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DEVELOPING AND SUSTAINING THE INTEREST OF FORM TWO SHS
STUDENTS IN ICT USING POWERPOINT PRESENTATION: A CASE STUDY OF
NKAWIE SENIOR HIGH TECHNICAL SCHOOL
AN ACTION RESEARCH REPORT PRESENTED TO THE DEPARTMENT OF
INFORMATION TECHNOLOGY EDUCATION, UNIVERSITY OF EDUCATION,
WINNEBA – KUMASI CAMPUS IN PARTIAL FULFILMENT OF THE
REQUIREMENT FOR THE AWARD OF BACHELOR OF SCIENCE DEGREE
(INFORMATION TECHNOLOGY EDUCATION)
BY
RODOR GERSHON
(5091040210)
JUNE, 2013
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ACKNOWLEDGEMENT
This study owes its success to several people who assisted me in various ways and thus they
need acknowledgement. First of all, I wish to thank Almighty God Jehovah for his abundant
grace and favour bestowed on me throughout my education. Praise be unto His name forever.
I wish to thank my family (Parents and Sisters) for being there for me when all hope was lost.
Indeed, they were the force that kept me going.
My profound gratitude also goes to Mr. Gabriel Nyame, my supervisor, for taking time off
his tight schedules to meticulously go through this manuscript giving invaluable advice and
suggestions. I also thank my mentor, Mr Yawuliga K. Christopher for mentoring me during
my internship programme at Nkawie Senior High School (Technical).
I am eternally grateful to all the lecturers at the Information Technology Education
Department who played a significant role in my quest for knowledge in this University. The
task of putting thoughts and ideas together into a meaningful writing such as Action Research
is a very difficult endeavour. I therefore owe a debt of gratitude to the numerous authors
whose works were consulted and have been duly acknowledged at the references section.
Finally, to all friends, mates and group members especially Mad. Augustina Osei Owusu
Bempah, Hon. Peprah Amos & wife, Owusu-Ansah Winnifred, Osei Agyemang Rhoda,
Owusu Kenneth and Paitoo Gideon who showed me care and true friendship in hard times, I
say God richly bless you. Thank you all so much.
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DECLARATION
STUDENT’S DECLARATION
I hereby declare that this Action Research is the result of my own original research and that
no part of it has been presented for another degree in this University or elsewhere.
SIGNATURE: ………………………… DATE: …………………………..
RODOR GERSHON
SUPERVISOR’S DECLARATION
I hereby declare that the preparation and presentation of this Action Research was supervised
in accordance with the guidelines on supervision of Action Research laid down by the
University of Education, Winneba.
SIGNATURE: ………………………… DATE: …………………………..
MR. GABRIEL NYAME
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ABSTRACT
The researcher undertook this study at Nkawie Senior High Technical School, in the Atwima
Nwabiagya District in the Ashanti Region of Ghana. Before the study, it was observed that
due to lack of facilities, most ICT teachers at Nkawie Senior High School use lecture and
discussion methods to teach lessons which otherwise should be practical and demonstration
oriented. The study compared and measured the effectiveness of computer-based PowerPoint
presentations and the traditional whiteboard as a visual stimulant. The study reviewed
literature on Effective Teaching and Learning Methods, Learning Styles/Modalities, Active
Learning and Combining Efficiency and Effectiveness in Teaching and Learning. Instruments
like observation, interview, questionnaire and student tests were used to gather data on the
research problem and also assess the effectiveness of the intervention strategy. The researcher
used the case study approach and descriptive and statistical tools were used to present results
and findings. The study found that ICT teachers did not use appropriate teaching methods
that would make the teaching and learning of ICT interesting to students. Thus students did
not enjoy ICT lessons. Also, students were not motivated to learn ICT as a subject because it
was not examinable. The study however proved that PowerPoint as a presentation style and
an aid to the lecture and discussion method of teaching improved students‟ performance and
enhanced interest.
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DEDICATION
I dedicate this work to my parents Mr. Rodor Alfred and Mad. Rodor Rose and sisters,
Comfort, Gladys, Rejoice and Mavis Rodor without whose love, support and prayers I
wouldn‟t have come this far.
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TABLE OF CONTENTS
CONTENT PAGE
TITLE PAGE...... ................................................................................................................. i
ACKNOWLEDGEMENT .................................................................................................. ii
DECLARATION ................................................................................................................ iii
ABSTRACT........................................................................................................................ iv
DEDICATION .................................................................................................................... v
TABLE OF CONTENTS ................................................................................................... vi
LIST OF TABLES ............................................................................................................. ix
LIST OF FIGURES ............................................................................................................ x
LIST OF ABBREVIATIONS ............................................................................................ xi
CHAPTER ONE ................................................................................................................. 1
INTRODUCTION ............................................................................................................... 1
1.1 Background of the Study ........................................................................................... 1
1.2 Statement of the Problem ........................................................................................... 3
1.3 Purpose of the Study .................................................................................................. 3
1.4 Research Questions ................................................................................................... 4
1.5 Significance of the Study ........................................................................................... 5
1.6 Limitations of the Study ............................................................................................ 5
1.7 Delimitations of the Study ......................................................................................... 5
1.8 Organisation of the Study .......................................................................................... 6
CHAPTER TWO ................................................................................................................ 7
REVIEW OF RELATED LITERATURE ......................................................................... 7
2.1 Introduction ............................................................................................................... 7
2.2 Theoretical Framework of the Study .......................................................................... 7
2.2.1 Effective Teaching and Learning Methods ........................................................... 7
2.2.2 Learning Styles/Modalities .................................................................................. 7
2.2.3 Active Learning ................................................................................................... 9
2.2.4 Combining Efficiency and Effectiveness in Teaching and Learning ................... 10
2.3 Empirical Basis of the Study ................................................................................. 14
2.3.1 Students‟ Attitudes on Teaching Techniques and their Effect on Performance.... 15
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2.3.2 The Use of PowerPoint Presentation to Whip Up Students‟ Interest in ICT ........... 16
2.3.3 Improving Students‟ Performance in ICT Lessons Using PowerPoint ................... 18
2.3.4 Lecture and Discussion Visual Aids: PowerPoint versus Whiteboard .................... 19
CHAPTER THREE .......................................................................................................... 21
METHODOLOGY ............................................................................................................ 21
3.1 Introduction ............................................................................................................. 21
3.2 Research Design ...................................................................................................... 21
3.3 Population and Sampling ......................................................................................... 23
3.3.1 Sampling Procedure ........................................................................................... 23
3.4 Data Collection Instruments..................................................................................... 25
3.4.1 Questionnaire ..................................................................................................... 25
3.4.2 Students‟ Tests................................................................................................... 25
3.4.3 Observation ....................................................................................................... 26
3.4.4 Interview ........................................................................................................... 26
3.5 Intervention Design and Implementation ................................................................. 27
3.5.1 Pre – Intervention .............................................................................................. 28
3.5.2 Intervention ....................................................................................................... 28
3.5.3 Post – Intervention ............................................................................................. 29
3.6 Data Collection Procedures ...................................................................................... 29
3.6.1 Observation ....................................................................................................... 30
3.6.2 Interview ........................................................................................................... 30
3.6.3 Tests .................................................................................................................. 30
3.6.4 Questionnaire ..................................................................................................... 31
3.7 Data Analysis .......................................................................................................... 31
CHAPTER FOUR ............................................................................................................. 32
RESULTS AND DISCUSSION ........................................................................................ 32
4.1 Introduction ............................................................................................................. 32
4.2 Pre – Intervention Results ........................................................................................ 32
4.2.1 The Effect of Students‟ Attitude towards the Teaching of ICT ............................ 32
4.2.2 The Use of PowerPoint Presentation ................................................................... 33
4.2.3 Improving Students‟ Performance in ICT using PowerPoint Presentations.......... 34
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4.2.4 Visual Aids for Lecture and Discussion: PowerPoint versus Whiteboard ........... 36
4.3 Post Intervention Results .......................................................................................... 37
4.3.1 The Effect of Students‟ Attitude towards Teaching on their Performance ........... 37
4.3.2 The Use of PowerPoint Presentation to Boost Students‟ Interest in ICT Lessons 38
4.3.3 Improving Students‟ Performance in ICT using PowerPoint Presentations ......... 39
4.3.4 Visual Aids for Lecture and Discussion: PowerPoint versus Whiteboard............ 39
4.4 Discussion of Post Intervention Results ................................................................. 40
4.4.1 Students‟ Attitudes on Teaching Techniques and their Effect on Performance.... 40
4.4.2 The Use of PowerPoint Presentation to Boost Students‟ Interest in ICT Lessons 41
4.4.3 Improving Students‟ Performance in ICT using PowerPoint Presentations ......... 41
4.4.4 Visual Aids for Lecture and Discussion: PowerPoint versus Whiteboard............ 42
CHAPTER FIVE............................................................................................................... 43
SUMMARY, CONCLUSION AND RECOMMENDATIONS ....................................... 43
5.1 Introduction ............................................................................................................. 43
5.2 Summary of Findings .............................................................................................. 43
5.3 Conclusion .............................................................................................................. 44
5.4 Recommendations ................................................................................................... 44
5.5 Suggestions for Further Research............................................................................. 45
REFERENCES .................................................................................................................. 46
APPENDIX A: QUESTIONNAIRE TO INVESTIGATE THE CAUSE OF LOW
INTEREST IN ICT AMONG FORM TWO SENIOR HIGH SCHOOL STUDENTS ...... 50
APPENDIX B: INTERVIEW GUIDE FOR ICT TUTORS ............................................. 53
APPENDIX C: OBSERVATION GUIDE FOR STUDENTS .......................................... 54
APPENDIX D: PRE – TEST ........................................................................................... 55
APPENDIX E: POST – TEST ......................................................................................... 58
APPENDIX F: RESEARCHER‟S INTERNSHIP ASSURANCE LETTER..................... 60
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LIST OF TABLES
Table 4.1: Students‟ performance on pre-test ................................................................... 33
Table 4.2: Students‟ preference for lessons presented with PowerPoint ............................ 34
Table 4.3: Response to whether multimedia content in PowerPoint presentations
improved teaching and learning ...................................................................... 35
Table 4.4: The use of visual aids to retain more information ............................................ 36
Table 4.5: Post test results................................................................................................ 37
Table 4.6: Students‟ interest level after the intervention ................................................... 38
Table 4.7: Which visual aid helps to retain more information ........................................... 40
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LIST OF FIGURES
Figure 4.1: Students‟ pre-test and post-test scores ............................................................ 42
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LIST OF ABBREVIATIONS
CRDD----------- – Curriculum Research and Development Division
ICT-------------- – Information and Communications Technology
MOE------------- – Ministry of Education
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CHAPTER ONE
INTRODUCTION
It has been observed and established that Senior High School students are a difficult
audience. Research further asserts that academics drop in early adolescence (Anderman &
Maehr, 1994 as cited in Ryan & Patrick, 2001). High school teachers have to compete with
students‟ friends, heightened physiological/psychological changes and the media.
