INTERACTIVE WHITEBOARD INTEGRATION AND STUDENT ENGAGEMENT IN DEVELOPMENTAL PSYCHOLOGY: A QUASI-EXPERIMENTAL EVALUATION IN HIGHER EDUCATION

Abstract

ABSTRACT

This study examined the integration of interactive whiteboards (IWBs) and their effect on student engagement in Developmental Psychology within higher education, specifically at Alvan Ikoku Federal University of Education (AIFUE), Owerri, Imo State. Guided by two research questions and two hypotheses tested at the 0.05 level of significance, the study employed a quasi-experimental pretest–posttest control group design. The population comprised 45 third-year students selected through purposive sampling using intact classes. Data were collected using the Students’ Classroom Engagement Scale (SCES), a 20-item validated instrument with a reliability coefficient of 0.78. The experimental group received instruction using interactive whiteboards for five weeks, while the control group was taught using the conventional lecture method. Findings indicated that students exposed to interactive whiteboard-based instruction demonstrated only a slight improvement in engagement compared to those in the control group, and the difference was not statistically significant after controlling for initial variations. Furthermore, gender differences were negligible, as both male and female students showed comparable engagement levels under the instructional conditions. The study concludes that interactive whiteboard integration, in isolation, does not significantly enhance student engagement in Developmental Psychology, suggesting that engagement is more strongly influenced by instructional strategies than by technological tools alone. It is therefore recommended that lecturers integrate interactive whiteboards with learner-centered pedagogical approaches and that institutions provide adequate training and support to ensure effective and purposeful use of the technology in higher education classrooms.