ABSTRACT

The study aimed to determine the enduring significance of chalkboards in secondary

school education, highlighting their unique role in engaging students and promoting interactive
learning. Despite technological advancements, chalkboards remain relevant due to their tactile
nature, affordability, and ability to foster collaboration. The research aims to assess their impact
on student engagement and learning outcomes while considering the potential benefits and
challenges linked to their use. The study also seeks to provide valuable insights for educators
and policymakers, considering students' perspectives to informed decisions about the continued
integration of chalkboards in education. The method outlines the qualitative approach employed
in gathering data at Negros Oriental High School. It emphasizes seeking in-depth understanding
of social phenomena, particularly through structured interviews with students. The process
involves seeking permissions, data collection, and thematic analysis of responses. In the results
of study, the researchers gathered themes based on the responses of the participants. Their
responses revolved around the inspiring nature of chalkboards on cognitive processes, the
ambivalence stemming from readability challenges, and the resilience-building aspect of
learning from mistakes. Despite the disadvantages such as the need for regular cleaning and
potential dust-related health issues, chalkboards remain an essential, cost-effective tool in
secondary education, facilitating clearer information delivery and various instructional
approaches. While acknowledging the likelihood of chalkboards being replaced by more
interactive teaching tools in the future, the recommendations emphasize utilizing chalkboards to
present information clearly and visually, maintaining cleanliness, fostering group work and
discussions, and encouraging student engagement with note-taking and problem-solving. By
adhering to these suggestions, teachers can leverage chalkboards to create a more effective
and engaging learning environment until more advanced alternatives become widespread.

