Measuring Perceived Attributes of the Interactive Whiteboard for the Mathematics Class

The main purpose of the current study was to develop and validate a scale of perceived attributes of interactive whiteboard (IW) for mathematics class. Rogers' Diffusion of Innovations Theory served as the theoretical framework. Two groups of participants in Turkey were employed in this study. The first group consisted of 350 middle school students (177 female, 173 male). The second group consisted of 557 high school students (288 female, 269 male). The results of confirmatory factor analysis supported construct validity. However, not enough evidence was available to support its convergent and discriminant validity. The results of multigroup analysis supported measurement invariance across two schools-one middle school and one high school. The perceptions of students toward IW were generally positive. We believe that the scale developed for this study can be used in schools in which IW has been implemented and may contribute to educational technology reform efforts by providing metrics for the degree of success in implementing IW specifically and possibly other forms of instructional technology.

Automated summary

The main purpose of this study was to develop and validate a scale for perceived attributes of interactive whiteboard (IW) in mathematics class. The results showed that students generally had positive perceptions towards IW, and the scale developed can be used in schools where IW has been implemented.