Journal articles: 'PowerPoint in the classroom'

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Richardo Bagus Setiadi, Adolf. "What do Students Think about PowerPoint? A Study of Attitudes." Asia Proceedings of Social Sciences 2, no. 4 (December 3, 2018): 11–14. http://dx.doi.org/10.31580/apss.v2i4.240.

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Research Highlights Results of the study indicated that the students showed positive attitudes towards Microsoft PowerPointâ€™s influence on their learning in English classroom and also their English instructorsâ€™ performance in the classroom. Also, no significant difference found between male and female students in terms of their attitude towards both aspects. ___________________________________________________________________________ Research Objectives The aim of this research is to find out the attitudes of Indonesian university students towards Microsoft PowerPointâ€™s influence on their learning in English classroom and their instructorsâ€™ performance in English classroom. The difference between male and female students on that degree will also be observed. Methodology The method used to gather the data used in the research was the survey method. The questionnaire used was a modified version of the questionnaire used in Yilmazel-Sahinâ€™s (2007) research. The participants of the research were students of Universitas Satya Negara Indonesia. After the data was gathered, it was then analysed using descriptive statistics (to find the studentsâ€™ attitudes) and Mann-Whitney U test (to determine whether statistically significant differences existed between the two groups). This type of test was chosen due to its ability to determine differences between two groups (Nachar, 2008). To avoid the Type I error in the Mann-Whitney U test, Bonferroni correction was applied (Napierala, 2012). Results The results of the data analysis showed that the students showed positive attitudes towards Microsoft PowerPointâ€™s influence on their learning in English. They moderately agreed that PowerPoint gives positive influence on their learning. The results were consistent with results from previous research (Yilmazel-Sahin, 2007), which showed that students generally had positive attitudes regarding PowerPointâ€™s influence on their learning. Another result showed was that students showed positive attitudes towards Microsoft PowerPointâ€™s influence on moderately agreed that PowerPoint helped their English instructors become better prepared and more organised, while they mostly agreed that PowerPoint helped increase the variation in the material delivered by their instructors. The results match the results from Yilmazel-Sahinâ€™s (2007) and Nouri and Shahidâ€™s (2005) research. The results of Mann-Whitney U test showed that there was no significant difference between male and female students in terms of their attitudes towards Microsoft PowerPointâ€™s influence on both their learning in English classroom and their instructorsâ€™ performance in English classroom. This matches the results of research conducted by Kahraman, Ã‡evik and Kodan (2011) which showed no significant difference between male and female participants regarding their attitudes towards PowerPoint usage in classes. Findings Students showed positive attitudes towards Microsoft PowerPointâ€™s influence on both their learning in the English classroom and their instructorsâ€™ performance in English classroom. No significant difference observed between male and female in terms of their attitudes towards both aspects.

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Stefanou, Vassilia, and Maira Kotsovoulou. "Use of PowerPoint in the Classroom." International Journal of Knowledge Society Research 7, no. 4 (October 2016): 38–50. http://dx.doi.org/10.4018/ijksr.2016100104.

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This study uses the participatory research approach to investigate how college instructors feel about the use of PowerPoint presentations when teaching an introductory course of computer information systems. Nine college instructors participated in this research project by exchanging their views through an online discussion forum. The findings revealed that the instructors' preferred teaching method was to combine PowerPoint presentations with other techniques; that there was a shared concern about the changing role of the instructor because of the use of PowerPoint presentations; that the instructors perceived that students' attention and participation is affected by the use of PowerPoint presentations, whereas their performance is not.

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Inoue-Smith, Yukiko. "Using PowerPoint Effectively in Classroom Based Lectures." Journal of the World Universities Forum 8, no. 2 (2015): 9–20. http://dx.doi.org/10.18848/1835-2030/cgp/v08i02/56861.

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Adams, Catherine. "PowerPoint, habits of mind, and classroom culture." Journal of Curriculum Studies 38, no. 4 (August 2006): 389–411. http://dx.doi.org/10.1080/00220270600579141.

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Voss, Diana. "Points of View: PowerPoint in the Classroom." Cell Biology Education 3, no. 3 (September 2004): 155–56. http://dx.doi.org/10.1187/cbe.04-06-0045.

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Keefe, David D., and James D. Willett. "Points of View: PowerPoint in the Classroom." Cell Biology Education 3, no. 3 (September 2004): 156–58. http://dx.doi.org/10.1187/cbe.04-06-0046.

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Lanius, Cynthia. "Points of View: PowerPoint in the Classroom." Cell Biology Education 3, no. 3 (September 2004): 158–60. http://dx.doi.org/10.1187/cbe.04-06-0047.

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McDonald, Kim. "Points of View: PowerPoint in the Classroom." Cell Biology Education 3, no. 3 (September 2004): 160–61. http://dx.doi.org/10.1187/cbe.04-06-0048.

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Amer, Mohammed Elmetwali Mohammed. "Attitudes of Primary School Students in Saudi Arabia Towards Using PowerPoint Program in Classroom." Asian Education Studies 5, no. 2 (September 4, 2020): 1. http://dx.doi.org/10.20849/aes.v5i2.794.

