WK6 EDU 750

Article Type

QUANtitative Basic (QUAN-A)

Article Reference

(Also include hyperlink)

Dastbasteh, R., Kouzniak, N., & Niezen, J. (2024). Student-supported groupwork on vertical whiteboards: The impacts on students and peer tutors in a calculus I class.  The Turkish Online Journal of Educational Technology,  23(3), 83-93. https://files.eric.ed.gov/fulltext/EJ1434133.pdf

Results

Dastbasteh et al. (2024, pp. 86-92) reported that students working on Vertical Non-Permanent Surfaces (VNPS) in calculus classes experienced greater collaboration and higher engagement. Survey data suggested that both students and peer tutors valued the visibility of their work and the way the boards encouraged positive open discussion. Quantitative results showed positive correlations between the use of VNPS and student confidence in problem-solving, as well as improvements in performance measures such as quizzes and test scores.

Limitations

The authors acknowledged that the study was limited to a single institution and a relatively small cohort. Additionally, the correlational nature of the design meant that improvements in achievement cannot be attributed solely to the use of VNPS (Dastbasteh et al., 2024, p. 86). Without random assignment or broader sampling, it is difficult to generalize results to all higher education mathematics classrooms.

Implications

The findings suggest that VNPS can be a low-cost, high-impact tool for improving mathematical engagement. Educators may consider adopting VNPS to facilitate peer support and reduce student isolation when tackling complex problems. The results also highlight the importance of designing collaborative spaces that promote visibility of thinking, aligning with broader goals of developing mathematical communication skills (Dastbasteh et al., 2024, p. 92).

Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)

There are multiple stakeholders who can use the findings of this study including but not limited to university faculty and educators could implement VNPS to foster greater collaborative learning environments. Heads of department could use these findings to justify resource allocation for equipping classrooms with ample whiteboards. Students may benefit from these findings by understanding how collaborative structures support learning, which may encourage them to adopt similar strategies in study groups that Dastbasteh et al. (2024) used (p. 86-92).

Ideas for Future Research Not Already Listed

Future studies could be developed to compare how VNPS can be used across disciplines to test generalizability, explore the long-term impacts of VNPS on student retention and persistence in STEM programs, and investigate how tutor training or different group sizes affect the quality of collaboration.

Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)

I see strong links between this study and the use of VNPS in my classroom setting. My students have fully embraced the use of VNPS and participate in excellent mathematical discussions when doing group problem-solving. Learners of all ages in my previous school seem to benefit from the physicality of using VNPS as well as sharing their thinking. I have personally observed how even the most reluctant students have opened up in these collaborative settings, especially when they are the scribe. This study supports that which I have observed in my own classroom and classrooms throughout my school.

How you will be able to use this article in your future research

This article strengthens the case for integrating VNPS and other collaborative strategies in mathematics classrooms, and perhaps even in other disciplines such as science. In my own research, I could build on these ideas by considering how visible, shared spaces support engagement and achievement at the elementary level. This study provides me with a theoretical foundation that I could reference when designing interventions that promote mathematical discourse.

Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)

The study’s emphasis on collaboration reflects the biblical principle that learning and growth often occur in tandem. Ecclesiastes 4:9 states, “Two are better than one, because they have a good return for their labor,” ( New International Version, 1978/2011). Just as VNPS can encourage students to support one another in problem-solving, Scripture reminds us that a shared effort can produce stronger outcomes. Using tools that foster collaboration aligns with the call to build one another up in pursuit of knowledge and truth.