Introduction Background of the Study

1
 Chalkboards are a classic teaching
tool used by teachers, instructors, and
university professors for effective
communication, display of concepts, and
class discussions. Despite rapid
technological progress, chalkboards remain
charming and relevant due to their unique
atmosphere, tactile nature, and ability to
engage students. They provide a visual
representation of key points, encourage
active learning, and encourage
collaboration. Chalkboards are affordable
and accessible, as they only require chalk
and an eraser, making them suitable for
schools with limited resources. They also
contribute to a greener learning
environment by reducing electronic waste.
Chalkboards also allow teachers to adapt
content rapidly, allowing for spontaneous
spontaneity and creativity. Despite being
replaced by digital tools like whiteboards or
smart boards, chalkboards remain essential
and efficient in education, retaining their
simplicity, affordability, and ability to involve
students in their learning processes.
In the study of Smith (2015), a
chalkboard as a traditional teaching tool
made of a smooth blackboard surface that
can be written using chalk. The study found
that chalkboards provide an interactive and
dynamic learning environment, allowing
teachers to engage students actively in the
learning process.
Based on the study of Johnson et
al. (2017), chalkboards as valuable
instructional aids that promote student
interaction and collaborative learning. The
use of chalkboards allows teachers to write
content, diagrams, and equations in real-
time, encouraging student engagement and
collaboration.
In accordance with Anderson
(2014), the importance of chalkboards in
promoting student focus, comprehension,
and retention of information. These studies
collectively showcase the significance of
2
chalkboards in secondary school settings,
fostering student engagement and
promoting effective instruction. While
studies highlight the benefits of
chalkboards, it is important to consider
different views. Interactive whiteboards
offer advanced features and engage
students through multimedia elements like
videos and animations. Digital alternatives
also provide a cleaner and safer
environment, while allowing teachers to
easily retrieve and share information.
Relying solely on chalkboards may hinder
students' technological skills, so schools
should weigh the advantages and
disadvantages to create the best learning
environment for students.
The objective of this research is to
examine how chalkboards are utilized as a
teaching tool in secondary schools and to
comprehend their effects and efficacy in the
teaching-learning process. The study aims
to investigate both the advantages and
disadvantages of incorporating chalkboards
into educational settings, evaluating their
impact on student engagement,
comprehension, and overall learning results.
By providing educators and policymakers
with insights into the potential benefits and
challenges associated with using
chalkboards, the research aims to
contribute to the enhancement of teaching
methodologies in secondary schools.
The importance of this research is
to gain a deeper understanding of the
effects of this teaching tool. Chalkboards
have been a traditional staple in classrooms,
but with the advent of modern technology,
their usage and perceived value may have
changed. By investigating the perspectives
of students and their experiences with
chalkboards, the research aims to provide
valuable insights for educators and
policymakers to make informed decisions
about their continued use. Additionally,
understanding the benefits and drawbacks
of chalkboards can contribute to the
development of effective teaching
methodologies and enhance the overall
learning experience in secondary schools.
STATEMENT OF THE PROBLEM
This study aims to know the
student's perspectives about the use of
chalkboards in the teaching-learning
process in a secondary school.
Specifically, this study seeks to answer the
following questions:
1. What are the student's perspectives on
using chalkboards?
2. How does using chalkboards affect
student's learning experiences?
3. How does the student’s experience with
using chalkboards shape their perspectives?
SCOPE AND DELIMITATIONS OF THE
STUDY
This study specifically targets
secondary school students and examines
their attitudes, opinions, and experiences
regarding the use of chalkboards in the
teaching-learning process. Its main aim is to
explore their perspectives on the role and
effectiveness of chalkboards in education.
The study focuses exclusively on
secondary school students, excluding
primary and higher education levels. It
specifically examines their opinions on the
use of chalkboards and does not consider
other teaching methods or technologies.
The research is conducted in a single
secondary school, which limits its
applicability to schools with different
demographics, teaching styles, or available
resources. Only the perspectives of students
are considered, without including the
viewpoints of teachers or other
stakeholders. Cultural or regional
differences that may affect how students
view chalkboard usage may not be fully
3
considered. Due to time constraints, the
study may not capture a comprehensive
range of perspectives and experiences.
Students' perspectives are subjective and
can vary based on their personal
preferences, past experiences, and
individual biases. The study may not fully
account for contextual factors that influence
student perspectives, such as classroom
dynamics, alternative teaching methods
used alongside chalkboards, or the physical
learning environment.
SIGNIFICANCE OF THE STUDY
The result of this study can benefit
the following:
Teachers — This study can assess
whether chalkboards are still effective in
conveying information and facilitating
learning in the digital age. This can help
educators make informed decisions about
their instructional methods.
School Administrator — This study
can help schools allocate resources
efficiently by understanding their
effectiveness since chalkboards are
generally cost-effective compared to digital
alternatives.
Students Engagement —
Investigating how students respond to
chalkboard-based teaching can provide
