demographic surve! 7see Appendi1 ,9 to statisticall! assess the composition o) the two classes+ Bne o) the two classes will (e randoml! assigned as either the control group or the e1perimental group+ As well& the students will complete a surve! as-ing a(out their perceived attitudes towards $8,s and their current participation within math class 7see Appendi1 C9+ The control group will answer dail! review Fuestions using paper and pen and when as-ed& will raise their hands to give their answers ver(all!+ The e1perimental group will also answer dail! review Fuestions using paper and pen& (ut will use the interactive white(oard and an! o) its tools to answer the Fuestions+ The class will (e given a chance to help correct wrong answers or show other strategies on the $8,+

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Research Proposal ,oth groups will (e monitored )or the initial participation rate at the start o) the )irst pol!nomial unit+ Ever! three classes& (oth groups will (e monitored and o(served to o(tain participation num(ers+ A )inal participation rate will (e o(tained on 2a! '/ 7see Appendi1 E9+ At the end o) the stud!& the (oth groups o) students will complete a post6 stud! surve! as-ing again a(out their attitudes towards $8,s and their participation with in class 7see Appendi1 29+ All other aspects o) the course will (e conducted the same )or each group 7e+g+ the same teacher& the same material& the same tests and FuiHHes9+ Results Results will (e recorded in the )ollowing ta(lesI !emographic Information Re)er to Appendi1 , )or sample ta(les dealing with the studentsA demographic in)ormation NBTEI An E1cel program could (e used to enter this in)ormation as well+

#articipation Information Ta(le %+ Cnit %I Num(er o) "tudents Participating in Answering 2ail! Review Guestions Control vs+ E1perimental @roups

Cnit % Control @roup 7Answer ver(all!9 E1perimental @roup 7$8,9 2i))erence (etween @roups

$nitial Count

2a! %

2a! /

2a! 3

2a! %0

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Research Proposal

Ta(le '+ Cnit 'I Num(er o) "tudents Participating in Answering 2ail! Review Guestions Control vs+ E1perimental @roups

Cnit ' Control @roup 7Answer ver(all!9 E1perimental @roup 7$8,9 2i))erence (etween @roups

2a! %.

2a! %#

2a! %4

2a! ''

Final Count

Ta(le .+ $nitial Participation Count vs+ Final Participation Count Comparison

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Research Proposal

Cnit '

$nitial Participation Final Participation 2i))erence in Count Count $nitial vs+ Final Participation

Control @roup 7Answer ver(all!9 E1perimental @roup 7$8,9 2i))erence (etween @roups

"tatistical anal!sis will (e per)ormed on the data with the use o) a t6test comparison to see the results )rom the di))erent e1perimental groups are signi)icantl! di))erent )rom each other+

+iscussion A)ter recording and anal!Hing the data& the discussion will )ocus on two -e! areas+ First it will (e determined i) there is a signi)icant di))erence (etween the initial participation and )inal participation counts (etween the individual groups and (etween the control and e1perimental groups+ "econdl!& the perceived attitudes towards $8,s and participation within math class will (e scored and discussed+ Significance of this Stud!

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Research Proposal The signi)icance o) this stud! is to see i) there is an actual increase in student participation when the! are given time to interact with the $8,+ This will eventuall! lead to the Fuestion& D2oes student achievement also increase with the use o) the $8,JE $t has (een suggested in literature that there should (e ongoing training )or teachers to get adeFuate pro)icienc! with the $8, technolog! and that there needs to (e a )undamental shi)t in pedagog! to incorporate more interactivit! with the (oard+ $t is m! hope that increasing the amount o) time allotted )or students to use the $8, will -eep motivation up and increase participation and eventuall! improve student achievement+ -e! ords $nteractive white(oard 7$8,9& pedagog!& participation& motivation

Predicted Limitations or Issues ith the Stud!./urther Research Ideas Re)er to Appendi1 F

