Efficacy of Interactive Whiteboards as Teaching Tools

1. Efficacy of Interactive Whiteboards as Teaching Tools in the Nutrition Education of Fifth Grade Students Lori Maddox, MS, RD, LD; Tina Crook, PhD, RD, LD; Dana Gonzales, PhD, CIP and Reza Hakkak, PhD Dietetics and Nutrition, University of Arkansas for Medical Sciences, Little Rock, AR Abstract Objectives Results Research on the use of interactive white boards (IWB) in education indicates that such tools affect learning. Little research has been done on the effectiveness of this technology in nutrition education. The goal of this study was to examine the efficacy of educating fifth grade students about nutrition and healthy eating habits using an IWB. An age-appropriate nutrition lesson was presented to one fifth grade class at an area elementary school using an IWB. The lesson was 45 minutes in length and included hands-on manipulation of the IWB by the students via nutrition games and activities. Students completed pre- and post – lesson surveys. The surveys included questions on identifying food groups, serving sizes, and benefits of specific nutrients. Comparing pre- and post-lesson surveys, a significant increase in mean scores was identified in food group identification (11.08 vs. 13.42; P <.005), serving sizes (3.04 vs. 4.15; p <.005), benefits of specific nutrients (2.34 vs. 4.27; p <.005), and in overall survey score (39.35 vs. 49.42; p<.001).These results indicate promise for the use of the IWB as an effective tool in school-age nutrition education. To examine the effectiveness of nutrition lessons delivered via interactive whiteboard technology in increasing the nutrition knowledge of school-age children. Methods ** • Population: The study participants included 26 fifth grade students from a local urban elementary school. • Methods: An age-appropriate nutrition lesson was presented to one fifth grade class at an area elementary school using an IWB. Each lesson was 45 minutes in length and included hands-on manipulation of the IWB by the students via nutrition games and activities. Students completed pre- and post – lesson surveys. The surveys included questions on identifying food groups, serving sizes, and benefits of specific nutrients. • Statistics: • Paired t-tests • Descriptive statistics * * Introduction Educating children to make healthy food choices is a critical component in combating increasing rates of childhood obesity(1) and associated health conditions. Obese children often become obese adults, with increased risks for a wide variety of poor health outcomes, including diabetes, stroke, heart disease, arthritis, and certain cancers (1). About one-third of school-age children (including adolescents) are overweight or obese in the U.S. (2).Schools are an excellent environment to efficiently promote healthy eating, since schools reach more than 95% of all US children 5-17 years of age(3). Innovative teaching technologies, such as the IWB, are commonplace in many U.S. schools. The ability to effectively promote healthy eating, which is essential in combating childhood obesity, to school-aged children in an interactive and memorable format is imperative. Research on the use of interactive white boards in education indicates that such tools raise the level of student engagement in a classroom, motivating students and promoting enthusiasm for learning (4). Studies have also shown that students are more attentive and willing to participate when lessons are taught using an IWB (5). Using this technology, school-children will be more attentive, enthusiastic and willing to participate in the nutrition lessons. However, very little research has been done on the use of the IWB as a teaching tool in teaching school-aged children about nutrition. *P<0.05, ** p< 0.001 References Conclusions • 1. Arkansas Center for Health Improvement. Year Seven Assessment of Childhood and Adolescent Obesity in Arkansas, Little Rock, AR: ACHI, December 2010. • 2. Ogden et al. (2012). Prevalence of obesity and trends in body mass index among U.S. children and adolescents, 1999-2010. JAMA, 307(5), 483-490. • 3. Kempf et al. Impaired glucose regulation and type 2 diabetes in children and adolescents. Diabetes/Metabolism Research and Reviews (2008), 24: 427–437. doi: 10.1002/dmrr.869 • 4. Singh et al. (2008). Tracking of childhood overweight into adulthood: A systematic review of the literature. Obesity Review, 9, 474–488. • 5. LeDuff, R.Enhancing Biology Instruction via Multimedia Presentations. Middle College for Technology Careers High School. 2004. • Significantly improved post- lesson survey scores in food group identification, serving sizes, benefits of specific nutrients, and total scores were achieved after using the IWB to present a nutrition lesson. • Overall, this study provided evidence that the IWB is an effective teaching tool in providing nutrition education to fifth grade students. Example of IWB activity in nutrition lesson Results • Results showed a significant increase in mean scores on the food group identification questions (11.08 vs. 13.42; P <.005). • Students showed significant improvement in mean scores on questions related to serving size (3.04 vs. 4.15; p <.005) and benefits of specific nutrients (2.34 vs. 4.27; p <.005). • Overall survey score was significantly improved (39.35 vs. 49.42; p<.001). Acknowledgements . Supported by the University of Arkansas for Medical Sciences, College of Health Professions- Dean’s Society Grant