insights into their engagement levels and
preferences.
REVIEW OF RELATED LITERATURE
This chapter will expound the use of
chalkboards in secondary schools for
teaching and learning purposes.
Chalkboards are valuable tool that
has been extensively used in classrooms
and educational settings, acting as a
primary mode of visual communication
between teachers and students. The
objective of this review is to explore the
history of chalkboards, the invention of
chalkboards, chalkboard as necessary
educational technology, its advantages,
benefits and the negative aspects,
standouts for as the effective methods,
effectiveness, limitations, importance, and
its future of utilizing chalkboards as a
means of visual communication between
teachers and students. By analyzing existing
literature, valuable insights can be gained
regarding the role of chalkboards in
improving instruction and facilitating
successful learning outcomes in secondary
education.
Historical
Throughout history, chalkboards have
been highly regarded for their
straightforwardness and adaptability. They
serve as a medium for educators to convey
information and concepts, thereby enriching
the process of learning. Chalkboards
facilitate dynamic instruction, enabling
teachers to effortlessly write, erase, and
alter content while teaching.
In accordance with the study of Wylie
(2012), England's Education Acts in the late
nineteenth century mandated free
education for all children, resulting in
increased student enrollment. To captivate
and engage young students, visual teaching
methods like blackboard drawing were
employed. An analysis of the manual
"Nature teaching on the blackboard"
(1910), reveals that the common nature of
the study lessons, with suggested
blackboard images for teachers to use.
Visual teaching methods extend ed beyond
schools, as university lecturers and science
popularizers utilized object lessons and
blackboard drawing to educate and
entertain adult audiences. By comparing
blackboard teaching in nature study to
other educational approaches and science
audiences, we can explore how the
blackboard and multisensory learning
facilitated public understanding of the
4
natural world and fostered scientific
engagement.
Chalkboards are teaching tools that
played a significant role in the history of
education. In a study of Buzbee (2014),
blackboards were created as a cheaper
alternative to paper and ink, using
connected slates. Blackboards became
popular in schools, providing a visual aid for
teachers and engaging students in learning.
Originally, they were made from simple
materials like rough boards and egg whites
mixed with charred potatoes. Later,
commercially produced blackboards were
more durable, made from smooth boards
with a porcelain-based paint. Unlike modern
computers that need frequent replacement,
blackboards lasted for many years as a
teaching tool.
Chalkboard’s Invention
The chalkboard is believed to have
been invented by James Pillans, a Scottish
teacher, in the nineteenth century (“About
Blackboards,” para. 7). According to Wylie
(2012), pp. 259–260, Mr. Pillans "allegedly
hung his students' slates together on the
wall, making a large "slate board" to write
up his geography lessons where every
student could see them at once." It was
originally created by teachers to assist with
teaching and is considered an important
educational technology. The first
documented case of the chalkboard was
found in America in 1801, where George
Baron used a large black chalkboard to aid
his instruction at West Point Military
Academy (“About Blackboards,” para. 8).
Regardless of its origin, the chalkboard has
become a widely used tool in classrooms
worldwide.
Chalkboard As Necessary Educational
Technology
 The chalkboard was officially
recognized as an essential educational
technology by the Council on Education in
England in 1844. This recognition allowed
for state funding to be allocated for its
purchase, making it accessible to
classrooms for the first time in history
(Wylie, 2012). Despite the delay in
implementing universal elementary
education, the chalkboard was universally
accepted, immediately adopted, and widely
praised. It was regarded as an economic
educational technology due to its
affordability, simplicity, and durability. The
chalkboard was described as a mirror
reflecting the workings of the individual
mind, emphasizing its effectiveness as a
teaching tool. Overall, the chalkboard is
recognized as an ingenious and significant
contribution to the technology of the
classroom.
Advantages Of Using Chalkboards
Based on the study of Brown (2012),
illustrates the advantages of using
chalkboards for cognitive objectives. The
physical act of writing on a chalkboard
improves hand-eye coordination and motor
capabilities, which can lead to better
learning outcomes. Additionally, using a
chalkboard can improve memory retention
because of how tactile it is. Chalkboards
continue to hold substantial advantages in
fostering active involvement, enabling
dynamic teaching, and expanding cognitive
skills, even though their use in classrooms
has modified over time. Chalkboards are a
significant teaching tool in educational
settings due to their historical significance
as well as their practical advantages.
However, it is important to recognize that
the usage of digital teaching tools has also
grown in importance. Additional research is
required to examine how successful
different methods of instruction are in
specific contexts of learning.
Chalkboard’s Benefits
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According to a study by Clark
(2022), the benefits of using chalkboards
lies in their unique characteristics and
capabilities compared to whiteboards.
Unlike whiteboard markers that tend to dry
out quickly, chalk does not dry out,
ensuring its usability over time. Additionally,
chalk allows for artistic flexibility as
increased pressure creates thicker lines and
decreased pressure produces lighter lines,
even allowing for shading. In contrast,
whiteboard markers on traditional
whiteboards limit the shading possibilities,
resulting in less authentic-looking diagrams.
In summary, chalkboards offer longer-
lasting usability and the ability to create
diverse and visually appealing diagrams.
The study also suggests that the
