The Effectiveness of Using Interactive Whiteboards on Learning Motivation and Its Relationship with Reading Comprehension Levels: From the Perspective of Fifth Grade Students in Muscat Governorate, Sultanate of Oman
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This research examined the effectiveness of using interactive whiteboards (IWBs) on learning motivation and its relationship with reading comprehension levels, from the perspective of fifth-grade students in Muscat Governorate, Sultanate of Oman. The study aimed to (1) investigate whether learning motivation affects reading comprehension, and (2) determine the impact of IWBs on learning motivation among fifth-grade students. A sample of 120 students, divided into control and experimental groups, was selected from two randomly chosen schools in Muscat Governorate. The control group did not use the interactive whiteboard, while the experimental group had access to it during the study.
The results show that the experimental group, which used IWBs, exhibited significantly higher motivation levels and stronger correlations with reading comprehension across all levels (Literal, Inferential, Critical, and Appreciative/Creative) when compared to the control group. Notably, in the experimental group, the "Responsibility of the Learner" dimension had the strongest correlation with reading comprehension at the Literal level (0.707) and continued to show high correlations at the Inferential and Critical levels. These results suggest that the IWB enhanced the relationship between motivation and reading comprehension, particularly in fostering students’ responsibility, self-efficacy, and persistence in learning.
The research also highlighted significant differences between the control and experimental groups across four motivational dimensions. The experimental group showed higher scores in Persistence and Seriousness, Value and Benefit of Learning, Responsibility of the Learner, and Self-efficacy, indicating that IWBs positively influenced these motivational aspects. These findings underline the potential of IWBs as an effective tool for improving both motivation and reading comprehension in the classroom, suggesting that IWBs play a critical role in enhancing students' engagement and academic performance.
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