Abstract
This study examines the impact of PowerPoint on student performance and course evaluations in economics courses. Professors from six different colleges each taught two or more sections of a course. PowerPoint was used in at least one of the two sections and a more traditional chalk and talk method was used in the others. Using pooled regression analysis, the results showed that PowerPoint did not have an impact on grades when controlling for absences, hours of study, previous economics courses, math SAT scores, and gender. Although there was no impact on performance, the majority of students indicated that they prefer courses taught with PowerPoint. This preference is contradicted by the lower course evaluations at three of the six institutions in the sections taught with PowerPoint. Overall, the results suggest that the use of PowerPoint can be based on the professor's preference since there is no impact on performance, but professors should compare their own evaluations in sections taught with and without PowerPoint.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
