1 To 3

The Perception About PowerPoint Presentation
(PPT) as a Teaching Tool of Selected Senior High School Student of Inter-Global

College Foundation Inc.
Inter-Global College Foundation Inc.
Brgy. Bocohan,lucena City
THE PERCEPTION ABOUT POWERPOINT PRESENTATION (PPT) AS A
TEACHING TOOL OF SELECTED SENIOR HIGH SCHOOL STUDENT OF INTER-
GLOBAL COLLEGE FOUNDATION INC.
A research presented to the faculty of the Senior High Department
Inter-Global College Foundation,Inc.
Lucena City
In partial fulfillment of the requirements for Qualitative Research and Report Writing
By:
Zurbano,John Ronnin
Rondilla,Justin V.
Manipol,Jhon Loid
Maralit,Christian R.
Abetria,Agustin Jafet C.
February 2019
Chapter I
THE PROBLEM AND ITS SETTING
Introduction
PowerPoint is a software program that has become a basic means of delivering
presentations in both lecture halls and educational centers. Every day more than 30 million
presentations are delivered with PowerPoint. More than 20 years have elapsed since
PowerPoint first appeared, and since then its presence in classrooms has risen considerably.
Specifically, 90% of Psychology professors at the university where the authors work use
PowerPoint in their theoretical classes, and of them, almost 50% literally transcribe the
content that is projected onscreen. This massive presence of PowerPoint in today’s
educational culture has prompted a debate on its use and effectiveness. This study aims to
provide new information on the use or abuse of PowerPoint. Specifically, the main goal of
this study is to compare the effectiveness of the learning among students in a class taught by
a professor who faithfully follows the contents of a PowerPoint presentation compared to the
same class taught with no kind of computer support, that is, only with the verbal transmission
of the contents by the professor.
There are still few empirical studies that evaluate the effectiveness of PowerPoint
technology. The largest number of references comes from prescriptive publications in which
they aim to share strategies and procedures for effectively using the program and, in doing
so, highlight the advantages and disadvantages of using.
A second group of publications includes opinion articles, which began to appear in
American magazines with large circulations in 2000. Within this second group and his
2
criticisms can be summarized in the following five points the excessively schematic nature of
PowerPoint simplifies or hinders the complexity of certain ideas from being conveyed the
indiscriminate use of color, animation and sound impede direct comprehension of the contents
PowerPoint is an aid to the speaker but not to the audience due to its low resolution, it is an
inefficient tool for displaying tables and graphs; and its set-up imposes a rigid, linear reading
order based on bullet points.
Despite the fact that blended learning is beginning to be viewed as a feasible solution
to the plethora of limitations in traditional classes, some studies show that online students
prefer face-to-face contact with their teacher and perform better with this model than with
blended learning. In this context of face-to-face interaction between teacher and student, two
variations in the traditional teacher-centered class have to be distinguished: first, classes in
which the teacher’s oral discourse is the main tool in conveying a sequence of contents, along
with the time spent on them and the illustrative elements.
Secondly is the increasingly widespread method among educators revolving around
the computer tool, PowerPoint, in which a sequence of contents is defined in the presentation
and the educator acts as a commentator (sometimes, merely a reader) of the verbal materials
projected.
3
Statement of the Problem
This study aims to analyze the Perception about PowerPoint Presentation as a teaching
tool of Selected Senior High School Student of Inter-Global College Foundation Inc. Specifically,
this study aimed to answer the following:
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender/Sex
1.3 Grade Level
2. How PowerPoint presentation affect the understanding of students?
3. What the positive effects of PowerPoint as a teaching tool in class?
Scope and limitation
This study aims to analyze the perception of selected senior high school students about
PowerPoint Presentation as teaching tool. This study focused about the perceptions of the
respondents towards the topic if it will affect the learnings of respondents and there understanding.
This study only sought responses from the ten (10) senior high school students in Inter-Global
College Foundation Inc. enrolled SY: 2018-2019.
4
Significance of the study
The study focused on the perception about PowerPoint Presentation as teaching tool.
The research result will be very important to the following:
For the students,
This study will be useful to develop the knowledge about power point presentation of
students.
For the teachers,
This study will inform the teachers about the hindrances of understanding of students
in power point presentation as a teaching tool.
For the future researchers,
This study might be used as reference, a guide or basis of their research.
5
Conceptual Paradigm
INPUT OUTPUT
PROCESS
 The demographic Booklet containing
Evaluating
profile of the manual and
respondents in
questionnaire
guidelines of
terms of gender, age
PowerPoint.
and grade.
 The perception of
senior high school
students about how
do PowerPoint
Presentation affect
the understanding of
the students and
what are the
positive effects of
PowerPoint.
Figure 1. I.P.O Model- The Perception About PowerPoint Presentation (PPT) as a Teaching
Tool of Selected Senior High School Student of Inter-Global College Foundation Inc.
The figure presented the different stages that the researchers took completion of this study.
The input involves the demographic profile of the selected senior high school students and the
perception about PowerPoint Presentation as a teaching tool.
The actual process of this research is to develop of research instrument to be use conduct
an interview and gather all the related data combined.
6
After the data gathering, testing and evaluation the expected output is to know that the