References Averis& 2+& @lover& 2+& iller& 2+ 7'0059+ Presentation and Pedagog!I The E))ective Cse

o) $nteractive 8hite(oards in athematics Lessons+ Proceedings of the British Society for Research into Learning Mathematics& '57%9& %056%%'+ ,eauchamp& @+& 0iggins& "+& iller& 2+ 7'0039+ Reviewing the literature on interactive 8hite(oards+ Learning, Media, and Technology& .'7.9& '%.6''5+ ,eauchamp& @+& Par-inson& P+ 7'0059+ ,e!ond the QwowA )actorI developing interactivit! with the interactive white(oard+ School Science Review& M#7.%#9& 436%0.+ ,eeland& Pr+& 8+2+ 7'00'9+ "tudent Engagement& Lisual Learning and Technolog!I Can $nteractive 8hite(oards 0elpJ Action Research Exchange& 6 '% 6

Research Proposal Retrieved April /& '0%' )romI httpIKKchiron+valdosta+eduKareKArtmanscrptKvol%no%K(eelandRam+pd) Callingham& R+& "erow& P+ 7'0%%9+ Levels o) use o) $nteractive 8hite(oard technolog! in the primar! mathematics classroom+ Technology, Pedagogy, and Education& '07'9& %#%6%3.+ 2i@regorio& P+& "o(el6Lo>es-i& 5+ 7'0046'0%09+ The E))ects o) $nteractive 8hite(oards 7$8,s9 on "tudent Per)ormance and LearningI A Literature Review+ ournal of Educational Technology Systems& .M7.9& '556.%'+ @a!& L+ R+& ills& @+ E+& and Airasian& P+ 7'0049+ Educational Research! "om#etencies for Analysis and A##lications 74th ed+9+ Cpper "addle River& New Perse!I Pearson+ @lover& 2+& iller& 2+ 7'0%09+ Presentation or mediationI is there a need )or Qinteractive white(oard technolog!6pro)icientA teachers in secondar! mathematicsJ Technology, Pedagogy and Education& %47'9& '5.6'54+ 0iggins& "+& iller& P+& "mith& 0+P+& 8all& 5+ 7'0059+ $nteractive white(oardsI (oon or ,andwagonJ A critical review o) the literature+ ournal of "om#uter Assisted Learning& '%7'9& 4%6%0%+ T=rel&;+ 7'0%%9+ An interactive white(oard student surve!I 2evelopment& validit! and relia(ilit!+ "om#uter $ Education& 537'0%%9& '//%6'/50+

"ppendi* " #arent #ermission .orm 2r+ 5no1 iddle "chool %'% 2r!sdale ,oulevard 5elowna& ,C& L%L 'S4 arch '4& '0%' 2ear ParentK@uardianI

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Research Proposal The in)ormation in this permission )orm is presented to !ou to )ul)ill ethical reFuirements a(out the stud! to (e conducted at 2r+ 5no1 iddle "chool )rom April %% until Pune %%& '0%'+ The research stud! to (e per)ormed is to discover i) student participation increases with the use o) interactive white(oards 7" ART (oards9 with in a ath 4 class+ The research stud! to (e conducted will include a demographic surve!& a pre6participation and post6participation surve!& as well as o(serving !our son or daughter in regards to their participation within their ath 4 class+ The purpose o) this )orm is to allow !our child to participate in the investigation and to allow the researcher to use the in)ormation o(tained during the two month period to anal!He the outcomes o) the stud!+ $n)ormation a(out students or an! responses !our son or daughters have given will (e -ept strictl! con)idential+ The results o) this stud! that are pu(lished pu(licall! will not re)erence an! individual student since the stud! will onl! anal!He relationships among groups o) data+ $& & allow m! son or daughter& to participate in the research stud! that will (e ta-ing place at 2r+ 5no1 )rom April %% until Pune %%& '0%'+ iddle "chool

"ignature o) ParentK@uardian 7 odi)ied )rom Figure %+#& page '3& @a!& L+ R+&

2ate ills& @+ E+& and Airasian& P+ 7'00499

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Research Proposal "ppendi* B !emographic *urvey / 'ath 0 #articipants Please circle the answer that (est )its !ou+
%+ 8hat is !our genderJ a9 Female 7F9 (9 ale 7 9 '+ The num(er o) !ears !ou have attended this schoolI a9 % !ear (9 ' !ears c9 . !ears .+ 8hat is !our primar! languageJ a9 English (9 French c9 Bther+ Please speci)!I /+ 8hat is !our ethnicit!J a9 CaucasianKwhite (9 First Nations or A(original c9 8ould rather not sa! d9 Bther+ Please speci)!I 5+ 8hat grade did !ou get in a9 A d9 C (9 , e9 C6 c9 CT )9 F ath MJ

