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PERCEPTION OF STUDENTS ON THE EFFECTIVENESSOF POWERPOINT LESSON PRESENTATION AS
AN INSTRUCTIONAL MATERIALIN ENGLISH
A Research Paper
Presented to the Faculty
of the Teacher Education DepartmentSouthern Luzon State UniversityAlabat CampusAlabat, Quezon
In Partial Fulfillmentof the Requirements for the DegreeBachelor of Secondary Education
ROGELIO DONOSO BARRAL
2010
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APPROVAL SHEET
The research paper attached hereto, entitled ³PERCEPTION OF
STUDENTS ON THE EFFECTIVENESS OF POWERPOINT LESSON
PRESENTATION AS AN INSTRUCTIONAL MATERIAL IN ENGLISH´ prepared
and submitted by ROGELIO DONOSO BARRAL, in partial fulfillment of the
requirements for the degree Bachelor of Secondary Education is hereby
approved.
WILLY A. MANAOG
Research Adviser
DOREEN ROSE M. CAPARROS, MAT ELVIN A. NOVILLAMember, Guidance Committee Member, Guidance Committee
MARIA LEONCIA P. OLIVEROS, MAIE Chair, Guidance Committee
Accepted in partial fulfillment of the requirements for the degree Bachelor
of Secondary Education Major in English.
WILLY A. MANAOGChair, Academics & Related Courses
JIMSON F. OLIVEROS, MTECampus Director
_________________ Date
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iii ACKNOWLEDGEMENT
The researcher would like to extend his profound gratitude and sincere
appreciation to the entire person who helped and inspired him in the realization
of this study. Special recognition is due to the following individuals;
Prof. Willy A. Manaog, his adviser in Language Research, for his
willingness and patience in checking and giving constructive criticism,
suggestions, and encouragement to finish the study;
Prof. Jimson F. Oliveros, the Campus Director, for giving the permission to
conduct his study by utilizing the students as respondents;
Prof. Maria Leoncia P. Oliveros, for being the chair of the guidance
committee;
Ms. Doreen Rose M. Caparros, for being one of the members of the panel;
Mr. Elvin A. Novilla, for being one of the members of the panel;
Mr. Eusebio Aceron and Mr. Nestor Sandoval his statisticians for giving
their time to improve the statistical treatment;
The instructors and students for giving their time and cooperation in
answering the questionnaire;
Mr. Ruden T. Barral and Mrs. Delia D. Donoso, his loving parents, for
without them the researcher will not exist in this world, for inspiring and believing
in his dreams and ability. They never forget to encourage him to have good
performance in school;
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iv Ate Dette and Kuya Chie for the financial support that they gave that play
the biggest role in the successful completion of this research work and for giving
the researcher his needed strength to work hard for the manuscript;
His older and younger siblings Rolando, Ruden Jr., Roderick, Rodelsa
Roxanne and Robin, for their untiring support and expectation in his ability;
Tiyo Danilo, Tiya Eding, and cousins Malou and Marlon, for helping and
letting him be a part of their family while studying here;
To his special someone, for serving as an inspiration while doing this
piece of work and for unfailing support, love and care she rendered;
To all the people who believe in his ability, his former and present
classmates, and friendly neighborhood;
To all the criticizers who makes him better through their criticisms; and
Above all, the researcher wants to give the glory to All Mighty God, for His
guidance while working with the manuscript, for the strength, and wisdom He has
given to finish and make this study a reality.
RDB
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v DEDICATION
This piece of work is lovingly dedicated to:
Nanay and Tatay
Kuya Rolly, Kuya Junx2, Kuya Derick, Ate Delsa,
Ate Joan, Kuya Joey, Kuya Jojo, Roxanne and Robin;
Tiyo Danilo, Tiya Eding, and cousins Malou and Marlon and
all my pamangkins, Hanna, Jaja, JamJam, Lance Manuel, Agi, Mayen, Mekyl,
and Faith Marian
RDB
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TABLE OF CONTENTS PAGE
TITLE PAGE---------------------------------------------------------------------------- i
APPROVAL SHEET------------------------------------------------------------------ ii
ACKNOWLEDGEMENT------------------------------------------------------------- iii
DEDICATION--------------------------------------------------------------------------- v
TABLE OF CONTENTS-------------------------------------------------------------- vi
LIST OF TABLES---------------------------------------------------------------------- viii
LIST OF APPENDICES-------------------------------------------------------------- ix
ABSTRACT------------------------------------------------------------------------------ x
CHAPTER
I. THE PROBLEM AND ITS SETTINGS
Introduction------------------------------------------------------------- 1
Background of the Study-------------------------------------------- 2
Statement of the Problem------------------------------------------- 3
Hypothesis-------------------------------------------------------------- 4
Significance of the Study-------------------------------------------- 4
Scope and limitation of the Study--------------------------------- 6
Conceptual Framework---------------------------------------------- 6
Definition of Terms---------------------------------------------------- 8
II. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature----------------------------------------------------- 9
Related Studies-------------------------------------------------------- 16
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vii III. METHODOLOGY
Research Design----------------------------------------------------- 20
Sources of Data------------------------------------------------------ 20
Instrumentation------------------------------------------------------- 20
Data Gathering Procedure----------------------------------------- 21
Statistical Treatment------------------------------------------------ 22
IV. PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA----------------------------------- 24
V. SUMMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary-------------------------------------------------------------- 32
Findings---------------------------------------------------------------- 33
Conclusions----------------------------------------------------------- 35
Recommendations-------------------------------------------------- 35
BIBLIOGRAPHY-------------------------------------------------------------- 37
APPENDICES----------------------------------------------------------------- 38
CURRICULUM VITAE------------------------------------------------------- 44
CIRCULATION COPY------------------------------------------------------- 45
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LIST OF TABLES
TABLE PAGE
1 Respondents¶ Profile in Terms of Program 24
2.1 Perception of the Respondents in Terms of
Cognitive Level 25
2.2 Perception of the Respondents in Terms of
Affective Level
2.3 Perceptions of the Respondents in Terms of
Psychomotor Level 29
3 Computed Chi-square Value and
Its Level of Significance on the
Perception of the Respondents 31
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x LIST OF APPENDICES
APPENDIX PAGE
A Letter of Request for Gathering Data 39
B Letter to the Respondents 40
C Questionnaire 41
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x ABSTRACT
Title of Research Perception of Students on the effectiveness of
PowerPoint Lesson Presentation as an
Instructional Material in English
Author Rogelio Donoso Barral
Degree Conferred Bachelor of Secondary Education, Major in English
Adviser Prof. Willy A. Manaog
Name of Institution Southern Luzon State University
Address Alabat, Quezon
Year Written 2008 ± 2009
The study was undertaken to determine the perception of students on the
effectiveness of PowerPoint lesson presentation as an instructional material in
English. Specifically, it sought to answer the following questions. What is the
respondent¶s profile in terms of program: Bachelor¶s Degree Program? and
Ladderized Program? What is the perception of the respondents on the
effectiveness of PowerPoint lesson presentation as an instructional material in
terms of: Cognitive level? Affective level? and Psychomotor Level? Is there a
significant difference between the perception of the respondents¶ in the
Bachelor¶s Degree Programs and the perception of the respondents¶ in the
Ladderized Programs on the effectiveness of PowerPoint lesson presentation as
an instructional material in English?