PowerPoint Presentation have positive and negative effect on senior high school students. The
acceptability level is found using prepared questionnaire.
Definition of Terms
For better clarification and understanding of terms related to this study, the following terms
are defined conceptually and operationally.
PowerPoint- a software package designed to create electronic presentations consisting of a series
of separate pages or slides.
Perception- state of being process of becoming aware of something through the senses.
Presentation- a speech or talk in which a new product, piece of work, idea is shown and explained
to an audience.
VBA- Visual Basis for Application
PPT- PowerPoint Presentation
7
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies derived from related books, journals,
and other references such as the internet which are all necessary in framing the concept of the
study. This chapter also provides the research paradigm and conceptual framework of the study.
RELATED LITERATURE
PowerPoint have mainly examined the linkage between PowerPoint and students’ levels of
engagement or explored the efficacy of this widely used presentation software, Brock, S.
& Joglekar, Y. (2013).found that when students in a microbiology course were learning simple
material, lectures had no significant advantage over PowerPoint. However, students learning
complex material via chalkboard-based lectures reliably outperformed students learning the same
material in PowerPoint-based lectures. In spite of that, students preferred PowerPoint to the
chalkboard.
Comparison analysis of the online lecture formats of PowerPoint and Webpage for online
students. In Same places, different spaces. Proceedings ascilite Auckland 2014.surveyed online
students’ opinions on PowerPoint lectures and webpage lectures, collecting data from students
enrolled through Open University Australia. The results indicated that online students prefer
webpage to PowerPoint for text-based online lectures because of the added features of the webpage
format. As noted by the author, “Every aspect of online learning involves technology, and with the
advent of new technology and new versions of existing technology, the importance of learning has
often been overtaken by the aspects of technology” Signor’s viewpoints, as summarized below,
express important insights about the relationships among cognition, instruction, and technology.
8
Contemporary students’ preference supports Smith’s (cited in Inoue & Bell, Y.,
& Bell, S. (2013). Teaching with educational technology approach to teaching with PowerPoint.
Smith emphasizes that PowerPoint should be used to present images that illustrate important
concepts in the lecture because PowerPoint slides can overwhelm students with information if they
are used simply for rapid-fire presentation of bulleted sentences. When preparing PowerPoint
slides, professors should consider how each slide relates to what they will say, and to what they
intend students to learn. Professors must keep in mind that PowerPoint is good for visually
enriching the content and illustrating complex concepts, but it is not good at providing large
amounts of information. To avoid falling into the most common and serious traps associated with
PowerPoint, professors should ask their colleagues to comment on their PowerPoint slides before
using them in the classroom.
Responses of engineering students about lectures using PowerPoint, In Proceedings of the
International Symposium for Engineering Education,Dublin City University found that in
engineering courses, students valued PowerPoint both as a means of better understanding the
material, and for the medium’s structural and organizational advantages. Students recognized that
PowerPoint conveyed substantially less of the lecture material, in comparison with lectures using
the chalkboard. But students favored PowerPoint slides and expressed a preference for their being
available online; also requesting that paper copies of PowerPoint presentations be distributed at
each of the classroom lectures.
Kumar, (2014) Preferences of undergraduate medical students: Electronic and non-
electronic teaching methods in pathology. International Journal of Research in Health Sciences,
study supports the position described above, indicating that students preferred PowerPoint over
blackboard-based lectures, because the “inherent deficiency of each method is compensated by the
9
other. While blackboard teaching is deficient in showing three dimensional diagrams, animated
videos, and sounds; the same can be demonstrated using a PowerPoint presentation” (p.
240).Kumar points out that contemporary college students are interested in learning through live
demonstrations and active interactions rather than simple lectures; therefore, instructional
technologies confer an advantage when used properly.
Xingeng, D.& Jianxiang, L.(2012).Advantages and disadvantages of PowerPoint in
lectures to science. International Journal of Education and Management Engineering list, its
advantages include: producing better visual effects and deeper impressions; speeding up the
information transfer (delivering more information than chalkboard lectures) and greater precision
and more systematicity. PowerPoint’s disadvantages include: greater tendencies to include
irrelevant information that may actually detract from core concepts; neglect of interaction with
students, making a lecture a monolog; the high speed reducing participation by students; and the
fact that professors’ adhering strictly to the order of concepts in slides can limit potentially fruitful
elaborations of the content and explanations.
PowerPoint studies have mainly examined the linkage between PowerPoint and students
levels of engagement or explored the efficacy of this widely used presentation software Brock, S.&
Joglekar,Y. (2011). Empowering PowerPoint: Slides and teaching effectiveness. Interdisciplinary
Journal of Information, Knowledge, and Management, Swati, C., Suresh, T.
& Sachin, D.(2015). Student assessment on learning based on PowerPoint versus
chalkboard. International Journal of Recent Trends in Science and Technology found that when
students in a microbiology course were learning simple material, chalkboard-based lectures had
