Interactive Whiteboard-Based Instruction Versus Lecture-Based Instruction: A Study on College Students’ Academic Self-efficacy and Academic Press

The purpose of this study was to investigate the effects of interactive whiteboard (IWB)-based instruction on students’ academic self-efficacy and academic press. A quasi-experiment study was conducted using a sample of 103 freshmen from a university 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. The pre- and post- surveys showed that the students with the IWB-based instructional approach had a higher level of academic self-efficacy and academic press than did the students’ with the lecture-based instruction approach, which indicated that the use of IWB can increase students’ self-efficacy and academic press when cooperated with an appropriate instructional approach.