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xi The researcher used descriptive survey method through a checklist
questionnaire on the perception of Southern students on the effectiveness of
PowerPoint lesson presentation as an instructional material in English. After the
checklist was answered, the researcher gathered, tallied and tabulated the data.
The statistical treatments used were percentage, weighted mean and chi-square.
The finding of the study are as follows: The respondents were one
hundred eighty-six (186) students, seventy-one (71) students from Bachelor¶s
Degree Program and one hundred fifteen (115) students in Ladderized Program.
The Perception that earned the highest weighted mean in cognitive level is
statement number four (4) stating that, through PowerPoint presentation of
lessons in English, I can separate ideas into different parts so that the whole
structure may be understood, with four and five hundredths (4.05). The least is
statement number five (5) explaining that, through PowerPoint presentation of
lessons in English I can put parts together to form a whole in order to create a
new meaning, with three and eighty-five tenths (3.85). In affective level statement
number seven (7) informing that, through PowerPoint presentation, I can be
aware and lend attention to lessons in English, got the highest weighted mean of
four and eight hundredths (4.08). Statement number eleven (11) expressing that,
I can acquire a value system that controls my behavior from the PowerPoint
presentation of lessons in English got the least weighted mean of three and
eighty-five tenths (3.85). Statement number thirteen (13) interpreting that, after or
during PowerPoint presentation, I can physically, mentally, and emotionally act,
got the highest weighted mean in psychomotor level with four and one
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xii hundredths (4.01) and statement number fourteen (14) expressing that, after
PowerPoint presentation of lessons in English, I can imitate difficult skills through
trial and error got the least with three and seventy-one tenths (3.71). There is no
significant difference between the perception of the respondents in Bachelor¶s
Degree Program and the respondents in Ladderized Program on PowerPoint
lesson presentation as instructional material in English.
Based on the findings, the following conclusions are drawn: Majority of the
respondents are from the Ladderized Program. The respondents in Bachelor¶s
Degree Program and the respondents in Ladderized Program both learn and
recall well from visually presented information, have positive attitudes toward a
medium that controls their behavior inside the classroom, and that it makes the
discussion lively and interactive. Both the respondents in Bachelor¶s Degree
Program and the respondents in Ladderized program have the same level of
perception on PowerPoint lesson presentation as an instructional material in
English.
Based on the findings and conclusions the following are recommended:
The students in Bachelor¶s Degree Program and the students in Ladderized
Program may practice using PowerPoint lesson presentation not only in English
but also in other subjects for it leads them to become an active, creative and
critical thinkers and because it is appropriate to their age, maturity and
experience. The teacher may attend trainings and seminars about using
technology in teaching to upgrade their skills in content and medium of
instruction and to follow the new trends in teaching and learning. The
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xiii administrators may pursue to apply Computer Assisted Instructional Material
specifically PowerPoint lesson presentation for more effective and collaborative
teaching and learning environment. They can also encourage their subordinates
to attend learning programs about using technology in classroom to uplift the
educational performance of their institution. The future researcher who wished to
further study the use of PowerPoint lesson presentation may focus their study in
experimental method of knowing the effectiveness of PowerPoint lesson
presentation as an instructional material.
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CHAPTER ITHE PROBLEM AND ITS SETTINGS
Introduction
PowerPoint presentation is widely use by business people, educators,
students, and trainers and is among the most prevalent forms of persuasive
technology. At this day and age, technology is widely use in teaching. Through
the years, education continuously seeks the innovation of a new teaching
approach as well as the teaching strategies that equalize the thinking and
learning process that suits to the challenges and opportunities of unfolding the
global world. A growing numbers of school in the Philippines and other parts of
the world are using computer technology to strengthen their classroom teaching-
learning process. There are many available technologies specifically computer
that ca be used. But we considered what is the most suitable for the courses
taught especially we must considered the learner¶s ability.
One of it is through PowerPoint lesson presentation. A material is
produced from programming a lesson presentation. PowerPoint has become the
dominant presentation tool in educational world. The questions that need to
address at this point in its development is whether PowerPoint enhances or
detracts from the pedagogical value of presentation. PowerPoint is one of the
many alternative ways in teaching with the technology. It becomes as much as
everyday tool as a textbook or even piece of chalk, but whatever the teaching
level, the most important thing that we must remember is that PowerPoint needs
a teacher to bring it to life to explains the concept, to put it into the context, to
relate the real world, to expand the subject and to teach the lesson. After all
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2 PowerPoint is just another tool that allows teacher to think. There should be an
art on how to transmit that knowledge to the learners more effectively because it
is not enough for the teachers to have a wide understanding and information
regarding the subject matter to be taught. It is important to consider the
instructional materials to be used. Appropriate instructional materials leads to an
effective teaching-learning process.
The school of the future is not just a matter of being exposed to new
gadgets. It is totally a new way of teaching and learning wherein the teacher is a
facilitator and the teacher and student¶ are both learners. Every lesson has
planned and developed. The entire teaching and learning environment becomes
a new technology itself.
Background of the Study
The classroom teacher is one of the key persons in the educational
enterprise. As they become directly involved in the instructional process in the
classroom setting, the teacher occupies a strategic position in the school system,
for on their shoulders lie the responsibility of translating the curriculum into
concrete learning experiences.
As a future teacher, we should know the instructional materials needed in
the classroom and the quality of teaching with the use of PowerPoint.
Technology offers the potential to create and implement highly engaging and
effective environment to support a wide array of learning goals. Improvement on
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3 the medium of instruction used in teaching situation should be implemented to
meet the demands of the technological advancement.
Southern Luzon State University ± Alabat Campus, which is located in
Barangay 5 Poblacion, Alabat, Quezon is one institution that offers quality
education wherein students are imbued with knowledge and skills through the aid
of teaching approaches that complement the needs of time. Computers are
accessible to the school and the students are well-equipped with complete skills.
However, the use of computer-aided instructions especially PowerPoint
presentation, as an instructional material is not yet introduce in some other
schools in the Island.
This is the reason why the researcher became motivated to know the
perception of students on the effectiveness of PowerPoint lesson presentation as
an instructional material in English of Southern Luzon State University Alabat
Campus for A.Y. 2008 ± 2009 and if it is an easier way of retrieving the
knowledge learned using an instructional material through the use of multimedia
specifically PowerPoint lesson presentation.
Statement of the Problem
This study attempts to know the perception of students on the
effectiveness of PowerPoint lesson presentation as an instructional material in
English of Southern Luzon State University ± Alabat Campus for A.Y. 2008 ±
2009.