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The present study aimed to explore the attitudes of primary school students in Saudi Arabia towards using PowerPoint program in classroom. A descriptive analytical approach was adopted and a questionnaire was developed. The researcher selected a purposive sample consisting of305 sixth grade male students from five primary schools in Al-Sulail, Saudi Arabia. The questionnaire forms were distributed to all of those students. All of the distributed forms were retrieved and considered valid for analysis. SPSS program was used. It was found that most of the primary school students in Saudi Arabia have excellent skills in using the PowerPoint program. It was found that primary school students in Saudi Arabia have positive attitudes towards using PowerPoint program in classroom. It was found that using PowerPoint enriches students’ knowledge, and increases their concentration, and academic achievement. It was found that using PowerPoint improves students’ understanding of the material, problem solving skills, and information retention.

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Dinan, Susan E. "Technology in the Classroom: Microsoft PowerPoint Slide Shows." Sixteenth Century Journal 31, no. 2 (2000): 453. http://dx.doi.org/10.2307/2671621.

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Kikuchi, Keita, and Matthew Apple. "Practical PowerPoint group projects for the EFL classroom." JALT CALL Journal 3, no. 1&2 (August 31, 2007): 104–15. http://dx.doi.org/10.29140/jaltcall.v3n1-2.39.

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Apple, Matthew, and Keita Kikuchi. "Practical PowerPoint group projects for the EFL classroom." JALT CALL Journal 3, no. 3 (December 31, 2007): 110–22. http://dx.doi.org/10.29140/jaltcall.v3n3.48.

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Dunbar, Laura. "The Power of PowerPoint in the Music Classroom." General Music Today 31, no. 2 (November 15, 2017): 36–39. http://dx.doi.org/10.1177/1048371317742112.

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Projectors and the Microsoft Office software are typically available to music educators in the public schools. Here are a few ways to enhance PowerPoint presentations to allow for even more content interaction in the music classroom.

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Hadiningrum, Lila Pangestu. "USING COOP-COOP METHOD TO IMPROVE THE STUDENTS’ NATURAL SCIENCE LEARNING COMPETENCES." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 22, no. 2 (December 27, 2019): 311. http://dx.doi.org/10.24252/lp.2019v22n2i13.

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Abstract:This study aimed at finding out: (1) the extent to which the implementation of e-media (powerpoint learning and macromedia flash) innovations using the coop-coop method improved IPA (natural science) learning competencies especially in mastering the concept of the fifth grade students especially class B; (2) The ways to overcome the obstacles faced in the application of powerpoints and macromedia flash using the coop-coop method. This research used the classroom action method with the steps planning, implementation, observation and reflection (parallel srtucture). Data analysis was an interactive analysis. From the whole cycle that had been done, it could be concluded that: (1) the use of powerpoint and macromedia flash using the coop-coop method improved the students in mastering the concepts of human and animal organs, and green plants materials; (2) constraints of the application of powerpoint and macromedia flash using coop-coop method could be overcome by determining and limiting the material and time.Abstrak:Penelitian ini bertujuan untuk mengetahui : (1) sejauh mana penerapan inovasi pembelajaran dengan media elektronik (powerpoint dan macromedia flash) menggunakan metode co-coop dapat meningkatkan kompetensi belajar IPA khususnya dalam penguasaan konsep kelas VB Sekolah Dasar (SD); dan (2) cara mengatasi kendala yang dihadapi dalam penerapan powerpoint dan macromedia flash dengan metode co-coop. Penelitian ini menggunakan metode tindakan kelas dengan langkah-langkah menyusun rencana, pelaksanaan atau tindakan, observasi dan refleksi. Analisa data adalah analisis interaktif. Dari keseluruhan siklus yang telah dilakukan dapat disimpulkan bahwa (1) penggunaan powerpoint dan macromedia flash dengan metode co-coop mampu meningkatkan kompetensi belajar IPA khususnya dalam penguasaan konsep anggota tubuh manusia dan hewan, serta bagian pada tumbuhan; dan (2) cara mengatasi kendala dalam penerapan powerpoint dan macromedia flash dengan metode coop-coop dengan pembatasan materi dan waktu.

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Sofian, Riska Febriany, and Anita Anggraeni. "AN ANALYSIS THE USE OF VISUAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS." PROJECT (Professional Journal of English Education) 4, no. 4 (July 12, 2021): 622. http://dx.doi.org/10.22460/project.v4i4.p622-627.

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This research aims to describe the teacher’s preparation and explain how the teacher utilized the media in teaching English in one of the elementary schools in Cimahi. This method used a descriptive qualitative. This research was conducted with two instruments. There is observation in the classroom and an interview with the teacher. The research subject was VIB grade students in one school in Cimahi. The result of this research that the teacher did three kinds of preparation, prepares a projector, understands the material for delivery to students and prepares the PowerPoint that uses in the classroom. In utilizing the media, the teacher uses a projector and PowerPoint as a media in teaching English. Keywords: Visual Media, PowerPoint, Young Learners

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Armour, Chris, Stephen D. Schneid, and Katharina Brandl. "Writing on the board as students' preferred teaching modality in a physiology course." Advances in Physiology Education 40, no. 2 (June 2016): 229–33. http://dx.doi.org/10.1152/advan.00130.2015.

