In order to evaluate the success of integrating the Interactive Whiteboard into vocabulary lessons in terms of developing the fifth graders' vocabulary achievement, retention and learning attitudes, the thirteen-week quasi-experimental study was conducted in two classes with the participation of 40 fifth graders as the control group and another 40 from the same grade as the experimental group, respectively. The instruments included three vocabulary tests (e.g. one pre-test, one posttest and one delayed post-test); and the attitude questionnaire. The quantitative data obtained from these measurement tools were analyzed by SPSS. The findings of the study indicated that the Interactive Whiteboard activities positively contributed to the fifth graders' vocabulary achievement and retention of form, meaning and use. Besides, the fifth graders' level of motivation, interest, and active behavioural intentions increased via the Interactive Whiteboard. [ABSTRACT FROM AUTHOR]
Copyright of Anatolian Journal of Education is the property of Anatolian Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