benefits of chalkboards can make the
students know the several advantages to
using a chalkboard when instructing, from
controlling class enhance to carrying a
calming sense of memories into the
classroom.
Chalkboards As Effective Methods
Based on the study of Goerndt
(2021), chalkboards are effective methods
for teaching penmanship, providing a visual
aid, creating structure, monitoring behavior,
and setting an appropriate pace. Teachers
can use personal chalkboards or main
chalkboards to help students learn and
retain information. Regular practice of day-
outlines on the chalkboard helps students
prepare for future lessons and plan.
Chalkboards also allow teachers to monitor
disruptive students and maintain control of
the classroom. Teachers can set an
appropriate pace by recognizing student
cues and adjusting the lesson accordingly.
However, chalkboards are still important of
the classroom because their many benefits
for teaching and learning, including
accessibility, penmanship, visual help,
organization, behavior monitoring, tactile
nature, and affordability, chalkboards are
still fundamental in the classroom.
Additionally, they are adaptable and can be
applied in a variety of ways for improving
teaching.
Teaching-Learning Effectiveness
Research suggests that using
chalkboards in classrooms can make
students more interested and help them
learn better. When students write and draw
on a chalkboard, it can improve their
thinking abilities, help them remember
information better, and make them
understand things more easily.
According to a study by Brown
(2018), a structured teaching style
increases the likelihood of teachers
effectively engaging with their students.
The way teachers present information plays
a crucial role in shaping their teaching style.
If a teacher instructs too quickly or slowly,
it may result in students losing interest.
However, utilizing a chalkboard allows for
better control over the pace of a lecture, as
it facilitates simultaneous writing and
speaking, necessitating instruction at a
moderate speed. Similarly, Uziak et al.
(2018), results indicate that students were
generally comfortable with the use of
Blackboard as they highly embraced it.
Students indicate that they performed
better and had significantly improved
communication with the teacher. The
respondents also recommended that
Blackboard should be used in other courses
in their program of study. Students indicate
that they performed better and had
significantly improved communication with
the teacher.
Chalkboard’s Limitations
Though it is important to note that
chalkboards have limitations as well. Chalk
dust can cause respiratory issues, especially
for individuals with allergies or asthma.
6
According to a study by Walters
(2022), fine dust particles, known as
respirable dust, can enter the respiratory
system and cause various health issues.
Inhaling chalk dust can worsen asthma
symptoms and lead to long-term conditions
like COPD (Chronic Obstructive Pulmonary
Disease). Exposure to fine dust can have
both short-term effects like headaches,
nasal congestion, and sore throats, as well
as long-term effects that may take years to
appear.
Additionally, the use of chalkboards
may be challenging for students with visual
or hearing impairments, as they heavily rely
on visual information.
The Importance of Chalkboards
The chalkboard is an extremely
valuable and adaptable visual tool for
history teachers. It would be accurate to
state that the chalkboard is essential and
cannot be substituted.
According to a study by Nasib (2011
as cited in Aggarwal, 1982), it is the oldest
and the best friend of the teacher and the
most universally used aid. The chalkboard is
an important teaching aid because it allows
the teacher to visually convey their
thoughts and explanations to students. It
enables the teacher to make illustrations,
modifications, and corrections in real time.
The visual aspect of the chalkboard helps to
capture and maintain the students' interest
as they see information being written or
drawn. Moreover, the chalkboard allows the
teacher to record the lesson step by step,
providing a permanent record for the
students. It also allows the teacher to
review the entire lesson for the benefit of
the class. The chalkboard reinforces oral
explanations by transforming spoken words
into visible work. Lastly, the chalkboard can
be prepared in advance to save time,
particularly when portable chalkboards are
available or when the classroom is not
shared with other teachers.
The Blackboard as a Unique Image in
the Classroom
The collective term 'the unique' is
used as a point of departure for
understanding the blackboard's position in
the classroom as a place where unique
images are created (Benjamin, 2013). In
Benjamin's understanding of images, the
teacher's hand-sketched chalk drawings on
the blackboard are seen as unique images
and textual presentations in their specific
educational contexts.
The Blackboard as the Focusing
Feature of the Classroom
It takes as its point of departure
aspects of the blackboard as an
independent actor and materiality in the
classroom, and pupils' and teachers'
relationship with the blackboard in the
educational context. This means properties
that are integral to the blackboard by virtue
of being a blackboard and related materials,
such as sponges and chalk. The concept of
'focusing feature' Sorensen (2009), is
important here. The blackboard provides
the center of attention in the present
circumstance and has its own voice. In this
context, it is crucial to consider the
characteristics and components of the
chalkboard as well as the connection that
exists between it, the teacher, and the
students. Because they are considered
standard components of the classroom
setting and instruction, teaching aids like
blackboards are frequently overlooked as
partners in learning environments.
For instance, a blackboard in a
classroom requires teachers to be proficient
in using chalk to write and draw something
on it while directing students' attention to
the surface of the board. (Kalthoff and
Roehl, 2011, p. 454) In this context, the
7
board has different functions and is part of
different relationships depending on
whether the person relating to it is a