Teachers are therefore always looking for that perfect technique that attracts these unruly
teenagers‟ attention and at the same time teach them something. It is against this backdrop
that teachers and educational researchers indulge in the search for the most effective
presentation method. Teachers are making efforts to adopt appropriate and effective methods
to improve the teaching and learning of Information and Communications Technology in the
Senior High Schools. This chapter dwells on the problem identified and relates the
background information relevant to the problem.
1.1 Background of the Study
As Information and Communications Technology (ICT) gains grounds globally, it has
become imperative for policy makers and strategists to integrate this emerging force into the
national plan for growth and development. It is an undeniable fact that ICTs play a very
important role in the development of every nation these days. This is because growth is
induced by the flow of information and this realization has led most economies into
knowledge based ones.
Developing countries have realized this and are rigorously pursuing the use of ICTs as a
platform for socio-economic development. It is also true that the critical workforce of these
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developing countries are the youth graduating from the Senior High Schools, Polytechnics,
the Universities and the Professional training institutions. But the question is “are these
graduates trained adequately to handle critical information in a knowledge based world?”
In Ghana, the use of computer technology for teaching and learning began to receive the
government‟s attention in the past decade. In the Recommendations of the report of Professor
Jophus Anamuah –Mensah‟s Educational Review Committee of 2007, the thirteenth point
states that “Greater emphasis will be put on Information and Communications Technology
(ICT) and Science and Technology”. In consonance with this recommendation, the Ministry
of Education together with the Curriculum Research and Development Division (CRDD)
came out with a new syllabus for the teaching and learning of ICT in the Junior and Senior
High Schools.
The rationale for the introduction of this new syllabus was to provide basic skills in
Information and Communications Technology (ICT) for Junior and Senior High School
students. It is also expected that the knowledge and skills gained in this course will help
students to use ICT in almost all their courses at school.
At all levels of the educational system, attempts have been made by the Ministry of
Education to support institutions in the teaching and learning of ICT literacy. Most
secondary, and some basic schools have computers.
The problem facing most Senior High Schools is the lack of infrastructure and facilities like
computer laboratories, computers and projectors. Most often, ICT teachers in schools where
there are no computer laboratories with computers for students to practise, use the lecture and
discussion method of teaching. Conversely, most ICT lessons are supposed to be
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demonstration and practically oriented. This leads to the waning of interest in ICT among
students. As a result, students perform poorly in ICT internal examinations. Teachers are in
most cases blamed for the poor performance of students. It has therefore become the priority
of most teachers to use innovative strategies of teaching to salvage the situation in cases
where there are limited facilities.
1.2 Statement of the Problem
The success of teaching and learning in the Senior High Schools has become the onerous
duty of the teacher alone. Teachers are therefore seen as architects in the classroom who
meticulously custom-design all instruction to ensure that learning becomes easy for students.
It was noted, however, that due to inhibiting situations such as lack of facilities, most ICT
teachers at Nkawie Senior High School just use lecture and discussion method to teach
lessons which otherwise should be practical and demonstration oriented. This has the
tendency of making lessons boring and monotonous and thus making students lose interest in
the course of study. This study considers the problem of adolescence, infrastructural and time
constraints, and researches into the most effective teaching techniques. The question is,
“which visual aid makes the lecture and discussion most efficient at enabling the student to
acquire the information? The study compares and measures the effectiveness of computer-
based PowerPoint and the traditional whiteboard as a visual stimulant. Also, will students do
better with a computer presentation or will a whiteboard presentation provide benefits that
will enable students to retain and master more content?
1.3 Purpose of the Study
This research is aimed at providing ICT teachers in the Senior High Schools, empirical
evidence of innovative teaching techniques that not only arouse students‟ interest in the
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subject but also improve their academic performance significantly. The benefits of this study
are more profound in schools where there are limited resources to facilitate the teaching and
learning of ICT. The specific objectives of the project are:
1. To find out the perception of students regarding the use of whiteboard and PowerPoint
presentations in teaching of ICT.
2. To identify the causes of disregard among students regarding ICT lessons.
3. To investigate how to arouse and sustain the interest of students in ICT using
PowerPoint presentation.
4. To assess the impact of PowerPoint and whiteboard presentations on the academic
performance of students.
1.4 Research Questions
The following questions were raised to guide the researcher to achieve the research
objectives:
1. How do students‟ attitudes towards teaching techniques affect their interest level and
performance in ICT lessons?
2. To what extent will PowerPoint presentation as compared to whiteboard illustrations help
enhance students‟ interest and performance in ICT lessons?
3. How can PowerPoint Presentations be used effectively to improve students‟ performance
in ICT?
4. When combined with lecture and discussion, which visual aid enables students to learn
more, the whiteboard or PowerPoint?
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1.5 Significance of the Study
The study is expected to improve to a large extent student‟s interests in ICT as a whole. Also,
the study will help teachers to adopt effective teaching strategies to motivate students to
actively participate in ICT lessons. Finally, the result of the study will help school authorities
to give teachers the required assistance for the implementation of effective teaching strategies
like the PowerPoint presentations to improve the academic performance of students and the
school as a whole.
1.6 Limitations of the Study
The researcher encountered some problems in this study. There was limited time frame for
the study. The researcher during the internship program had about one semester within which
to carry out the action research work coupled with the heavy teaching schedule.
Also, not all the questionnaires that were sent out were retrieved. Some of the students took
the questions but did not submit them and therefore, all their views could not be sampled.
1.7 Delimitations of the Study
The study was confined to Form Two General Arts 2 & 3 classes of Nkawie Senior High
School (Technical) in the Ashanti Region of Ghana. The choice of this scope was
necessitated by the fact that, the researcher had his internship program in the school during
which the problem of was identified. The researcher therefore took on the challenge in
finding solution to this problem in order to improve teaching and learning, as well as
students‟ performance in the school.
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1.8 Organisation of the Study
The study is made up of five chapters. Chapter one deals with the introduction, background
of the study, statement of the problem, purpose of the study, research questions and
significance of the study, limitation, delimitation and organization of the study. The review of
related literature on the study is contained in chapter two. It also talks about the theories on
which the study is based and the empirical basis of the study. Chapter three discusses the
research design, population and sampling, data collection techniques, data collection
procedure and data analysis and intervention design. Chapter four highlights the results or
findings of the study whilst the summary of the study, conclusion and recommendations for
future researchers are captured in chapter five.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
There have been a lot of studies into the effective ways of delivering instruction to students.
Very few of these studies focused on the use of ICT tools to assist the teaching and learning
of ICT as a subject. This chapter provides a discussion on previous works related to the use of
computer-assisted instruction, particularly PowerPoint presentation in delivering ICT lessons.
2.2 Theoretical Framework of the Study
This section provides an overview into theories that touch on the use of presentation software
to deliver instruction. It further talks on the factors that affect teaching and learning and how
these contribute to the effectiveness of using presentation software to present lessons.
2.2.1 Effective Teaching and Learning Methods
There is an unfathomable amount of information regarding most effective teaching methods.
