Exploring the effectiveness of PowerPoint usage for classroom teaching and learning in the college of education in Bhutan

Exploring the effectiveness of PowerPoint usage for classroom teaching and learning in the college of education in Bhutan

Tshering Dorji* tsheringdorji.sce@rub.edu.bt Royal University of Bhutan (Bhutan)
Sonam Wangmo swangmo.sce@rub.edu.bt Royal University of Bhutan (Bhutan)
Bhupen Gurung bgurung.sce@rub.edu.bt Royal University of Bhutan (Bhutan)
Thinley Wangchuk twangchuk.sce@rub.edu.bt Royal University of Bhutan (Bhutan)
The study explores students' perceptions of the effectiveness of PowerPoint used by their tutors for teaching and learning at a teacher education college in Bhutan. The study adopts the theory of social constructivism as the foundation for inquiry, employing an embedded mixed method design. A total of 250 students from all academic programs responded to the survey questionnaire. To gather qualitative data, four focus group discussions were conducted, with each group consisting of seven participants, selected through purposive sampling. The key findings indicate that PowerPoint is perceived as an effective teaching and learning tool when it is pedagogically wellconstructed, incorporating interactive student activities and group discussions. The study highlights the need for further enhancement and refinement of tutors' capacity in terms of PowerPoint design, creativity, and the use of interactive tools and features. The findings also underscore the importance of establishing a formal student feedback system to evaluate tutors' PowerPoint design, use of physical ambience, and teaching pedagogy for effective teaching and learning. The study recommends enhancing tutors' knowledge and skills in PowerPoint through professional development programs, as well as advocating for further research in this field.

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