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It evaluates IWB effectiveness in teaching isometric and orthographic projection concepts within technical drawing using a pretest-posttest, non-equivalent, non-randomized quasi-experimental design. Using a 2x2x3 factorial setup with 94 JSS-1 students, validated BTAT results (KR-20 reliability 0.88) are analyzed via ANCOVA and Scheffe tests. Findings show IWB improves achievement over chalkboard instruction and benefits high achievers and gender.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/efficacy-of-interactive-whiteboard-on-psychomotor-skills-achievement-of-students-in-isometric-and-orthographic-projection/599738/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/efficacy-of-interactive-whiteboard-on-psychomotor-skills-achievement-of-students-in-isometric-and-orthographic-projection/599738.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching purpose does the study evaluate for the interactive whiteboard (IWB)?","Question",{"text":112,"@type":113},"The study evaluates the efficacy of IWB for teaching isometric and orthographic projection concepts in the technical drawing aspect of Basic Technology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and how were students assigned to groups?",{"text":117,"@type":113},"A pretest-posttest, non-equivalent, non-randomized quasi-experimental design was used. Schools were randomly assigned to experimental (IWB) and control (chalkboard) groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What instrument measured student achievement, and how reliable was it?",{"text":121,"@type":113},"A validated Basic Technology Achievement Test (BTAT) with 25 multiple-choice items was used. Its reliability coefficient was 0.88 using Kuder-Richardson (KR-20).",{"name":123,"@type":110,"acceptedAnswer":124},"What were the main findings regarding IWB effectiveness and student differences?",{"text":125,"@type":113},"Students taught with IWB performed better than the control group. High achievers also performed better than medium and low achievers, and IWB was described as gender friendly.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},599738,1792191444,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Efficacy of Interactive Whiteboard on Psychomotor Skills Achievement of Students in Isometric and Orthographic  \nProjection  \nIsiaka A. Gambari, Sherifat A. Balogun, & Ahmadu S. Alfa Federal University of Technology, Nigeria  \nAbstract  \nThis paper discusses importance of technology education and evidences of declining performance of junior secondary school students in basic technology subject. Potentialson interactive whiteboard (IWB) as one of the new technologies to meet the challenges of the 21stcentury are also discussed. The efficacy of IWB for teaching Isometric and Orthographic projection concepts in Technical Drawing aspect of Basic Technology was determined using a pretest-posttest, non-equivalent, non-randomized quasi-experimental design. A 2x2x3 factorial design was employed. Ninety Four (49 males and 45 females) and (31 high, 51 medium and 12 low achievers) JSS-1 students from two secondary schools in Abuja Metropolis made-up the sample. The schools were randomly assigned to experimental and control groups. The experimental group was taught selected concepts of Isometric and Orthographic Projections using IWB and (Chalkboard) traditional method were used for the control group. A validated Basic Technology Achievement Test (BTAT) comprised of 25-item multiple-choice object test was employed for data collection. The reliability coefficient of BTAT was 0.88 using Kuder-Richardson (KR-20) . The hypotheses were tested using ANCOVA and Scheffe post-hoc analysis. Results revealed that the students taught with IWB performed better than the control group. Also, high achievers performed better than medium and low achievers respectfully. The IWB was found also tobe gender friendly. Based on the findings, it was recommended that the use of IWB should be encouraged in Nigerian schools.  \nKeywords: Interactive whiteboard; Isometric and Orthographic; Psychomotor skills;  \nGender; Achievement levels  \nIntroduction  \nThe role of science and technology cannot be overemphasized. Nigerian government realized the paucity of technology for national development and this made her to integrate Basic Technology into Junior Secondary School education curriculum. Basic Technology comprised of Technical Drawing, Woodwork, Metalwork, Building Technology, Auto Mechanic, and Electrical/Electronics. Technical Drawing is one of the aspects of Basic Technology that students find difficult to pass because it requires psychomotor skills (FRN, 2009) .  \nPsychomotor skills in technical drawing involve activities that need coordination of finger and hand movement as a result of cognitive planning. The activities might include several tasks such as bisecting, measuring, pencil work, link mechanism, drawing to scale, lettering, dimensioning, freehand sketch, etc. Drawing Isometric from Orthographic and converting  \nOrthographic to Isometric components is one of the areas students find difficult to understand (NECO, 2010, 2012) .  \nThe trends of the previous junior secondary certificate examination (JSCE) results in Abuja revealed students’ low enrolment level for Basic Technology in JSCE and poor performance in the subject at credit level (NECO, JSCE results 2007, 2008, 2009, 2011, 2012 & Ajani, 2009) . The causes of poor performance have been attributed to lack of interest in the subject or lack of understanding of the subject due to its abstractness as a result of poor school infrastructure, poorly equipped workshops, non-availability and utilization of instructional materials, lack of qualified personnel (teachers and workshop assistants), and poor instructional strategies (Abassa, 2011; Akpan, Mbaba, & Udofia, 2012; Balogun, 2007; Kiadese, 2011) . By implication, if care is not taken, the dream of preparing Nigerian youths to face the unfolding technological challenges may not be realized.  \nInformation and communication technology is becoming part of the daily life in contemporary educational institutions across the globe. In Nigeria, the earliest in","cbCaiuangjIl5AUA","https://ap.wps.com/l/cbCaiuangjIl5AUA","pdf",726644,15,"English","# Abstract\n# Introduction\n## Technology education challenges in Nigeria\n## Psychomotor skills and projection concepts\n## ICT initiatives and the need for IWB\n## Availability and usability issues of IWB\n# Interactive whiteboard concept and instructional rationale","[{\"question\":\"What teaching purpose does the study evaluate for the interactive whiteboard (IWB)?\",\"answer\":\"The study evaluates the efficacy of IWB for teaching isometric and orthographic projection concepts in the technical drawing aspect of Basic Technology.\"},{\"question\":\"How was the study designed and how were students assigned to groups?\",\"answer\":\"A pretest-posttest, non-equivalent, non-randomized quasi-experimental design was used. Schools were randomly assigned to experimental (IWB) and control (chalkboard) groups.\"},{\"question\":\"What instrument measured student achievement, and how reliable was it?\",\"answer\":\"A validated Basic Technology Achievement Test (BTAT) with 25 multiple-choice items was used. Its reliability coefficient was 0.88 using Kuder-Richardson (KR-20).\"},{\"question\":\"What were the main findings regarding IWB effectiveness and student differences?\",\"answer\":\"Students taught with IWB performed better than the control group. High achievers also performed better than medium and low achievers, and IWB was described as gender friendly.\"}]","Efficacy of Interactive Whiteboard on Psychomotor Skills Achievement of Students in Isometric and Orthographic Projection | PDF",1792089344,38]