no significant advantage over PowerPoint. However, students learning complex material via
10
chalkboard-based lectures reliably outperformed students learning the same material in
PowerPoint-based lectures. In spite of that, students preferred PowerPoint to the chalkboard.
Signor, D. (2014). Comparison analysis of the online lecture formats of PowerPoint and
Webpage for online students. In Same places, different spaces. Proceedings ascilite Auckland
2014.surveyed online students’ opinions on PowerPoint lectures and webpage lectures, collecting
data from students enrolled through Open University Australia. The results indicated that online
students prefer webpage to PowerPoint for text-based online lectures because of the added features
of the webpage format. As noted by the author, “Every aspect of online learning involves
technology, and with the advent of new technology and new versions of existing technology, the
importance of learning has often been overtaken by the aspects of technology” (p. 967). Signor’s
viewpoints, as summarized below, express important insights about the relationships among
cognition, instruction, and technology.
Part Two of the observation form listed 15 PowerPoint design concepts derived from the
present author’s previous study Inoue-Smith, Y. (2015). Using PowerPoint effectively in
classroom based lectures. The Journal of the World Universities Forum in which data were
collected from 120 college students. A summary of their beliefs concerning the most and least
important five concepts appears in Table 1. The results largely conform to
Blokzijl, W. (2005). The instructor as stagehand: Dutch student responses to
PowerPoint. Business Communication results, in that students identified the following concepts as
less important when professors use PowerPoint: use of sound; use of animations; using a large
variety of colors; using a busy background; reading text from the slides; and being a stagehand,
that is, the professor making PowerPoint the center of attention and placing himself or herself in
the position of a commentator.
11
Using PowerPoint, in large-enrollment courses, professors can make lecturing more active,
more dynamic (with visual and auditory resources combined). In small classes, professors can
create an intimate learning environment, for example, with educational videos using PowerPoint.
In any case, regardless of the size of a class, best practices listed by Berk, R. A. (2012). Top10
evidence-based, best practices for PowerPoint in the classroom. Transformative Dialogues:
Teaching & Learning Journal, might be the solution of preparing PowerPoint: slide background
(choose a simple template theme); font (use a minimum of 30PT for text and larger for heads);
color (high-contrast colors with a cool background (blues or greens); titles and headings (short
full-sentence heading); text or bullet points (apply “less is best” rule with minimal amount of text
and number of bullet points); engagement (virtually every active, cooperative, and collaborative
learning activity or exercise); images (add bold, colorful, 2D, not 3D), high-impact, high-quality,
dynamic graphics (photos, charts, graphs, tables, diagrams) that make a specific point with no
detail; movement (use slide transitions systematically throughout the presentation); music
(synchronize music with which students are familiar to animated heads, text, lists, images; and
videos (embed video clips from YouTube, TV, movies, or student projects into the slide).
RELATED STUDIES
According to Nourie and Shadid, (2013) The students also expressed the view that in such
lectures, the elucidation of the concept was absolutely clear and that they were inspired for further
in-depth reading and acquiring knowledge on the concept being taught. Nourie and Shahid's
findings were consistent with Butler and Mautz, that the students had a more favorable attitude
toward both the presenter and the presentation when power point was used to deliver a lecture, Our
evaluation questionnaire established that a large majority of student respondents thought that the
12
use of the power point teaching on LCD was the ideal teaching methodology for future lectures
and this was one of the most encouraging findings of our study.
According to Savoy et.al (2013) Skills in the use of PowerPoint presentations can be broadly
divided into two stages: skills in preparation and in delivery. This study focused on both
stages, evaluating ways of designing and delivering effective PowerPoint presentations, with
particular attention to three research questions. The first question was, what conditions must be
met for PowerPoint to provide the best medium for promoting learning in lecture-based
classrooms? Large-enrollment courses pose many challenges, including the difficulty of creating
a sense of community in the classroom: mainly because such courses promote student
disengagement and feelings of alienation. Teaching with PowerPoint, at its best, can get students’
attention, creating a connection between the professor and students, increasing spontaneity and
interactivity. In addition to improving audience focus, PowerPoint’s potential strengths include
well-structured communication of knowledge; highlights for particularly important points; and
presentations those simultaneously engage students with different learning styles. However,
PowerPoint is not a panacea. For example, teacher-centered presentations based on slides do little
to model how students should interact with the material on their own.
Teachnology.com (2015) PowerPoint gives the user the opportunity to incorporate visual and
auditory aspects to a presentation. It permit variety of manipulations by editing or text modification,
removal of existing slides and addition of new slides to make lesson more organized and flexible.
PowerPoint presentations can be regarded as a good instructional medium and a key for facilitating
an effective teaching-learning process. It would therefore not be out of place to explore such
instructional medium in the field of Technical Drawing of Basic Technology at Junior Secondary
Level.Potentials of Microsoft PowerPoint include: its ability to do spell check, allowing the user
13
to add, correct, make changes to the lessons, and finally use printout materials for students’
