Effects of Powerpoint Presentation in the Academic Performance

Effect of PowerPoint insertion in the academician Achievement of the Senior Students of Madapdap Rest. towering School in physics In partial fulfilment of the compulsion for the subject Elective 2 Current Trends and Researches in Science Teaching Submitted by Jeffrey R. Yumang MAEd-General Science Submitted to Dr. Jacqueline V. Bagunu citation Foremost, I would want to express my sincerest gratitude to our Professor Dr. Jacqueline V. Bagunu for her patience, motivation, enthusiasm, and immense knowledge.Her guidance helped me in all the quantify of create communicatoryly this act question. My sincere thanks also goes to the staff of PAC library for allowing me to borrow their journals and books in oddly in the field of statistics. I thank my fellow MAEd General Science students for their encouragement and support they engage showed in doing this action research. Last precisely not the least I would like to thank my family my p atomic number 18nts, my female child fried May Ann Tayson for the understanding during the days that I lost quality time to her in terminate this laborious requirement.And above all, to our mighty God the source of knowledge and wisdom. ABSTRACT In recent years, the uses of PowerPoint (a embodiment of multimedia) creations in classroom instruction have remarkablely increased globally without run of their strengths on students acquirement. This action research investigated the Effects of PowerPoint Presentation in the Academic Achievement of The Senior Students In physical science. The researcher conducted an experiment, which implys a treatment-control design, in a classroom setting within the first quarter of the year.The respondents were shared out into cardinal conferences. In group A, conventional system was used while Group B PowerPoint Presentation was utilized as the delivery system. The results show that PowerPoint presentation may improve students academic achievement by 4% over the use of tradition m ethod of article of belief More so, there is a signifi notifyt passing in the use of PowerPoint Presentation over the traditional method of teaching. TABLE OF CONTENTS scallywag Abstract. Acknowledgementii call of display panels iii Introduction.. 1 Statement Of The Problem. 3 backdrop And Delimitation3 Review Of Related Literatures4 Methodology. Research Design9 Instrumentation9 Time line. 9 Results and Discussions11 Conclusions and Recommendations. 14 References.. 16 Appendices18 List of tables Page control panel 1 Summary of the modules in Physics. panel 2Mean and Proficiency Level of group A (control group) Table 3 Mean and Proficiency Level of group B (experimental group) Table 4 Summary of findings (A comparison) Table 5 Summary of Analysis of seek in hypothesis 2.. debut Nowadays, one of the most widespread tools that is used in the figurer aided education is PowerPoint presentations which provide to reassign the course contexts visually to the students (Atkins-Sa yre et. al. 1998 3). Originally PowerPoint was developed for commercial and business purposes by Microsoft before approximately 20 years.However it has speedily penetrated the scientific and educational circles as well (Szabo & Hastings 2000 176). Microsoft estimates that 1. 25 million PowerPoint presentations take entrust every hour (Levasseur & Sawyer 2006 101). In the traditional education environments, the duty of the students is to adhere the education activities as a passive bumpr and memorize the content of the lesson (Surmeli 2007 30). PowerPoint presentations create more powerful sensory alerts when compared with the traditional education materials (blackboard, overhead projections, etc. While giving the lessons with PowerPoint presentations, the content of the lesson stays the alike(p), but the form of transmittal the lesson to the student changes. The PowerPoint presentations which are prepared for lessons have the advantages such as having strong colors, gradual bui lding of text, open animation of diagrams, facilities for simple editing and updating (Lowry 199919). Thus it can be mentioned that the PowerPoint presentations provide significant time and force savings. As the popularity of the PowerPoint presentations increase, the studies concerning the pedagogical results of the usage of this tool increase.The advantages of giving lessons with the PowerPoint presentations could be generalized as follows in the light of the academic studies till now * PowerPoint contributes to properly forming the course content and giving lesson (Sugahara & Boland 2006 392, Hlynka & stonemason 1998 47, Nouri & Shahid 2005 55). * It simplifies fetching notes during the lesson (Cook 1998 5, James et al 2006 386) * Students think that following