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4 Specifically, it seeks to answer the following questions:
1. What is the respondent¶s profile in terms of programs:
1.1. Bachelor¶s Degree Program; and
1.2. Ladderized Program?
2. What is the perception of the respondents on PowerPoint lesson
presentation as instructional material in terms of:
2.1 . Cognitive Level;
2.2 . Affective Level; and
2.3 . Psychomotor Level?
3. Is there a significant difference between the perception of the respondents
in the Bachelor¶s Degree Programs and the perception of the respondents
in the Ladderized Programs on PowerPoint lesson presentation as an
instructional material in English?
Hypothesis
There is no significant difference between the perception of the
respondents in the Bachelor¶s Degree Programs and the perception of the
respondents in the Ladderized Programs on PowerPoint lesson presentation as
an instructional material in English.
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5 Significance of the Study
There is a fast change occurring within our educational system that the
educators must be aware of, moreover, teachers should learn to cope with the
demands of more contemporary teaching techniques to be equipped with
computer skills and operations in order to expand knowledge and improve the
teaching and learning condition.
The development of PowerPoint lesson presentation has advantages to
the students that computer learning experiences will stimulate the interest of the
students to learn and create opportunities for students¶ collaboration and for them
to take more direct and responsible role in the learning process that they
otherwise might. It also leads them to become active, creative and critical
thinkers because of improved understanding and better appreciation of ideas
presented.
This study has great importance to the teacher because they are expected
to minimize their participation in every lesson because of the computer. They can
differentiate ideas and knowledge on how their lessons can be presented
effectively. They are also able to upgrade their skills in content and medium of
instruction for it will give them access to materials and approaches that will
provides students¶ with experiences that will lead them to mastery of scientific
concept and processes as well as gaining authentic knowledge.
This study will serve as baseline information for the administrators to
upgrade their school facilities and to develop their capacity to undergo such
challenging transition together with appropriate resources. It is also a great help
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6 to gain new insights on how to improve the teaching process of their
subordinates through PowerPoint lesson presentation, thus, it will also help them
to encourage teachers to attend learning programs so that they can uplift the
educational performance of their institution.
The result of this study may serve as additional information for future
researchers who wish to further study the use of computer-aided instruction in
facilitating concepts and ideas.
Scope and Limitation
The respondents of this study were one hundred eighty-six (186) students
who were enrolled for the second semester, Academic Year 2008-2009,
composing four (4) courses namely BSEd, BSFi, DIT ± CT and ELX. Each of the
students will answer the researcher¶s made checklist.
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7 Definition of Terms
Affective domain includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms, motivations,
and attitudes.
C ognitive domain involves knowledge and the development of
intellectual skills. This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the development of intellectual
abilities and skills.
Instructional material is considered to be forms of communication that is
provided in a manner and medium appropriate to the significance of the message
and the abilities of the person receiving the material.
Perception is the process of attaining awareness or understanding of
sensory information.
PowerPoint is one of the programs used in teaching. It is widely used by
business people, educators, students, and trainers and is among the most
prevalent forms of persuasive technology.
Presentation is the process of showing and explaining the content of a
topic to an audience.
Psychomotor domain includes physical movement, coordination, and
use of the motor-skill areas. Development of these skills requires practice and is
measured in terms of speed, precision, distance, procedures, or techniques in
execution.
SLSU Students are the respondents of this study.
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CHAPTER IIREVIEW OF RELATED LITERATURE AND STUDIES
The researcher reviewed literature and studies conducted by other
researcher in order to have sufficient and valuable knowledge about the study
being completed.
Related Literature
Beatham (2008) cited that teachers must clearly distinguish for students
the educational technologies (the tools or means) used to investigate a subject
from the subject (the task) itself. Without this distinction, students develop critical
and fundamental misconceptions about their subjects of study, usually confusing
the tool for the task. PowerPoint lesson presentation promises increased power
of investigation, but are likely to do little more than compound the confusion
unless critically understood and distinguished from their subjects of investigation.
Russel (2008) discussed that using technology in the classroom is an
expectation in the curricula of just about every grade level. Some teachers are at
a loss as to know how to do this. It can be your secret that they are learning as
well. There is a current emphasis in schools to teach students creative and
colorful ways to present their ideas. Similarly, people in business are looking to
easily produce professional looking presentations. Others may just want to create
a digital photo album or video clip of a wedding, a graduation, or some other
important event in their lives. A variety of presentation software can accomplish
all of these goals. And that is not all. It can be really easy to create exceptional
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10 presentations. PowerPoint is easy to use multimedia tool to enhance your lesson
plans. Students can acquire computer skills in this software.
Wilbert J. McKeachie, (2007) effective lecturers combine the talents of
scholar, writer, producer, comedian, showman, and teacher in ways that
contribute to student learning. An effective teacher is an excellent communicator
and therefore thinks about improving his or her presentation skills. One of the
most important aspects of communicating is shaping both content and style to fit
your audience. In the classroom, if you cannot communicate in a way that is both
comprehensible and interesting to your students, their learning will be greatly
reduced.
McKeachie, added that, audiences will naturally focus on PowerPoint
slides when you project them. However, you can capture and maintain your
students' attention by using the strategies such as the following: (1) be an
engaging speaker. Use gestures, move around the room, make eye contact with
the students, and modulate your voice to emphasize points. (2) limit the amount
of words or visuals on your PowerPoint so that students will have to listen to you
to learn the substance of the lecture. Remember that the use of bulleted lists in
PowerPoint often omits important aspects of a lecture--such as the connections
among, and significance of, bulleted ideas and data. (3) ask the students
questions throughout the lecture to get them engaged and thinking about what
you are presenting. (4) mute the picture when you have an important point that
you want students to pay attention to or when you want them to focus on what
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11 you are writing on the chalkboard, which offers a more interactive medium for
displaying information.
Talbot (2007) thinking back to long gone school days, the majority of
teachers was delivering their lessons with the aid of a blackboard and a piece of
chalk. There was also the occasional individual who preferred to use a white
board or an overhead projector because it allowed them to introduce color into
their presentation.
Talbot further studied that, nowadays; more teachers have access to
computers and with adequate training, are therefore able to deliver classes with
the aid of PowerPoint. By incorporating photographs, video clips and sound into
presentations important concepts can be illustrated in a clear and informative
manner.
Bringham et. al (2006) discussed that information that helps teach or
encourages interaction can be presented on computers in the form of text or in
multimedia formats, which include photographs, videos, animation, speech, and
music. Computers also can help students visualize objects that are difficult or
impossible to view. For example, computers can be used to display human
anatomy, molecular structures, or complex geometrical objects. They also
facilitate communication among students, between students and instructors, and
beyond the classroom to distant students, instructors, and experts.