However, there are two theories that are prominent. One theory encourages the teacher to
understand the different learning styles and demands that the teacher provides a variety of
lessons that respond to these differences. The other articulates the need for lessons to promote
active participation and learning.
2.2.2 Learning Styles/Modalities
It is understood that no two people are alike and no two people learn in the same way. People
process, organize, and react to new information differently. These different responses are
called learning styles. Wilson (1998) explained that there are many different elements that
affect a person‟s learning style. They are learning modalities, emotionality, motivation,
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internal processing, personality, personal background, and the environment. There is a wide
variety of information on all of these elements.
Theorists who prescribe to the “learning modalities” principle stated that students possess
several learning modalities: visual, auditory, and kinesthetic. These scholars asserted that to
be effective, teachers must understand and consider their choices of teaching techniques with
regard to student‟s learning modalities (Wilson, 1998). For example, to meet the needs of
visual learners, teachers need to present materials that students can see. For auditory
learners, sound must be an aspect of the lessons. Finally, to teach kinesthetic learners,
lessons should be physically active. However, there is a debate on how to determine a
students‟ learning modality.
Dunn and Dunn (1993) are the proponents of the theory of “learning modality preferences”.
They pointed out that students have particular preferences with regard to how information
was presented to them. According to them students learn best when the teacher uses
techniques that take their modality preferences into consideration (Wilson, 1998).
Brown(1996) demonstrated that students mostly preferred kinesthetically based lessons (as
cited in Miller, 2001). A study done by Specific Diagnostic Studies mirrored that finding (as
cited in Miller, 2001). Based on this theory, teachers aim at providing much more hands-on
activities because these activities most likely motivate students to learn.
In contrast, Barbe, Milone, and Swassing (1970) claimed that rather than taking an inventory
of likenesses, teachers should focus on which methods actually produced better learning
results. This theory is called “The Modalities Strengths Model”. The authors contended that
a person‟s preference in learning was not necessarily their strength. The study, done much
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earlier than Brown‟s, indicated that only 15 percent of people actually learned best
kinesthetically (as cited in Miller, 2001). Therefore, preference may not be the best predictor
of actual retention of knowledge. According to the theory, teachers need to observe,
experiment and test to determine which methods prove to be the most effective techniques.
However, the two methods were not as far apart as the research seemed to suggest. They
agreed that each person possesses all of the modalities just in different ways. A person might
prefer or be stronger in one method but they still retain the other modalities and the ability to
access and utilize them. Similarly, a person‟s strengths or preferences in one situation may
be different in another (Miller, 2001). A different day, a different subject, a different year
could be the determining factor with regards to their learning style. Therefore, a variety of
techniques that hits all learning modalities would be the most effective at transmitting
knowledge to students (Wilson, 1998).
2.2.3 Active Learning
Active Learning is another aspect of education that scholars hype as a necessary component
to learning. To be actively learning, a student should be engaged in the learning. Engagement
could be measured in several ways and is a topic that is much too broad to be exhaustively
discussed here. However, participation in the learning process is an essential element in
engagement and active learning (Ryan & Patrick, 2001). Slavin (1990), discussed the role of
participation and active learning. He emphasized that a good learning environment requires
students to be intellectually active. Later, he provided data that proved that students actually
learn better when they are actively involved (as cited in Hendrix, 1999).
Cooperative Learning and Small-Group Work were often cited as effective learning
techniques because students are most active during these activities (Laney, 1999; Rathunde &
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Csikszentmihalyi, 2005; Chiodo & Byford, 2004). Since the activities are student-centred,
students are naturally engaged in the process of learning. Many proponents of cooperative
learning looked negatively on whole-class instruction since it was perceived as teacher-
centred and inactive (Bolliger, 2003).
In contrast, other authors pointed out that active learning did not only occur in small groups.
It was also achieved through whole-class activities by way of teacher-student interaction. If
the teacher requires student participation during whole-class instruction, it becomes active
(Ryan & Patrick, 2001). Future teachers are shown techniques that require participation while
in a whole-class format. In summary, teacher led, whole-class activities can be engaging and
active as long as they are not teacher-centred lessons. For the lesson to be most effective,
students need to participate in the process by interacting with the teacher and each other.
2.2.4 Combining Efficiency and Effectiveness in Teaching and Learning
Efficiency is the quality of being able to do a task successfully without wasting time or
energy while effectiveness is the ability to perform a task well and produce the intended or
desired results. This section looks at the effectiveness and efficiency of teaching and learning
techniques together with their teaching and learning aids.
2.2.4.1 Lecture and Discussion
As widely accepted, although arguable that lecture is one of the most efficient methods of
teaching, there is little quantitative, testable data on the effectiveness of lecture. But, when
applying the theories of Learning Modalities and Active Learning, lecture alone does not
work as an effective teaching strategy. Lecture method does not reach all learning styles
(Pennell, 2000; Sultan & Jones, 1995). When just lecturing, auditory students‟ learning
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needs are met but other modalities such as visual and kinesthetic, are left behind. Active
Learning is rare with lecture as well. Many critics of lecture method of instruction pointed to
the inherent passivity of the method (Chiodo & Byford, 2004; Bolliger, 2003; Hendrix, 1999;
Pennell, 2000; Shrock & Shrock, 1994). During lecture lessons, students sit and listen and
not participate in the learning.
For active involvement in lecture, something must be added. Numerous sources cited
discussion as an essential element for an effective lesson (Namathaka et al. 2000; Henderson,
Winitzky, & Kauchak, 1996 as cited in Pennell, 2000). Pennell (2000) contended that adding
discussion to a traditional lecture changed the lesson from passive to active because the
students are interacting with the teacher and other students. In addition, asking questions at
different challenging levels would enable more students to be active since their different
cognitive levels would be met (Namathaka et al., 2000). Further, Chiodo and Byford (2004)
were of the view that, “teaching with discussion enables students to develop an understanding
of specific issues”. They explained that good lectures must be dialog-based not didactic.
Teachers are part of the learning process in tandem with the students, not the only part of it.
When the lecture includes the students, it makes it more active.
2.2.4.2 Visual Aids
Research determined that discussion increased the effectiveness of the efficient lecture
because active involvement matured. However, the auditory learning style was the only
modality addressed. Visual learners were still ignored. Many authors demanded that in an
effort to meet other learners‟ needs, visual aids should be added (Sultan & Jones, 1995). The
traditional approach to a visual aid is the whiteboard or blackboard. Not much research is
available on the effectiveness of the whiteboard or blackboard as a standalone. One book
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discussed the importance of writing legibly, where to stand when using the blackboard, and
how to erase it (Namathaka et al., 2000).
A more modern, technological approach requires a computer software program. PowerPoint
by Microsoft is a popular option. Teachers can create slides with the lecture information on it
and project it for the class to see. Images, sounds, and motion can be added to increase the
effectiveness. Dils (2000) and Sultan and Jones (1995) were emphatic that multimedia
software such as PowerPoint provided more opportunities to reach multiple learning styles.
In addition, these types of visuals, which can be colourful and animated, allowed learners to
process the information in a more constructive way (Mayer, 1996 as cited in Larson, 2001;
Stone, 1999).
One particular theory is widespread. The modern world calls for modern teaching techniques.
Students today are constantly encountering technology. In order for teachers to reach these
technology-savvy students, the teachers need to use technology-inspired techniques (Frey &
Birnbaum, 2002; Larson, 2001). Using traditional visual aids can bore students into
passivity. Stone (1999), commented that one advantage of computer lecture-ware is that the
visual aspects can be engaging to students raised in a video world and thus make a traditional
lecture less passive.
Since both the idea of using the computer as a teacher aid in lectures and the availability of
computer projection screens are relatively new, there are only a few studies that have
quantitatively measured the effectiveness of computers on learning. Goldberg and Richards
(1995) established that test scores improved in high-tech high schools such as CO-NECT (as
cited in Larson, 2001). Another study completed more recently by the North Central
Regional Laboratory also discovered that technology helped increase the scores on
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standardized achievement tests (as cited in Larson, 2001). Finally, Yang (1991) reported that
lessons using textbooks and worksheets were inferior to computer-based instruction. When
attention was paid more directly to computer-aided teacher presentations, benefits were still
reported, although conditionally. Kozma (1991) reported that if the teacher used good
software (one in which the programmer understood learning styles and processing), then
learning improved (as cited in Beets & Lobingier, 2001).
Not all research was positive on the use of software applications for teacher presentations.
Even in 1983, some researchers refused to just accept the notion that new always means
better. Clark (1983) stated that no research had proved that a variety of media improved
learning (as cited in Beets & Lobingier, 2001). Frey and Birnbaum (2002), writing much
later than and definitely not as contentious as Clark, concurred. They proclaimed that
PowerPoint still remained a passive learning method.
Due to the contradictory nature of the debate, it is not surprising that Beets and Lobingier
(2001) reported that many teachers were unwilling to give up their traditional lectures for
PowerPoint and other technology-based presentation methods. Many felt that the work
necessary to create these presentations outweighed any benefits they could reap.
