The impact of using powerpoint presentation on students

THE IMPACT OF USING POWERPOINT PRESENTATION ON STUDENTS

Different studies show that the use of technology in schools (as the most important part of education system) has developed new ways of teaching and learning. It enhances learning by providing a better understanding of the topic as well as motivating students. This study was carried out in Lar to investigate the effectiveness use of technology on teaching English (TEFL) process and if the learners prefer this new way of teaching over traditional instruction methods. Fifty-six female students of a secondary school in Lar were the subjects of this study. The subjects were split into two groups, (Experimental and Control). Each group was taught separately, one by using technology in class(e.g; video-projector, power-point, …), the other through a traditional method such as textbooks. An independent sample t-test was carried out and showed that there was a significant difference between the means of the two groups. It represented that teaching based on the use of technology had a significant positive effect on learners’ scores. Analyses showed that the experimental group learners performed better than the control group. The Involvement Load Hypothesis of Hulstijn and Laufer (2001) claims that retention of unfamiliar words is contingent upon the involvement load of a task i.e. the amount of need, search, and evaluation it imposes. The purpose of the study was to put the hypothesis on empirical test by following research questions: 1) Do reading tasks with higher involvement load index lead to better retention of unfamiliar English vocabulary items? 2) Is the effect of task-induced involvement the same or different in retention of unfamiliar word meaning in reading tasks across gender? To address these questions the researcher, using three reading tasks with different involvement loads in six groups, put the involvement load hypothesis to test. Thirty high proficiency students determined by PET (male: 15, female: 15) took part in this study. Every third of each gender group completed one of the three tasks with differing involvement load constructed of the same passage. Task A was a reading comprehension followed by 7 true-false questions which participants could answer correctly without knowing the meanings of the glossed words preceding the reading. Task B was a reading comprehension task with 7 true-false questions which participants could correctly answer, only if they knew the meanings of the glossed words. Finally, task C comprised task B plus composition writing with glossed words. On administration day, after participants attempted the tasks, immediately and unexpectedly, a sheet of paper on which all glossed words (target words) had been listed was distributed among them and they were encouraged to write either English equivalent or Persian meaning of them. In scoring, the researcher assigned one point for each correct answer. Incorrect answers received no points but if the participants answer was inexact but relevant half a point was assigned. Finally, through the use of Tow-way ANOVA the main effects of two variables namely involvement load index and gender of participants as well as their interaction effects in unfamiliar word recall were analysed. The result suggested that tasks with higher involvement loads were associated with greater word retention. However, no interaction effect between involvement load of tasks and gender was found. Literature review in education in general, and in English language teaching (ELT) in particular, suffers from pitfalls such as, insufficient academic training, lack of explicit methodology, and lack of assessment of trustworthiness of the evidence. The present study has embarked on introducing the elements, advantages, and steps of systematic research synthesis as a more rigorous, more structured, and stricter methodology for reviewing the previous research. The method, having overwhelmed health and social sciences for several decades, has already penetrated ELT research initiated by the Evidence for Policy and Practice Information and Coordinating (EPPI) Center in England. ELT research synthesis, like the type of synthesis conducted in high quality health and social sciences research, is expected to be explicit, transparent, replicable, accountable, and potentially updatable.

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/324546-the-impact-of-using-powerpoint-presentation-o