Effectiveness Of The Usage Of The Powerpoint Education Essay

Following on the treatments and other literature reappraisals, research hypotheses have been formulated to analyze the effectivity of the use of the PowerPoint in a Saudi Arabia secondary miss ‘s school. The hypotheses are given below:

H1: When PowerPoint presentations are used in the schoolrooms, the pupils will understand the talk more and that will increase their attainment. Besides, utilizing the PowerPoint presentation in the category makes it easier for the pupil to remember the information observed from the talks during an test.

H2: The talks with PowerPoint presentations are perceived by pupils, because it is more organized and conveying things in a systematic mode. It will do easier for the pupils to take notes in a more organized mode and they find categories more interesting.

H3: Students need few things to be presented in the PowerPoint presentations, such as colorful images, artworks, life and cosmetic background. During the clip of taking category notes decently and non to kip in the schoolroom, pupils need visible radiations to be switched on.

H4: When slides are excessively gawky ( tonss of information ) , this makes the pupils deadening. So the slides should non be excessively gawky.

Study Methodology

In this survey, Saudi Arabian miss ‘s intermediate school of three schoolrooms was considered. Two topics: mathematics and scientific discipline are being taught during the normal school twelvemonth. Each category room contains 30 miss pupils. In one schoolroom, the talks were delivered through PowerPoint with the aid of lifes, images and artworks. And in the 2nd schoolroom, PowerPoint with text merely was used. In 3rd category room, the traditional chalk and chalkboard were used. The present survey is performed in a normal school twelvemonth, and the pupils in all categories are consistent in degree and age. It is besides portion of the present survey program to take the sample without presenting any alterations in their regular school activities. For illustration, the lessons are drawn from the educational course of study, and the same category instructor who teaches their topics. Two instructors were selected ( One mathematics and scientific discipline instructor ) in all three categories. Their purpose is to guarantee that the consequences are non influenced either by a alteration in course of study, category instructor, or even in the distribution of pupils. This survey took three hebdomads ; every category contains about 30 pupils, aged 13 to 14 old ages old. The three categories were comparable, and their pupil academic degrees were similar, given the standards used to organize categories based on consistence in degree and age. The same capable course of study for mathematics and scientific discipline are provided to each category. However, the instructors are asked to present five lessons to all three schoolrooms. In the first schoolroom, the instructor delivered the lessons through PowerPoint with the aid of lifes, images and artworks. And in the 2nd schoolroom PowerPoint with text merely is used to learn the same lessons. In 3rd category room, the traditional chalk and chalkboard are used. At the terminal of the lessons, the cognition of the pupils was assessed to analyze the difference in consequences between the three category suites. This would let us to measure the usage of PowerPoint efficaciously in bettering acquisition and its influence on academic public presentation can besides be evaluated. Student ‘s penchants were collected from questionnaires. The questionnaires were supplied to the pupils, who involved in the appraisal.

Questionnaire Design

In order to mensurate “ how the pupils was experiencing about the PowerPoint presentation compared to their traditional presentation ” , a set of fourteen-item questionnaires was prepared. Based on selected key elements which were observed in the literature reappraisal in larning good facets, the fourteen-item questionnaires were selected in this survey. The cardinal elements were selected on the footing of larning and absorbing the stuff, organisation and bringing of the talks, imitating the involvement, speedy remembering the information already have seen in the slide, motive to go to the category, keeping the pupil category note in a organized mode, understanding the slide stuff in an point by point. Staying questionnaires were selected to cognize the pupil preferences about the PowerPoint slides. The answers from the questionnaires will be efficaciously used in planing the hereafter PowerPoint lectures. The prepared questionnaires were given to the pupils, who already have attended the lower limit of five categories through PowerPoint package. The multiple picks for a given inquiries were prepared based on the statistical analyses. Through this analysis, a certain value has been given for each response. Such as

( strongly agree ) ; the value of 5 was given for this ;

( agree ) the value of 4 was given for this ;

( make non cognize ) the value of 3 was given for this ;

( disagree ) the value of 2 was given for this ;

( strongly disagree ) the value of 1 was given for this ;

All possible responses for a given inquiries was provided in the closed type questionnaires. Latter responses for the questionnaires have been statistically analysed utilizing SPSS, and consequences were besides recorded

TYPES of presentations

In the present survey, three types of presentations were introduced to execute this analysis. They are “ talks without PowerPoint, lectures with basic PowerPoint, and lectures with expanded PowerPoint ” . Traditional ( white board with chalk ) manner of presenting the talks were involved in the talks without PowerPoint. Text information ‘s were presented in the talks with basic PowerPoint. In add-on to text, images, sounds with life were included in the talks with advanced PowerPoint. In the advanced PowerPoint, images and tabular arraies were besides included that were straight related to the talk, but the sound effects non related to the talks.