Larson (2001) did little to convince those sceptical teachers. He conducted a study of fifth
graders. He used PowerPoint for one lecture and another teacher used a traditional lecture
method with worksheets for the other. Later, the students switched teachers and received the
other method. Both classes were tested after each lesson. Larson reported no significant
statistical difference in their test scores. He concluded that the PowerPoint may be more
motivating but it had no effect on knowledge retention. It is clear that the work did not
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mention whether or not another visual aid was added to the traditional lecture as a
replacement for the PowerPoint. However, a few studies exists that measure the
effectiveness of PowerPoint versus a traditional whiteboard/blackboard visual. Lowry (1999)
was positive towards PowerPoint. He demonstrated that the students‟ grades went up when
PowerPoint was used (as cited in Frey & Birnbaum, 2002). This notion was reemphasized by
Dils (2000 ) and he declared that he received similar results.
On the other side of the debate, Beets and Lobingier (2001) came out with findings similar to
Larson‟s (2001) study; no evidence that PowerPoint was better for retention than was the
whiteboard/blackboard. Students‟ questionnaires demonstrated several reasons why
PowerPoint might not be as beneficial as peddled. Several students mentioned that professors
often moved faster through the material when it was already written on the PowerPoint. One
observation noted that teachers automatically went slower when using the blackboard
because they had to pause to write it down.
Researchers do not seem to agree on which visual aid best complements lecture and
discussion methods of teaching. Although, in the end, all seem to agree that visual aids are
an essential element to any lesson. Both whiteboards and PowerPoint have specific
advantages and disadvantages with PowerPoint having an edge over whiteboard.
2.3 Empirical Basis of the Study
This section reviews studies conducted by notable researchers and scholars in the field of
using presentation software to improve students‟ performance in teaching and learning.
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2.3.1 Students’ Attitudes on Teaching Techniques and their Effect on Performance
An attitude is a personal view of something or an opinion, or general feeling about something
which translates into the way one behaves towards that thing. A commonly held belief is that
students prefer to exercise control over their course of study. This assumes that they are
capable of making such decisions as to which technique of instruction best suits them and
that provision for such control will be a motivating factor reflected in an increased rate of
learning. However, little experimental data exist to support this belief. This section discusses
the effect of students‟ attitude on teaching techniques and how they affect their performance.
Much research has been done in the field of academic achievement and many authors have
given their suggestions about the factors that influence students‟ performance within the
school environment. Two of these factors include student attitudes and school context.
Against this theoretical background, it is necessary to look at how important these two factors
are and exactly how they affect student outcomes. The relationship between students‟ attitude
and academic performance is further discussed. Research has shown that a large number of
students‟ performances are affected by their attitudes towards specific subjects, education and
academics in general (Nouri & Szanti, 2005). It has been suggested that when students
demonstrate weak commitment to their academics then they are bound to underperform.
Additionally, some students with an unrealistic view of themselves may perform poorly too.
For instance, those who tend to be overconfident or naive about the requirements of their
academics may register very poor performance. Conversely, when students do not believe in
themselves or when they have low self-confidence, chances are that they will underachieve
(Nouri & Szanti, 2005). Sometimes some students may think of themselves as people who
cannot control their own destiny. They imagine that they are victims of the system and this
16
can lead to academic failure. In other scenarios some students may be too proud to ask for
help when they encounter a problem in their studies (Nouri & Szanti, 2005). Also, some
students find it difficult to grow or develop because they tend to resist change and this
impedes their academic progress. In other situations, a student may not work well in groups
yet this is a necessary part of the academic environment.
Teaching and learning, more than any other part of the student‟s experience is an area where
the school can control the input to the student experience. A great deal of discussion in the
student retention literature suggests that if students are offered „student centred‟ approaches
in the classroom and other aspects of their academic course, they enjoy it more and prove less
likely to underperform. However, the attitudes of students to the experience offered to them
are crucial. Johnson (2007) discusses the problem that „student centered‟ teaching can be
unpopular with certain students who lack motivation or confidence, because students who are
placed at the „centre‟ of their learning experience need to work hard and consistently.
2.3.2 The Use of PowerPoint Presentation to Whip Up Students’ Interest in ICT
Slide presentation software such as PowerPoint has become an integrated part of many
instructional settings, particularly in large classes and in courses more geared toward
information exchange than skill development. PowerPoint can be a highly effective tool to
aid learning, but if not used carefully, may instead disengage students and actually hinder
learning.
PowerPoint is undeniably a powerful tool when it comes to making a presentation, but there
are some divided viewpoints and some considerations to keep in mind when considering the
use of PowerPoint as a teaching tool. For example Maddux & Aberasturi, (2008). focused on
17
the use of technology in education and argues that, from the teacher's perspective, the use of
PowerPoint may be something of a trade-off. Although PowerPoint-based presentations are
more portable, and can be saved for repeated use, they typically take longer to assemble than
writing the same material on a blackboard or an overhead. In addition, learning to use
PowerPoint well takes time, and depending on a school's infrastructure and commitment to
technology, training opportunities and reliable presentation gear may vary in availability.
On the other hand, many creative teachers from around the country have been able to take
PowerPoint to the next level in the classroom. They have designed presentations that focus on
involving students, as well as activities that instruct students how to use PowerPoint to
express their own ideas as part of a project or group assignment. Such activities can capitalize
on the strengths of this presentation software as an easy-to-use visual display medium that
can be used to engage visual learners and capture students' attention and interest.
PowerPoint's ability to incorporate photos, graphics, animation, even sound and video,
meshes well with the more visually-oriented aspects of the curriculum, and this can be
especially effective with younger children and adolescents.
Using PowerPoint improve the students‟ learning motivation, increasing authentic materials
for study, encouraging interaction between the teacher and the students. According to Miller
(2001), people remember pictures/visuals more and PowerPoint presentations provide a
plethora of ways of incorporating images during lectures. He warns however that, images
also deter us from reading the material from slides. You only have to include visuals that
relate to the lecture.
Attention and interest can be captured voluntarily or involuntarily. Involuntary – a person‟s
attention is captured by novel or salient information, presented at a surprising location;
18
Presented in an “important” colour, etc. Voluntary attention capture depends solely on the
audience; to make an effortful attempt to focus on relevant material discarding the
unimportant material. The Point is that, like any other teaching and learning tool, PowerPoint
requires some goals and objectives in mind to achieve successfully. It is obvious that training,
knowing how PowerPoint works and what it can do is important to the effectiveness of lesson
delivery.
2.3.2.1 The Most Common Abuses of PowerPoint Presentation
The most common abuses in PowerPoint use for teaching and learning include visually poor
or boring slides. Too many texts on the slide do not support good reading of text, other
abuses for example, inappropriate use of multimedia options, for example too much
animation or over use of slide transitions. Further, many teachers do not have enough basic
knowledge in applying PowerPoint in teaching learning. In addition, PowerPoint cannot
handle unexpected situations because PowerPoint is unable to handle the students‟ questions
immediately as the teachers do.
2.3.3 Improving Students’ Performance in ICT Lessons Using PowerPoint
Technological advances and a media-savvy audience have led to a boom in the use of
multimedia presentations in college classrooms. Multimedia formats are popular with faculty
and students alike. In fact, faculty and students perceive that the use of multimedia
presentations improves student learning (Hogarty, Lang, and Kromrey 2003). The empirical
evidence supporting this perception is inconsistent, however. According to Lowry (1999),
multimedia presentations can improve student test scores significantly. Additionally, the
results indicated that students who had already proven themselves to be above-average
academic performers received far more benefits from multimedia presentations than students
19
of below-average academic performance. A possible explanation for these positive findings is
that these college students are technologically savvy and better able to process high-tech
deliveries. This series of results provides support for dual-coding theory, which predicts that
student learning improves when material is presented both visually and verbally as opposed
to having either visual or verbal presentation alone. It is recommended that teachers match
their use of technology with the degree of technological savvy of their audience.
2.3.4 Lecture and Discussion Visual Aids: PowerPoint versus Whiteboard
A study conducted by Maddux, C., & Aberasturi, S. (2008) sought to investigate whether
there was a difference in student recall of information or in student verbal interaction after
lectures using PowerPoint versus the same lectures featuring two traditional lecture formats
(lecture with overhead transparencies and lecture without visual presentation aid). The results
showed that the method of material presentation does affect students‟ retention of the
information as measured by a multiple-choice quiz over lecture content.
The wide acceptance of PowerPoint is due to its many advantages. Screens with great
complexity and high visual appeals can be produced quickly and easily. Graphics that have
been scanned from traditional media or copied from the Internet can be combined with text or
other material. The ability to make use of multimedia materials may make it easier for
instructors to address different learning preferences and styles (Daniels, 1999).
