Impact of Interactive Whiteboards on Teaching Effectiveness in Private Primary Schools in Abuja, FCT North Central Nigeria

This study examines the impact of interactive whiteboards on teaching effectiveness in private primary schools in the Federal Capital Territory, Abuja, North Central Nigeria. Interactive whiteboards are increasingly being installed in premium private schools across Abuja, yet evidence of their pedagogical impact in the Nigerian context remains limited. The study adopts a mixed-methods design, combining a structured questionnaire administered to 100 teachers across ten private primary schools with classroom observation sessions. Teaching effectiveness was operationalised across three dimensions: lesson clarity, learner engagement, and instructional pace. Quantitative data were analysed using descriptive statistics and independent samples t-tests, while qualitative data from observations were subjected to thematic analysis. Findings indicate that teachers using interactive whiteboards scored significantly higher on lesson clarity and learner engagement but not on instructional pace, suggesting that some teachers still struggle to manage time effectively when using the technology. Teachers who received formal whiteboard training demonstrated more dynamic and effective usage than self-taught users. The study recommends structured professional development workshops on interactive whiteboard pedagogy, integration of whiteboard use into school inspection criteria, and expanded deployment of the technology to lower-cost private schools. Keywords: interactive whiteboard, teaching effectiveness, private primary schools, Abuja, technology integration