teacher or a student. The board must be
able to perform the teacher's functions of
reading, drawing, and grasping lessons, and
at the same time have the function of
attracting students' attention. The teaching
object here performs a different function
and role for teachers and students in real
teaching situations. The board is an object
that is able to attract students' attention
when the teacher draws on it and the
student behind stands up to see more
clearly what is on the board" or "it is on the
board". Students tend to copy the
presentation on the board into their
notebooks, because “what is on the board is
official” (teacher). This attitude reflects the
importance that teachers attach to the
“events” being visualized. Students
recognize the importance of these “truths”
and want to defend them. Unlike the fluidity
and vagueness that is part of oral classroom
instruction, they seem “difficult.” truth'.
(2011 p. 461)
She also explores the teacher-blackboard-
student relationship through field research
in the article Spatial Images of anti-
technology (Sorensen, 2007). She observes
a relationship in which the board and
teacher form one entity and the board and
students are another individuality. She calls
this a “one-to-many relationship” (p. 22).
That is to say: To explain it a different way,
there is a "one-to-many relationship"
between what is printed on the board and
the teacher. She noticed how the students
came together as a harmonious unit as they
performed a song together. She discovered
how the students' attention was attracted to
the teacher's tiny movements of the chalk
on the chalkboard. Sorensen describes this
as if the pupils were puppets in a puppet
show where the blackboard was a
controlling and big visual field in the
classroom. This phenomenon is referred to
as "authority vis-à-vis the pupils" by
Sorensen (p. 22). Classrooms seemed to be
divided into two areas: the area containing
the pupils' desks and the area where the
teacher and the blackboard are. The
chalkboard was produced "here" and
"there," and the students in the letters were
"there" [or vice versa, depending on the
perspective] in the classroom. The book
that she referred to as the "here" and
"there" of the classroom (...) The phrases
"You can go back down to your seat" and
"You can go up to the blackboard" (p. 22)
also highlighted the geographical distance.
The different areas of the room become
clear when the teacher says, “go to the
board” and “you can return to your seats.”
The painting represents a material form that
creates a boundary between two
interpersonal zones in the room.
The concept of “affordances” in
Affordance Theory can help us understand
the blackboard and chalk as material
partners (Gibson, 2015). An affordance is a
phenomenon that arises between an object,
natural or artificial, when it invites humans
or animals to engage in certain forms of
interaction. Thanks to this concept, the
blackboard can be understood as a tool that
allows performing certain actions with chalk
or a sponge.
Chalkboards have been a fundamental
instrument in classrooms for a long time,
playing a crucial role in the teaching-
learning process. They serve as a primary
mode of visual communication between
teachers and students, presenting several
advantages. Chalkboards enable teachers to
emphasize important points, utilize visual
aids, and effectively illustrate concepts.
Their interactive nature allows for dynamic
instruction as teachers can write, erase, and
modify content in real-time during lessons,
fostering student engagement and active
participation.
8
However, despite their advantages,
chalkboards also have a few disadvantages.
Chalk dust can pose problems for
individuals with respiratory sensitivities or
allergies. Additionally, legibility may be
compromised if the chalk is not properly
maintained or if the handwriting is unclear.
Some students may face difficulties seeing
or reading the board from certain parts of
the classroom, impacting their learning
experience. Moreover, chalkboards have
limitations in terms of multimedia
capabilities, which digital alternatives can
offer.
Nevertheless, chalkboards continue to
be widely used and appreciated due to their
cost-effectiveness, simplicity, and reliability.
They provide a tangible and interactive tool
for teachers and students to collaborate in
the learning process. Although chalkboards
have drawbacks, their benefits,
affordability, and enduring presence make
them an important resource in the teaching-
learning process.
Research Methodology
This chapter explains various
methodologies that were used in gathering
data and analysis which are relevant to the
research. The methodologies will include
areas such as: research design, research
locale, sample or respondents, research
instrument, data collection procedure, and
the data analysis procedure.
This study uses qualitative research design
which defines as a process of naturalistic
inquiry that seeks an in-depth
understanding of social phenomena within
their natural setting. It focuses on the
“why” rather than the “what” of social
phenomena and relies on the direct
experiences of human beings as meaning-
making agents in their everyday lives. And
this type of study is a phenomenological
type. This study will be conducted at Negros
Oriental High School (NOHS). The school is
located at the Capitol Area and falls under
the Department of Education – Division of
Negros Oriental. The land area of NOHS has
about 25,000 square meter which are
owned by the provincial government. NOHS
originally known as “Provincial School”,
opened in Dumaguete on September 1,
1902, with Miss Rebecca E. Berry as
Teacher-In-Charge. The participants of this
study will be all the students in NOHS. The
mentioned participants of this study will
have a range of age from 11-20. The
researchers will use a structured interview
as an instrument method to get the insights
of the participants. This type of interview
will help the researchers to prepare a
specific set of questions and reads the
questions exactly to participants to establish
an understanding from their ideas based on
the topic of this research. In conducting
9
research, it must go through and comply to
the appropriate processes for the study to
be successful. The researcher will asks for