STUDY Procedure

This present survey was carried out over three hebdomads in the normal school yearss of Saudi Arabian miss ‘s intermediate school. In that school, normally all the schoolrooms were non occupied with PowerPoint presentation installations. There was merely one room equipped with PowerPoint presentation installation. For taking the category talk with PowerPoint, pupils were taken to that peculiar room for PowerPoint presentations.

The instructors planned to learn one unit in this survey for mathematics and one unit for scientific discipline. Every lesson in both mathematics and scientific discipline units were taught in three methods one by chalkboard and chalk without PowerPoint, one basic PowerPoint, and the 3rd by advanced PowerPoint. There were three categories. In each category, two different methods had adopted to learn mathematics and scientific discipline ( see table 1 ) . For illustration, in the first group were taught mathematics lessons with expanded PowerPoint as shown in Figure 3. And they were taught scientific discipline lessons by basic PowerPoint, which is shown in Figure 2. The 2nd category group of pupils were taught the same mathematics lessons but with traditional tool, and they were taught scientific discipline by traditional tool ( chalkboard and chalk ) . The 3rd category group of pupils were taught the same mathematics lessons but with basic PowerPoint, as shown in Figure 4. And they taught scientific discipline by expanded PowerPoint, which is shown in Figure 1. Two regular topics ( mathematics and scientific discipline ) were considered in this survey to analyze the effectivity of utilizing PowerPoint and later pupil ‘s public presentation were besides examined. For making this, three different types of talks ( Expanded PowerPoint-EPP, Traditional-T, and Basic PowerPoint-BPP ) were introduced to compare the pupil public presentation degree between the two different talks in the same category. The inside informations are shown in the Table 1.

Table1: Distribution of three different methods of learning on the three categories in math and scientific discipline

Figure: Example slide that included images, life ( Expanded PP )

Figure: Example slide utilizing text without images ( Basic PP )

Figure: Example slide for mathematics category utilizing images and life ( Expanded PP )

Figure: Example slide showing points merely, without any images or sound ( Basic PP )

At the terminal of all the talks, pupils were asked to give a trial to cipher the difference in the Markss of the three categories. The Markss allotted to the trial were helpful to uncover the pupils public presentation in footings of understanding degree. The effects of use of the PowerPoint for bettering the academic public presentation were besides analysed compared to the traditional manner of presenting the talks. In add-on to that, the difference between the basic PowerPoint and advanced PowerPoint presentations were analysed and compared. Five subdivisions were provided in the rating trials. Two Markss were allotted for each subdivision. The inquiries were nonsubjective type with multiple picks, right or incorrect replies and make full up the spaces patterns.These types of inquiries were prepared in such a manner that the sentiment or theory about the parametric quantities of PowerPoint should non impact the classs of the pupils. The right answered inquiries were recorded. During the category, instructors used PowerPoint for treatment intent. At that clip, visible radiations were switched away to see the images clearly in the PowerPoint slides staying clip, visible radiations were switched on.

Methods of Statistical Analysis

Several appropriate statistical methods were used to accomplish the purposes and analyse the information collected. The Statistical Package for Social Sciences ( SPSS ) was efficaciously used for coding and informations entry. Likert graduated table has been given for the multiple picks of inquiries. The difference between the lower limit and maximal bounds was found ( 5-1=4 ) , latter, it was divided by the Numberss of picks in the analyses, i.e. ( 4/5= 0.80 ) . This value was added to the least value in the graduated table. The added values are shown below.

From 1 to 1.80 indicates ( strongly disagree ) , in all statements irrespective of the facet being measured.

