Interactive Whiteboard-Based Instruction versus Lecture-Based instruction: A Study on Students´ Learning Achievement

The purpose of this study was to investigate the effects of interactive whiteboard (IWB)-based instruction on students´ learning achievement. A quasi-experiment study was conducted using a sample of 93 students from two 10th grade classes in a secondary school in central China. While students in one class employed the IWB-based instructional approach, students in the other class employed the traditional lecture-based instructional approach. Students in both classes studied English for three months. Students´ first- and second-tests showed that the students with the IWB-based instructional approach had a better learning achievement in English than did the students´ with the lecture-based instruction approach, which indicated that the use of IWB can improve student learning when cooperated with an appropriate instructional approach.