Further, research suggests that student attention is enhanced if information is presented in
more than one modality (Lowry 1999). In the classroom setting, PowerPoint is often used as
a lecture aid for visual support of oral presentations or lectures, and supporters suggest it can
help ensure that the main points of a lecture are clearly made. According to Stone (1999),
20
PowerPoint helps speakers organize their thoughts and present them in a clear and concise
manner while using multi-sensory tactics to hold audience attention.
Results of such studies typically show that students tend to prefer lectures with PowerPoint to
lectures with just blackboard illustrations. It goes without saying that good teaching is not
simply presenting content to students, but must foster students‟ connections to content and
promote student retention of facts and concepts (Yang, 1991). Also critical is the effect of
any teaching aid on verbal interaction between students and the instructor, or students with
other students. In fact, verbal interaction is considered highly desirable by most instructors,
and discussion is generally believed to enhance understanding and retention.
It was obvious that, lectures using PowerPoint presentations as a visual aid resulted in better
student retention of the material than traditional lectures with no presentation aids or with the
whiteboard as a presentation aid.
A review of the literature related to the use of PowerPoint presentations as a visual aid in
delivering ICT lessons has revealed that PowerPoint has a great potential to arouse and
sustain learners‟ interest, increase performance and make lessons more interactive. These
desired benefits can be however achieved when PowerPoint is used incorporating the factors
this literature has uncovered as relevant to the effective use of PowerPoint. The subsequent
chapter considers the methodology used in this study and how PowerPoint presentations were
used in lesson presentations.
21
CHAPTER THREE
METHODOLOGY
3.1 Introduction
This study was conducted to find answers to various questions relating to the teaching and
learning of ICT in the Senior High Schools. It emphasized the use of PowerPoint as a visual
aid in teaching and whether such a tool is capable of helping to improve learning on the parts
of students.
This chapter gives a description of the research procedures or the research methodology used
for the study. It covers research design, population and sampling, data collection techniques,
data collection procedures and data analysis.
3.2 Research Design
The methodology the researcher selected for this study is a mixed-method. The researcher
decided on the case study research strategy and a descriptive research design due to the
nature of the problem.
According to Amoani (2005), the descriptive analysis design is an attempt at providing an
accurate description of an on – going situation or real life setting. This approach describes a
relationship that exists between variables. Hendricks (2009) also opines that descriptive
research studies are designed to obtain pertinent and precise information in order to draw
valid generalizations, and conclusions from facts obtained.
With regard to the time aspect of research methodology, a cross-section methodology is what
best suits the format chosen by the researcher. According to Darling-Hammond and Snyder
(2000), action research is a form of authentic assessment which “contextualises teaching” and
22
allows teachers to move beyond personal reflection to a more rigorous and structured
examinations of challenges they might be having in teaching.
The researcher was moved by the poor attitude of students towards the study of ICT which
translated into poor performance when tests were conducted. This was perceived as a
problem which needs to be studied and remedied by the researcher. Against this background,
a choice of research method found among the numerous methodologies for this research was
the descriptive research design.
Also, the selection of case study approach was informed by the flexibility that it provides for
researchers to tackle problems on the ground through the process of;
Making explicit assumptions about how and why things work (Problem)
Planning an act(intervention) to improve the situation
Carrying out the intervention that has been planned
Observing what happens as a result of the intervention
Reflecting on the observations and
Planning another intervention based on the reformulated hypothesis (i.e. if previous
intervention was not effective).
The case study strategy was chosen because it lets the researcher analyses many variables on
the research problem and sees what factors can be controlled to bring about desired changes.
The case study strategy helps to carry out a more profound study to really address the
problem identified.
23
3.3 Population and Sampling
Population is defined as the entire collection of a set of objects, people, or events, in a
particular context. The population is the entire group of persons or objects that is of interest
to the researcher.
The study was conducted at Nkawie Senior High School (Technical) in the Atwima
Nwabiagya District of the Ashanti Region. The school has a population of about 3,000
students. This number is made up of both streams of the education system currently running
in Ghana; the four-year stream and the three-year stream offering programmes in various
disciplines.
The researcher sampled 100 students of both sexes offering different programmes from the
three classes that he handled – 2GA2, 2GA3/4 and 2HS.
The classes were heterogeneous with regards to ethnic, socioeconomic, and academic ability
backgrounds. Four teachers who taught in the ICT department were also sampled out of the
total of eight ICT teachers in the school.
3.3.1 Sampling Procedure
Sampling is a systematic process of selecting a portion of the designated population to
represent the entire population in a study. The basic idea of sampling is to select some of the
elements in a population to enable us draw conclusions about the entire population.
The population for the study was the entire Form Two (2nd
year) students of the school and a
teaching staff population of about 172 of which ICT teachers were 8. The researcher taught
three classes; 2GA2, 2GA3/4 and 2HS with class sizes of 148, 66 and 94 students
24
sizesampleActual
populationTotalKIntervalSampling )(
,348
148)22( GAK
,322
66)4/32( GAK
,330
94)2( HSK
respectively which totalled 308 students. Out of the 308 students from the three classes
handled by the researcher, it was practical to use a sample size of only 100 students for the
study due to constraints of time and resources. The 100 students were selected
proportionately from the three classes with 48 students from 2GA2, 22 students from 2GA3/4
and 30 students from 2HS.
The specified number of students from each class was selected using the systematic method
of probabilistic sampling. The sampling interval was calculated using the mathematical
formula:
To get the sample quota from 2GA2, the researcher randomly selected the first student from a
numbered class list of the students. Subsequent students were selected by simply adding the
sampling interval which is three (3) to the first student selected till the required number was
obtained. The researcher replicated the same procedure in the remaining two classes i.e.
2GA3/4 and 2HS.
The researcher selected four (4) teachers from the ICT department using simple random
sampling procedure because it offered each teacher the opportunity of being selected.
25
3.4 Data Collection Instruments
The nature of the problem informed the researcher to employ the underlisted instruments to
help solicit information about the problem.
3.4.1 Questionnaire
Hendricks (2009) describes a questionnaire as a set of carefully designed questions given in
exactly the same form to a group of people in order to collect data about some topic(s) in
which the researcher is interested.
The researcher designed a questionnaire of 15 items to collect data from the participants of
the study. The questionnaire for students was aimed at finding out why students exhibited
such indifferent attitude towards ICT lessons, which method of teaching was enjoyable to
them the most and what suggestions they had for their ICT tutors. The questionnaires were
given to students in class to respond to. This was because the researcher wanted to be there to
clear out any misunderstandings even though the questionnaires were pre-tested on a handful
of students from different classes and anomalies corrected. The questionnaire proved valid
because it was pre-tested to find out how best it would measure what it was meant to and also
during administration, the researcher was there to clear doubts. The reliability of the
questionnaire could not be comprehensively ascertained for the reason that it was not
administered more than once on the same subjects. However, on different subjects as with the
different classes the researcher administered the questionnaire which proved reliable.
3.4.2 Students’ Tests
A test is a series of questions, problems, or physical responses designed to determine
knowledge, intelligence, or ability. (Johnson , 2007). A series of tests were conducted by the
26
researcher on the participants during the pre-intervention, intervention and post intervention
stages of the study.
The researcher thought it inexpedient to administer the same test twice to the same
respondents and therefore provided tests that contained a series of items intended to measure
the same attribute – say listing of steps to follow in performing similar operations in Word
processing. This enhanced the reliability of the instrument. Validity was also ensured since
the researcher test items by himself.
3.4.3 Observation
Observation is way of gathering data by watching behaviour, events, or noting physical
characteristics in their natural setting. Observations can be overt (everyone knows they are
being observed) or covert (no one knows they are being observed and the observer is
concealed).
Because the problem was attitudinal, the researcher employed the observation method to find
out more about the attitudes. The observation was covert because the students knew they
were being observed. The choice of observation as a data collection instrument proved valid
since it happened in the natural context with no attempt by the researcher to influence the
actions of the students being observed. It also proved reliable as the result of the observation
was consistent.
3.4.4 Interview
Interview refers to the collection of data by asking people questions and following up or
probing their answers. Interview was used as a tool to find out about what the students really
27
felt about the teaching and learning of ICT. The interview format used was unstructured
interview where questions were asked and based on their responses, follow up questions
could be added. The interview sessions provided a lot of information to the researcher.
It became clear through the interviews that students felt ICT was not important because it was
not examinable at the end of their programme. Another fact that was revealed through the
interview was lack of ICT teaching and learning facilities. It was established that there was
no computer laboratory and computers for students to learn with. This resulted in teachers
using lecture and discussion method to teach all ICT lessons which the students claimed was
unexciting. The choice of interview as an instrument for this research was both valid and
reliable. It was valid because it measured what the researcher actually wanted to measure.
Also it was reliable since it provided consistent result from the numerous students
interviewed.
3.5 Intervention Design and Implementation
After observing students and administering questionnaire to obtain data about the problem,
the researcher designed a well thought-out intervention strategy meant to address the
situation. The intervention design was in the form of employing the use of PowerPoint
presentations to serve as visual aids and at the same time delivering course content to
students.
The designing and implementation of the intervention was carried out in three phases, thus
pre-intervention, intervention and post intervention.