personal use.
Studies on influence of achievement levels on student performance are inconclusive. For
instance, Adegoke (2014) reported that only the high ability students benefit from the
conventional method of teaching. Fajola (2013), Aluko (2014), Ige (2012), and Gambari and
Olumorin (2013) found that high and medium achievers were favored than low achievers in
cooperative learning. However, Yusuf (2013) revealed that achievement levels had no influence
on learner academic performance. Part of this study examined the influence of achievement levels
on students’ performance in Technical Drawing.
This study has limitations, including the small sample size and the exploratory nature of the
study. However, the findings will be beneficial for the optimal use of PowerPoint in both large and
small classes, with one advice by Meo et al, (2012). “The employment of PowerPoint should be
based on the hypothesis that the professor is very familiar with the lecture contents and the
audience”. The participating professors use PowerPoint to improve their teaching because they
know that there is no magic formula for improving teaching.
14
CHAPTER III
METHODOLOGY
This chapter presents the research design, respondents of the study, research locale,
research instrument, data gathering procedure and statistical treatment of data.
Research Design
In the section the research design were explained in details. The research design used in
the study in attaining best outcomes of the research study. The descriptive method of research is
utilizes in the study to describe the perspectives of the senior high school student about PowerPoint
Presentation.
Respondent of the Study
The respondents of the study are the selected senior high school of Inter-Global College
Foundation Inc. The researchers used the descriptive method to reach the desired number of
respondents to answer the questionnaires. It was composed of both male and female of selected
senior high school students enrolled SY: 2018-2019.
Research Locale
This study will be conducted in Inter-Global College Foundation Inc. located at Barangay
Bocohan, Lucena City. This location was chosen because it provides the researchers convenience
in conducting the study in his own school.
15
Research Instrument
The researchers utilizes unstructured questionnaire as a main tool for gathering necessary
data from the selected respondents. The questionnaire is divided into three (3) parts. The first (1st)
part contains the personal information about the respondents. The second (2nd) and third (3rd) part
of the questionnaire is composed of open-ended questions to gained broader insights about the
respondents’ perspective of the problem of the study.
Data Gathering Procedure
The researchers use essay from type of questionnaire to determine the perception of
selected senior high school students’ time to answer the questionnaires. After the administration
of the questionnaires the researchers will analyze and interpret the data gathered.
Data Analysis
The data analyze using and categorization of the answer gave by the senior high school
students. These codes and category is then interpreted using high cognitive level to define what
are the most important and highly answered as perceived by the respondents.
16
Name (Optional):_________________________________________
Part 1: Demographic profile of respondents
What is the demographic profile of the respondents?
1.1 What is your age? _______________
1.2 What is your gender? ____________
1.3 What is your grade level? __________
Part 2: The Perception of selected students about PowerPoint.
2.1 How do PowerPoint presentation affect your understanding of the lesson?
2.2 What are the positive effect of PowerPoint as a teaching tool in class?
17
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, interprets the analysis of data obtained from the respondents through
the questionnaire given by the researchers’ personal interview conducted during the investigation.
In answer to the sub-problem post at the beginning of the study, this part provided the
analysis of data about “The Perception about PowerPoint Presentation (PPT) as a teaching tool of
Selected Senior High School Students of Inter-Global College Foundation Inc.”
These were supported by the statistics as found in the accompanying graphs and tables and
by substantiated data taken from the review of related literature and studies.
Part 1: The Demographic Profile of the Respondents
Table 1.1: The distribution of response of the respondents in terms of age.
No. of 1 2 3 4 5 6 7 8 9 10
respondent
How old I’m 17 I’m 17 I’m 17 I’m 17 I’m 16 I’m 17 I’m 17 I’m 16 I’m 17 I’m 17
are you? years years years years years years years years years years
old. old. old. old. old. old. old. old. old. old.
18
Table 1.1: Presented of age of the respondents of students of Inter-Global College Foundation Inc.
Lucena City. The age of respondent 1, 2, 3, 4, 6, 7, 9 and are 17 years old the respondents 5, and
8 are 16 years old.
Table 1.2: The distribution of response of the respondents in terms of gender.
No. of 1 2 3 4 5 6 7 8 9 10
respondent
What is I am a I am a I am a I am a I am a I am a I am a I am a I am a I am a
your Male. Male. Male. Male. Male. Male. Male. Female. Female. Female.
gender?
Table 1.2: Presented of gender of the respondents of the students of Inter-Global College
Foundation Inc. Lucena City. The age of respondent 1, 2, 3, 4, 6, and 7 and are male and the
respondents 8, 9, and 10 are female.
19
Table 1.3: The distribution of response of the respondents in terms of grade level.
No. of 1 2 3 4 5 6 7 8 9 10
Respondent
What is I am I am I am I am I am I am I am I am I am I am
your grade grade grade grade grade grade grade grade grade grade grade
level? 11. 11. 11. 11. 11. 11. 11. 11. 11. 11.
Table 1.3: Presented of grade level of the respondents of the students of Inter-Global College
Foundation Inc. Lucena City. The grade level of all respondents are Grade 11.
20
Part 2: The Perception of selected students about PowerPoint.
Table 2.1: The distribution of the respondents in terms of the PowerPoint presentation affect your
understanding of the lesson.
No. of Respondent 1 2 3 4 5
I can easily It helps me I understand It give us good PowerPoint

