VARIED TECHNIQUES IN POWERPOINT PRESENTATION AND THE ENGLISH ACADEMIC PERFORMANCE OF STUDENTS: A QUASI EXPERIMENTAL STUDY

Education

This study aimed to investigate the impact of varied techniques in PowerPoint presentation in the English academic performance of the Grade 10 students in New Leyte National High School. A quasi-experimental pretest-posttest group design was used, comparing the experimental group, that received the varied techniques in PowerPoint presentation, with the control group, that received the Interactive Direct Instruction of teaching strategy. Class proficiency and t-tests were utilized as statistical approaches to measure the significance of the experimental and control groups. Pretest and posttest were administered to both experimental group and control group with the intervention on PowerPoint presentation given to the experimental group. It was shown in the result that there is a significant difference both in the pretest-posttest of both groups- the experimental and control group. The results indicated that there was a significant difference in the academic performance of the students in experimental group and control group in the posttest. This implied that both PowerPoint presentation and Interactive Direct Instruction are effective. However, looking closely to the figures, the control group showed a slight progress compared to the experimental group. This significant difference could be attributed to the intervention of the varied techniques in PowerPoint presentation given to the experimental group. This finding suggests that PowerPoint presentation is more effective in enhancing the academic performance of students. Along with other effective interventions, the use of varied techniques in PowerPoint presentation as an aid in instruction was concluded to be efficient.

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