Thesis Defense

This research work is entitled “PERCEPTION OF SOUTHERN LUZON STATE UNIVERSITY – ALABAT CAMPUS STUDENTS ON THE EFFECTIVENESS OF POWERPOINT LESSON PRESENTATION AS AN INSTRUCTIONAL MATERIAL IN ENGLISH FOR A.Y. 2008 – 2009 ” The main purpose of this study is to determine the perception of SLSU students on the effectiveness of PowerPoint lesson presentation as an instructional material in English.

Statement of the Problem Findings Conclusions Recommendations

1. What is the respondent’s profile in terms of program:

1.1 Bachelor’s Degree Program; and

1.2 Ladderized Program?

1.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.

1. Majority of the respondents are from the Ladderized Program.

1. The students in Bachelor’s Degree Program and the students in Ladderized Program should 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.


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 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.The respondents in Bachelor’s Degree Program and the respondents in Ladderized Program both perceived that PowerPoint lesson presentation in English is successful in improving student attitudes, in increasing student motivation and in making the discussion lively and interactive.

2. The teacher should upgrade their skills in content and medium of instruction specifically in using PowerPoint lesson presentation for it helps them to gain expertise in the teaching – learning process. They must also attend trainings and seminars about using technology in teaching to follow the new trends in teaching and learning.

2. What is the perception of the respondents on the effectiveness of PowerPoint lesson presentation in English in terms of:

2.1 Cognitive Level


2.2 Affective Level

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. The respondents in Bachelor’s Degree Program and the respondents in Ladderized Program both perceived that PowerPoint lesson presentation in English is successful in improving student attitudes, in increasing student motivation and in making the discussion lively and interactive.


Statement of the Problem

Findings Conclusions Recommendations

2.3 Psychomotor Level

2.3 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-three tenths (3.71).




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?

3. There is no significant difference between the perceptions of the respondents on PowerPoint lesson presentation as instructional material in English in terms of programs.

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.

3. The administration must pursue to apply Computer Assisted Instructional Material specifically PowerPoint lesson presentation for more effective and collaborative teaching and learning environment. They must also encourage their subordinates to attend learning programs about using technology in classroom so to uplift the educational performance of their institution.


4. The future researcher who wished to further study the use of PowerPoint lesson presentation should focus their study in experimental method of knowing the effectiveness of PowerPoint lesson presentation as an instructional material.

Introduction

PowerPoint presentation is widely used 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 especially 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 the 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 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 StudyThe classroom teacher is one of the key

persons in the educational enterprise. As he becomes directly involved in the instructional process in the classroom setting, the teacher occupies a strategies position in the school system, for on her 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 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 offer the 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 schools 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 perceptions of Southern Luzon State University – Alabat Campus on PowerPoint lesson presentation as an instructional material in English 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 specially PowerPoint lesson presentation.

Statement of the ProblemThis study attempts to know the perceptions of

Southern Luzon State University – Alabat Campus students on the effectiveness of PowerPoint lesson presentation as an instructional material in English for A.Y. 2008 – 2009.

Specifically, it seeks to answer the following questions:1. What is the respondent’s profile in terms of programs:

1.1 Bachelor’s Degree Programs; and1.2 Ladderized Programs?

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; and2.3 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 perceptions of the respondents on PowerPoint lesson presentation as an instructional material in English.

Significance of the StudyThere 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 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.

SLSU - Alabat•Bachelor’s Degree Program Students•Ladderized Program Students•Books•Internet Resources•Unpublished Materials

• Planning and Preparation

• Administration of the

Questionnaire

Perception of SLSU –

Alabat Campus students on the

effectiveness of PowerPoint

lesson presentation as an instructional

material in English

Input Process Output

Conceptual Framework

Fig. 1. Research Paradigm

For the input, the researcher read and studied some books and surf the internet, which serves as his pattern in finding the perception of the students. He also considered the background and nature of the respondents. Following this is the processing stage which he underwent the steps of planning and preparation and administration of the questionnaire to the students. After those processes will be the output in the perception of Southern Luzon State University – Alabat Campus students on the effectiveness of PowerPoint lesson presentation as an instructional material in English.

Definition of Terms

PowerPoint is a presentation program developed by Microsoft. It is widely used by business people, educators, students, and trainers and is among the most prevalent forms of persuasive technology.

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.

SLSU Students are the respondents of this study.

Presentation is the process of showing and explaining the content of a topic to an audience.

Cognitive 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.

Affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

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.

Perception is the process of attaining awareness or understanding of sensory information.

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.

InstrumentationA. 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 the Students on the Effectiveness of PowerPoint Lesson Presentation as an Instructional Material in English.

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. RevisionThe instrument was submitted and shown to

adviser for revision. Suggestion for clarity of the instrument was properly considered and followed.