From 1.81 to 2.60 indicates ( disagree ) , in all statements irrespective of the facet being measured.

From 2.61 to 3.40 indicates ( make non cognize ) , in all statements irrespective of the facet being measured.

From 3.41 to 4.20 indicates ( agree ) , in all statements irrespective of the facet being measured.

From 4.21 to 5.00 indicates ( strongly agree ) , in all statements irrespective of the facet being measured.

To foretell the person and descriptive features of the sample, the frequence of responses and per centums were calculated. In the whole survey study, this analysis was helpful in finding the responses sing the statements of the chief dimensions. The statistical measures of mean and standard divergence and Independent samples T-test were calculated consequently. For each and every topic ( mathematics and scientific discipline ) , the independent sample T -tests were carried out to compare each type of talk with one another. These trials were besides performed to happen out any important differences between the three different methods learning three groups in degree of academic public presentation accomplishment. This T- trial would be helpful to analyze the effectivity of the learning method in footings of raising the academic accomplishment for intermediate school pupils in the topic of mathematics and scientific discipline utilizing PowerPoint.

Consequence analysis

A elaborate process has been discussed for the consequences obtained in the present survey. The reading of these consequences and the research inquiries and aims were besides highlighted. In raising academic public presentation, the effectivity of the instruction attack utilizing PowerPoint has been determined. Separate assessment trial for full survey groups were performed. The cognition was evaluated based on the rating trial. The inquiries were set based on the lessons taught in mathematics and scientific discipline. Using the independent sample T-test, the consequences of the each group were compared and tabulated in Tables and graphs listed below.

Table 2 Independent Samples T-test

The test consequence for mathematics capable based on three different methods

Type

Nitrogen

Mean

Std. Deviation

Std. Error Mean

T

Sig. ( 2-tailed )

Average Difference

Marks

EPP ( A )

33

8.5833

1.19678

.20833

2.425

0.020*

0.86667

T ( B )

30

7.7167

1.62514

.29671

2.391

EPP ( A )

33

8.5833

1.19678

.20833

2.568

0.016*

1.05833

BPP ( C )

30

7.5250

2.00790

.36659

2.510

T ( B )

30

7.7167

1.62514

.29671

0.406

0.6860

.19167

BPP ( C )

30

7.5250

2.00790

.36659

0.406

*Statistically important P & lt ; 0.05

Table 1 gives the consequences of comparing of talks evaluations supported by expanded PowerPoint, traditional tool ( black board and chalk ) and basic PowerPoint for mathematics capable. The mean mark of the pupil scores in mathematics for three different groups based on three different method of learning are given below:

Expanded PowerPoint: 8.5833

Traditional ( blackboard ) : 7.7167

Basic PowerPoint: 7.2500

The mean mark for expanded PowerPoint is significantly greater than the other two learning methods ( P & lt ; 0.05 ) . Whereas undistinguished difference was observed between traditional and basic PowerPoint ( P & gt ; 0.05 ) ( P = 0.686 ) . The mean mark for the talk based on traditional method is 0.19167 higher than basic PowerPoint.

Table 2 nowadayss the consequences of comparing of talks evaluations supported by expanded PowerPoint, traditional tool ( black board and chalk ) and basic PowerPoint for scientific discipline topic. The mean Markss are below:

Expanded PowerPoint: 8.1417

Traditional PowerPoint: 6.8750

Basic PowerPoint: 6.9259

The norm for the expanded PowerPoint is significantly greater than other two learning methods ( P & lt ; 0.05 ) . Insignificant differences were observed between traditional and basic PowerPoint ( P & gt ; 0.05 ) ( P = 0.938 ) . The mean mark of the traditional PowerPoint is 0.05093 less than traditional method means is less than basic PowerPoint. It is observed that the consequences of scientific discipline and mathematics topics are similar. Merely differences were observed between expanded PowerPoint and other methods. And the best pupil public presentation was observed in the expanded PowerPoint method.