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The introduction of PowerPoint presentation software has generated a paradigm shift in the delivery of lectures. PowerPoint has now almost entirely replaced chalkboard or whiteboard teaching at the undergraduate and graduate levels. This study investigated whether undergraduate biology students preferred to have lectures delivered by PowerPoint or written on the board as well as the reasons behind their preference. Two upper-division physiology courses were surveyed over a period of 7 yr. A total of 1,905 students (86.7%) indicated they preferred lectures delivered by “writing on the board” compared to 291 students (13.3%) who preferred PowerPoint. Common themes drawn from explanations reported by students in favor of writing on the board included: 1) more appropriate pace, 2) facilitation of note taking, and 3) greater alertness and attention. Common themes in favor of PowerPoint included 1) increased convenience, 2) focus on listening, and 3) more accurate and readable notes. Based on the students' very strong preference for writing on the board and the themes supporting that preference, we recommend that instructors incorporate elements of the writing on the board delivery style into whatever teaching modality is used. If instructors plan to use PowerPoint, the presentation should be paced, constructed, and delivered to provide the benefits of lectures written on the board. The advantages of writing on the board can be also incorporated into instruction intended to occur outside the classroom, such as animated narrated videos as part of the flipped classroom approach.

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Abramson, Charles I., Erika A. Brown, and Dillon Langley. "Using Powerpoint to Demonstrate Human Classical Salivary Conditioning in a Classroom Situation." Psychological Reports 108, no. 1 (February 2011): 109–19. http://dx.doi.org/10.2466/11.23.pr0.108.1.109-119.

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Classical conditioning is one of the most fundamental types of learning, yet demonstrating its principles in a classroom setting can be challenging. This study introduces using PowerPoint as a new, practical technique that can be used in a classroom setting to demonstrate classical conditioning. The PowerPoint file is flexible and easy to adapt for demonstrating various aspects of classical conditioning (including higher order conditioning) in a concrete manner. Moreover, this study was designed to measure salivation in a more objective and valid way which could be used by student researchers interested in measuring salivation as a conditioned response.

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Fauzi, Imam, and Dian Hanifah. "Developing Students' Speaking Ability Through Powerpoint Presentation." Loquen: English Studies Journal 11, no. 02 (December 30, 2018): 29. http://dx.doi.org/10.32678/loquen.v11i02.864.

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This research aimed to improve active learning through students’ PowerPoint presentations in the fisrt grade students of nursing class of Private Vocational High School Serang City 2015/2016 academic year. The method used was Classroom Action Research which consists of planning, acting, observing, and reflecting. The study was carried out in three cycles and the data of this study was gathered through: (1) Student’ presentations, (2) observations, and (3) students computer use survey. The results showed that there was improvement of active learning in the teaching and learning process of nursing class students. In the first cycle, 62,5% of 32 students performed their presentation poorly. Some causes, students were not familiar to practice oral presentation in English, 25% did their presentation satisfactorily and only 12,5% of them performed pretty good presentation in the classroom. After intensive classroom and practices, in cycle II explained that 40,63% students did their presentation poorly. 33,3% could present their topics satisfactorily and 28,13% students performed much better and some of them did their presentation with their better way. Cycle III revealed clearly that students speaking skills were getting better after they were given additional time for much practices on how to deliver a good presentation and operate computer program. It can be seen 21,8% students performed satisfactorally, 40,6% students presented their good performance, and 37,5% did their best performances in delivering English presentation. The application of PowerPoint presentation with the integration of media in computer program can engage Students interest in learning, motivate them to practice presentation orally and improve their speaking skills. In conclusion active learning through students’ PowerPoint presentations could increase the active teaching and learning process. Students also learned technology which is very helpful for their study and future career. This study, therefore, suggests that teachers consider this aid in teaching-learning processes.

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Suwaryaningrat, Ni Dewi Eka. "Cognitive Development for Preschooler 4-5 Year Olds by Using PowerPoint Audio-Visual Media on ECE Students." Society 8, no. 2 (December 31, 2020): 772–82. http://dx.doi.org/10.33019/society.v8i2.276.

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This study aims to determine whether using PowerPoint audio-visual media can improve children’s cognitive development in ECE (Early Childhood Education) in North Tomohon Sub-District, North Sulawesi Province, Indonesia. The research method used was collaborative Classroom Action Research (CAR) conducted in ECE in North Tomohon Sub-District, and it was found that 1) Before using the PowerPoint audio-visual media, ECE in North Tomohon Sub-District still had difficulty doing the assigned tasks and answering teachers’ questions because the children cognitive was not stimulated well; 2) The use of PowerPoint audio-visual media can improve the child’s cognitive aspects because the learning activities were designed in an attractive, fun and not boring way. Through the use of PowerPoint audio-visual learning media, children’s cognitive can be stimulated well.

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Parnabhakti, Lily, and Nicky Dwi Puspaningtyas. "PENERAPAN MEDIA PEMBELAJARAN POWERPOINT MELALUI GOOGLE CLASSROOM UNTUK MENINGKATKAN HASIL BELAJAR SISWA." Jurnal Ilmiah Matematika Realistik 1, no. 2 (December 29, 2020): 8–12. http://dx.doi.org/10.33365/ji-mr.v1i2.459.

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AbstrakPenelitian ini bertujuan untuk mengetahui apakah penerapan media pembelajran powerpoint melalui google classroom dapat meningkatkan hasil belajar siswa. Berdasarkan hasil uji yang telah dilakukan pada penelitian ini tenik yang digunakan adalah teknik simple random sampling, dengan sample siswa matematika peminatan kelas MIPA 2, SMA N 5 Bandarlampung dengan total siswa 36. Teknik pengumpulan data adalah dengan tes objektif berbentuk multiple choice (pilihan ganda) dengan lima pilihan jawaban (option) soal berjumlah 10 dengan materi persamaan trigonometri. Uji hipotesis menunjukkan nilai t hitung = 3,538, Sedangkan t tabel = 1,687 sehingga Ho ditolak dan Ha diterima. Dengan demikian dapat disimpulkan bahwa penerapan media pembelajaran powerpoint melalui google classroom memiliki pengaruh untuk meningkatkan hasil belajar siswa.Kata Kunci: Pengaruh, Media Pembelajaran, Hasil Belajar

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Garner, Joanna K., and Michael Alley. "PowerPoint in the Psychology Classroom: Lessons from Multimedia Learning Research." Psychology Learning & Teaching 10, no. 2 (January 2011): 95–106. http://dx.doi.org/10.2304/plat.2011.10.2.95.