#+ 8hat grade did !ou get in Term % o) a9 A d9 C (9 , e9 C6 c9 CT )9 F 3+ 8hat grade did !ou get in Term ' o) a9 A d9 C (9 , e9 C6 c9 CT )9 F M+ 8ere !ou (orn in %443J a9 Ues (9 No c9 Bther+ Please speci)!I

ath 4J

ath 4J

4+ 8hich o) the )ollowing (est descri(es the area !ou live inI a9 Cr(an (9 "u(ur(an c9 Rural

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Research Proposal
!emographic Information $ables

Ta(le %+ 2emographic $n)ormation @ender& Num(er o) Uears at 2r+ 5no1& Uear ,orn in
0ender Class % ' 'ale .emale 1umber of 2ears at +r3 -no* 1 2 1 2ear Born In 1002 3ther

Ta(le '+ 2emographic $n)ormation Primar! Language& Ethnicit!& and Area Live $n
Primar! Language Class % ' %nglish .rench 3ther ,aucasia n )thnicit! .irst 4ations 4ot *ay "rea Live in *uburba &rban n 5ura l

3ther

Ta(le .+ 2emographic $n)ormation Letter @rades

Math 4 Letter 0rade 6 ,7 , ,8 "verage Math 5 Letter 0rade 6 ,7 , ,8

Class % '

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Research Proposal
"ppendi* 6 #re8*tudy *urvey about #erceived Attitudes towards Interactive Whiteboards and *tudent *elf8

#erception about #articipation in a 'ath class Gualitative $tems 0ave !ou (een in a classroom that uses interactive white(oardsJ 0ave !ou ever (een allowed to wor- on an interactive white(oardsJ 2o !ou en>o! classes where teachers use interactive white(oardsJ 2o !ou (elieve that computers and interactive white(oards should (e used in math classesJ 2oes using an interactive white(oard ma-e !ou nervousJ 2o !ou thin- that using an interactive white(oard is di))icultJ 2o !ou )eel com)orta(le using an interactive white(oardJ 2o !ou use computers and other t!pes o) technolog! o)ten outside o) school timeJ 2o !ou thin- !ou would participate more in math class i) !ou were allowed to use an interactive white(oardJ 0ow o)ten do !ou put !our hand up to answer a Fuestion in math classJ 0ow o)ten do !ou as- )or help in math classJ 0ow o)ten do !ou )eel !ou participate in classroom discussions in math classJ 0ow o)ten do !ou thin- !ou participate in an! wa! in math classJ "2Vstrongl! disagree& 2Vdisagree& NVundecided& AVagree& "AVstrongl! agree& NAVnot applica(le NBTE an interactive white(oard can (e considered a " ART (oard+ % V never& ' V once per class& . V ' times per class& / V . times per class& 5 V / or more times per class "2 2 N A "A NA

'

NA

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Research Proposal
"ppendi* + #ost8*tudy *urvey about #erceived Attitudes towards Interactive Whiteboards

Gualitative $tems
$ can learn more when m! teacher uses an $8, $8, increases m! attention towards the course $8, helps me learn )aster $8, ma-es learning more e1citing $ )eel com)orta(le when $8, is (eing used $8, ma-es me learn concepts easier $8, increases m! motivation towards the course $ (elieve that i) m! teachers use $8, more o)ten& $ will en>o! lesson more $ can )ocus on the course content more when $8, is used