Table 3 Independent Samples T-test

The test consequence for scientific discipline topic based on three different methods

Type

Nitrogen

Mean

Std. Deviation

Std. Error Mean

T

Sig. ( 2-tailed )

Average Difference

Marks

EPP ( B )

30

8.1417

1.93280

0.35288

2.256

0.029*

1.26667

T ( C )

28

6.8750

2.33680

0.44161

2.241

EPP ( B )

30

8.1417

1.93280

0.35288

2.077

0.046*

1.21574

BPP ( A )

27

6.9259

2.47567

0.47644

2.051

T ( C )

28

6.8750

2.33680

0.44161

-0.078

0.938

-0.05093

BPP ( A )

27

6.9259

2.47567

0.47644

-0.078

*Statistically important P & lt ; 0.05

Based on this survey, it was found that the expanded PowerPoint lectures slides shows benefit than other methods. This may be due to alter of schoolroom, which was carried out to enable the PowerPoint presentation. Because of this, pupil factor of involvement might hold increased when changed from their normal category scenes. Such category environmental alterations were forced by the school. The chief ground is that the PowerPoint presentation installations are merely available in that peculiar room ; this is the instance in bulk of the Saudi Arabian schools. This can non be acceptable, because they have changed the topographic point while taking the talk with basic PowerPoint to enable PowerPoint presentation. In this 1 should anticipate better pupil public presentation. But, there is no betterment in their public presentation trial. The figure of pupils, who attended the tests based on expanded PowerPoint ( Group A in Math, Group B in Science ) was more than the figure of pupils who attended the tests based on traditional and basic PowerPoint ( see Table 1 and 2 ) . It symbolic indicates that the advanced PowerPoint method promote the pupils to go to the categories and later tests besides.

Figure 5: Frequency of pupils Markss in Mathematics ( 1 = A, 2 = B, 3 = C )

Figure 6: Frequency of pupils Markss in scientific discipline ( 1 = B, 2 = C, 3 = A )

In group A, mathematics pupils exposed to expanded PowerPoint got good Markss in the tests. Their Markss were lying between 7 and 10. One pupil got 5, which is the lowest in group A. Seven pupils got 10 out of 10 ( full grade ) and six pupils got 9 out of 10, which is shown in Figure 5. In group A pupils who exposed to science capable based on basic PowerPoint method less figure of pupils got highest grade. i.e. five pupils got 10 out of 10 and three pupils got 9 and five pupils got 5 out of 10 severally. This tendency is clearly shown in figure 6. Based on this consequence, it is possible that few ill executing pupils gained important cognition through expanded PowerPoint presentation. Therefore, the expanded PowerPoint talk significantly helped the ailing acting pupils to increase their cognition and for the remainder of pupils small consequence has been observed.

Student accomplishment in capable through basic PowerPoint was worse than their accomplishment in mathematics exam through expanded PowerPoint. This status supports hypothesis no: 1. i.e. expanded PowerPoint presentation makes the pupils to understand the talk and makes the pupil to retrieve the information ‘s seen in the slides. Besides, it besides indicates that the consequences achievement based on expanded PowerPoint consequence is non due to the degree of differences between academic and learning public presentation favour to the group exposed to expanded PowerPoint. In group B who had undergone the expanded PowerPoint for scientific discipline capable got good Markss in the exam consequence. Similarly mathematics capable utilizing traditional method ( chalkboard and chalk ) got grade lower than the mean grade, when compared to other group who had undergone talk through expanded PowerPoint.

Through expanded PowerPoint presentation method, more accomplishment is observed in scientific discipline topic than mathematics capable. For illustration, In mathematics capable, the mean difference between the expanded PowerPoint method and traditional method is 0.86667. At the same clip, in scientific discipline subject the mean difference between the expanded PowerPoint method and traditional method is 1.26667. This clearly signifies the importance of PowerPoint presentation talks in scientific discipline topic.

Based on pupil ‘s penchants, and what type of presentation method needed about PowerPoint, a set of questionnaires were prepared. The pupil ‘s responses for the questionnaires frequence, per centums, statistical mean and standard divergences were analysed in statistical mode. The consequences are shown in Table 2.