the lesson from the screen is funny and interesting, so the PowerPoint presentations positively affect students (Parks 1999 207, Nouri adenylic acid Shahid 2005 58, James vd 2006 391, Atkins-Sayre et al 2006). * PowerPoi nt motivates the students for attendance to the lessons (James vd 2006 387, Sugahara & Boland 2006 396). * PowerPoint encourages students for encyclopedism (Harrison 2006 10. Despite these advantages brought about by technology, lock in there are some teachers who are resistant to change their styles in teaching. They keep on applying the traditional method of teaching like the use of manila paper, lecture discussions and so on.The researcher believes that there is a great impact on the academic achievement of the learners by victimization this form of multimedia although there has been a lack of consensus in the studies concerning the effect of PowerPoint presentations on the student performance. Till now, the researches about this progeny reached different results. Somehow, the researcher hopes to encourage the Science teachers to put some innovations in their practice by present the Effect of PowerPoint presentations in the Academic Achievement of the Senior Students of Madap dap Rest.High School in Physics. STATEMENT OF THE PROBLEM This action research aimed to situate the Effect of PowerPoint presentations in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics. Specifically, it purports to answer the following questions 1. Which between the two groups perform remedy? 2. Was there a significant difference in the use of PowerPoint presentations and the traditional method of teaching? Hypotheses 1. Group A (traditional method of teaching) perform founder than group B(PowerPoint presentation) 2.There is no significant difference in the use of PowerPoint presentation and the traditional method of teaching. Scope and Delimitation This action research on The Effect of PowerPoint Presentations in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics was conducted at Madapdap Rest. High School located in Madapdap Rest. Mabalacat Pampanga. There were two hundred (200) senior high school students who were chosen respondents of this depicted object. LITERATURE REVIEWThe Relation of Dual Coding speculation and PowerPoint The theoretical framework of the effect of education technology tools, which have high visual personal effects like PowerPoint, on canvas is Dual Coding speculation generated by Allan Paivio in 1986. Dual Coding Theory is based on the assumption that the same training coding (presenting) in two different but supporting each former(a) forms heightens efficiency in learning. Paivio began his studies concerning Dual Coding Theory in learning process in 1960s and the theory was developed in 1986.After 1980s, the significance of the theory was increased by the development of education technology practices (Aldag & Sezgin 2003 125). Paivios Dual Coding Theory could theoretically explain the effect of PowerPoint in learning when it is thought with the information coding theory. According to the information coding theory, the process of learning is a s follows (Tay 2004 3) * Information is received from external sources by senses * It transforms into specific forms by electing in sensory biography * It is coded in petty-term store The information in the abundant term memory goes back to the short term memory and integrates with the new information, becomes coded with this method and has a new meaning * The coded information storages in the long term memory. According to the several researches concerning Dual Coding Theory, individuals learn more effectively with the combination of verbal and visual information (Levasseur & Sawyer 2006 105).Presentation of information to the students by education technologies that evokes the non-verbal systems such as PowerPoint presentations, contributes to the process of transmission the information to short term memory from sensory registers and then to long term memory later coding them. Through the usage of PowerPoint, during the lessons, the words or the concepts that should be emphas ized could be also visually presented and the attractiveness of the information increases. A study by Luna and McKenzie (2001) indicates that both faculty and students think multimedia presentations enhance learning.However, test results showed no difference between multimedia and traditional lecture formats. In contrary, the study make by M. Gale Blalock and Robert D. Montgomery (2005) on The Effect Of Powerpoint On Student Performance In Principles Of EconomicsAn preliminary Study shows that the results indicate that multimedia presentations can improve test scores significantly. Additionally, students who are above-average academic performers receive