The interactive classroom: Integration of SMART notebook software in chemistry education

Abstract

The integration of SMART notebook software was one of the modifications to the teaching and learning environment since the post-coronavirus. Despite the extent of literature about the importance of this software to teaching and learning, there have been conflicting views and an overall lack of intervention in the Gambia regarding its importance in chemistry teaching and learning. Nevertheless, studies conducted about the impact of this software in the Gambia traditionally focused on evaluating regional examination results, where conceptual understanding of qualitative determination and quantitative study of acid-base reactions in the secondary school curriculum are continuous challenging for students. Further, these bodies of evaluation could not present support for the software on chemistry teaching, moreover, on the three domains namely recall, knowledge and application. On this basis, the purpose of the study was to investigate how interactive classrooms could support students’ learning the topics. Through quasi-experimental design and systematic random sampling technique, 314 students were selected and split into two independent groups, the treatment, and the control. The treatment group were taught using interactive learning objects in SMART notebook in conjunction with laboratory experimentation, while the control group mainly conventional teaching methods, including laboratory experimentations. After 24 days of parallel interventions, a non-parametric (Mann-Whitney U test mean rank) statistical test was conducted at a .05 level of significance. The results revealed that students in the treatment group had better knowledge retention and application than their peers in the control group as indicated by a significant difference (p=.001). These results align with the experimental literature and were particularly effective for developing alternate strategies for educating secondary students in chemistry class.

Exploring Formative Assessment Strategies in the Chemistry Classroom in Secondary School: A Systematic Literature Review (SLR)

“…An interactive classroom enhances this skill through the participation of students in active learning. It shows that technology integration supports their problem-solving capabilities through practice (Jammeh et al, 2023). Besides that, particularly in laboratory circumstances, this supports problem-solving during hands-on activities as highlighted by Zemel et al,(2021).…”

“…Implementing tools like digital badges improved students' conceptual understanding by comparing the number of badges to represent students' conceptual understanding (Boesdorfer & Daugherty, 2020). In contrast, Jammeh et al (2023) found that using SMART notebook software that contains interactive worksheets with a fast response system significantly improved conceptual and academic achievements. Assessment tools with technology foster an in-depth understanding of the Lewis acid-base model.…”

“…Technological advancements provide instant feedback specifically for students' engagement in learning (Van der Kleij et al, 2015). Multiple studies have emphasized integrating tools with technology as the key focal point of technology use (Nsabayezu et al, 2022;Yik et al, 2021;Boesdorfer & Daugherty, 2020;Jammeh et al, 2023). Technological tools and software like SMART Notebook software and Kahoot!…”

“…They emphasized chemical thinking is part of critical thinking and cultivates a more nuanced understanding of chemical and principal structure. Formative assessment techniques with technology are employed to enhance critical thinking (Hagos & Andargie, 2022;Jammeh et al, 2023). In addition, assessment tools such as open-ended assessments and scrum methodology promote critical thinking (Yik et al, 2021;Murray et al, 2020;Vogelzang et al, 2021).…”

“…It is aligned with Easa and Blonder (2022), whose pedagogical treatment with game-playing elements made the learning process and assessment more entertaining. Jammeh et al, (2023) highlight the effective implementation of formative assessment not only in conceptual understanding and critical thinking but also in actively engaging students' participation. They used SMART notebook with software integration to motivate and promote independent learning.…”