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Daniels, Lisa. "Introducing technology in the classroom: PowerPoint as a first step." Journal of Computing in Higher Education 10, no. 2 (March 1999): 42–56. http://dx.doi.org/10.1007/bf02948722.

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Gao, Siyi. "Developing PowerPoint Standards for Teaching Chinese as a Foreign Language." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 1. http://dx.doi.org/10.17507/jltr.1101.01.

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As we live in a time when standards, frameworks, and benchmarks are becoming increasingly prominent, it makes sense that some sort of teacher technology standards would be desirable. Standards on the state or national levels call for the integrating of multimedia into teaching, but there are not clear guidelines illustrating how integrating a technology into the classroom should be accomplished. Nor is there an evaluation system in place to ensure that teachers possess the multimedia skills and knowledge required in teaching. It is thus important to devise a set of teacher technology standards as a resource for teachers as they attempt to integrate multimedia into their curricula. Therefore, this study provided a set of guidelines and standards for evaluating PowerPoint presentations for use in language teaching to provide more support to language teachers at the institutional level. In this article, four case studies of PowerPoint presentation in Chinese language teaching sample slides are explored to show how the devised standard guidelines and a score assessment system can be used to evaluate the effectiveness of a presentation and thus to help language instructors to develop their skills in making PowerPoint Presentations and improving teaching effectiveness. A proposed teacher PowerPoint standards were developed based on the author’s personal experience teaching Chinese using multimedia in classrooms in China, Europe and America will also be shared in this case study.

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Fratto, Victoria A. "Enhance Student Learning with PowerPoint Games." International Journal of Information and Communication Technology Education 7, no. 2 (April 2011): 13–20. http://dx.doi.org/10.4018/jicte.2011040102.

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Stakeholders encourage accounting educators to provide active learning opportunities, to integrate the creative use of technology into the curriculum, and to emphasize learning by doing. The principles of good teaching practice can use technology to promote active learning, to provide prompt feedback to students, to increase student time on task, and to make learning more effective and efficient for the student. Technological tools can permit students to become active participants and can improve student learning by giving students convenient access to review material with immediate feedback. This article describes the use and development of a PowerPoint game in an introductory accounting course (managerial accounting) that provides the student with immediate feedback and is designed to be accessed by the student outside of the classroom. This technological tool can be used in other undergraduate academic disciplines.

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Paramita, Yolla, and Yensharti Yensharti. "PENGGUNAAN MEDIA POWERPOINT DALAM PEMBELAJARAN MUSIK TRADISIONAL DI SMP NEGERI 1 BUKITTINGGI." Jurnal Sendratasik 10, no. 1 (December 5, 2020): 326. http://dx.doi.org/10.24036/jsu.v9i2.110565.

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This research was conducted at SMP Negeri 1 Bukittinggi. The purpose of this study is to see the improvement of student learning outcomes taught by using Powerpoint Media in Teaching Traditional Music at SMP Negeri 1 Bukittinggi.This research belongs to a Classroom Action Research. It is intended to solve problems in the classroom to improve student learning outcomes. The research used the Kemmis and Taggart model which consists of 2 cycles having 4 stages: planning, implementing, observing, and reflecting. The data were collected quantitatively to see learning outcomes, and were collected qualitatively to provide an overview of students' abilities in learning. Other data were collected through observation, learning achievement tests, and documentation. The research was conducted in 2 meetings consisting of 2 cycles which were conducted face-to-face and online.Based on the results of the study, the average score got in cycle 1 is 73.03%, the score for classical absorption is 73.03%, and the score for mastery of learning is 21.87%. In the second cycle, the average value is 86.16%, classical absorption is 86.15%, and mastery learning is 84.37%. The percentage of student absorption in cycle II has increased by 13.12%. Based on this percentage, it can be seen that students have good success in the learning process using PowerPoint media in learning traditional music. Judging from the scores, students in grade VIII F have met the assessment standards which is 75. PowerPoint media can increase enthusiasm for student learning seen from the observation data and data analysis results in cycle I and cycle II. PowerPoint media can create innovative and creative learning so that learning objectives can be maximally achieved. Keywords: Learning Media, Traditional Music, Powerpoint

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Ho, Hoi, Michael S. Cardwell, J. Hector Aranda, and Rene Hernandez. "Empowering Your Presentation Skills." Donald School Journal of Ultrasound in Obstetrics and Gynecology 8, no. 1 (2014): 100–104. http://dx.doi.org/10.5005/jp-journals-10009-1343.