How do remember the understand the the lesson so seeing of a presentation
PowerPoint lesson. topic because I well but lesson and it is affect my
presentation affect can see the sometimes, I arrange and understanding
your slides and it am not easily show the lesson
understanding of helps me to satisfied using the details. easily.
the lesson? think more PowerPoint
about the presentation
discussed to learn.
topic. Because
sometime I
can’t focused.
I can’t
understand
clearly
because some
reporter or
teacher is
summarizing
there report or
some of there
lesson.
21
6 7 8 9 10
It makes the It is more It helps me to It easier to PowerPoint

How do lesson easy to interesting easily understand Presentation
PowerPoint understand when it understand because it is has the most of
presentation affect because of comes to and to be possible the core topics
your the teaching of attracted pictures can will help the
understanding of summarize teachers more on the be placed. students
the lesson? lesson using power lesson that While understand the
point than to teachers are teaching is topic more. The
read the the reporters not clear students will
books. discussed enough. easily
understand
things with
summarize
topic due to
easy to
understand.
According to respondents 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10, PowerPoint presentation help to
easily understand the lesson because respondents can easy to see the lectures of the teachers. As
of our generation, we are interested in using technologies so that, better to use the PowerPoint. In
addition, using this kind of presentation makes the lesson easier to understand because it
summarize and put only the main ideas.
22
According to Nourie and Shadid, (2013) The students also expressed the view that in such
lectures, the elucidation of the concept was absolutely clear and that they were inspired for further
in-depth reading and acquiring knowledge on the concept being taught. Nourie and Shahid's
findings were consistent with Butler and Mautz, that the students had a more favorable attitude
toward both the presenter and the presentation when power point was used to deliver a lecture, Our
evaluation questionnaire established that a large majority of student respondents thought that the
use of the power point teaching on LCD was the ideal teaching methodology for future lectures
and this was one of the most encouraging findings of our study.
Table 2.2: The distribution of the response of the respondents in terms of the positive effect of
PowerPoint as a teaching tool in class.
No. of Respondent 1 2 3 4 5
What are the It can easily It helps the The positive We can easily It can affect to
positive effect of make the teacher to effect of report the the student
PowerPoint as a lesson fast teach the power point as topic and we understand the
teaching tool in because students more a teaching tool can easily lesson easily.
class? summarize effectively in is make a
the lesson. every modernization lesson.
discussion. of teaching
style unlike
some of the
reporter using
the traditional
way like still
writing
23
6
7 8 9 10
It makes it Students can You can be It helps the I can shorten