It was observed from the tabular array 2 that the mean of the pupil responses is 3.68 out of 5, which falls in the class of 4th bin of the five-point graduated table ( i.e. in the scope 3.41 to 4.20 ) . Based on this bin points, it was besides confirmed that the pupil preferable talk utilizing PowerPoint. It was besides noted that there were some pupils preferred certain ways of showing the PowerPoint talk than others. Some of the pupil ‘s responses were strongly holding to PowerPoint penchants, whereas other ‘s responses were non holding to that penchant. The mean of the method of presenting talk utilizing PowerPoint were runing from 3.40 to 4.13. The lowest penchants were besides found from the pupil ‘s response, mean of that penchant was 2.37. It was the lowest mean and far from other penchants. It was busying between the 3rd and 5th bins of the five-point graduated table. i.e. do n’t know/ hold on this study. The analyses of the questionnaires were given below.

1. It was found that the Question. No: 6, 9, 5 and 2 got highest mean in the pupil responses. The corresponding values were runing from 3.93 to 4.13, which clearly indicated that the pupils were back uping those peculiar statements. These statements were about “ utilizing sounds to attach to the images or constructs, basking the lessons when instructor uses the PowerPoint presentation, preferring PowerPoint slides with images and tabular arraies, graphs compared to kick slides and the talks delivered through PowerPoint are organised ” . It is besides the fact if the instructor uses sounds to attach to the images, constructs and exposing related images, graphs, tables leads to more attracting and interesting category talks. Besides utilizing PowerPoint leads to organized manner of presenting the talk which evidently provides greater grade of involvement to the pupils.

2. From the pupil ‘s response, it was found that 73 % of the pupils believed that the pickings talk through PowerPoint is one of the best ways for acquisition and absorbing stuff in category. And 68 % of the pupil ‘s responded to the penchants of PowerPoint slides instead than white chalk board. It can be argued that presenting new method of learning ( PowerPoint ) gives more attending to the pupils than traditional talk. All these consequences lead to increase in pupil ‘s public presentation.

3. The chief aim of this survey is to do the pupil to acquire benefit from the electronic lecture in instruction. In this respect, 71.7 % of the pupils agreed that the usage of PowerPoint in the category assist them to remember the information during test. And 65 % of the pupil responded that the listening the talk through PowerPoint assist them to understand more.

4. The lowest mean of 2.37 was observed for the Question No: 12. It was about “ exchanging the visible radiation on while taking the talks through PowerPoint ” . It indicated that the pupils need light to be switched off to visual the images and text really clearly.

Table 4 Consequences of pupil ‘s responses for the questionnaires statement

Sl.

No

Questionnaire ‘s Statement

Frequency

Extent of understanding

Mean

Std. Deviation

%

Strongly hold

Agree

Do n’t cognize

Disagree

Strongly differ

Q1

PowerPoint is good for larning and absorbing stuff in category

Freq

9

35

5

7

4

3.63

1.09

%

15.0

58.3

8.3

11.7

6.7

Q2

Normally the Lectures delivered through PowerPoint are good organized

Freq

21

22

10

6

1

3.93

1.04

%

35.0

36.7

16.7

10.0

1.7

Q3

When categories are taught utilizing PowerPoint, I find it helpful for remembering the information in the test

Freq

15

28

6

5

6

3.68

1.23

%

25

46.7

10

8.3

10

Q4

By and large, I prefer PowerPoint slides instead than white chalk board

Freq

21

20

9

9

1

3.85

1.12

%

35

33

15

15

1.7

Q5

I prefer PowerPoint slides contain images, tabular arraies, and graphs, compared to kick slides

Freq

26

21

5

6

2

4.05

1.11

%

43.3

35

8.3

10

3.3

Q6

I like it when the instructor uses sound to attach to the images or constructs

Freq

23

30

1

4

2

4.13

0.98

%

38.3

50

1.7

6.7

3.3

Q7

I prefer PowerPoint slides with good attractive backgrounds

Freq

23

17

9

8

3

3.82

1.23

%

38.3

28.3

15

13.3

5

Q8

I find it better if the instructor uses a PowerPoint slides as treatment points during the

Freq

11

36

7

3

3

3.82

0.97

%

18.3

60

11.7

5

5

Q9

I enjoy the lesson more if the instructor uses PowerPoint

Freq

24

24

4

8

0

4.07

1.01

%

40

40

6.7

13.3

0

Q10

The talk is easy to understand if the instructor uses PowerPoint

Freq

17

22

6

8

7

3.57

1.35

%

28.3

36.7

10

13.3

11.7

Q11

The usage of PowerPoint in the talk actuate me to go to the category

Freq

16

20

9

10

5

3.53

1.28

%

26.7

33.3

15

16.7

8.3

Q12

While taking talks utilizing PowerPoint, I prefer visible radiations to be switched on