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ABSTRACT As technology continues evolving, ultrasonography has become increasingly the imaging modality of choice in many different clinical settings including hospital, clinic and point of care. Similarly, the expansion of internet has revolutionized the medical curriculum and training of the entire medical education continuum: undergraduate medical education, graduate medical education and continuing medical education. More importantly, technology and internet have transformed the traditional teacher-dependent classroom-based teaching into the learneroriented web-based learning. To empower the presentation, whether classroom-based or web-based, it's essential that faculty members apply principles of adult learning throughout the session. Newer version of PowerPoint (PPT) is powerful and user-friendly. However, faculty members should be familiar with fundamental guidelines for appropriate selection of fonts, character sizes, background colors, charts, graphs, animation and multimedia. In general, PowerPoint presentations prepared on Windowsbased computers can be run on Mac computers; however, presenters should be aware of compatibility issues across platform such as fonts or multimedia formats. Faculty can also easily turn the PowerPoint presentation into a powerful and interactive teaching tool of ultrasonography for unlimited number of learners by following simple guidelines of using PowerPoint and having minimum resources and technical support for software of voice over presentation, such as Camtasia or Captivate. How to cite this article Cardwell MS, Aranda JH, Hernandez R, Ho H. Empowering Your Presentation Skills. Donald School J Ultrasound Obstet Gynecol 2014;8(1):100-104.

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Hasselquist, Laura, and Tracy Kitchel. "Factors of Influence on Classroom Literacy Practices." Career and Technical Education Research 44, no. 2 (October 1, 2019): 32–55. http://dx.doi.org/10.5328/cter44.2.32.

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Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers have completed professional training, have positive personal literacy preferences and positive professional literacy attitudes. They also use a variety of literacy activities in their classrooms. The use of PowerPoint presentations and traditional writing activities were the only practices determined to have a significant influencer. Recommendations for practice include encouraging agriculture teachers to develop relationships with the English/Language Arts department and offering professional development related to literacy assessment.

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Stoicovy, Catherine E., and Matilda Naputi Rivera. "Digital Storytelling as a Culturally Responsive Instructional Strategy for Pacific Islanders in Guam and Micronesia." International Journal of Online Pedagogy and Course Design 9, no. 2 (April 2019): 33–43. http://dx.doi.org/10.4018/ijopcd.2019040103.

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This article explores the use of digital storytelling as a culturally responsive instructional strategy for Pacific Island students on the islands of Guam and Micronesia in the Western Pacific. A major feature of Pacific Island cultures is their orality; therefore, building on the oral tradition through digital storytelling might be one way to optimize language and literacy learning for Pacific Island students in Guam classrooms. The article also describes an accessible and easy-to-use model for digital storytelling using PowerPoint that teachers can use to implement digital storytelling in the classroom.

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Lauro, Brook. "Endangered Species & Biodiversity: A Classroom Project & Theme." American Biology Teacher 74, no. 2 (February 1, 2012): 114–16. http://dx.doi.org/10.1525/abt.2012.74.2.10.

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Students discover the factors contributing to species losses worldwide by conducting a project about endangered species as a component of a larger classroom theme of biodiversity. Groups conduct research using online endangered- species databases and present results to the class using PowerPoint. Students will improve computer research abilities as well as develop organizational, writing, and public-speaking skills. This topic can be used for most educational levels by adjusting the difficulty of the content.

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Ankad, Roopa B., Shashikala GV, Anita Herur, Manjula R, Surekharani Chinagudi, and Shailaja Patil. "PowerPoint presentation in learning physiology by undergraduates with different learning styles." Advances in Physiology Education 39, no. 4 (December 2015): 367–71. http://dx.doi.org/10.1152/advan.00119.2015.

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PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.

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Benham, Dustin B. "Letter from a Law Teacher." Texas A&M Law Review 5, no. 4 (January 2018): 37–46. http://dx.doi.org/10.37419/lr.v5.arg.3.

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The text below is an actual response to a new teacher asking about my approach in the classroom. More than seven years on the job taught me that quality teaching depends on much more than subject-matter expertise and a good PowerPoint.

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Utami, Tri. "Improved Learning Outcomes Of Social Sciences Lessons Through Google Meet Assisted Powerpoint Media." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (December 30, 2020): 626. http://dx.doi.org/10.20961/shes.v3i4.54369.

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This research is a classroom action research (CAR) which aims to improve student learning outcomes in social studies subject matter through the use of the Google Meet application with the help of PowerPoint learning media. The sample in this study amounted to 12 students. The research method used is Classroom Action Research (CAR) in two cycles consisting of two meetings in each cycle. The stages of each cycle are planning, implementation, observation and reflection. In the first cycle, the students who completed the post test were 66.67%, and in the second cycle 91.67%. From this analysis, it can be seen from the increase in student learning outcomes in cycle I to cycle II. It can be concluded that the use of the google meet application with the help of powerpoint learning media can improve student learning outcomes, especially in Social Studies class VI SDN Randugunting 7 Tegal City.

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Shen, Jing. "Flipping the classroom for information literacy instruction." Journal of Information Literacy 12, no. 1 (June 4, 2018): 48. http://dx.doi.org/10.11645/12.1.2274.

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This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

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Shen, Jing. "Flipping the classroom for information literacy instruction." Journal of Information Literacy 12, no. 1 (June 4, 2018): 48. http://dx.doi.org/10.11645/jil.v12i1.2274.

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This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

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Khotimah, Khusnul. "PEMANFAATAN POWERPOINT TERINTEGRASI DENGAN I-SPRINGPRESENTER SEBAGAI MEDIA PEMBELAJARAN ICT." Eksponen 9, no. 1 (April 15, 2019): 79–85. http://dx.doi.org/10.47637/eksponen.v9i1.251.