What are the easy to learn more attracted and teachers the time to find
positive effect of understand. It when the get your easily teach the most core
PowerPoint as a is enjoying teacher is attention and their lesson. topic and it will
teaching tool in and not teaching it can help help the
class? boring at all. using you to easily students to
PowerPoint understand understand the
Presentation whatever on topic easily and
the most
PowerPoint effectively.
Table 2.2 Represented the distribution of the response of the respondents in terms of the
positive effect of PowerPoint as a teaching tool in class. According to the respondents,
PowerPoint presentation help the teachers to teach easily the students in topic and lesson.
It can be attracted and get an attention. PowerPoint presentation is the modern style to a
tool of teaching and reporting because we can easily point out the details that the teacher
discuss, cognition, instruction, and technology.
Contemporary students’ preference supports Smith’s (cited in Inoue & Bell, Y.,
& Bell, S. (2006). Teaching with educational technology approach to teaching with
PowerPoint. Smith emphasizes that PowerPoint should be used to present images that
illustrate important concepts in the lecture because PowerPoint slides can overwhelm
students with information if they are used simply for rapid-fire presentation of bulleted
sentences. When preparing PowerPoint slides, professors should consider how each slide
24
relates to what they will say, and to what they intend students to learn. Professors must
keep in mind that PowerPoint is good for visually enriching the content and illustrating
complex concepts, but it is not good at providing large amounts of information. To avoid
falling into the most common and serious traps associated with PowerPoint, professors
should ask their colleagues to comment on their PowerPoint slides before using them in
the classroom.
25
CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter presented the conclusions based on the finding of the study and corresponding
recommendation
Conclusion
Based on the findings of the study, the following conclusions are drawn.
1. All of the respondents answered all of the question, in terms of age, the oldest is 17 years
old and the youngest is 16 years old. All of the respondents are studying at Inter-Global
2. Most of the respondents give their opinions and says that. It helped the respondents to
easily understand and to be attracted more on the lesson that teachers and the reporters
discussed.
3. PowerPoint has taken the place of projection slides and large white boards. PowerPoint has
certainly transformed what the typical college lecture looks like. In most cases, PowerPoint
slides are used to highlight important points in text, along with presenting graphs and other
visual data representations, PowerPoint would be used for more than just creating slides.
4. Respondents emphasizes that PowerPoint should be used to present images that illustrate
important concepts in the lecture because PowerPoint slides can overwhelm students with
information if they are used simply for rapid-fire presentation of bulleted sentences. When
preparing PowerPoint slides, professors should consider how each slide relates to what they
26
will say, and to what they intend students to learn. Professors must keep in mind that
PowerPoint is good for visually enriching the content and illustrating complex concepts,
but it is not good at providing large amounts of information.
5. Respondents also believe that they realize that PowerPoint is an instructional tool, a tool
which allows them to be completely prepared for lectures, introduce visual elements into
classroom lectures, change the look of the slides easily, and access the information from
nearly any computer as long as an external file drive is used to save the presentation.
Recommendations
Based on the findings and conclusions, the researchers recommended the following:
1. To the students that are the one who knows and experienced the modernization of teaching when
it comes on teaching with PowerPoint.
2. To the professors of Inter-Global College Foundation Inc. may use this research for them to
know what to do and how to modernize the way of their teaching. Where they are being benefited
and they should also prioritize their way of teaching to their students.
3. To the administration, Inter-Global College Foundation Inc. may use this research as their guide
to think for the way that may help them to engage their students from the very beginning. Rather
than starting off with an agenda or a list of points to be covered in the day’s lesson.
4. To the future researchers, this research can be their guide to seek for the information with regards
to the Perception about PowerPoint Presentation.
27
Appendix A
(References)
28
A. Thesis
Bartsch K. M. (2013)” Effectiveness of PowerPoint presentations in lectures”
B. Books
Yukiko Inoue-Smith, (2018) PhD, is a professor in the Faculty of Education at the University of
Guam, “The Education and Knowledge on Modern Teaching”; “Online Education for Lifelong
Learning”; and “Cases of Blended and Online Learning Technologies.” just as strong her passion
for teaching and research.
C. Electronic References
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Appendix D
(Documentation)
32
33
34
Appendix E
(Curriculum Vitae)
ZURBANO, JOHN RONNIN