McCain (2006) PowerPoint presentation can dramatically increase a
student's access to information. The program can adapt to the abilities and
preferences of the individual student and increase the amount of personalized
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12 instruction a student receives. Many students benefit from the immediate
responsiveness of computer interactions and appreciate the self-paced and
private learning environment. Moreover, PowerPoint lesson presentation
experiences often engage the interest of students, motivating them to learn and
increasing independence and personal responsibility for education. Although it is
difficult to assess the effectiveness of any educational system, numerous studies
have reported that PowerPoint presentation is successful in raising examination
scores, improving student attitudes, and lowering the amount of time required to
master certain material. While study results vary greatly, there is substantial
evidence that PowerPoint presentation can enhance learning at all educational
levels.
Bernardo (2004) discussed the development of instructional materials as
the utilization of instructional aids to achieve a more effective teaching and
learning process brought by the advancement of technology, the teacher and
students now have a wide array of instructional materials to choose. There are
more complex and complicated instructional materials which are interdisciplinary.
With the used of instructional materials teachers can be better in delivering the
goods to their students. On the other hand, their students can gain insight on
learning more adequately with the sense and accuracy. The development of the
instructional materials likewise helps the students be familiarized with these so
that, when they reach higher level of learning, they will be ready to accept the
challenges of technology in their own chosen field, particularly in education.
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13 Kent and Mc Nergey (1999) summarized the pattern of Cuban (1986) calls
exhilaration/scientific credibility/disappointment/teaching bashing cycle.
Additional reports published by government, education and private sector in
organization fault teacher for their inability to use technology to transform
teaching and learning, and they blame teacher preparation institutions for not
providing leadership for the technology integration. The cycle begins with the
period of excitement in which reformer thoughts new technologies as solution for
whatever ads the nation¶s school. Shortly, after the new technologies gain some
attention, academic produce studies describing the effectiveness of the new
tools. As the technology fail to gain widespread acceptance in schools, a new
survey document the disappointingly infrequent use of technologies by
educators. During final phase of the cycle, teachers are criticized by the resisting
change and subverting the improvements made possible by new technologies.
Valdez et. Al (1999) content K-12 schools need finding to provide
appropriate professional development for teacher and ensure the challenges that
must be overcome before teachers and teacher educators can assume
significant leadership role in transformations of education. Less obvious but
equally important are the philosophical and pedagogical factors contributing to
the historical resistance of the predictions made during exhilaration phase of
cycle (the new technologies would revolutionize education), the introduction of
early technologies such as educational filmstrips, radio and instructional
television did not lead lasting reforms.
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14 Erebaren (1996) states that performance means the actual
accomplishment and a given job be distinguished from potential ability, capacity
and aptitude. Computer can help students to visualize objects that are difficult or
impossible to view. For example, computer can be used to display human
anatomy, organizational charts, and geometrical objects. Explorations and
manipulation of stimulated environment can be accomplished with CAI ranging
virtual words and experiments that maybe too difficult, expensive and dangerous
to perform in a school environment. PowerPoint is high-powered software tool
used for presenting information in a dynamic slide show format. Text, chart,
graph, sounds, effect and videos are just some elements of PowerPoint can
appropriate into presentation with ease, whether it is classroom lesson or not,
you must know how to make a powerful impression on your audience.
Relisioso (1995) cited that carefully selected instructional materials can
improve the teaching-learning mode (mass instruction, group learning or
individualized instruction). Moreover, instructional materials can be generally
used to supplement and enrich materials; to increase student motivation; to
illustrate applications relations and examples; and to serve as part of the
instruction process itself.
Perelman (1993) predicted a world of individualized, ³dissenter mediated
education´ in which students would take control of their own learning with support
of the electronic learning resources and traditional teachers and classroom would
become obsolete Perelman¶s prophecy clearly has not been realized.
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15 Valdez et. al (1993) stated that the teacher guides and engage students in
self-directed activities. Especially students¶ use technology to explore diverse
information resources inside and outside the school classroom and the students
have greater opportunities to access up-to-date, real world resources. Global
telecommunications network enable on-line collaboration. Professional
development is align with research and best practices where teachers participate
in just in time study group, online seminars, action research and collaboration
with colleagues. Website interactive electronics systems are used to provide
mufti-tired collaborations among educators, students, parents and community.
Hicoll (1992) defined instructional material as any tool used during the
instructional process. He believes that its goal is to enhance knowledge, thinking
skills, problem-solving abilities of all students, as well as incorporate recent
advances in disciplinary content, research on teaching and learning and
instructional technology. Moreover, as instructional package, usually consists of
a student manual, instructional material, pre- and post-test, and instructor¶s
manual.
Lockard (1991) stated that the design and development of PowerPoint
Lesson Presentation revolved around the following issues: (a) perception and
attraction; (b) memory; (c) comprehension; (d) active learning; (e) motivation; (f)
focus and control; (g) transfer of learning; and (h) individual differences.
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16 Related Studies
Chavez (2006) expressed that changes were made in the curriculum at all
levels of instruction and pointed out that it is an added responsibility for the
teachers to select, organize and present lesson in the development manner
tailored to the objectives of the subject and to the needs of the students at the
same time of instruction. New ways of teaching the subject are important to
device.
Chua (2006) stated on his study on development of ICT-based
instructional materials that computer technology can now be seen in all aspects
of life. Because of this, individuals in every organization are encouraged to
acquire skills and knowledge pertaining to the ICT (Information and
Communication, Technology). Specifically, all people employed as classroom
teachers need to develop the skills which will enable them to maximize the use of
computer as a teaching resource. This will enhance students learning and thus,
prepare students to master a high technology society in which lifestyle, attitude
and skills are challenged daily concluded the ICT-Based instructional material is
highly acceptance and the knowledge on the lesson incorporated in the
instructional material is not a factor in determining its acceptability level.
Gloria (2006) stated that computer-aided instructional materials can be
developed and was very acceptable as perceived by the students and teachers
based on the computation made by the researcher on the level of acceptability.
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17 Salvanera (2004) stated that instructional materials should be developed
and validated in our present age of modern technology to ensure attainment of
the educational goal of English curriculum.
Bartsch and Cobern (2003) investigated whether students liked and
learned more from PowerPoint presentations than from overhead transparencies.
Students were exposed to lectures supported by transparencies and two different
types of PowerPoint presentations. At the end of the semester, students
preferred PowerPoint presentations but this preference was not found on ratings
taken immediately after the lectures. Students performed worse on quizzes when
PowerPoint presentations included non-text items such as pictures and sound
effects. A second study further examined these findings. We conclude that
PowerPoint can be beneficial, but material that is not pertinent to the
presentation can be harmful to students' learning.
Bryant and Hunton (2000) in their study on ³Interaction between Learner¶s
Preferred Representation Style and PowerPoint Presentation´ suggested that
individual characteristics (cognitive differences) must be taken into account in
instructional design. Dual coding theory suggests that learning have preferred
representation styles. Some individual learn and recall well from visually
presented information.