more benefit from multimedia presentations than students of below-average academic performance.One study that has examined the family between multimedia and student learning and attitudes was conducted by Butler and Mautz (2003). In a laboratory experiment conducted during a 30-minute time period, they found that multimedia did not affect student remembrance in all situations. vButler and Mautz did find an interaction between the effects of the multimedia presentation and the students preferred class representation style (i. e. , whether the student was considered a verbal or imaginal learner). Effect of PowerPoint presentations on student learning.The evidence that PowerPoint presentations turn learning is largely anecdotal. Bryantand Hunton (2000)states that the power point of improved learning is a function of a complex set of interactions among learner and medium attributes. Mason and Hlynka (2001) state that PowerPoint helps structure the content and processing of a lesson or lecture. Aiding note-taking (and thus facilitating study) is another purported advantage of using PowerPoint (Cook, 1998). Parks (2005) report that students liked the lecture outline and graphs on the screen, and that the PowerPoint presentation had a positive influence on students.Harrison (2006) argues that PowerPoint enhances instruction and motivates students to learn. If this is true, the bigger question is, does PowerPoint help students learn? PowerPoint presentations incorporate graphics, animation, and color (imagery). Human information processing theories focus on how the human memory system gathers, transforms, compacts, elaborates, encodes, reclaims, and uses information. Sensory registers, short-term memory, and long-term memory are the three major storage structures of the human brain.Research has shown that attention plays an important role in find out when and how information is further processed from sensory registers to short and long-term memory. If information is not attended to, it is quickly lost in the sensory stimulus stage of processing. Reynolds and Baker (2000) find that presenting materials on a computer increased attention and learning, and learning increased as attention increased. Human information processing theories can shed light on how PowerPoint features (graphics, anim ations, etc. ) may influence learning.Information encoded at a representational aim generates a short term memory trace, while information encoded at the referential level elicits both referentially-related verbal and nonverbal memory traces of a longer term nature. Associatively encoded information results in memory traces that include information about multiple verbal or Nonverbal items (Paivio 1990). It is referential encoding that is most applicable for this study. The graphical nature of the PowerPoint presentation arouses students imagery systems, which become more activated when information (e. . , instructional materials) is presented in non-verbal forms. PowerPoint presentations should arouse the imagery system and could contribute to comprehension, and improve short and long-term memory. Since, in a PowerPoint presentation, topics are presented in a hierarchical fashion with graphics, color, and animation, students could use a mental image of that outline to study, to re trieve the information on a test, to organize their answer for an essay question, and to perform other educational tasks (Clark and Paivio, 1991. p. 176). ruddiness (2001) also notes that presentation of learning materials in graphical form is beneficial for students. Interaction between Learners preferent Representation Styles and PowerPoint Presentation Cognitive theory suggests that learning is optimized when learners preferred representation styles are congruent with the attributes of educational technology. While offering guidelines for educators in using technology for instruction, Bryant and Hunton (2000) suggest that individual characteristics (cognitive differences) be taken into circular in instructional design.Dual coding theory suggests that learners have preferred representation styles. Some individuals learn and recall well from visually presented information while others learn and recall well from verbally presented information. Kozma (1994) submits that to underst and the relationship between media and learning, we need to consider the interaction between the attributes of the medium and the cognitive processes of students. METHODOLOGYThis study attempted to determine the Effect of PowerPoint Presentations in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics. This action research was experimental in nature. The researcher selected among the 4th year students of Madapdap Rest. High School via draw lottery and were chosen as