28
3.5.1 Pre – Intervention
A lot of preparatory activities necessary for effective implementation of the intervention were
done at this stage of the research. The researcher after identifying the problem needed to find
out more, collect data about the problem so as to know how best to tackle it. Hence, the
researcher used data collection techniques like questionnaires, observation, students‟ test
scores and interviews to achieve this. At this stage, the researcher used the traditional method
of delivering lessons to deliver all his lessons. Class exercises and assignments were given to
students which the researcher marked, scored and delivered to students promptly. A class test
was conducted at the end of the pre-intervention period. This too was marked, scored and
returned to students on time. The researcher used marks obtained from the class test as test
data for the pre-intervention period.
3.5.2 Intervention
The researcher decided to roll out his intervention strategy at the end of the pre-intervention
period. This was when the scores of the pre-intervention class test conducted did not meet the
expectation of the researcher. The intervention strategy was in the form of delivering lessons
with PowerPoint presentations. The PowerPoint presentations served as the primary mode of
delivery of lessons and also as a visual aid since a lot of visually stimulating illustrations and
effects were applied to the presentations.
The researcher took time to carefully design the slides of each lesson for presentation. Picture
illustrations for identifying features of software were illustriously animated to capture
students‟ attention. Also, video demonstrations were included in slides which showed how
specific tasks were performed. This particularly fascinated students which ensured that
maximum attention was paid by students.
29
For maximum skill acquisition, the researcher presented an ordered list of steps which were
animated to students before showing videos of such processes. This was followed by the
researcher allowing few students to actually come to the laptop to practise what they had
observed. With the researcher‟s assistance, this was no challenge at all for students.
During this time, intermittent class exercises and assignments were given to students. These
were marked, scored and given out to students promptly. Also, the researcher conducted
another class test which was marked, graded and promptly given out to students to mark the
end of the intervention phase.
3.5.3 Post – Intervention
The post intervention phase is the period immediately after the intervention period. This is
where the result of the class test conducted at the end of the intervention stage was
considered. It was realized that after the intervention, the academic performance and general
attitude of students towards ICT had improved considerably. This is evident in the subsequent
chapter of this study.
3.6 Data Collection Procedures
Upon careful consideration the researcher resolved to use observation, questionnaires,
interview and test results to gather information. These instruments were appropriate because
they provided the needed data for proper investigation into the research problem. Below is a
discussion of how each of the data collection tools was used to collect the needed data.
30
3.6.1 Observation
The nature of the research problem identified called for data collection in the natural setting.
This prompted the researcher to use observation technique to gather information. The
researcher observed the students both in class and out of class. This was to find out what
underlying factors made students to exhibit such low interest in the teaching and learning of
ICT. The researcher observed his students both overtly and covertly since at some points
students were aware of the researcher‟s presence while at other times too, students were
oblivious to any such activity.
3.6.2 Interview
The researcher conducted an interview into the research problem. The interview was mainly
unstructured and was meant for tutors who handled ICT. However, few students selected at
random were also interviewed. The researcher wrote down key information areas which
served to him as an interview guide. With such interview guide at hand for the researcher‟s
perusal, he conducted the interview using probing questions for further information
gathering.
3.6.3 Tests
Students‟ test was one of the principal data collection instruments. Result from such guided
the researcher during the pre intervention, intervention and post intervention stages of the
study. It was the only way the researcher could measure the progress or otherwise of the
students with respect to the effectiveness of the intervention. The researcher conducted tests
made up of relevant test items meant to measure the appropriate skill or knowledge at the end
of every topic. These tests were in three main forms thus class exercises, assignments and
31
class tests. The class exercises and assignments were often given at the end of every lesson
whilst the class tests were conducted at the end of each topic.
3.6.4 Questionnaire
A questionnaire of 15 items comprising both open and close-ended questions was designed
for the study. It was pre-tested with a section of the population who were outside of the
sampled respondents for construction, content validity, wording format and questionnaire
flow. The pre-test resulted in rewording of a few of the questionnaire items. Also, specimen
questionnaires for both tutors and students were sent to the supervisor of this research. They
were edited and corrections were made. The questionnaire was administered in class by the
researcher himself. This was done to ensure that any misunderstanding was cleared and that
valid responses were given by the students.
3.7 Data Analysis
Descriptive approach was used to analyze the data. The data was then converted into tables
for easy analysis and presentation using Microsoft Office Excel. Each table was presented
using the number of respondents and their scores including percentages. These were later
converted into pie charts and bar graphs for visual interpretation.
32
CHAPTER FOUR
RESULTS AND DISCUSSION
4.1 Introduction
This chapter focuses on pre-intervention results, post intervention results and discussion of
post-intervention results. The facts and figures gathered from the study are discussed and
presented using tables and diagrams.
4.2 Pre – Intervention Results
During the first few weeks of the term, the researcher observed the attitude of the students
towards teaching and learning of ICT. A questionnaire was also designed and administered to
the students to enable the researcher know how to implement a suitable intervention. The
following are the outcomes of the questionnaires presented to the students.
4.2.1 The Effect of Students’ Attitude towards the Teaching of ICT
The researcher in the early stages of the study observed the students to find out how their
indifference to the teaching and learning of ICT impacted their academic performance. Based
on the observation, it was found out that students generally have a poor attitude towards the
teaching and learning of ICT. The seriousness level of students which was evidenced by their
participation in lessons and the contributions they made during lessons was also generally
low. Students were also not motivated to learn the subject at all and stated the major reason as
the subject not being examinable at the external examinations. This made students attach very
little or no importance to the teaching and learning of ICT.
33
The researcher also conducted a pre-test to ascertain whether students‟ performance matched
up with their attitudes and level of interest observed. The result of the pre-test was very poor
although it was not surprising to the researcher.
Table 4.1: Students‟ Performance on Pre-Test
Marks Frequency Percentage (%)
0 – 5 38 38%
6 – 10 46 46%
11 – 15 12 12%
16 – 20 4 4%
Total 100 100%
(Source: Field Survey, 2013).
From Table 4.1 above, it is obvious that the performance of students during the pre-test at the
pre-intervention stage was far below average. This was because more than two-thirds
representing 84% of the students‟ score was below the pass mark of 11 and above. Only 16
students of the population made the pass mark of 11 and above.
4.2.2 The Use of PowerPoint Presentation
During the pre intervention stage, it became evident from the ICT tutors through informal
interview that none of them used PowerPoint presentations to deliver lessons. The researcher
then presented one of his lessons using PowerPoint presentation. He observed the students for
clues of increased interest and participation in the lesson. The questionnaire administered to
34
respondents contained an item which sought to know whether students liked ICT lessons
presented with PowerPoint or not. Table 4.2 below shows the responses given by students in
respect of the use of PowerPoint.
Table 4.2 Students‟ preference for lessons presented with PowerPoint
Responses Frequency Percentage (%)
Yes
No
97
3
97%
3%
Total 100 100%
(Source: Field Survey, 2013).
Table 4.2 shows that an overwhelming majority of 97% of students responded „Yes‟ to the
question of whether they liked lessons presented with PowerPoint. The students responded
„Yes‟ stating reasons like PowerPoint presentations made learning more interesting, it made
lessons easy to understand and it became easy for them to follow among others.
Three students however chose to differ and said they did not like lessons presented with
PowerPoint and stated reasons as the lesson delivery was faster and that it was difficult taking
notes on the lesson. From the above results, it was evident to the researcher that the
implementation of PowerPoint presentations as an intervention would yield the desired result.
4.2.3 Improving Students’ Performance in ICT using PowerPoint Presentations
When asked how PowerPoint presentations can be used effectively to improve students‟
performance in ICT, the views of both teachers and students were similar. This re-echoed the
35
fact stated in the literature that teachers need to have the necessary soft skills required to
create visually appealing slides that integrate multimedia such as video and audio.
All the four teachers interviewed conceded that PowerPoint presentations had the potential to
improve students‟ performance and raise their interest level. On the question of how this
could be achieved, they said by designing interesting and attention catching slides which
would make learning fun and at the same time educative.
When asked whether multimedia content in PowerPoint presentations enhanced teaching and
learning, the following responses were given by the respondents:
Table 4.3 Response to whether multimedia content in PowerPoint presentations improved
teaching and learning
Responses Frequency Percentage (%)
Yes 100 100%
No 0 0%
Total 100 100%
(Source: Field survey, 2013).
As presented in Table 4.3, 100% responded „Yes‟. This implied that when students see
multimedia content as video and audio, they get excited and pay maximum attention to the
lessons taught through the material.
36
4.2.4 Visual Aids for Lecture and Discussion: PowerPoint versus Whiteboard
Pertaining to which visual aid complemented lecture and discussion method of teaching while
at the same time enabling students to retain more information the responses students provided
are presented in Table 4.4.
Table 4.4: The use of visual aids to retain more information
Response Frequency Percentage (%)
Blackboard 4 4%
Still pictures 8 14%
Illustrated diagrams 14 12%
PowerPoint presentations 51 51%
Video 21 21%
Total 100 100%
(Source: Field Survey, 2013).