consent from the participants before they
answer the questions, and after that, the
researcher records the actions and answers
of the participants. The researcher clusters
the same answers of the participants and
makes it a theme. Lastly, the collection of
data will be analyzed by the researcher
after they gather the answers. Once the
data has been gathered, the researchers
will analyze and organize the data. This
research utilized “thematic analysis” as its
Data Analysis method for the interpretation
of the data gathered. Thematic analysis was
used because of the discovery of repeating
themes in the responses from the
participants.
RESULTS AND DISCUSSIONS
Table 1. The responses of participants
Meaning Unit
"Using chalkboards makes me feel more
engaged in the class discussions. It's as if
my thoughts flow more naturally when I'm
facing a chalkboard." (P1-P3, L1)
"Ahh…. I have mixed feelings about
chalkboards. While they are classic, I often
find it difficult to read the handwriting from
a distance, which can be frustrating." (P4-
P5, L2)
“Hmmm…I like that I could erase my
mistakes on the chalkboard. This made it
easier.” (P3 & P5, L1)
Formulated Meanings Themes
It suggests that their experience with using chalkboards results in Inspired
increased engagement during class discussions. They express feeling
a sense of heightened natural flow in their thoughts when they are
in front of a chalkboard. This indicates that the physical presence of
the chalkboard positively impacts their cognitive processes and
contributes to an enhanced level of involvement and mental fluency
during classroom interactions.
The statement "I have mixed feelings about chalkboards" indicates Ambivalence
the participant's ambivalence towards their use. While respecting the
handwriting's traditional nature, the participant finds it difficult to
read from a distance. This demonstrates a complex viewpoint that
balances traditional value with practical challenges.
It expresses a genuine appreciation for the chalkboard's benefits in Resilience
assisting their learning journey, particularly in creating a growth
attitude and facilitating a continuous cycle of learning from mistakes.
10
Common Theme Identification
1. Inspired: Participants expressed
that their thoughts flow more
naturally, signaling a heightened
sense of involvement and mental
fluency. This points to the idea that
the physical presence of the
chalkboard positively impacts
cognitive processes, inspiring a
deeper level of engagement and
natural thought flow.
2. Ambivalence: Participants
highlighted the challenge of
reading handwriting from a advantages and disadvantages of using
distance, describing this as
frustrating. This theme
encapsulates the complex
viewpoints and conflicting emotions
participants hold regarding the use
of chalkboards, reflecting a balance
between traditional value and
practical usability.
3. Resilience: Participants appreciated
the ease of erasing errors, which in
turn made it easier to learn from
those mistakes and try again. This
theme underscores the resilience-
building aspect of the chalkboard,
enabling a continuous cycle of
learning and growth from errors,
thereby fostering a mindset of
perseverance and improvement.
CONCLUSIONS
Chalkboards are still highly valued and
relevant in the field of education. Despite
the rapid advancements in technology,
chalkboards possess unique qualities such
as their tactile nature, affordability, and
ability to engage students. They provide a
visual representation of key points,
encourage active learning, and foster
collaboration among students. Chalkboards
also contribute to a greener learning
environment by reducing electronic waste.
Additionally, studies have shown that
11
chalkboards create an interactive and
dynamic learning environment, allowing
teachers to actively engage students and
promote student interaction and
collaborative learning. It is important to
consider different perspectives, as digital
tools like interactive whiteboards offer
advanced features and multimedia elements
that can enhance the learning experience.
These alternatives also provide a cleaner
and safer environment, while allowing for
easy retrieval and sharing of information.
Therefore, schools should weigh the
chalkboards and consider incorporating a
balanced approach that combines both
traditional and digital teaching tools. The
use of chalkboards may eventually be
replaced by more interactive and engaging
teaching tools, they remain essential and
efficient in education. Their simplicity,
affordability, and ability to involve students
in the learning process make them valuable
assets in the classroom.
RECOMMENDATIONS
To maximize the effectiveness of
chalkboards in the teaching-learning
process, both teachers and students should
consider the following recommendations:
● Maintain Chalkboards: Schools
should continue to maintain and
utilize chalkboards as a teaching
tool. Ensure that chalkboards are
clean, well-maintained, and easily
accessible to both teachers and
students.
● Regularly Evaluate and Adapt:
Continuously evaluate the
effectiveness of using chalkboards
and digital tools in the classroom.
Seek feedback from both teachers
and students to identify areas of
improvement and make necessary
 adjustments to create the best technology-enabled classrooms that
learning environment for students. include both chalkboards and digital
● Combine Traditional and Digital tools. This allows teachers to choose
the most suitable tool for each
Tools: Explore the integration of lesson or activity, considering factors
digital tools alongside chalkboards. such as the subject matter, learning
Interactive whiteboards or smart objectives, and student needs.
boards can complement the use of
chalkboards by incorporating By following these
multimedia elements, such as recommendations, schools can
videos, animations, or online leverage the benefits of chalkboards
resources, to enhance student while embracing the advantages that
engagement and provide additional digital tools offer. This balanced
visual aids. approach ensures that students have
● Create a Technology-Enabled access to engaging and effective
Classroom: Schools can create learning experiences that cater to
their diverse needs and preferences.

