INFLUENCE OF WHITEBOARD MANAGEMENT PRACTICE ON SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN PHYSICS

INFLUENCE OF WHITEBOARD MANAGEMENT PRACTICE ON SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN PHYSICS

​​​​​​​Background of the study

The origins of education may be traced back to the classroom. The chalkboard was impregnated with instructional communication; the latter is a device that appeals to the sense of sight, with the employment of chalk and blackboard from the outset. The 5Rs (Arithmetic, Writing, Reading, Art, and Religion) were popular at the period, with rote memorization being the primary method of learning.

However, the necessity to write for students to take home educational experiences and activities was deemed critical, prompting the invention of the blackboard. In 1801, a giant piece of slate was put on the wall in Scotland, and the blackboard was born, transforming teaching and learning across the globe (Akbas,2018). The introduction of the blackboard in the classroom sparked the collaborative learning movement, and all communication became community. Students learnt in small groups and shared their expertise. Some blackboard management characteristics arose as a result of this collaborative or community atmosphere. Increased availability, rapid feedback, enhanced communication, monitoring skill-building, and issue resolution are some of the possible advantages of blackboard management aspects like the chalkboard learning system.

Oktay & Hüseyin (2015) found that employing blackboard in an introductory physics course at the University of the United States of America, Emirate University (UAEU), not only enhanced student-instructor interaction, but also improved students' attitudes toward physics. Chalkboards are undoubtedly the most ionic of all teaching instruments. According to studies, pupils learn better when information is delivered in a variety of ways, particularly via visual methods (Moseri, 2018).

Other blackboard management elements, such as legible writing, teacher's use of writing, sketching and drawing instructional material, instructors' communication skills, motivation, learning environment, and students' study habits, may have an impact on their physics learning success. The degree to which a student has displayed his or her learning purpose, whether it be a short-term or long-term educational aim, is referred to as achievement.

According to Akayi (2018), student success in physics classroom teaching and learning differs depending on the setting and developmental stages of pupils in terms of chronological and cognitive maturity. Academic accomplishment, according to the Oxford bibliography (2018), is a performance result that reflects how well a person achieved specified objectives that are the focus of activities in a learning environment, especially in school as a social learning environment. Academic accomplishment is a characteristic that is promoted as a foundation for imparting physics instructions by integrating pedagogical topic knowledge.

Meanwhile, the issue of women's underachievement in science/physics, as well as the high incidence of physics dropouts and delayed learning, has been a focal point of physics education research throughout the years. The study's goal is to see how the blackboard may be used to benefit both male and female pupils equally. This management endeavor may evaluate how physics professors position themselves when writing on the board and delivering physics education to students, with the goal of enhancing physics accomplishment. Many students nowadays may not be aware of the usage of chalkboards, but they may be aware of the use of whiteboards and markers as direct substitutes for blackboards and chalk. The age-old habit of dictating notes to learners is increasingly fading away as a result of this role substitution, particularly in physics using new and complex terms.

Dictation, in its most basic form, is when someone reads a text aloud so that the listener(s) may write down what they hear. When employed in the language classroom, the goal has typically been for pupils to write down what the instructor says word for word, then compare and correct their own copy against the original. While this has its place, there are a plethora of ways to make it more exciting and learner-centered. Dictation is primarily used by instructors in most courses to counter tough sections, and it's much more common when professors are explaining abstract subject.

As a result, dictation has experienced a paradigm change, and it is now extensively utilized as a strategy to reduce teacher burden, save time when a teacher is absent, and finish the syllabus on time. However, it should be mentioned that dictation has several benefits, and it is anticipated that this research will provide helpful guidance to instructors on how to make dictation a successful classroom teaching approach.

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