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The use of technology in the field of education has become a fundamental necessity. One such technological involvement can be seen in the learning activities in the classroom. Many applications/software that can be used as a learning tool, two of which are Microsoft Powerpoint and ispring presenter. Microsoft Powerpoint Application integrated ispring presenter can be used as an alternative in the creation of ICT learning media. Learning Media is produced by obsermving the right design supported by various animations, audio/video making the learning process more interesting, the presentation of the material becomes more effective so that it will be easier To be understood by learners.

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Polyanin, Alexander R., Sergey N. Korotun, and Dmitry A. Baranov. "POWERPOINT IN HIGHER EDUCATION: DEVELOPMENT, TRANSFORMATION AND THE PRESENT STATE." Educational Psychology in Polycultural Space 54, no. 2 (2021): 97–103. http://dx.doi.org/10.24888/2073-8439-2021-54-2-97-103.

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PowerPoint appeared over 35 years ago and has taken a firm place in education. The massive use of the program began in the mid-90s. The program has gone from an interesting technological novelty to an irreplaceable element of a modern lecture. Such a rapid introduction into ed-ucation took place without extensive empirical studies of a positive impact of this program, the initial scope of which was the marketing environment, on the education process. The article in-dicates that PowerPoint already in the late 1990s was subjected to certain criticism, the initial reasons for which were its technological imperfection, problems of its technical application. Over the decades, the program has undergone a number of modernizations, which, together with the development of demonstration technologies, has brought it today to a qualitatively new level. However, even today PowerPoint continues to raise questions from researchers. A sepa-rate problem was the question of the expediency of such massive use of the program, which today seeks to fill 100% of the classroom time. Most of the guides for using the program do not take into account the specifics of the use of slides and are aimed at the implementation of design rather than pedagogical tasks. The problem of stimulating audience activity at lectures using this program has not been solved yet.

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Burke, Lisa A., and Karen E. James. "PowerPoint-Based Lectures in Business Education: An Empirical Investigation of Student-Perceived Novelty and Effectiveness." Business Communication Quarterly 71, no. 3 (July 17, 2008): 277–96. http://dx.doi.org/10.1177/1080569908317151.

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The use of PowerPoint (PPT)-based lectures in business classes is prevalent, yet it remains empirically understudied in business education research. The authors investigate whether students in the contemporary business classroom view PPT as a novel stimulus and whether these perceptions of novelty are related to students' self-assessment of learning. Results indicate that the degree of novelty that undergraduate business students associate with PPT-based teaching significantly relates to their perceptions of PPT's impact on cognitive learning and classroom interaction. Students' views of PPT as a novel stimulus are also associated with their perception of specific constructive and dysfunctional classroom behaviors and attitudes. The authors discuss their findings and offer implications for instructors and researchers in business education.

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Sudarsono, Andri, Supiyanto Supiyanto, Batori Batori, and Teguh Imam Agus Hidayat. "IMPROVING STUDENT’S MATHEMATICS LEARNING ACTIVITIES AND OUTCOMES USING MATHEMATICAL BAGATRIX AND POWER POINT SOFTWARE." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 1 (March 18, 2018): 1. http://dx.doi.org/10.22460/jiml.v1i1.p1-8.

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The purpose of this study is to analyze students’ mathematics learning activities and outcomes using mathematics instruction assisted by ICT mathematical Bagatrix software and PowerPoint. This study is a classroom action research in three cycles, on a linear equation of one variable (LEOV) and involves 20 seventh grade students of SMP Citra Cemara in Bandung. The study found that students’ mathematics learning activities increased during each cycle, likewise, students’ mathematics learning outcomes and percentage of the number of students who reached mastering LEOV (more than 70% out of ideal score) heightened at end of each cycle. Another finding is that students perform positive opinion toward implementation of mathematics instruction assisted by ICT mathematical Bagatrix software and PowerPoint.

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Shu, Bo, Fang Fan, and Xinting Zhu. "Use of Rain Classroom as a Teaching Tool in a Biochemistry Course." Journal of Curriculum and Teaching 8, no. 3 (July 22, 2019): 15. http://dx.doi.org/10.5430/jct.v8n3p15.

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outcomes, we performed a 10-week biochemistry Rain Classroom teaching experiment among students majoring inclinical medicine. Rain Classroom is a plug-in for WeChat, a smartphone instant messaging application. Teachers canpost teaching resources on the Rain Classroom platform, administer tests, and communicate with students. RainClassroom can also be used to automatically collect course learning data from students. When teaching is complete,questionnaire surveys can be conducted, and test scores can be outputted. Results showed that students wereinterested in the biochemistry Rain Classroom teaching application, and that the application increased theirenthusiasm for the course materials. There were significant improvements in the learning outcomes in students givenRain Classroom teaching, compared to those given traditional PowerPoint slideshow lessons. We conclude that theRain Classroom tool is a new mobile learning application that promotes self-learning and improves learningoutcomes in biochemistry learning.

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叶, 山起久枝. "Design of PowerPoint Courseware in TCFL Classroom Based on the Cognitive Load Theory." Modern Linguistics 07, no. 06 (2019): 820–26. http://dx.doi.org/10.12677/ml.2019.76109.

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Anggraeni, Yuli. "Improvement of Science Learning Outcomes With Interactive Powerpoint Media Class V Students Of SDN 01 Ambowetan." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (November 15, 2020): 262. http://dx.doi.org/10.20961/shes.v3i3.45843.