"2

"A

NA

$8, helps us learn together $8, use ma-es it easier )or me to remem(er what $ learned in class $ can understand the lessons taught using $8, (etter $8, ma-es the courses more interactive $ get opportunities to discuss the topics taught with $8, with m! classmates $ learn more when $ review topics& which were taught through $8,& at home $ loo- )orward to m! teacherAs using $8, in class $8, use increases m! interest in class $8, ma-es the class more entertaining $8, can (e used )or all classes $ (elieve $8, is a use)ul technolog! )or us to learn $ thin- that the courses are more e))icient with $8, The content o) m! classes are note suita(le )or $8, use $ (elieve it is necessar! )or m! teachers to use technolog! 7computer& internet& etc+9 in class 2uring $8, use& there is a lot o) noise in class 8e have technical issues 7i+e+ connection& st!lus pro(lems9 with $8, $8, was e1citing at the (eginning (ut not an!more "2Vstrongl! disagree& 2Vdisagree& NVundecided& AVagree& "AVstrongl! agree& NAVnot applica(le $nteractive 8hite(oard "tudent "urve! developed (! T=rel&;+ 7'0%%9 NBTE an interactive white(oard can (e considered a " ART (oard+ NBTE onl! students that were taughtKused the interactive white(oard will complete the a(ove post6stud! surve!+ 6 '3 6

Research Proposal #ost8study *elf8 #erception *urvey about #articipation in a 'ath class % 0ow o)ten do !ou put !our hand up to answer a Fuestion in math classJ 0ow o)ten do !ou as- )or help in math classJ 0ow o)ten do !ou )eel !ou participate in classroom discussions in math classJ 0ow o)ten do !ou thin- !ou participate in an! wa! in math classJ 0ow man! times do !ou thin- !ou would participate in math class i) !ou could use an interactive white(oardJ % V never & ' V once per class& . V ' times per class& / V . times per class& 5 V / or more times per class ' . / 5 NA

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Research Proposal
"ppendi* ) *tudent #articipation 3bservation Instrument This is to provide data on individual studentAs participation levels in class+ Each num(er corresponds to an individual student+ Class % is the class using traditional techniFues o) answering Fuestions ver(all! in class and Class ' is the class using the interactive white(oard to answer Fuestions+ Each time a student participates& the o(server will put a chec- mar- in their (o1+ B(serverI "choolI "tart timeI Student % ' . / 5 # 3 M 4 %0 %% %' %. %/ %5 %# %3 %M %4 '0 '% '' '. '/ '5 '# '3 'M '4 .0 TBTAL #and7up to ans er verball! 2ateI ClassI % or ' 7please circle9 End timeI Went to IWB

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Research Proposal
"ppendi* /

#redicted Limitations or Issues with the *tudy and .urther 5esearch Ideas Listed (elow are some limitations to this stud! and comments on )urther studies or procedures+ %+ Teacher e1perience using interactive white(oards i) a teacher does not have e1perience using an interactive white(oard& the students will detect this and the lessons ma! not go as smoothl! as possi(le+ $) no e1perience with using $8,& then a teacher would need to have training 7at least a / hour session& (ut it has (een suggested that ongoing training is the most e))ective9+ '+ Novelt! e))ect since this stud! is onl! (eing conducted )or two months& there ma! (e a novelt! e))ect involved where students are more motivated and (e willing to participate (ecause this is new technolog! within the class+ .+ 0awthorn E))ect (oth groups not treated eFuita(l! 7one group does not get to use technolog!9: there)ore& the treatment o) the test su(>ects is di))erent and this special treatment ma! cause improvement in participation rather than using the technolog! itsel)+ /+ To see i) student participation has trul! increased& a longitudinal 7longer9 stud! is needed where the e))ects o) new technolog! are not a )actor+ 5+ Lideo tape the lessons to see what t!pes o) modalities 7visual& auditor!& and tactile9 were used most (! the teacher+

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Research Proposal #+ Bnl! % studentKtime at the (oard students ma! not (e engaged when onl! one student at the (oard at a time+ Possi(l! incorporate $Pads or similar interactive computers so all students have access to a touch screen 7cost drasticall! increases9+ 3+ "tudent -nowledge o) how to use the $8, will the -nowledge o) how to use the $8, stop students )rom going to the (oard and hence decrease participation+ M+ Another stud! should also (e done to see i) student achievement actuall! increases with $8, use+

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