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About blackboards - blackboard technology and chalkboard history

advances. (2012). In Ergo in Demand online. Obtained from

http://www.ergoindemand.com/about chalkboards.html

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16
Appendix A

17
 Appendix B

Participant #1:
Date & Time of Interview: Nov. 30, 2023 @ 9:11 AM

● Perspectives

Interview Questions Responses

1) What are the benefits of using
chalkboard?
“Well, for me… one of the benefits of using
chalkboards is their versatility. You can easily
erase and rewrite information, making it
convenient for both teachers and students to
update their content on the spot.”

2) Aside from the benefits that you’ve
mention earlier, what are the
disadvantages in using chalkboard?
“The disadvantages in using chalkboards
usually are the…the problem of dust and
chalk residue. Because, when writing or
erasing on a chalkboard, it can create a lot of
dust particles that can be irritating to both
students and teachers with allergies or
respiratory issues.”

● Feelings/Emotions

Interview Question Responses

1) When you write some texts or draw “Hmmm… using chalkboards makes me feel
something in the chalkboard, what more engaged in the class discussions. It's as
would you feel? if my thoughts flow more naturally when I'm
facing a chalkboard."

● Experiences

Interview Questions Responses

1) Can the texts written on the It depends on the penmanship of my

18
 chalkboard be seen by you?
2) In your classroom, did you always
clean the chalkboard every day?
3) Is using chalkboard effective in your
learning preferences?
Participant #2:
Date & Time of Interview: Dec. 1, 2023 @ 9:18 AM
● Perspectives
Interview Questions
1) What are the benefits of using
chalkboard?
2) Aside from the benefits that you’ve
mention earlier, what are the
disadvantages in using chalkboard?
● Feelings/Emotions
Interview Question
1) When you write some texts or draw
something in the chalkboard, what
would you feel?
19
teachers and classmates….
Sometimes, because most of the time we use
power point presentation.
Yes, it is effective because I can explain well
my thoughts.
Responses
“Hmmm… the chalkboard is easy to use.”
“For me, the dust particles of the chalk can
trigger my asthma. There’s one time that I’m
near at the side of the chalkboard at that
time, one of my classmates is wiping on the
writings of the chalkboard. The dust of the
chalk is scattered and I accidentally inhaled
it. In the next day, I got a serious asthma.
Response
“In myself, I feel a unique atmosphere that
helps me focus and participate actively in
class discussions. It’s as if the physical act of
writing on a chalkboard stimulates my
thinking process and allows my thoughts to
flow more naturally.”
 ● Experiences
Interview Questions
1) Can the texts written on the
chalkboard be seen by you?
2) In your classroom, did you always
clean the chalkboard every day?
3) Is using chalkboard effective in your
learning preferences?
Participant #3:
Date & Time of Interview: Dec. 2, 2023 @ 9:15 AM
● Perspectives
Interview Questions
1) What are the benefits of using
chalkboard?
2) Aside from the benefits that you’ve
mention earlier, what are the
disadvantages in using chalkboard?
20
Responses
“If I’m sitting in front, I can better see and
understand the writings that teachers trying
to emphasize but, if I’m sitting in the back, I
cannot see clearly the writings and it gives
me some difficulties to understand the
writings.”
“Yes. Due to some cleaning schedules, we
students are ought to clean the classroom
especially, the chalkboard.”
“Effective because, I can easily understand
the writings in the chalkboard.”
Responses
“Hmmm… I like that I could erase my
mistakes on the chalkboard. This made it
easier to learn from my errors and try again.”
“The benefits that we can get is that, the
chalkboard is cost-effective unlike power
point presentations that it needs electricity to
present your presentations.”
“It gives more hassle because when the two
sides of chalkboard are both occupied by the
writings, you need to erase the other side to
write another text. It takes time to remove
the writings in the chalkboard.”
 ● Feelings/Emotions

Interview Question Response

1) “When you write some texts or draw “For me, it feels good because it enhances
something in the chalkboard, what my engagement in class discussions. It’s like
would you feel? my thoughts flow more smoothly when I’m
standing in front of a chalkboard.”

● Experiences

Interview Questions Responses

1) Can the texts written on the “If the texts that has been written in the
chalkboard be seen by you? chalkboard is large, I can better see it but, if
it is small size, I cannot clearly see it.”

2) In your classroom, did you always “Sometimes. In our classroom, we don’t

clean the chalkboard every day? usually use our chalkboard because my
teachers are requiring power point
presentations during reports.”

3) Is using chalkboard effective in your “Yes, it is very effective in most students like
learning preferences? me because chalkboards allow students to
see clearly and understand the illustrations
that has been presented.”

Participant #4:
Date & Time of Interview: Dec. 5, 2023 @ 10:45 AM

● Perspectives

Interview Questions Responses

1) What are the benefits of using “The benefits in using chalkboard are free to
chalkboard? use and there’s no need to use internet
connection and electricity.”