D. Final DraftImprovement of the questionnaire was

reproduced and no further revision was made.

Data Gathering Procedure

The permission to conduct was secured from 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 supervision of researcher. After the questionnaire was answered, the researcher gathered and tabulated the data. It was further analyzed and interpreted through the following formulas; percentage, weighted mean and chi-square.

Statistical Treatment

The researcher used the following formula in the analysis and interpretation of data.

The percentage of the respondents was statistically treated by means of this formula:

FP = x 100

NWhere:

P = Percentage of samplesF = FrequencyN = Total number of respondents

The responses of the respondents were statistically treated by means of weighted mean.

ΣXX =

nWhere:

X = weighted meanΣX = sum of scores n = number of cases

ΣX = 5F + 4F + 3F + 2F + 1FWhere:

F = frequency

The significance difference of the respondents’ perceptions was statistically treated by means of chi- square.

(o – e)2

χ2 = ∑ E

Where:

χ2 = chi-square o = observed frequency

e = expected frequency

Respondents Frequency

Percentage

A. BACHELOR’S DEGREE PROGRAM 71 38.17

1. Bachelor of Secondary Education 61 32.79 2. Bachelor of Science in Fisheries 10 5.38B. LADDERIZED PROGRAM 115 61.83 1. Diploma in Industrial Technology – Computer Technology

72 38.71

2. Electronics Technology 43 23.12Total 186 100

Table 1Respondents’ Profile in Terms of Program

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 or 32.79% from Bachelor of Secondary Education and ten (10) students or 5.38% from Bachelor of Science in Fisheries. In the Ladderized Program, seventy – two (72) students or 38.71% came from Diploma in Industrial Technology – Computer Technology and forty – three (43) students or 23.12% from Electronics Technology for a total of one hundred fifteen (115) or 61.83% of the total students’ population of one hundred eighty – six (186).

Table 2.1Perception of the Respondents in Terms of Cognitive Level

Perception

Weighted MeanDescriptive Analysis

Rank

BDP LP Total

1. I can recall data or information from the PowerPoint presentation of my lessons in English.

4.04 3.97 3.99 Agree 32. I can understand the meaning of a problem in English through PowerPoint presentation.

4.08 3.84 3.93 Agree 43. I can apply what I learned from the PowerPoint presentation of my lessons in English.

3.91 3.85 3.88 Agree 54. Through PowerPoint presentation of my lessons in English, I can separate ideas into different parts so that the whole structure may be understood.

4.15 3.98 4.05 Strongly Agree 1

5. Through PowerPoint presentation of my lessons in English, I can put parts together to form a whole in order to create a new meaning.

3.77 3.90 3.85 Agree 6

6. I can make judgments about the value of ideas or materials through PowerPoint presentation of my lessons in English.


Total 4.00 3.93 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 hundredths (4.05). Followed by statement number six (6) explaining that I can make judgments about the value of ideas or materials through PowerPoint presentation of my lessons in English, with four and three hundredths (4.03) weighted mean. Statement number one (1) expressing that I can recall data or information from the PowerPoint presentation of my lessons in English, ranked third with three and ninety-nine tenths (3.99) weighted mean.

The table above also shows 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 may be attributed to the fact that the students’ found out that PowerPoint lesson presentation can enhance their cognitive attributes. As the result they become active, creative and critical thinkers towards the lesson being taught.

Table 2.2Perception of the Respondents in Terms of Affective Level

Perception


Rank

BDP LP Total

7. Through PowerPoint presentation, I can be aware and lend attention to my lessons in English.


8. I can attend and react to something related to my lessons in English through PowerPoint presentation.

3.94 3.99 3.97 Agree 2

9. I can show my attitude from acceptance to commitment through PowerPoint presentation of my lessons in English.

3.90 4.13 3.93 Agree 3

10. Through PowerPoint presentation of my lessons in English, I can create a unique value system of my own after contrasting different values and resolving conflicts between them.

4.00 3.94 3.91 Agree 4

11. I can acquire a value system that controls my behavior from the PowerPoint presentation of my lessons in English.

3.83 3.87 3.85 Agree 5

Total 3.97 3.99 3.95 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). Statement number eight (8) expressing that, I can attend and react to something related to my lessons in English through PowerPoint presentation, with the total weighted mean of three and ninety-seven tenths (3.97). It is being followed by statement number nine (9) presenting that, I can show my attitude from acceptance to commitment through PowerPoint presentation of my lessons in English, got the second highest weighted mean of four and five hundredths (3.93).

Meanwhile, statement number eleven (11) stating that, I can acquire a value system that 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).

This maybe because of the fact that the students’ are well prepared and competent in the teaching – learning process using PowerPoint lesson presentation and that it is successful in increasing their motivation and in improving their attitudes towards the English lesson.