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The purpose of this study was to improve the science learning outcomes of animal classification materials based on the type of food for grade V SDN 01 Ambowetan students through the use of powerpoint media. The subjects in this study were students of class V SDN 01 Ambowetan consisting of 20 boys and 25 girls. Classroom Action Research Methods implemented in 3 cycles. The research design starts from the planning stage, action implementation, observation, and reflection. In learning activities, the use of powerpoint learning media and learning outcomes has increased in each cycle. In cycle I (70%), cycle II (90%) and cycle III (100%). Completeness of learning in cycle I (71.11%), cycle II and cycle III (100%) while the class average in cycle I (73.69), cycle II (82.49), and cycle III (86.67) ). The conclusion that can be drawn is that learning with the use of powerpoint media can improve science learning outcomes. The subject of Animal Classification by Type of Food in grade V SDN 01 Ambowetan students

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Cline, Kelly S. "Sharing Teaching Ideas: Classroom Voting in Mathematics." Mathematics Teacher 100, no. 2 (September 2006): 100–104. http://dx.doi.org/10.5951/mt.100.2.0100.

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How do you get your students to take an active role during a mathematics class? For instance, how do you get them to form opinions and to participate in discussions about difficult concepts? There is a large body of education research demonstrating how active learning methods can be very effective, especially in comparison to traditional lectures (e.g., Bonwell and Eison 1991; Davidson 1990; Dees 1991; Hagelgans et al. 1995; Norwood 1995; Springer, Stanne, and Donovan 1999). Even when supplemented with demonstrations and PowerPoint, lectures encourage students to be passive observers, and passive students rarely learn. Classroom voting is a powerful technique promoting active learning. It engages every student in the material, and it can easily be incorporated into an otherwise traditional class. This technique breaks students out of the passive-receptive mode and requires them to participate, creating a more effective learning environment.

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Cline, Kelly S. "Sharing Teaching Ideas: Classroom Voting in Mathematics." Mathematics Teacher 100, no. 2 (September 2006): 100–104. http://dx.doi.org/10.5951/mt.100.2.0100.

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How do you get your students to take an active role during a mathematics class? For instance, how do you get them to form opinions and to participate in discussions about difficult concepts? There is a large body of education research demonstrating how active learning methods can be very effective, especially in comparison to traditional lectures (e.g., Bonwell and Eison 1991; Davidson 1990; Dees 1991; Hagelgans et al. 1995; Norwood 1995; Springer, Stanne, and Donovan 1999). Even when supplemented with demonstrations and PowerPoint, lectures encourage students to be passive observers, and passive students rarely learn. Classroom voting is a powerful technique promoting active learning. It engages every student in the material, and it can easily be incorporated into an otherwise traditional class. This technique breaks students out of the passive-receptive mode and requires them to participate, creating a more effective learning environment.

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Rasjid, Yusniar, Muqtakdir Nurfalaq, Moh Mulyadi Prasetyo, and Kamriana. "Improved teacher understanding of classroom action research at SMP Negeri 1 Bungoro, Pangkep Regency." Mattawang: Jurnal Pengabdian Masyarakat 1, no. 2 (December 23, 2020): 115–18. http://dx.doi.org/10.35877/454ri.mattawang308.

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Social Service in SMP Negeri 1 Bungoro, located in Pangkep Regency, South Sulawesi. The problem of partners is that teachers still have difficulty planning and implementing Classroom Action Research. An alternative solution to the problem is to provide Classroom Action Research Training to the teachers of SMP Negeri 1 Bungoro, Pangkep Regency. The output target to be achieved is the skill of the teachers of SMP Negeri 1 Bungoro, Pangkep Regency in compiling a Classroom Action Research proposal so that it can improve the quality of learning. The method to be carried out is the presentation of material on classroom action research in PowerPoint displayed on the LCD. From the results of the activities that have been carried out, it is found that there is an increase in the ability of teachers in preparing Classroom Action Research Proposals

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James, Karen E., Lisa A. Burke, and Holly M. Hutchins. "Powerful or Pointless? Faculty Versus Student Perceptions of PowerPoint Use in Business Education." Business Communication Quarterly 69, no. 4 (December 2006): 374–96. http://dx.doi.org/10.1177/1080569906294634.

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The use of PowerPoint (PPT)–based lectures in business classes across universities is ubiquitous yet understudied in empirical pedagogical research. The purpose of this empirical study was to ascertain whether significant differences exist between faculty and student perceptions with regard to PPT's impact on perceived learning, classroom interactions, and student behaviors. The results indicated that (a) students have a significantly less favorable overall view of PPT's influence on cognitive learning and classroom interaction than faculty members; (b) unlike faculty members, students do not believe that posting notes on the Web will decrease their motivation to attend class; and (c) both faculty members and students perceive that PPT has a favorable impact on notetaking quality, content recall during exams, emphasis on key lecture points, and holding student attention during class. The authors offer implications for instructors and future research.

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Szabo, Attila, and Nigel Hastings. "Using IT in the undergraduate classroom: should we replace the blackboard with PowerPoint?" Computers & Education 35, no. 3 (November 2000): 175–87. http://dx.doi.org/10.1016/s0360-1315(00)00030-0.

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Shacham, Mordechai, Michael B. Cutlip, and Michael Elly. "Live problem solving via computer in the classroom to avoid “Death by PowerPoint”." Computer Applications in Engineering Education 17, no. 3 (September 2009): 285–94. http://dx.doi.org/10.1002/cae.20214.