the respondents of this study. The respondents were divided into Group A and B and used as control and experimental groups respectively.The presentation for group A (control group) was support by traditional, text-based, black-and-white, visual aids while the presentations for Group B (experimental group) was supported by PowerPoint, which provided colorful visual aids with graphics and animation. Two different teachers were used for this research study with the use of the same modules in Physics. Table 1. shows the summary of the modules including the lessons and the time frame that was utilized in this study. Table 1. Summary of the Modules in Physics for the initiative Quarter Modules Lessons Time frame Lesson 1 Nature of Physics Lesson 2 Physics Connections Technology and fellowshipLesson 3 The Physicists Their Role in SocietyLesson 4 Thinking Physics The scientific Method June 2012(1st 3rd week) 2 Lesson 1 Energy Its Role in the Development of Human Society Lesson 2 Energy Conservation An Answer to Energy Crisis Lesson 3 Fossil Fuels and the Environment Lesson 4 The family between Matter and Energy June July 2012(4th -2nd week) 3 Lesson 1 The Nature of Light Lesson 2 Reflection and MirrorsLesson 3 Refraction and LensesLesson 4 Colors, Interference and Polarization July 20123rd -4th week 4 Lesson 1 The Human Eye and the CameraLesson 2 Microscopes and TelescopesLesson 3 Laser and Holography Aug 2012(1st -2nd week) The lessons were presente d into different strategies and methods in teaching. Teacher A used traditional method of teaching in presenting his lessons while Teacher B utilized PowerPoint presentations in demonstrating his unit of operating instructions. At the end of the 1st quarter, the respondents were evaluated their academic performance based on the modules presented. Each group was given identical tests on the same date in the form of standardized test from the Division Office made by supervisor. This test was parallel with the modules that were presented as stated in the course description.Students performance was measured based on their examination scores. After administering the test, the scores were tabulated, analyzed and interpreted. The researcher computed the mean and proficiency level of the students to assess which one performs better in the standardized test and to determine the significant difference of the two groups, t-test was applied for independent samples. Results and Discussions Table 2. shows the mean, proficiency level and the standard deviation of the students under the supervision of Teacher A who used the traditional method of instruction. Teacher A attained a mean grade of 26. 1, a proficiency level of 52. 2% with an SD of 9. 02 Table 2.MEAN AND PL OF instructor A (Tradition Method of Instruction) Class Interval Midpoint (x) Frequency (f) fx X2 fx2 45-50 48 0 41-45 43 1 43 1849 1849 36-40 38 10 380 1444 1440 31-35 33 22 726 1089 23958 26-30 28 21 588 784 16464 21-25 23 28 644 529 14812 16-20 18 12 216 324 3888 11-15 13 6 78 169 1014 6-10 8 1-5 3 N = speed of light ? fx = 2675 ? fx2 = 63425 MEAN X = ? fx N = 2675 100 = 26. 75 STANDARD DEVIATION ? =v(? fx2) _ (? fx)2 N N = v63425 _ (2675) 2 100 100 = v634. 25 715. 56 =v-81. 31 =9. 02 Table 3. reveals that the teacher B who incorporate PowerPoint presentations in his instructions obtained a mean of 28. 1, a proficiency level of 56. 2% with an SD of 7. 00.Table 3. MEAN AND PL OF TEACHER B (POW ERPOINT PRESENTATIONS) Class Interval Midpoint (x) Frequency (f) fx X2 fx2 45-50 48 0 41-45 43 3 129 1849 5547 36-40 38 12 456 1444 17328 31-35 33 24 792 1089 26136 26-30 28 23 644 784 18032 21-25 23 25 575 529 13225 16-20 18 9 162 324 2916 11-15 13 4 52 169 679 6-10 8 1-5 3 N = 100 ? fx = 2810 ? fx2 = 83863 MEAN X = ? fx N = 2810 100 = 28. 1 STANDARD DEVIATION ? =v(? fx2) _ (? fx)2 N N = v83863 _ (2810) 2 100 100 = v838. 63 789. 61 =v49. 02 =7. 00 Table 4. Summary of findings (A comparative analysis)Summary of findings Teacher A who used traditional method of instructions(control group) Teacher B who used power point presentations(experimental group) Mean 26. 75 28. 1 Proficiency level 52. 2% 56. 2% Standard deviation 9. 02 7. 00 Number of cases 100 100 Table 4 exhibits the comparison of the two methods of teaching. This table disproves the hypothesis that Group A (traditional method of teaching) perform better than group B (PowerPoint presentation). In fact, the stu dy shows that the utilization of power point presentation can enhance learning just like other related studies. Variables Df Computed t-valueTwo-tailed at . 5 Critical value Group A Traditional method of instructions (control group) 98 3. 38 1. 98 Group B PowerPoint presentations (experimental group) Table 5. Summary of Analysis of test in hypothesis 2. p