Freq

2

15

5

19

19

2.37

1.26

%

3.3

25

8.3

31.7

31.7

Q13

I prefer to hold slides with full text related to the subjects, instead than slug points

Freq

9

26

11

8

6

3.40

1.20

%

15

43

18.3

13.3

10

Q14

I make more organized notes in category, when instructor uses the PowerPoint in the schoolroom

Freq

17

21

7

12

3

3.62

1.24

%

28.3

35

11.7

20

5

Entire Mean

3.68

Discussion and decision

Discussion:

In this survey, the effects of PowerPoint presentation were examined for secondary school pupils. Students who had undergone expanded PowerPoint presentation category performed better than pupils who had basic PowerPoint and traditional presentations. This indicates that the expanded PowerPoint helped the pupils to understand the talk and remember the information. This statement can besides be extended that the attractive expanded PowerPoint presentation gives involvement to the pupils. These consequences showed good understanding with the old research worker consequences ( Kask, 2000 ; Lowry, 1999 ; Mantei, 2000 ; Susskind, 2005 ; Szabo & A ; Hastings, 2000 ) . Through basic PowerPoint the pupil public presentation were non increased. It gives the statement that the consequence of PowerPoint in larning non merely depends on the manner of the PowerPoint but besides depends on the manner of presenting and presenting the slides. Carlos et Al. ( 2008 ) mentioned that “ the consequence of PowerPoint depends on how it is used ” . In this survey, it was observed that the usage of PowerPoint is increasing the acquisition attitudes, when the presentation slides contain images, sounds effects and lifes. The presenter should hold good talk presenting accomplishments. Then merely, the relevant information on the slides can be reached to the pupils. And the class content should be prepared in such a manner that it must be able to actuate and gives involvement to the pupils without overloading those ( Dudley et al. 2006 ) . In our questionnaires, pupils preferred PowerPoint lectures instead than traditional tool ( chalkboard and chalk ) . Because pupils believed that the PowerPoint presentations motivate them to go to the category and assist them to understand the talk and remember the information during test. Furthermore, they besides believed that if the talk were given through PowerPoint, their category notes are inherently maintained in an organized mode.

Students indicated that the teachers should utilize cardinal phrase lineations revealed line by line on the PowerPoint slides. Instructor should lucubrate the treatment, by adding illustrations. This manner of presenting the talk creates the pupils interaction and besides increases the pupil ‘s engagement in the acquisition procedure instead than copying the information from the slides ( Appearson et al, 2006 ) . Besides pupil preferred sound congruent with the slide contents. This sound congruent could function as a cues for job resolution and acquisition ( Holzl, 1997 ) . Students indicated that the visible radiation should be dimmed while giving talk with PowerPoint. New illuming installations can be expected to command the peculiar visible radiation to be turned on and off for avoiding the job of inordinate visible radiation. Sufficient and necessary lighting should be provided in the schoolroom for the pupils to see one another, to see their notes decently and to ease the student-instructor treatments ( Appearson et al, 2006 ) . Finally, pupils are more interested to hold their slides with images, spreadsheet, tabular arraies and graphs, and cosmetic background. This type of presentation converge the pupil ‘s attendings towards the slides. This pupil ‘s penchants supported the old surveies of Apperson, Laws, & A ; Scepansky, 2006 ; Atkins-Sayre, Hopkins, Mohundro, & A ; Sayre, 1998 ; Beets & A ; Lobingier, 2001 ; Mantei, 2000 ; Szabo & A ; Hastings, 2000.