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Yuliansah, Yuliansah. "Efektivitas Media Pembelajaran Powerpoint Berbasis Animasi Dalam Meningkatkan Motivasi dan Prestasi Belajar." EFISIENSI - KAJIAN ILMU ADMINISTRASI 15, no. 2 (April 17, 2019): 24–32. http://dx.doi.org/10.21831/efisiensi.v15i2.24491.

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Mutu pendidikan dipengaruhi oleh banyak faktor, salah satu faktor yang mempengaruhi mutu pendidikan adalah kualitas pembelajaran di sekolah. Salah satu indikator sebuah pembelajaran yang berkualitas dapat dilihat dari hasil belajar yang diraih siswa. Motivasi belajar dapat mempengaruhi pencapaian prestasi belajar peserta didik. Pemanfaatan media dalam proses pembelajaran di kelas untuk membuat suasana pembelajaran menjadi menyenangkan serta dapat menumbuhkan motivasi belajar peserta didik. Salah satu media pembelajaran yang dapat dimanfaatkan dalam meningkatkan motivasi dan prestasi belajar peserta didik adalah media powerpoint berbasis animasi. Penelitian ini bertujuan untuk mengetahui apakah pemanfaatan media pembelajaran powerpoint berbasis animasi dapat meningkatkan motivasi belajar dan prestasi belajar peserta didik didik pada standar kompetensi membuat dan menjaga kearsipan untuk menjamin integritas. Subjek penelitian ini adalah semua peserta didik kelas X Administrasi Perkantoran berjumlah 34 orang. Hasil penelitian ini menunjukkan bahwa 1) Pemanfaatan media pembelajaran powerpoint berbasis animasi dapat meningkatan motivasi belajar peserta didik pada standar kompetensi membuat dan menjaga kearsipan untuk menjamin integritas, 2) Pemanfaatan media pembelajaran powerpoint berbasis animasi dapat meningkatan hasil belajar peserta didik pada standar kompetensi membuat dan menjaga kearsipan untuk menjamin integritas. Kata kunci : Media Pembelajaran, Powerpoint, Motivasi Belajar, Prestasi Belajar Abstract: The Effectiveness Of Learning Media Powerpoint Based Animation In Increasing Motivation And Learning Achievement. The quality of education is affected by many factors, one of the factors that affect the quality of education is the quality of learning at school. One of the indicators of a quality learning can be seen from the results of the study earned students. Learning motivation may affect the achievement of the learning achievements of students. The utilization of the media in the process of learning in the classroom to create an atmosphere of learning into fun learning motivation can grow as well as learners. One of the media learning which can be utilized in improving learning and achievement motivation of learners is a media-based powerpoint animation. This research aims to find out whether the utilization of media learning powerpoint based animation can increase motivation and learning achievements learning educates learners on standards of competence to make and keep the archives to ensure the integrity. The subject of this research is all learners class X Office Administration amounted to 34 people. The results of this study indicate that 1) utilization of instructional media in powerpoint based animation can improve the learning motivation of learners on the standard of competence to make and keep the archives to ensure the integrity of media Utilization, 2) powerpoint animation based learning can improve the learning results of students on the standard of competence to make and keep the archives to ensure integrity. Key word : learning media, powerpoint, motivation of learnier, the learning achievements

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Tilak, Shantanu, Michael Glassman, Irina Kuznetcova, Joshua Peri, Qiannan Wang, Ziye Wen, and Amanda Walling. "Multi-User Virtual Environments (MUVEs) as Alternative Lifeworlds: Transformative Learning in Cyberspace." Journal of Transformative Education 18, no. 4 (June 22, 2020): 310–37. http://dx.doi.org/10.1177/1541344620932224.

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Direct instruction (PowerPoint presentations, lectures) often imposes hierarchical classroom structures where the teachers are considered experts, imparting knowledge to passive learners. However, the emergence of tools like Multi-User Virtual Environments (MUVEs) encourages the creation of democratic learning environments. We hypothesize that these tools lead to higher degrees of civil discourse within the classroom and create transformative learning trajectories for students, allowing them to create shared purpose to incite social change. By comparing reflectivity displayed in weekly students’ blogging assignments in a classroom using an MUVE (Second Life), and one using direct instruction, we sought to gauge the effect MUVEs had on students’ reflectivity with the passage of time. Results indicated that MUVEs facilitated more critical reflection and transformative learning trajectories as compared to direct instruction frameworks.

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Murphy, Laurie, Nina B. Eduljee, and Karen Croteau. "Teacher-Centered versus Student-Centered Teaching." Journal of Effective Teaching in Higher Education 4, no. 1 (May 3, 2021): 18–39. http://dx.doi.org/10.36021/jethe.v4i1.156.

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This empirical study examined preferences between teacher-centered and student-centered teaching methods and academic major with 507 undergraduate college students. Surveys were administered to the students that assessed their level of agreement with teaching methods utilized in the classroom. The results indicate that across all academic majors, students’ preferences included a mix of teacher-centered and student-centered approaches, some of which include lecture with student interaction, demonstrations and practice, lecture with use of PowerPoint, free flowing classroom discussion, guest speakers, and games in the classroom. The least preferred teaching methods were predominantly teacher-centered and included the use of unscheduled quizzes, lecture with no visuals, lecture with handwritten notes, and watching a long film. Significant differences were obtained for preferred teaching methods between academic majors.

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Journal articles on the topic 'PowerPoint in the classroom'

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