Gilbert (1999) many PowerPoint classes focus exclusively on the
fundamentals of creating and formatting slides, adding special effects, and
running slide shows. As a result, students often don't get the chance to learn
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18 about speakers¶ notes²which is too bad, because for those who must deliver
presentations, notes can be invaluable.
Nowaczyk et. al (1998) assessed a semester-long students perception of
PowerPoint lesson presentation in an introductory behavioral and discussion an
found it to be more interesting.
Mclinnes et. al (1998) who studied a student taking a three-term course in
management, accounting reported that computed- aided learning had an
adverse effect on the student interest in accounting.
Bushing (1998) has also examined whether the educational technology in
classroom presentations promotes a favorable attitude toward the instructor. He
reported that the students in non-PowerPoint group felt that the presenter was
more enthusiastic than instructor using PowerPoint. The present study examines
those students¶ attitudes toward the instruction after semester-long series of
PowerPoint presentations. The final hypothesis of the study was presented and
showed that will have a more favorable attitude toward the class instructor than
students viewing the traditional presentation.
Butler and Mautz (1996) on their study ³The effect of the PowerPoint
Presentations on students learning and attitudes´ used compel software,
regarded and multimedia presentation software. The software allows integration
of sounds, animation, video and hypertext into presentations as used in this
study. Their study was noteworthy for its attempt to provide strong internal
validity as possible by tightly controlling extraneous influences. Among other
controls, the experiments in the same instructor taught both groups; the materials
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19 was delivered to other group via computer, students did have any prior
knowledge of the subject matter and the delivery of the materials was sampled
and time to be identical.
Butler and Mautz (1996) added that they found short-term memory
improved because of an interaction between students¶ preferred styles and the
effect of multimedia presentations. The study also found that students in the
multimedia group have more positive towards the presentation and presenter.
Kozman (1994) submitted that to understand the relationships between
media and learning, we need to consider the interaction between the attributes of
the medium and the cognitive processes of student. PowerPoint representations
will stimulate students¶ short-term memory such that students¶ long-term
memories perform better in examinations.
Parvio and Harshman (1990) argued that at least four and as many as six
dimensions underlie PowerPoint lesson presentation. The six factors that
identical are (1) good verbal expressions and fluency, (2) habitual use of
imagery, (3) concern with correct words, (4) reading difficulties, (5) use image to
solve problems and (6) imagination.
Dark (1990) in his study on PowerPoint Presentation and Students
Attitudes´ argued that students may have a positive attitudes toward a medium
that controls their behavior inside the classroom.
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CHAPTER IIIMETHODOLOGY
This chapter discusses the research design, the sources of data, the data
gathering procedures and the statistical treatment used to analyze the data.
Research Design
The construction and presentation of material was used in conducting this
study, with the checklist questionnaire as the main instrument in gathering data.
Sources of Data
The respondents of this study were one hundred eighty-six (186) students
of Southern Luzon State University ± Alabat Campus from four (4) courses who
are presently enrolled for the Second Semester, Academic Year 2008-2009.
Checklist type questionnaire was the main instrument.
Instrumentation
A. Development of the Research Study
In preparation of this research study, there were books, encyclopedia,
internet resources and unpublished materials utilized. A researcher¶s made
questionnaire was the instrument in gathering data. It deals with perception of
SLSU students on the effectiveness of PowerPoint lesson presentation as an
instructional material in English.
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21 B. Development of the Questionnaire
The researcher used books, internet resources and unpublished materials
in constructing the questionnaire with the help and guidance of his research
adviser. He prepared a researcher made checklist questionnaire as his data
gathering tools to test the Perception of the Students on the Effectiveness of
PowerPoint Lesson Presentation as an Instructional Material in English.
The tool used in this study was constructed under the guidance and
supervision of the researcher¶s adviser. The questionnaire was divided into three
(3) categories which consist of six (6) items on Cognitive Level, five (5) items on
Affective Level and seven (7) items on Psychomotor Level, a total of eighteen
(18) items.
C. Revision
The instrument was submitted and shown to adviser for revision.
Suggestion for clarity of the instrument was properly considered and followed.
D. Final Draft
Improvement of the questionnaire was reproduced and no further revision
was made.
Data Gathering Procedure
The permission to conduct was secured from the Campus Director of
Southern Luzon State University ± Alabat Campus. Then, the final administration
of the instrument was conducted to all students of SLSU ± Alabat Campus with
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22 the supervision of the researcher. After the questionnaire was answered, the
researcher gathered and tabulated the data. It was further analyzed and
interpreted through the following formula; percentage, weighted mean and chi-
square.
Statistical Treatment
The researcher used the following formula in the analysis and
interpretation of data.
To determine the percentage of the respondents it was statistically treated
by means of this formula:
FP = x 100
NWhere:
P = Percentage
F = Frequency
N = Total number of respondents
To determine the responses of the respondents it was statistically treated
by means of weighted mean.
XX=
nWhere:
X = weighted mean
X = sum of scores
n = number of cases
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23 X = 5F + 4F + 3F + 2F + 1F
Where:
F= frequency
Scale Description Range Interval
5 - Strongly Agree 4.01 ± 5.00
4 - Agree 3.01 ± 4.00
3 - Uncertain 2.01 ± 3.00
2 - Disagree 1.01 ± 2.00
1 - Strongly Disagree 0.01 ± 1.00
To determine the significant difference of the respondents¶ perception it
was statistically treated by means of chi- square.
(o ± e)2
2 =
eWhere:
2= chi-square
o = observed frequency
e = expected frequency
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24 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis and interpretation of
data gathered by the researcher. These collected data are presented in table for
easy interpretation.
Table 1
Respondents¶ Profile in Terms of Program
Respondents Frequency Percentage
A. BACHELOR¶S DEGREE PROGRAM 71 38.17
1. Bachelor of Secondary Education 61 32.792. Bachelor of Science in Fisheries 10 5.38B. LADDERIZED PROGRAM 115 61.83
1. Diploma in Industrial Technology ± CT 72 38.71
2. Electronics Technology 43 23.12TOTAL 186 100
Table 1 shows the respondents profile in terms of program. There are
seventy ± one (71) students or 38.17% from Bachelor¶s Degree Program
composed of sixty-one (61) students with 32.79% from Bachelor of Secondary
Education and ten (10) students with 5.38% from Bachelor of Science in
Fisheries. In the Ladderized Program, seventy ± two (72) students with 38.71%
came from Diploma in Industrial Technology ± Computer Technology and forty ±
three (43) students with 23.12% from Electronics Technology for a total of one
hundred fifteen (115) with 61.83% of the total students¶ population of one
hundred eighty ± six (186).