Prk. Buklod Pagkakaisa Brgy.Cotta, Lucena City
Email: johnzurbano@yahoo.com
35
PERSONAL BACKGROUND
Name: John Ronnin Zurbano
Age: 18 yrs. Old
Weight: 55 kg
Height: 5’6
Date of Birth: March 14, 2001
Place of Birth: Lucena City
Civil Status: Single
Religion: Roman Catholic
Father’s Name: Christian J. Quimora
Mother’s Name: Gracita V. Zurbano
EDUCATIONAL BACKGROUND
Primary: Lucena South I Elementary School
Lucena City
(S.Y. 2012-2013)
Secondary (Junior High): Cotta National High School
Lucena City
(S.Y 2017-2018)
Senior High School: Interglobal College Foundation Inc.,
Lucena City
(2018 up to present)
PERSONAL INFORMATION
RONDILLA, JUSTIN V.
Pahinga Norte, Candelaria, Quezon
Email: justinrondilla@yahoo.com
36
PERSONAL BACKGROUND
Name: Justin V. Rondilla
Age: 18 yrs. Old
Weight: 63kg
Height: 5’7
Date of Birth: January 09, 2001
Place of Birth: Lucena,City
Father’s Name: Fernan A.Rondilla
Mother’s Name: Analisa V.Rondilla
Primary: Paaralang Elementarya ng Lucban II
Lucban, Quezon
(S.Y. 2011-2012)
Secondary (Junior High): Dolores Macasaet National High School
Candelaria, Quezon
(S.Y 2017-2018)
Lucena City
MARALIT, CHRISTIAN R.
Lalig Liwayway Village, Tiaong, Quezon
Email: christianmaralit@yahoo.com
37
PERSONAL BACKGROUND
Name: Maralit, Christian R.
Age: 18 yrs. Old
Weight: 66 kg
Height: 5’8
Date of Birth: February 16, 2001
Place of Birth: Albay, Bicol
Father’s Name: Crisencio W. Maralit
Mother’s Name: Aurora R. Maralit
Primary: Recto Memorial Central School
(S.Y. 2012-2013)
Tiaong,Quezon
Secondary (Junior High): Recto Memorial National High School
(S.Y 2016-2017)
Tiaong,Quezon
Lucena City
ABETRIA, AGUSTIN JAFET C.
7A Lot Block 11 Camella Quezon
Email: abetriaa@yahoo.com
38
PERSONAL BACKGROUND
Name: Abetria, Agustin Jafet C.
Age: 17 yrs. Old
Weight: 60 kg
Height: 5’11
Date of Birth: October 31, 2001
Place of Birth: Mindoro Occidental
Father’s Name: Tito Coronacion
Mother’s Name: Ritchell Abetria
Primary: Lucena West 1 Elementary School
(S.Y. 2012-2013)
Secondary (Junior High): St.Anne College Lucena City
(S.Y 2016-2017)
Lucena City
MANIPOL, JHON LOID P.
Prk. Pag kakaisa brgy. Cotta Lucena City
Email: johnlloydmanipol@yahoo.com
39
PERSONAL BACKGROUND
Name: Abetria, Agustin Jafet C.
Age: 17 yrs. Old
Weight: 60 kg
Height: 5’4
Date of Birth: May 18, 2002
Place of Birth: Lucena City
Father’s Name: Hajie Manipol
Mother’s Name: Juliet Peralta Manipol
Primary: Lucena South 1 Elementary School
(S.Y. 2012-2013)
Secondary (Junior High): Cotta Natioal High School
(S.Y 2016-2017)
Lucena City
40