Decision:

PowerPoint is one of the most popular package ‘s of the Microsoft bundles. It is representation of information that allows one to pass on the information efficaciously to the audience. It besides allows one to demo the information through assorted coloured text, artworks, sounds, pictures and lifes. Though, PowerPoint is extensively used in many sectors, but it is non much efficaciously propagated to academic sectors particularly for the intermediate schools in Saudi Arabia. This is chiefly due to the demand of hardware for the engineering, which is presently non exists in most of the schoolrooms of the secondary Saudi Arabian school. Through this survey, extended study has been carried out in one of the miss ‘s intermediate Saudi Arabian school to analyze how PowerPoint presentation can efficaciously heighten the pupil ‘s public presentation in the acquisition procedure. More information has been evolved refering what type of PowerPoint presentation will heighten the pupil larning attitudes in the schoolroom. This information would be utile to the presenter to do the presentation based on pupil ‘s demand. Nowadays, it is compulsory to present the lessons through Power Point presentations in most of the schools. Furthermore pupils are accustomed with most dominant format chalk and black board lectures.

This survey investigated three types of talks presentation ( expanded Power Point presentation ( EPP ) , Power Point with text merely ( PPT ) and traditional chalk with black board attack ( T ) ) whether there is any difference in acquisition by utilizing PowerPoint package engineering. Most of the pupils preferred talks to be taught through Power Point presentation ( EPP ) than other methods and gave more favourable support to the PowerPoint. This was besides reflected in the rating trial. Students preferable PowerPoint presentation, because it facilitated their acquisition procedure, which are consistent with other research probes ( Atkins-Sayre et al. , 1998 ; Beets & A ; Lobingier, 2001 ; Mantei ; 2000 ; Rankin & A ; Hoaas, 2001: Szabo & A ; Hastings, 2000 ) . Through this study, it was observed that there is an being of strong positive correlativity between rating trial consequence and questionnaire. In both procedure, it was suggested that the usage of PowerPoint presentation enhanced learning procedure. PowerPoint presentation could be decidedly helpful in better illustration of the key construct through images, graphs and tabular arraies. It was besides suggested from the consequences that PowerPoint engineering improves the pupil ‘s cognitive, and better the remembering power of the pupil ‘s during tests. Certain of import points are besides evolved from the pupil ‘s consequences about the PowerPoint. They are as follows ;

Well organized and constructed PowerPoint presentations are preferred.

Good attractive backgrounds PowerPoint slides are preferred.

Use of good sound for stand foring the images and constructs could them as cue for larning ( Holzl, 1997 ) .

Use of PowerPoint non merely tool for efficient acquisition but besides makes the larning more entertain.

Use of PowerPoint presentation enhances pupil efficaciousness, attitudes and academic accomplishment.

Student ‘s suggested guidelines and schemes that need to be considered while fixing PowerPoint presentation for fulfilling their demands. Therefore, the replacing of black board learning with PowerPoint presentation acts as an efficient subsidiary medium for the pupil ‘s public presentation. Therefore, the usage of PowerPoint installations in the schoolroom makes worth for the pupil educational life. Appropriate preparation should be provided for the concern staffs or instructors to implement the pupils need in the PowerPoint presentation.

Recommendations for Further Research:

This present survey used merely one miss ‘s intermediate school with limited figure of pupils ( 90 pupils ) to analyze the scenario in limited times ( two hebdomads for one unit of two topic ‘s mathematics and scientific discipline ) . To research the consequence of PowerPoint for each and every topic, this present survey should cover more than two topics instead than two. The consequence of apprehension and remembering the information from the PowerPoint a short memory and long memory rating trial should be conducted. This short memory trial can be done by carry oning quiz for each unit. And long memory rating trial should be carried out for the test during semester. By making this short and long memory trial can be evolved for the whole twelvemonth public presentation trial. To compare the effectivity of the PowerPoint for the same group of pupils for a individual category, the PowerPoint should be used in the first semester and in the 2nd semester categories should be taken without PowerPoint. Based on that, the group public presentation will be evolved with and without PowerPoint presentation. Furthermore, in the present survey misss ‘ intermediate school was used to analyze the scenario. It would be more advantageous to find the effectivity of the PowerPoint for male childs and misss intermediate school individually. And besides, in this survey most of the pupil ‘s penchants were examined through questionnaires with limited replies and there was no option to foretell their rations for their responses. Further research can besides be carried out to carry on the interviewees the pupils about their penchants and rationalize their responses, and this information can be supplied for the research workers for elaborate analyses. Further surveies can be extended to analyze the pupils larning and attitudes by supplying two different types of PowerPoint presentation talks ( poorly-designed vs. well-designed ) . More strong research work is required to claim the consequence of PowerPoint on memory, presenter and presentation effects. Further extended work can be carried out in both intermediate and secondary schools for more than two topics.