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25 Table 2.1
Perception of the Respondents in Terms of Cognitive Level
PERCEPTION
Weighted MeanScale
Description
Rank
Bachelor¶sDegreeProgram
LadderizedProgram
Total
1. I can recall data or information from the PowerPointpresentation of my lessons inEnglish.
4.04 3.97 3.99 Agree 3
2. I can understand the meaningof a problem in English throughPowerPoint presentation.
4.08 3.84 3.93 Agree 4
3. I can apply what I learnedfrom the PowerPointpresentation of my lessons inEnglish.
3.91 3.85 3.88 Agree 5
4. Through PowerPointpresentation of my lessons inEnglish, I can separate ideasinto different parts so that thewhole structure may beunderstood.
4.15 3.98 4.05Strongly Agree
1
5. Through PowerPointpresentation of my lessons inEnglish, I can put parts together to form a whole in order tocreate a new meaning.
3.77 3.90 3.85 Agree 6
6. I can make judgments aboutthe value of ideas or materialsthrough PowerPointpresentation of my lessons inEnglish.
4.06 4.02 4.03Strongly Agree
2
Average Weighted Mean 3.96 Agree
Table 2.1 presents the perception of the respondents in terms of cognitive
level, statement number four (4) stating that through PowerPoint presentation of
my lessons in English, I can separate ideas into different parts so that the whole
structure may be understood, got the highest weighted mean of four and five
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26 hundredths (4.05). Meanwhile, the statement with lowest weighted mean in the
Cognitive level which is statement number five (5) interpreting that I can put parts
together to form a whole in order to create a new meaning through PowerPoint
presentation of my lessons in English, with three and eighty-five tenths (3.85).
It is true in the study conducted by Bryant and Hunton (2000 on
³Interaction between Learner¶s Preferred Representation Style and PowerPoint
Presentation´ suggested that individual characteristics (cognitive differences)
must be taken into account in instructional design. Dual coding theory suggests
that learning have preferred representation styles. Some individual learn and
recall well from visually presented information.
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27 Table 2.2
Perception of the Respondents in Terms of Affective Level
PERCEPTION
Weighted MeanScale
Description
Rank
Bachelor¶sDegreeProgram
LadderizedProgram
Total
1. Through PowerPointpresentation, I can be awareand lend attention to my lessonsin English.
4.19 4.02 4.08Strongly Agree
1
2. I can attend and react tosomething related to my lessonsin English through PowerPointpresentation.
3.94 3.99 3.97 Agree 3
3. I can show my attitude fromacceptance to commitmentthrough PowerPointpresentation of my lessons inEnglish.
3.90 4.13 4.05Strongly Agree
2
4. Through PowerPointpresentation of my lessons inEnglish, I can create a uniquevalue system of my own after contrasting different values andresolving conflicts betweenthem.
4.00 3.94 3.96 Agree 4
5. I can acquire a value systemthat controls my behavior fromthe PowerPoint presentation of my lessons in English.
3.83 3.87 3.85 Agree 5
Average Weighted Mean 3.98 Agree
The table above illustrates the perception of the respondents in terms of
affective level. Statement number seven (7) indicating that through PowerPoint
presentation, I can be aware and lend attention to my lessons in English, ranked
first with a total weighted mean of four and eight hundredths (4.08). Meanwhile,
statement number eleven (11) stating that, I can acquire a value system that
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28 controls my behavior from the PowerPoint presentation of my lessons in English
got the lowest weighted mean of three and eighty-five tenths (3.85).
It is related in the study conducted by Dark (1990) ³PowerPoint
Presentation and Students Attitudes´ that students may have positive attitudes
toward a medium that controls their behavior inside the classroom.
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29 Table 2.3
Perception of the Respondents in Terms of Psychomotor Level
PERCEPTION
Weighted MeanScale
Description
Rank
Bachelor¶sDegreeProgram
LadderizedProgram
Total
1. With PowerPointpresentation, I can use mysenses to guide my physicalactivity.
4.09 3.94 4.00 Agree 2
2. After or during PowerPointpresentation, I can physically,mentally, and emotionally act.
4.00 4.03 4.02Strongly Agree
1
3. After PowerPoint presentationof my lessons in English, I canimitate difficult skills through trialand error.
3.86 3.64 3.71 Agree 7
4. I can imitate movementsshown through PowerPointpresentation with someconfidence and proficiency.
4.11 3.70 3.88 Agree 5
5. After or during PowerPointpresentation, I can performdifficult movement patternswithout hesitation and withautomatic performance.
3.67 3.88 3.81 Agree 6
6. After or during PowerPointpresentation, I can modifymovement pattern to fit specialrequirements.
3.96 4.04 3.99 Agree 3
7. After or during PowerPointpresentation, I can create newmovement patterns to suit aparticular situation or specificproblem.
3.83 3.91 3.88 Agree 4
Average Weighted Mean 3.87 Agree
The findings in this table explain the perception of the respondents in
terms of psychomotor level. Statement number thirteen (13) stating that, after or
during PowerPoint presentation, I can physically, mentally, and emotionally act
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30 ranked first with the total weighted mean of four and one hundredths (4.01).
Table 2.3 also shows the lowest weighted mean of three and seventy-one tenths
(3.71) in statement number fourteen (14) describing that, after PowerPoint
presentation of my lessons in English, I can imitate difficult skills through trial and
error.
Parvio and Harshman (1990) argued that at least four and as many as six
dimensions underlie PowerPoint lesson presentation. The six factors that
identical are (1) good verbal expressions and fluency, (2) habitual use of
imagery, (3) concern with correct words, (4) reading difficulties, (5) use image to
solve problems and (6) imagination.
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31 Table 3
Computed Chi-square Value and Its Level of Significance on the
Perception of the Respondents
Table 3 interprets the computed chi-square value and the level of
significance on the perception of the respondents in terms of program. The
computed chi-square value is 0.00098 which is less than the tabulated value of
8.269, therefore the null hypothesis is accepted, which means that there is no
significant difference between the perception of the respondents on PowerPoint
lesson presentation.
Respondents Cognitive AffectivePsycho-motor
Total Computed
2
Tabulated
Value H0
Bachelor¶sDegreeProgram
4.00(3.98)
3.97(3.99)
3.93(3.92)
11.90
0.00098 8.269 acceptedLadderizedProgram
3.93(3.95)
3.99(3.96)
3.88(3.89)
11.80
Total 7.93 7.96 7.86 23.70
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32 CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter includes the summary from the data gathered, the concluding
statements and the answer to the problem being investigated so with the
appropriate recommendations.
Summary
This study attempted to know the perception of students on the
effectiveness of PowerPoint lesson presentation as an instructional material in
English.
Specifically, the study answered the following questions:
1. What is the respondent¶s profile in terms of program:
1.1 Bachelor¶s Degree Program; and
1.2 Ladderized Program?
2. What is the perception of the respondents on the effectiveness of PowerPoint
lesson presentation as instructional material in terms of:
2.1. Cognitive Level;
2.2. Affective Level; and
2.3. Psychomotor Level?
3. Is there a significant difference between the perception of the respondents¶ in
the Bachelor¶s Degree Programs and the perception of the respondents¶ in
the Ladderized Programs on the effectiveness of PowerPoint lesson
presentation as an instructional material in English?