According to the data presented in Table 4.4, four respondents claimed the whiteboard helped
them retain more information while eight (8) respondents representing 8% of the population
said Still pictures helped them retain more information when used together with lecture and
discussion method of teaching. Also, 14% of students said illustrated diagrams helped them
retain more information. More than half of the students i.e. 51% opted for PowerPoint
presentation claiming it can be designed to include all other aspects of visuals (i.e.
multimedia) and 21 students also preferred video. This implies that when visually stimulating
content is presented to students, the information is retained more than when visual aids are
not used.
37
4.3 Post Intervention Results
Post intervention presents the outcome of the intervention strategy implemented. At this stage
of the research, the researcher was only interested in evaluating the students‟ attitude and
performance towards the study of ICT. The intervention for this study was the use of
PowerPoint presentations to aid teaching and learning.
4.3.1 The Effect of Students’ Attitude towards Teaching on their Performance
After the implementation of the intervention strategy, the researcher observed students for a
change in attitude towards teaching and learning of ICT. It was noticed that students
participated more in class discussions. This indicated a turnaround from their previous
indifferent attitude towards the teaching and learning of ICT. To see whether this change in
attitude would reflect on their performance, a post – test was conducted. Table 4.7 below
presents the result of the post test conducted.
Table 4.5 Post Test Results
Marks Frequency Percentage (%)
0 – 5 0 0%
6 – 10 28 28%
11 – 15 53 53%
16 – 20 19 19%
Total 100 100%
(Source: Field Survey, 2013).
38
Table 4.5 shows students‟ performance from the test conducted after the implementation
stage. It shows clearly from the table that, 53% of the students scored between 11 and
15marks which were above the average mark. Also, 19% of the students scored between 16-
20 marks. It was also noticed that no student scored between 0 and 5 marks. The result
indicated a significant improvement in students‟ performance. This was achieved because,
the implementation of the intervention strategy made students change their attitude towards
ICT as a subject. Students were thus motivated and more interested in the learning of ICT
which translated into better performance.
4.3.2 The Use of PowerPoint Presentation to Boost Students’ Interest in ICT
Lessons
After the implementation of the intervention, students were observed to see whether there
will be a change in their interest level towards the teaching and learning of ICT. Through
observation, the interest level of students was scored as illustrated in the table below:
Table 4.6 Students‟ interest level after the intervention.
Interest Level Frequency Percentage (%)
Very interested 43 43%
Interested 52 52%
Not interested 5 5%
Total 100 100%
(Source: Field Survey, 2013)
As is evident from Table 4.6, 52% of students were observed to be interested in the lesson
while 43% showed high interest in lessons presented with PowerPoint presentations. 5% of
39
the students were however not interested. This shows that when PowerPoint presentation was
used students‟ interest in ICT was revived.
4.3.3 Improving Students’ Performance in ICT using PowerPoint Presentations
The results of the post – test conducted after the implementation of the intervention showed a
tremendous increase in the performance of students. This goes to affirm the fact that
PowerPoint presentations when used effectively (i.e. designed to meet all aspects of learning)
improved students‟ performance. It therefore establishes that when teachers use PowerPoint
presentations in delivering ICT lessons, it has a significant impact on the performance of
students.
4.3.4 Visual Aids for Lecture and Discussion: PowerPoint versus Whiteboard
The researcher was convinced of the fact that PowerPoint presentations played a bigger role
in helping students to learn more. This was attributable to the increase in the number of
respondents that opted for PowerPoint presentations when asked the same question after the
intervention. Because students perceived that PowerPoint was an appropriate visual aid
complementing the use of lecture and discussion method, they opted for it.
40
Table 4.7 Which visual aid helps to retain more information
Response Frequency Percentage (%)
Blackboard 2 4%
Still pictures 4 14%
Illustrated diagrams 8 12%
PowerPoint presentations 67 51%
Video 19 21%
Total 100 100%
(Source: Field survey, 2013).
4.4 Discussion of Post Intervention Results
This section discusses the results obtained after the implementation of the intervention at the
post intervention stage.
4.4.1 Students’ Attitudes on Teaching Techniques and their Effect on Performance
As discussed under section 2.3.1, there is a strong correlation between students‟ attitude
towards teaching and learning and their academic performance or achievement. According to
Eagle and Chalkin (2008), changing one‟s attitude leads to a change in their behaviour. The
researcher observed from the results of post-test conducted that there was a significant
improvement in the general performance of students. This was attributed to the reason that
after the implementation of the intervention, students‟ attitude towards the teaching and
learning of ICT changed significantly. Students no longer showed low interest but rather
showed a sense of commitment to ICT as a subject.
41
4.4.2 The Use of PowerPoint Presentation to Boost Students’ Interest in ICT
Lessons
According to Hoffman (2000), slide presentation software such as PowerPoint has become an
integral part of many instructional settings. This is particularly true in large classes. He
observed that PowerPoint can be a highly effective tool to aid learning, but if not used
carefully and correctly, it may instead disengage students and actually hinder learning.
From the results obtained after intervention through observation, students‟ interest levels
were boosted when PowerPoint presentations were used. This was evident from their
participation in class and their general performance.
4.4.3 Improving Students’ Performance in ICT using PowerPoint Presentations
As concluded by Hogarty, Lang and Kromrey (2003), the use of multimedia presentations
such as PowerPoint improves student learning and performance. Also, Gale and Robert
(2005) asserted that multimedia presentations can improve students‟ test scores significantly.
Consistent with the above authors, the use of PowerPoint as an intervention strategy proved
very important. Students‟ post - test scores were greatly improved over their pre-test scores
owing to the use of PowerPoint as a presentation method and also as a visual aid.
42
Figure 4.1: Students‟ pre-test and post-test scores.
(Source: Author‟s Construct, 2013)
4.4.4 Visual Aids for Lecture and Discussion: PowerPoint versus Whiteboard
Maddux & Aberasturi (2008) observed in their study that the method of material presentation
does affect students‟ retention of the information presented. This brought PowerPoint
presentations to the fore as it had many advantages over its other counterpart visual aids. In
consonance with the above observation, the researcher observed that PowerPoint as compared
to the whiteboard as a visual aid enabled students to retain more information with regards to
the lesson taught. This consequently resulted in the increase in students‟ interest levels when
PowerPoint presentations were used and also performance wise when tests were conducted.
It can be concluded from the above evidences that PowerPoint as a method of presentation
and a visual aid has many advantages. These range from increasing students interest in the
lesson, improving performance of students on tests and also changing the discouraging
attitudes of students.
38
46
12
40
28
53
19
0
10
20
30
40
50
60
0 - 5 6 - 10 11 - 15 16 - 20
No
. of
stu
de
nts
in p
erc
en
tage
Mark Range
Pre - Test
Post - Test
43
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
Innovative teaching techniques do not only arouse students‟ interest in the subject of ICT but
also help to improve students‟ academic performance significantly. The chapter provides a
summary of findings, conclusion and give recommendations and suggestions to other
researchers who wish to conduct further studies in similar areas.
5.2 Summary of Findings
This study was conducted at Nkawie Senior High Technical School, in the Atwima
Nwabiagya District in the Ashanti Region. It was observed during the early stages of the
study that due to inhibiting situations like lack of infrastructure and facilities on the ground,
most ICT teachers at Nkawie Senior High School use lecture and discussion methods to teach
lessons which otherwise should be practical and demonstration oriented. The study compared
and measured the effectiveness of computer-based PowerPoint and the traditional whiteboard
as a visual stimulant.
The study revealed as a result of the implementation of the intervention that:
1. The use of PowerPoint presentations greatly improved the academic performance of
students in ICT. An evidence of this is students‟ post-test results being a significant
improvement over their pre-test results.
2. Students no longer capitulate but rather show great interest in class when PowerPoint was
used to present lessons. Students showed their interest in lessons by making more
contributions the lesson and asking relevant questions.
44
3. Using PowerPoint as a visual aid to lessons reached the different kinds of learners due to
its utilization of multimedia content.
5.3 Conclusion
It became evident from the study that using a variety of teaching techniques and
implementing visual aids can influence students‟ performance positively in more than one
way. Before the intervention, the attitude of students towards ICT as a subject generally was
poor. This was due to inappropriate teaching methods employed by teachers. Also, students
were not encouraged to take the subject serious because it was not examinable.
5.4 Recommendations
From the findings and conclusion made from the study, the following recommendations have
been made:
i. Teachers should vary their teaching methods to include the use of visual aids. Because
there are individual differences among students, one teaching technique may not appeal to
all students. Teachers therefore should employ more than one teaching method in order to
engage all kinds of learners in the school system.
ii. Policy makers (Educational Planners and Administrators) should make ICT examinable in
the external examinations. This is necessary to motivate students to pay serious attention
to the subject.