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The Perception About PowerPoint Presentation

(PPT) as a Teaching Tool of Selected Senior High School Student of Inter-Global

Inter-Global College Foundation Inc.

Brgy. Bocohan,lucena City

THE PERCEPTION ABOUT POWERPOINT PRESENTATION (PPT) AS A

TEACHING TOOL OF SELECTED SENIOR HIGH SCHOOL STUDENT OF INTER-

GLOBAL COLLEGE FOUNDATION INC.

A research presented to the faculty of the Senior High Department

Inter-Global College Foundation,Inc.

THE PROBLEM AND ITS SETTING

PowerPoint is a software program that has become a basic means of delivering

content that is projected onscreen. This massive presence of PowerPoint in today’s

of the contents by the professor.

so, highlight the advantages and disadvantages of using.

A second group of publications includes opinion articles, which began to appear in

order based on bullet points.

variations in the traditional teacher-centered class have to be distinguished: first, classes in

with the time spent on them and the illustrative elements.

Secondly is the increasingly widespread method among educators revolving around

Statement of the Problem

this study aimed to answer the following:

1. What is the demographic profile of the respondents in terms of:

1.3 Grade Level

2. How PowerPoint presentation affect the understanding of students?

3. What the positive effects of PowerPoint as a teaching tool in class?

Scope and limitation

College Foundation Inc. enrolled SY: 2018-2019.

Significance of the study

The research result will be very important to the following:

For the students,

For the teachers,

in power point presentation as a teaching tool.

For the future researchers,

This study might be used as reference, a guide or basis of their research.

perception about PowerPoint Presentation as a teaching tool.

an interview and gather all the related data combined.

acceptability level is found using prepared questionnaire.

are defined conceptually and operationally.

PowerPoint- a software package designed to create electronic presentations consisting of a series

of separate pages or slides.

VBA- Visual Basis for Application

PPT- PowerPoint Presentation

REVIEW OF RELATED LITERATURE AND STUDIES

material in PowerPoint-based lectures. In spite of that, students preferred PowerPoint to the

using them in the classroom.

Responses of engineering students about lectures using PowerPoint, In Proceedings of the

International Symposium for Engineering Education,Dublin City University found that in

each of the classroom lectures.

Kumar, (2014) Preferences of undergraduate medical students: Electronic and non-

electronic teaching methods in pathology. International Journal of Research in Health Sciences,

technologies confer an advantage when used properly.

Xingeng, D.& Jianxiang, L.(2012).Advantages and disadvantages of PowerPoint in

and more systematicity. PowerPoint’s disadvantages include: greater tendencies to include

elaborations of the content and explanations.

Joglekar,Y. (2011). Empowering PowerPoint: Slides and teaching effectiveness. Interdisciplinary

Journal of Information, Knowledge, and Management, Swati, C., Suresh, T.

& Sachin, D.(2015). Student assessment on learning based on PowerPoint versus

chalkboard-based lectures reliably outperformed students learning the same material in

PowerPoint-based lectures. In spite of that, students preferred PowerPoint to the chalkboard.

cognition, instruction, and technology.

present author’s previous study Inoue-Smith, Y. (2015). Using PowerPoint effectively in

important five concepts appears in Table 1. The results largely conform to

Blokzijl, W. (2005). The instructor as stagehand: Dutch student responses to