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33 This study involved the descriptive survey method of research using a
researcher made checklist questionnaire as the researcher¶s basic instrument in
gathering data.
Permission from the Campus Director was first sought before conducting
this study. The researcher administered the questionnaire to one hundred eighty
± six (186) students enrolled for the second semester of Academic Year 2008 -
2009. The data gathered were tallied, tabulated, interpreted, analyzed and
presented in forms of table using percentage, weighted mean and chi-square.
Findings
After gathering data and applying the necessary method and statistical
treatment, the following findings were revealed:
1. The total respondents were one hundred eighty-six (186) students,
seventy-one (71) students in Bachelor¶s Degree Program and one
hundred fifteen (115) students in Ladderized Program.
2. The statements that follows are the findings revealed on the
perception of the respondents on the effectiveness of PowerPoint
lesson presentation in English:
2.1. The perception that earned the highest weighted mean in
cognitive level is statement number four (4) stating that, through
PowerPoint presentation of lessons in English, I can separate
ideas into different parts so that the whole structure may be
understood, with four and five hundredths (4.05). The least is
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34 statement number five (5) explaining that, through PowerPoint
presentation of lessons in English I can put parts together to
form a whole in order to create a new meaning, with three and
eighty-five tenths (3.85).
2.2 In affective level statement number seven (7) informing that,
through PowerPoint presentation, I can be aware and lend
attention to lessons in English, got the highest weighted mean of
four and eight hundredths (4.08). Statement number eleven (11)
expressing that, I can acquire a value system that controls my
behavior from the PowerPoint presentation of my lessons in
English got the least weighted mean of three and eighty-five
tenths (3.85).
2.3. In Psychomotor level statement number thirteen (13) interpreting
that, after or during PowerPoint presentation, I can physically,
mentally, and emotionally act, got the highest weighted mean in
psychomotor level with four and one hundredths (4.01) and
statement number fourteen (14) expressing that, after PowerPoint
presentation of lessons in English, I can imitate difficult skills
through trial and error got the least with three and seventy-one
tenths (3.71).
3. There is no significant difference between the perception of the
respondents in Bachelor¶s Degree Program and the respondents
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35 in Ladderized Program on PowerPoint lesson presentation as
instructional material in English.
Conclusions
Based on the data revealed by the study, the following conclusions were
drawn:
1. Majority of the respondents are from the Ladderized Program.
2. The respondents in Bachelor¶s Degree Program and the
respondents in Ladderized Program both learn and recall well from
visually presented information, have positive attitudes toward a
medium that controls their behavior inside the classroom, and that it
makes the discussion lively and interactive.
3. Both the respondents in Bachelor¶s Degree Program and the
respondents in Ladderized Program have the same level of
perception on PowerPoint lesson presentation as an instructional
material in English.
Recommendations
Based on the results, the following recommendations were hereby
presented:
1. The students in Bachelor¶s Degree Program and the students in
Ladderized Program may practice using PowerPoint lesson
presentation not only in English but also in other subjects for it
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36 leads them to become an active, creative and critical thinkers and
because it is appropriate to their age, maturity and experience.
2. The teacher may attend trainings and seminars about using
technology in teaching to upgrade their skills in content and
medium of instruction and to follow the new trends in teaching and
learning.
3. The administrators may pursue to apply Computer Assisted
Instructional Material specifically PowerPoint lesson presentation
for more effective and collaborative teaching and learning
environment. They can also encourage their subordinates to attend
learning programs about using technology in classroom to uplift the
educational performance of their institution.
4. The future researcher who wished to further study the use of
PowerPoint lesson presentation may focus their study in
experimental method of knowing the effectiveness of PowerPoint
lesson presentation as an instructional material.
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BIBLIOGRAPHY
A. BOOKS/JOURNALS
Verceles, Hereberto A., ³Education Technology and Development´,Modern Teacher, VOL. LXXXII, 2004
Erpelo, Raymond ³Teaching as Part of Teaching-Learning Process´,Modern Teacher, VOL. LXXI, 2003
Aquino, Gaudencio V., ³PowerPoint Lesson Presentation as a NewTechnique´ Modern Teacher, VOL. LI, 2002
B. UNPUBLISHED MATERIALS
Sorina, Gloria P. ³Development and Validation of Computer-AidedInstructional Materials on Selected Topics in English´, Unpublished MaterialThesis, Southern Luzon Polytechnic College ± Lucban, Quezon, 2006
Matriano, Michael B., ³Development of Computer Assisted InstructionalMaterials of Selected Topics in English 1 for the Freshmen Students of SouthernLuzon Polytechnic College ± Alabat Campus Academic Year 2005 - 2006 ³,Unpublished Material Thesis , Southern Luzon Polytechnic College - AlabatCampus, Alabat, Quezon, 2006
C. ELECTRONIC REFERENCES
http://encarta.msn.com/encyclopedia_761553343/ComputerAided_Instruction.html#s4
http://www.umm.edu/ohr/tech/lern/tutorials/powerpoint
http://www.voww.net/aboutinternet/CAI.html
http://www.actden.com.ph/guide.html
http://www.microsoft.com/office/prevoius/XP/columns/column8.osp
http://www.edrs.com/membership/sp.cfm?am=ED44792
http://encarta.msn.com/Computer-Aided_Instruction.html
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Appendices
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APPENDIX A
LETTER OF REQUEST FOR GATHERING DATA
Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITYALABAT CAMPUS Alabat, Quezon
March 25, 2009
PROF. JIMSON F. OLIVEROSCampus Director Southern Luzon State University
Alabat Campus
Sir:I am Rogelio D. Barral, third year college student of Southern Luzon State
University taking up Bachelor of Secondary Education major in English. Atpresent I am working on my research entitled ³PERCEPTION OF SOUTHERNLUZON STATE UNIVERSITY ± ALABAT CAMPUS STUDENTS ON THEEFFECTIVENESS OF POWERPOINT LESSON PRESENTATION AS ANINSTRUCTIONAL MATERIAL IN ENGLISH FOR A.Y. 2008 ± 2009´.
In this connection, I would like to request permission from your good officeto conduct my study by distributing questionnaire to the students of SLSU ±
Alabat Campus.
Looking forward to your kind and affirmative consideration regarding thismatter.
God bless and more power.Very truly yours,
ROGELIO D. BARRALResearcher
Noted:
PROF. WILLY A. MANAOG
Adviser, Language Research Approved:
PROF. JIMSON F. OLIVEROS
Campus Director
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APPENDIX B
LETTER TO THE RESPONDENTS
Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITYALABAT CAMPUS Alabat, Quezon
March 25, 2009
Dear Students,
I am a junior student of Bachelor of Secondary Education (BSEd) of Southern Luzon State University ± Alabat Campus and presently conducting myundergraduate research study entitled ³PERCEPTION OF SOUTHERN LUZON
STATE UNIVERSITY ± ALABAT CAMPUS STUDENTS ON THEEFFECTIVENESS OF POWERPOINT LESSON PRESENTATION AS ANINSTRUCTIONAL MATERIAL IN ENGLISH FOR A.Y. 2008 ± 2009´.