Table 2.3Perception of the Respondents in Terms of Psychomotor Level

Perception


Rank

BDP LP Total

12. With PowerPoint presentation, I can use my senses to guide my physical activity. 4.09 3.94 4.00 Agree 213. After or during PowerPoint presentation, I can physically, mentally, and emotionally act. 4.00 4.03 4.01 Strongly

Agree 114. After PowerPoint presentation of my lessons in English, I can imitate difficult skills through trial and error.

3.86 3.64 3.71 Agree 7

15. I can imitate movements shown through PowerPoint presentation with some confidence and proficiency.

4.11 3.70 3.87 Agree 5

16. After or during PowerPoint presentation, I can perform difficult movement patterns without hesitation and with automatic performance.

3.67 3.88 3.81 Agree 6

17. After or during PowerPoint presentation, I can modify movement pattern to fit special requirements.

3.92 4.04 3.99 Agree 3

18. After or during PowerPoint presentation, I can create new movement patterns to suit a particular situation or specific problem.

3.83 3.91 3.88 Agree 4

Total 3.93 3.88 3.89 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, ranked first with the total weighted mean of four and one hundredths (4.01). Followed by statement number twelve (12) expressing that, with PowerPoint presentation, I can use my senses to guide my physical activity with total weighted mean of four (4.00). Statement number seventeen (17) interpreting that, after or during PowerPoint presentation, I can modify movement pattern to fit special requirements, ranked third with three and ninety-nine tenths (3.99) weighted mean.

Table 2.3 also shows the lowest weighted mean of three and seventy-three 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.

It may be attributed to the fact that the development of PowerPoint lesson presentation likewise makes the discussion lively and interactive and it helps the students be familiarized with the subject taught so that, they will be ready to accept the challenges of technology physically, mentally and emotionally in their learning particularly in education.

Table 3Computed Chi-square Value and Its Level of Significance on the Perception of

the Respondents

Respondents Cognitive

Affective

Psychomotor Total Compute

d χ2 Tabulated

Value H0

Bachelor’s Degree Program

4.00 (3.98)

3.97 (3.99)

3.93 (3.92)

11.90

0.00098 8.269

accepted

Ladderized Program

3.93 (3.95)

3.99 (3.96)

3.88 (3.99)

11.80

Total 7.93 7.96 7.81 23.70

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 was 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.

SummaryThis study attempted to know the Perception of Southern Luzon State University – Alabat Campus students on the effectiveness PowerPoint lesson presentation as an instructional material in English for the A.Y. 2008 – 2009.

Specifically, the study answered the following questions:

1. What is the respondent’s profile in terms of program: 1.1 Bachelor’s Degree Programs; and 1.2 Ladderized Programs?

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; and2.3. 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?

Findings

After gathering data and applying the necessary method and statistical treatment, the following findings were revealed:

1. 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.

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 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. 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-three tenths (3.71).

3. 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.

ConclusionsBased on the data

revealed by the study, the following conclusions were drawn:

1. Majority of the respondents are from the Ladderized Program.


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 should 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 because it is appropriate to their age, maturity and experience.


3. The administration must pursue to apply Computer Assisted Instructional Material specifically PowerPoint lesson presentation for more effective and collaborative teaching and learning environment. They must also encourage their subordinates to attend learning programs about using technology in classroom so to uplift the

educational performance of their institution.

4. The future researcher who wished to further study the use of PowerPoint lesson presentation should focus their study in experimental method of knowing the effectiveness of PowerPoint lesson presentation as an instructional material.

A. BOOKS/JOURNALS

Verceles, Hereberto A., “Education Technology and Development”, Modern Teacher, VOL. LXXXII, 2004

Erpelo, Raymond “Teaching as Part of Teaching-Learning Process”, Modern Teacher, VOL. LXXI, 2003

Aquino, Gaudencio V., “PowerPoint Lesson Presentation as a New Technique” Modern Teacher, VOL. LI, 2002

B. UNPUBLISHED MATERIALS

Sorina, Gloria P. “Development and Validation of Computer-Aided Instructional Materials on Selected Topics in English”, Unpublished Material Thesis, Southern Luzon Polytechnic College – Lucban, Quezon, 2006

Matriano, Michael B., “Development of Computer Assisted Instructional Materials of Selected Topics in English 1 for the Freshmen Students of Southern Luzon Polytechnic College – Alabat Campus Academic Year 2005 - 2006 “, Unpublished Material Thesis , Southern Luzon Polytechnic College - Alabat Campus, 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.htmlhttp://www.actden.com.ph/guide.htmlhttp://www.microsoft.com/office/prevoius/XP/

columns/column8.osphttp://www.edrs.com/membership/sp.cfm?

am=ED44792http://encarta.msn.com/Computer-

Aided_Instruction.html

Documents

Thesis Defense