45
iii. Visual aids such as PowerPoint presentations that include multimedia (i.e. audio, video,
animations) should be incorporated in lessons to boost students‟ interest levels and
capture their attention.
iv. School authorities should provide the enabling technologies like Projectors and projector
screens, computer laboratories and the likes to enable teachers use multimedia to appeal
to the senses of students while at the same time actively engaging them in learning.
5.5 Suggestions for Further Research
The following guidelines suggested will be very useful for other researchers who wish to
embark on similar researches on the topic:
Studies must be done in the area of using PowerPoint effectively (slide design and
presentation) to maximise students‟ performance.
A study can be done on the use of multimedia and appropriate technologies to impact
students‟ retention and internalisation of taught information.
A similar study can be undertaken in a different part of the nation with a larger sample.
Exploration into the possibility of other software aside PowerPoint (such as tutorials) to
capture students‟ interest, attention and improve performance in ICT.
46
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50
APPENDIX A
QUESTIONNAIRE TO INVESTIGATE THE CAUSE OF LOW INTEREST IN ICT
AMONG FORM TWO SENIOR HIGH SCHOOL STUDENTS
Please read, think carefully and provide the appropriate responses to the questions below by
ticking [√] in the space provided. Any information provided is solely for academic purposes
only and absolute confidentiality is assured.
Case Study: Nkawie Senior High School [Technical]
1. Gender:
Male [ ]
Female [ ]
2. Age (in years)
13-15 [ ]
16-18 [ ]
19 and above [ ]
3. a) Do you enjoy ICT lessons?
Yes [ ]
No [ ]
b) If Yes in (a) above, why?
It is interesting [ ]
It is easy to understand [ ]
It offers more job opportunities after school [ ]
c) If No in (a) above, why?
It is boring [ ]
51
It is difficult to understand [ ]
I don‟t see its importance to me after school [ ]
4. ICT is as important as other subjects.
Strongly agree [ ]
Agree [ ]
Not Sure [ ]
Disagree [ ]
Strongly Disagree [ ]
5. What teaching method does your ICT teacher use to teach you?
Lecture [ ]
Discussion [ ]
Demonstration [ ]
Lecture and discussion [ ]
Lecture and demonstration [ ]
6. Does your teacher use visual aids to enhance teaching and learning of ICT?
Yes [ ]
No [ ]
7. If Yes in (7), which visual aid does he use?
Still pictures [ ]
Illustrated diagrams [ ]
PowerPoint presentations [ ]
Video [ ]
8. Which visual aid helps you to retain more information?
Still pictures [ ]
Illustrated diagrams [ ]
52
PowerPoint presentations [ ]
Video [ ]
Blackboard [ ]
9. a) Do you like ICT lessons presented with PowerPoint?
Yes [ ]
No [ ]
b) If Yes in (a) above, why?
Learning is more interesting [ ]
Easy to understand [ ]
Easy to follow [ ]
Easy to discuss [ ]
c) If No in (a) above, why?
Faster Presentation [ ]
Note taking is more difficult [ ]
Teacher talks more making it boring [ ]
Less motivation [ ]
10. When multimedia content (i.e. video, audio, etc) are included in PowerPoint
presentations, does it enhance teaching and learning?
Yes [ ]
No [ ]
53
APPENDIX B
INTERVIEW GUIDE FOR ICT TUTORS
1. Sex:……………………………………………….
2. How long have you been teaching ICT?
3. What is the relationship between you and your students?
A. Cordial B. Very Cordial C. Fair D. Poor
4. Which teaching method do you use?
A. Lecture B. Demonstration C. Discussion D. Lecture & Demonstration
5. Briefly explain the reason for your choice in (4) above.
6. Which teaching aid do you use during ICT lessons?
7. What in your perspective are the causes of students‟ poor performance in ICT
8. What problems do you face in teaching ICT?
9. Suggest possible solutions to the problems listed above.
10. What is the attitude of students towards the teaching and learning of ICT?
11. To what extent does students‟ attitude affect their performance?
12. Do you think PowerPoint presentations can effectively improve students‟
performance in ICT?
13. If Yes, how?
14. If No, why?
54
APPENDIX C
OBSERVATION GUIDE FOR STUDENTS
1. The attitude of students towards the teaching and learning of ICT (Evidenced by their
participation in lessons, attendance to lessons and performance).
2. Seriousness level of students
3. Participation level of students
4. Eagerness to learn (asking questions)
5. The performance in class exercises and assignments.
6. Are students motivated to learn ICT at all?
7. The level of importance they attach to ICT as a subject.
55
APPENDIX D
PRE – TEST
NKAWIE SENIOR HIGH SCHOOL (TECHNICAL)
FIRST CLASS TEST – ICT
NAME:………………………………………………………… CLASS:…………………
Answer all Questions
Fill in the blank spaces with the correct answers
1. The internet is a/an
……………………….. that connects
computers worldwide through
telecommunication links and satellites.
2. A ……………….. converts digital
signals from the computer to analogue
signals and vice versa for transmission
over telephone lines.
3. ……………………is the protocol that
helps to transmit hypertext documents
over the internet.
4. A website‟s direct address is also known
as ………………………………………
5. The general name for documents that
contain links to other documents, text,
graphics, sound and video files is
…………………………….
6. ………………………..is the unique
address that identifies every computer or
device connected to the internet.
7. …………………is a form of
communication on the internet that
involves the sending and receiving of
instant messages between people who are
online.
8. One of the advantages of the internet is
that, every information that it provides is
accurate and correct. True/False.
9. …………….is a software that helps us to
navigate or view webpages on the web.
10. The set of rules that control how
computers communicate with one another
in a network is called
………………………..
56
Multiple choice questions
11. The protocol that breaks data up into
packets for easy transmission on a
network is known as
A. FTP
B. TCP
C. IP
D. HTTP
12. Which of the following is not a
browser?
A. Google
B. Microsoft Internet Explorer
C. Safari
D. Mozilla Firefox
13. Which of the following is used to
create web pages?
A. HTML
B. FTP
C. HTTP
D. TCP/IP
14. ICT is the abbreviated form for …….
A. Information Communications and
Technology
B. Information and Communication
Technology
C. Information Communication
Technology
D. Information and Communications
Technology
15. All the following are needed for
internet connectivity except
A. Browser
B. URL
C. Laptop
D. Modem
Identify the following features of a typical web browser
C
A
B
D
E
57
16. The feature labelled A is called the
A. Status bar
B. Address bar
C. Title bar
D. Menu bar
E. Main window
17. The feature labelled E is called the
A. Status bar
B. Address bar
C. Title bar
D. Menu bar
E. Main window
18. The feature labelled B is called the
A. Status bar
B. Address bar
C. Title bar
D. Menu bar
E. Main window
19. The feature labelled D is called the
A. Status bar
B. Address bar
C. Title bar
D. Menu bar
E. Main window
20. The feature labelled C is called the
A. Status bar
B. Address bar
C. Title bar
D. Menu bar
E. Main window
58
APPENDIX E
POST – TEST
NKAWIE SENIOR HIGH SCHOOL (TECHNICAL) END OF TERM CLASS TEST – ICT
NAME:……………………………………………………… CLASS:…………………
1. Which of the following is a web
browser?
A. Microsoft XP
B. Microsoft internet
C. Microsoft internet explorer
D. Internet drive
2. The acronym WWW stands for
A. World wide waves
B. World wide web
C. Word wide width
D. World wide wed
3. The standard that allows computers to be
connected on a network is called?
A. Protocol
B. Packets
C. Browser
D. FTP
4. An unsolicited E-mail message is called
A. Blog
B. Spam
C. Mailing list
D. MSN
5. Which of these is not an e-mail service
provider?
A. Yahoo
B. Skype
C. Gmail
D. Hotmail
6. One of the following displays the address
of the page visited.
A. Search button
B. History button
C. Address bar
D. Menu bar
7. Which of the following is not a browser?
E. Google
F. Microsoft Internet Explorer
G. Safari
H. Mozilla Firefox
8. Which of the following tabs would you
find the page size command in Microsoft
Office Word?
A. Home tab
B. Insert tab
C. Layout tab
D. Page Layout tab
9. To add page numbers to your document,
which group will you go under the Insert
tab?
A. Pages group
B. Tables group
C. Illustrations group
D. Header & Footer group
10. In the home tab, where will you find the
command for adding bullets and
numbers to your document?
A. Clipboard
B. Font
C. Paragraph
D. Editing
59
Section B
Answer any two questions from this section
1. Define the following terms
i. Internet
ii. Website
iii. E-mail
iv. IP address
v. Modem
2. A) List down items you will need when setting up an internet connection at home.
B) Mention five features of Microsoft word and explain 2 of them.
3. Write down the shortcuts of the following MS Word commands.
i. Paste
ii. Cut
iii. Copy
iv. Underline
v. Save
vi. Print
vii. Left align
viii. Centre align
ix. Bold
x. Italic
4. A) Write down the steps in launching Microsoft Office Word.
B) How would you change the page size of a document from Letter to A4 size?
60
APPENDIX F
RESEARCHER’S INTERNSHIP ASSURANCE LETTER