I would like to ask for your assistance to answer the followingquestionnaire. Your cooperation will be of great help in the success of this study.
Feel free and honest in answering the items. It is assured that your identityand your responses will be held confidential. Please answer all items.
Thank you very much.
Very truly yours,
ROGELIO D. BARRALResearcher
Noted:
PROF. WILLY A. MANAOG Adviser, Language Research
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APPENDIX C
QUESTIONNAIRE
Name: ________________________ Date: ________________
Course and Year ________________
Direction: This questionnaire is intended to gather information on the perceptionof SLSU Alabat Campus students on effectiveness of PowerPoint lessonpresentation as an instructional material in English for the Academic Year 2008 ±2009.
Please check the appropriate answer that applies to you.
Where:
SA ± Strongly Agree (5) U ± Uncertain (3)A ± Agree (4) D ± Disagree (2)
SD ± Strongly Disagree (1)
I. Cognitive Level SA(5)
A(4)
U(3)
D(2)
SD(1)Statements
1. I can recall data or information from thePowerPoint presentation of my lessons inEnglish.
2. I can understand the meaning of aproblem in English through PowerPointpresentation.
3. I can apply what I learned from thePowerPoint presentation of my lessons inEnglish.
4. Through PowerPoint presentation of mylessons in English, I can separate ideasinto different parts so that the wholestructure may be understood.
5. Through PowerPoint presentation of my
lessons in English, I can put parts together to form a whole in order to create a newmeaning.
6. I can make judgments about the valueof ideas or materials through PowerPointpresentation of my lessons in English.
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II. Affective Level SA(5)
A(4)
U(3)
D(2)
SD(1)Statements
1. Through PowerPoint presentation, I canbe aware and lend attention to my lessons
in English.2. I can attend and react to somethingrelated to my lessons in English throughPowerPoint presentation.3. I can show my attitude from acceptanceto commitment through PowerPointpresentation of my lessons in English.
4. Through PowerPoint presentation of mylessons in English, I can create a uniquevalue system of my own after contrastingdifferent values and resolving conflicts
between them.5. I can acquire a value system thatcontrols my behavior from the PowerPointpresentation of my lessons in English.
III. Psychomotor Level SA(5)
A(4)
U(3)
D(2)
SD(1)Statements
1. With PowerPoint presentation, I canuse my senses to guide my physicalactivity.
2. After or during PowerPoint
presentation, I can physically, mentally,and emotionally act.
3. After PowerPoint presentation of mylessons in English, I can imitate difficultskills through trial and error.4. I can imitate movements shown throughPowerPoint presentation with someconfidence and proficiency.
5. After or during PowerPointpresentation, I can perform difficultmovement patterns without hesitation and
with automatic performance.6. After or during PowerPointpresentation, I can modify movementpattern to fit special requirements.
7. After or during PowerPointpresentation, I can create new movementpatterns to suit a particular situation or specific problem.
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44 CURRICULUM VITAE
PERSONAL DATA
N ame : Rogelio Donoso Barral
N ick N ame : Roger
Date of Birth : February 27, 1983
Place of Birth : Alabat, Quezon
H ome Address : 071 F. Alpay St. Bgy. 5 Alabat, Quezon
C ivil Status : Single
N ationality : Filipino
Parents : Delia. D. Donoso
Ruden T. Barral Sr.
EDUCATIONAL BACKGROUND
T ertiary : Bachelor of Secondary Education (BSEd)
Major in English
Southern Luzon State University ± Alabat Campus
2006-2011
: Diploma in Industrial Technology
2-year Electrical Technology
Southern Luzon State University ± Alabat Campus
2003-2005
Secondary : Alabat Island National High School (AINHS)
Alabat, Quezon
1996-2000
E lementary : Alabat Central Elementary School (ACES)
Alabat, Quezon
1990-1996
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45 POSITION HELD
Public Relation Officer : Student Council
Southern Luzon State University
Alabat Campus, Alabat, Quezon2006-2007
President : Literature and Language Club
Southern Luzon State University
Alabat Campus, Alabat, Quezon
2006-2007
COY-CMNDR/Ex-O : Reserve Officer Training Corps
Southern Luzon State University
Alabat Campus, Alabat, Quezon
2006-2007
President : Student Council
Southern Luzon State University
Alabat Campus, Alabat, Quezon
2007-2008
Grievance Committee Head: Supreme Student Council Federation
Southern Luzon State University
Main Campus, Lucban, Quezon
2007-2008
President : Alabat Readers¶ Club
Southern Luzon State University
Alabat Campus, Alabat, Quezon
2007-2008
Vice-President : Literature and Language Club
Southern Luzon State University
Alabat Campus, Alabat, Quezon
2009-2010
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46 SEMINARS ATTENDED
Leadership Training Seminar
Tourism Beach Resort
Perez, QuezonSeptember 07 ± 10, 2006
1st Isla Alab-PerZon Youth Leadership Summit
Alabat Island National High School
Alabat, Quezon
March 16-18, 2007
11th SLSU Student Congress & 6th Linggo ng Sining
Southern Luzon State University-Main Campus
Lucban, Quezon
March 24-26, 2007
Alternative Class Learning Experience
Southern Luzon State University
Alabat Campus, Alabat, Quezon
January 25-27, 2008
Digital Photo Imaging Workshop
Southern Luzon State University
Dua Tech Lucena Campus
Lucena City
February 26-27, 2008
Leadership Training Seminar
Southern Luzon State University
Tiaong Campus, Tiaong, Quezon
February 28, 2008
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47 Environmental Consciousness & Career Orientation
Southern Luzon State University
Sampaloc Campus, Sampaloc, Quezon
March 07-08, 2008
12th SLSU Student Congress & 7th Linggo ng Sining
Southern Luzon State University
Main Campus, Lucban, Quezon
March 26-28, 2008
Regional Summer Camp Training (RSCT)
Camp Eldridge, Los Baños Laguna
April 15 ± May 06, 2008
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1 CIRCULATION COPY
The research paper attached hereto entitled ³PERCEPTION OF
STUDENTS ON THE EFFECTIVENESS OF POWERPOINT LESSON
PRESENTATION AS AN INSTRUCTIONAL MATERIAL IN ENGLISH´ prepared
and submitted by ROGELIO D. BARRAL, in partial fulfillment of the
requirements for the degree Bachelor of Secondary Education is hereby
recommended for the preparation of the final manuscript.
PROF. WILLY A. MANAOGResearch Adviser
DOREEN ROSE M. CAPARROS, MAT MR. ELVIN A. NOVILLAMember, Guidance Committee Member, Guidance Committee
MARIA LEONCIA P. OLIVEROS, MAIEChair, Guidance Committee