Impact of the use of interactive whiteboards on meaningful learning in engineering students

Abstract

The study evaluated the impact of interactive whiteboards (IWB) on meaningful learning in students of the Faculty of Electronic Engineering and Computer Science (FIEI), in three subjects: calculus, English, and programming language. The design was quasi-experimental with control groups (CG) and experimental groups (EG), the intervention was carried out with the application of IWB to the GE, the sample distribution: calculus EG=21 and CG=20, English EG =25, and CG=23 and in programming language with EG =15 and CG=16. The instruments used were questionnaires: calculus 5 questions, English 10 questions, and programming language 5 questions, each with expert judgment validity and KR-20 reliability of [80%, 0.810], [85%, 0.798], [90%, 0.805] respectively. The results using the T-Student test for independent samples show that the IWBs had a significant impact on the learning of the three subjects: calculus in the graphic component p=0.003, English in the writing component p=0.047; and programming language in the systems design and programming development components with a p<0.001. It is concluded that the IWBs are valuable tools to promote meaningful learning in subjects such as calculus, English, and programming language, and it is suggested to incorporate other pedagogical strategies to maximize their effectiveness in the components that did not have a significant impact.