2) Aside from the benefits that you’ve “The only disadvantage that I’ve experience
mention earlier, what are the is, the writing can easily smudge or can be

21
 disadvantages in using chalkboard?
● Feelings/Emotions
Interview Question
1) When you write some texts or draw
something in the chalkboard, what
would you feel?
● Experiences
Interview Questions
1) Can the texts written on the
chalkboard be seen by you?
2) In your classroom, did you always
clean the chalkboard every day?
3) Is using chalkboard effective in your
learning preferences?
Participant #5:
Date & Time of Interview: Dec. 8, 2023 @ 12:00 PM
● Perspectives
Interview Questions
1) What are the benefits of using
chalkboard?
2) Aside from the benefits that you’ve
22
accidentally erase.”
Response
“I’m not comfortable to use chalkboard.”
“Ahh... I have mixed feelings about
chalkboards. While they are classic, I often
find it difficult to read the handwriting from a
distance, which can be frustrating."
Responses
“It depends on the written texts.”
“We will clean when our teacher tells us to
clean.”
“Definitely. I could gain more insights on
what the teachers present in the chalkboard.”
Responses
“I could easily erase my writing errors on the
chalkboard.”
“The benefits that students can get is that, it
gives freedom to students to write or draw
something what they want.”
“The dust of the chalks will fall down into the
 mention earlier, what are the ground and it will be scattered so, it needs to
disadvantages in using chalkboard? clean the chalkboard through wet erasers to
avoid allergies.”

● Feelings/Emotions

Interview Question Response

1) When you write some texts or draw “Well, I have mixed feelings about
something in the chalkboard, what chalkboards. Because, I find it difficult to
would you feel? read the handwriting from a distance which
leads me to frustration.”

“I felt discomfort and mad when writing

something in the chalkboard because, the
remains of the chalk will stick into my palm.”

● Experiences

Interview Questions Responses

1) Can the texts written on the “I can clearly see the writings even if it is
chalkboard be seen by you? small penmanship.”

2) In your classroom, did you always “If it is needed.”

clean the chalkboard every day?

3) Is using chalkboard effective in your “Yes. It is very effective in my learning

learning preferences? preferences because I can see it easily and
understand the writings.”

23
 Appendix C

● Perspectives

1) What can you say about chalkboards?

2) Aside from what you’ve mentioned earlier, what are the drawbacks in using

chalkboards?

● Feelings/Emotions

1) When you write some texts or draw something in the chalkboard, what would

you feel?

● Experiences

1) Can the texts written on the chalkboard be seen by you?

2) In your classroom, did you always clean the chalkboard every day?

3) Is using chalkboards effective for your learning preferences?

24
 Curriculum Vitae

Name: Alexa Mae S. Jimar

Birthday: September 19, 2005

Place of Birth: Negros Oriental Provincial

Hospital (NOPH)

Address: Poblacion 1, Tinago, Dumaguete City,

Negros Oriental

Age: 18 years old

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Taken

Mother’s Name: Armie S. Jimar

Father’s Name: Rolly B. Jimar

Phone number: +63-975-375-8513

E-mail: alexasandoval@gmail.com

Education

Secondary:

Senior High School: Negros Oriental High School (Present)

Junior High School: Negros Oriental High School (2019-2022)

Daro, Dumaguete City Negros Oriental

Elementary: City Central Elementary School (2012-2017)

25
 Dumaguete City Negros Oriental

Name: Kristal Camelle P. Omatang

Birthday: February 15, 2006

Place of Birth: Negros Oriental Provincial

Hospital (NOPH)

Address: Bolocboloc, Sibulan,

Negros Oriental

Age: 17 years old

Citizenship: Filipino

Religion: Iglesia Ni Cristo

Civil Status: Single

Mother’s Name: Sandra P. Omatang

Father’s Name: Cramwel R. Omatang

Phone number: +63-916-278-5789

E-mail: kristalcamelleomatang@gmail.com

Education

Secondary:

Senior High School: Negros Oriental High School (Present)

Junior High School: Negros Oriental High School (2017-2022)

Daro, Dumaguete City Negros Oriental

Elementary: Bolocboloc Elementary School (2012-2017)

Bolocboloc, Sibulan,Negros Oriental

26
Name: Jessica F. Yayong

Birthday: July 19, 2006

Place of Birth: Negros Oriental Provincial

Hospital (NOPH)

Address: Cansal-ing, Ajong, Sibulan,

Negros Oriental

Age: 17 years old

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Mother’s Name: Diega F. Yayong

Father’s Name: Marcos A. Yayong

Phone number: +63-994-858-3980

E-mail: jessicayayong2006@gmail.com

Education

Secondary:

Senior High School: Negros Oriental High School (Present)

Daro, Dumaguete City Negros Oriental

Junior High School: Ajong National High School (2017-2022)

Ajong, Sibulan, Negros Oriental

Elementary: LOCMES (2012-2017)

Ajong, Sibulan, Negros Oriental

27
28