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)
Summary: 
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.
Keywords: 
PowerPoint
teaching-learning
effectiveness
pedagogy
Refers: 

[1] Abdellatif, Z. (2015). Exploring students’ perceptions of using PowerPoint in enhancing their active participation in the EFL classroom: An action research study. Journal of Literature, Languages and Linguistics, 5, 36- 39.

[2] Adams, C. (2006). PowerPoint, habits of mind, and classroom culture. Journal of Curriculum Studies, 38(4), 389-411.

[3] Bellamy, K., & Mclean, D. (2014). Fundamentals of using PowerPoint. Journal of Audio-visual Media in Medicine,25(4), 162–164.

[4] Bryant, S. M., & Hunton, J. (2000). The use of technology in the delivery of instruction: implications for accounting educators and education Researchers. Issues in Accounting Education,15(1), 129-162.

[5] Bryman, A. (2016). Social research methods. Oxford University Press.

[6] Clark, J. (2008). PowerPoint and pedagogy: Maintaining student interest in university lectures, College Teaching, 56(1), 39-44.

[7] Corbeil, G. (2007). Can PowerPoint presentations effectively replace textbooks and blackboards for teaching grammar? Do students find them as an effective learning tool? Computer Assisted Language Instruction Consortium Journal, 24(3), 631-656.

[8] Cornwell, L. (2014). What is the impact of PowerPoint lectures on learning? A brief review of research. Fletcher Faculty Development Centre, Hagerstown Community College. Retrieved on 5th April 2023 from http://www.hagerstowncc.edu/sites/default/ files/documents/14-fletcher-powerpoint-researchreview.pdf.

[9] Cosgun Ögeyik, M. (2017). The effectiveness of PowerPoint presentation and conventional lecture on pedagogical content knowledge attainment. Innovations in education and teaching international, 54(5), 503-510.

[10] Creswell, J. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.

[11] Elliott, S., & Gordon, M. (2006). Using PowerPoint to promote constructivist learning. Educational Technology Magazine, 46(4), 34-38.

[12] Jones, A. (2003). The use and abuse of PowerPoint in teaching and learning in the life sciences: A personal overview. Journal of Technology Pedagogy and Education. Bioscience Education, 2(1), 1-13.

[13] Jones, A.M. (2003). The use and abuse of PowerPoint in teaching and learning in the life sciences: A personal overview. Retrieved on 6th April 2023 from https:// www.csun.edu/science/ref/presentation/powerpoint/ powerpoint_use_abuse.pdf.

[14] Konukman, F., Rabinowitz, E., Kernodle, M., & McKethan, R. (2010). The effective use of PowerPoint to facilitate active learning. Journal of Physical Education, Recreation & Dance, 81(5), 12-16

[15] Kumar, R. (2014). Research methodology. Sage Publications.

[16] Lari, F. (2014). The Impact of Using PowerPoint Presentations on Students’ Learning and Motivation in Secondary Schools. International Conference on Current Trends in ELT. Procedia - Social and Behavioral Sciences 98 (2014), 1672 – 1677.

[17] Meibauer, G., & Aagaard, A. (2017). Teaching experience: How to make and use PowerPoint-Based interactive simulations for undergraduate IR teaching. Journal of Political Science Education, 14(1), 42-62.

[18] Nouri, H., & Shahid, A. (2005). The effect of PowerPoint presentations on student learning and attitudes. Global perspectives on accounting education, 2, 53

[19] Park, Y., Artino, A., & Konge, L. (2019). The Positivism Paradigm of Research. Academic Medicine, 95(5), 690-694.

[20] Ryan, G. (2018). Introduction to positivism, interpretivism and critical theory. Nurse researcher, 25(4), 41-49

[21] Smith, Y. (2016). College-based case studies in using PowerPoint effectively. Journal of Information & Communications Technology in Education. Cogent Education, 3(1), 1127745

[22] Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. The Journal of Language Learning & Technology, 6(1), 165-180

[23] Szabo, A., & Hastings, N. (2000). Using IT in the undergraduate classroom: Should we replace the blackboard with PowerPoint? Computers and Education, 35, 175-187.

[24] Vicki, G., & David, K. (2009). Incorporating active learning with PowerPoint-Based lectures using content-based questions. Journal of Teaching of Psychology, 36(2), 134-139

[25] Wanner, T. (2015). Enhancing student engagement and active learning through just-in-time teaching and the use of PowerPoint. International Journal of Teaching and Learning in Higher Education, 27 (1), 154-163.

[26] Sanja, V., & Zlata, T. (2020). Constructivism in visual art classes. Centre for Educational Policy Studies Journal, 10(4), 13-32.

Articles in Issue