The Impact of Self-Efficacy and Peer Support on Student Participation with Interactive White Boards in the Middle School Mathematics Class

摘要

This study investigated the factors of middle school mathematics student self-efficacy and perceived peer support in relation to student willingness to participate with in-class activities with an interactive white board (IWB). One hundred and five seventh grade mathematics students were assessed on their attitudes of IWB engagement in relationship to low (easy) and high (difficult) mental load mathematics problems and their willingness to demonstrate mathematics problem solutions on a classroom IWB. Students with higher mathematics self-efficacy and perceived peer support indicated that they were more willing to participate with in-class IWB activities. A majority (85%) indicated some form of agreement that they learned mathematics from watching others use the IWB even if they did not choose to actively participate themselves.