Perceptions of Teachers and Students on Interactive Smartboards in Science Education: A Mixed-Methods Study from Sri Lanka

Abstract

The integration of Interactive Smartboards (ISBs) has emerged as a pivotal component of technology-enhanced teaching and learning in secondary science education, particularly for subjects involving abstract and complex concepts. This study investigates the perceptions of teachers and students regarding the use of Interactive Smartboards in science education in selected national schools in the Matara District, Sri Lanka. The research aims to explore how ISBs influence teaching practices, student engagement, conceptual understanding, and overall learning experiences, while also identifying challenges related to technical infrastructure and professional development. A sequential explanatory mixed-methods design was employed. Quantitative data were collected through structured questionnaires administered to 125 science teachers and 372 Grade 10 and 11 students, while qualitative data were gathered through semi- structured interviews with five teachers and five students. Quantitative data were analyzed using descriptive and inferential statistics, and qualitative data were examined through thematic analysis. Findings reveal that both teachers and students hold generally positive perceptions of ISBs, particularly regarding increased student engagement, improved visualization of scientific concepts, and enhanced classroom interaction. Teachers reported that ISBs supported multimedia resources, simulations, and interactive activities, making science lessons more dynamic and learner-centered. However, technical malfunctions, inconsistent internet connectivity, limited access to technical support, and insufficient professional training were identified as significant challenges, more evident in resource-limited and rural settings. Regression analysis indicates that professional development is the strongest predictor of teacher perceptions (β = 0.999, R² = 0.893), while technical support (β = 0.741) and pedagogical practices (β = 0.242) are key predictors for students. The study concludes that while ISBs have significant potential to enhance science education, their effectiveness depends on appropriate pedagogical integration, reliable technical infrastructure, and continuous professional development.