Project Evaluation:

Strength:

In this survey, the undermentioned points are considered as strength to analyze the effectivity of the PowerPoint presentation.

In this survey, a set of 14 questionnaires were considered and big figure of responses were found. All the responses were utile to analyze the strength of PowerPoint presentation in the schoolroom.

The results of the survey, have met and coherent with the aims of the present work.

In order to fulfill all survey hypotheses, clear and comprehensive inquiries were asked to the pupils.

The two topics were selected. One is mathematics and other one is scientific discipline. In mathematics bulk of the lesson are covering with text and in scientific discipline capable most of the lessons are covering with texts with images. These two inherent characteristics are efficaciously utile to compare the three instruction talks methods in really short clip.

Through statistical attack, the mean, frequences and standard divergences were estimated for the pupil ‘s responses for the questionnaires. And pupil T trial with SPSS plan were used to compare the pupil ‘s classs with three different learning methods.

Using t-test with SPSS plan to compare the pupils ‘ grads with the three methods. Equally good as calculated the agencies and frequences of pupil replies about their penchants.

Failing:

The undermentioned points are considered as failing in the present survey.

For a limited clip period, each and every category merely two talk methods were used. It would be one of the advantages of this survey, if all the three types of talk methods were used in comparing intent.

The single pupil mark were non used to compare the three talk methods. Merely entire mark of the pupils were compared. It would be better, if single pupil mark were compared over the three different methods ( EPP, BPP, and T ) . This would decidedly give an accurate anticipation.

Short memory trial was merely carried out for the pupils to analyze the consequence of apprehension and remembering the information what pupil ‘s have observed from the presentation. For a short continuance, this memory trial consequence can be utile. For long continuance at the semester terminal or during the semester test, this short memory trial consequence may non be appropriate to foretell the accurate consequence. Hence, it might be better if the comparing were performed based on carry oning more tests for pupils during semester and at the terminal of semesters. This would hold done to look into the consequence of PowerPoint on deep larning procedure of the pupils.

This survey was carried out in a miss ‘s intermediate school at Saudi Arabia. The survey consequence can non be extended for the male child ‘s intermediate school. Because male childs are holding different thought capableness and involvement when compared to misss. Separate survey would hold performed on male child ‘s intermediate school to analyze the PowerPoint engineering.

This survey result was based on the rating trial merely. Interaction between instructors and PowerPoint presentation and pupils with instructors was non evaluated.

Through initiation procedure, the pupil ‘s penchants were evaluated. There were no grounds for their penchants.

All these failing will be considered as separate hereafter work to foretell the consequences more accurately.

.

Appendix 1: Student questionnaire in English

Student Questionnaires

1. PowerPoint is good for larning and absorbing stuff in category

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

2. Normally the Lectures delivered through PowerPoint are good organized

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

3. When categories are taught utilizing PowerPoint, I find it helpful for remembering the information in the test

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

4. By and large, I prefer PowerPoint slides instead than white chalk board

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

5. I prefer PowerPoint slides contain images, tabular arraies, and graphs, compared to kick slides

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

6. I like it when the instructor uses sound to attach to the images or constructs

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

7. I prefer PowerPoint slides with good attractive backgrounds

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

8. I find it better if the instructor uses a PowerPoint slides as treatment points during the lesson

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

9. I enjoy the lesson more if the instructor uses PowerPoint

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

10. The talk is easy to understand if the instructor uses PowerPoint

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

11. The usage of PowerPoint in the talk actuate me to go to the category

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

12. While taking talks utilizing PowerPoint, I prefer visible radiations to be switched on

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

13. I prefer to hold slides with full text related to the subjects, instead than slug points

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

14. I make more organized notes in category, when instructor uses the PowerPoint in the schoolroom

1- Strongly differ 2- Disagree 3-Do n’t cognize 4- Agree 5- Strongly hold

Appendix 2: Student questionnaire ( translated ) in ARABIC

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