Use Of PowerPoint Presentations Research Articles

EFFECTIVENESS OF POWERPOINT PRESENTATION ON VOCABULARY RETENTION OF EFL FIRST-YEAR STUDENTS’ READING COMPREHENSION

Vocabulary learning plays an important role in language learning. To many language learners, lack of vocabulary is one of the biggest obstacles that prevent them from mastering the language. Moreover, there have been a lot of studies conducted to find out the way to help language learners acquire and retain learned vocabulary. Among them, PowerPoint is suggested by many researchers as one good way to help learners learn vocabulary retention through reading comprehension. The purpose of this study was to investigate the effect of PowerPoint on vocabulary retention in reading comprehension of EFL (English as a Foreign Language) first-year students at Long An University of Economics and Industry (DLA), Long An Province, Vietnam. Besides, this study investigates learners’ attitudes towards the use of PowerPoint in learning vocabulary. The participants were 60 non-English major students at DLA. Two instruments were (1) the tests on English vocabulary, (2) the questionnaire on the participants’ attitudes towards the use of PowerPoint in teaching and learning vocabulary, were investigated. The results demonstrated a significant difference in learners’ vocabulary retention: the participants in the experimental group remembered vocabulary longer than those in the control group. The study showed that the learners had positive attitudes towards the use of PPT (PowerPoint Presentation) in learning vocabulary retention.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0053/a.php" alt="Hit counter" /></p>

Kreativitas Guru Dalam Penggunaan Media Power Point Pada Pembelajaran Pendidikan Agama Islam Di SMPN 2 Koto Balingka Kabupaten Pasaman Barat

The purpose of this study was to learn how creative the PAI teachers at SMPN 2 Koto Balingka were when using the presentation software Power Point to engage their students who were less engaged in the learning process and more likely to experience frustration and boredom. And the pitfalls that teachers have to deal with while using Power Point. This study employed a descriptive quantitative methodology.Researchers play direct roles as planners, implementers, data collectors, data analysts, and report writers.Collecting information by means of observation, interviews, and written records.Information is gathered from interviews, documents, and libraries. This study's findings suggest that teachers can boost students' understanding of a subject by being creative with Power Point presentations. This can be done by providing clear explanations of the topic at hand, coming up with unique wording for slides, and showing relevant images. Teachers can become more innovative in their use of today's sophisticated technology by making use of Power Point presentations. Students can understand the material presented. The lack of an LCD projector, the disparity between student and teacher proficiency with the PowerPoint software, and the short amount of time available for its use are all factors that dampen teachers' inventiveness while using the program.

Pengaruh Penggunaan Power Point terhadap Hasil Belajar Mata Pelajaran IPA Siswa SD Kelas IV

The background of this research is the low student learning outcomes in science learning in elementary schools. This study aims to analyze how the use of Power Point presentations affects student learning outcomes in grade IV SD science. This study uses a quasi-experimental design of one-Group pre-and post-test. The findings of this study indicate that the use of Power Point media improves learning outcomes. It can be seen from the change in the results that the average pre-test score was 51 (24% of students in the high category, 12% medium, and 65% low) and the average post-test score was 75 (18% of students in the medium category and 82% high). These findings have implications for the use of learning media in the form of power points in science learning.

Implementation of Somatic, Audio, Visual, and Intelligent (SAVI) Learning Model to Improve Student Learning Outcomes on Dynamic Fluid Material

This research was conducted to improve learning outcomes and the quality of the learning process to teach students grade XI physics through the implementation of somatic, audio, visual, and intelligent (SAVI) learning model and the use of PowerPoint presentations, as a medium for students at class XI SCIENCE 3 Public Senior High School 107 Jakarta. Data collection is done in two ways, namely tests and observations, and for media assessment, quality is assessed through the assessment rubric. From observation of the activity of students and teachers, activity increased from 72.50% to 85.50%. Students’ learning outcomes can improve from 75.5 in cycle I to 79.5 in cycle II with the minimum completeness criteria is 77.0. So, it already passed the minimum completeness criteria. It can be concluded the implementation of somatic, audio, visual, and intelligent (SAVI) learning model can improve student learning outcomes and the quality of the learning process on dynamic fluid material.

Assessing the NATIONAL TOBACCO CONTROL PROGRAMME (NTCP) guidelines-based education model in semi-urban school population: An interventional study.

Awareness in semi-urban school population about harmful effects of tobacco use. Hence, the objectives of the present research protocol are to evaluate the incidence of tobacco usage amongst school children and educators, to evaluate the knowledge of students and teachers regarding the harmful effects of tobacco, to educate students and teachers regarding the deleterious effects of tobacco and to evaluate the success of the intervention. This study will be conducted at a semi-urban school located in the Wardha district. A cluster of students and teachers will be selected and will be given a pre-test to assess their knowledge regarding tobacco. The questionnaire will also help in evaluating the total number of participants consuming tobacco. Teachers will be given intervention when the data from the pre-test has been analysed. They will be educated regarding tobacco and its effects on oral health with the use of PowerPoint presentations, posters and models. Activities such as skits, role plays and discussions will be performed. Teachers will be asked to educate the students regarding the same. After the students are educated, they will be given a post-test to evaluate their understanding after the teachers have educated them. Tobacco users will be motivated to complete the cessation of tobacco. A questionnaire comprises 20 questions that are taken from National Tobacco Control Programme (NTPC) guidelines. The proposed study represents a major step towards tobacco cessation amongst semi-urban school population. Overall, the study includes evaluating the knowledge of participants, educating them regarding the harmful effects of tobacco and motivating the participants who are tobacco chewers to complete stoppage of habit. The study will develop a valid and reliable change and would contribute in the development of good oral health. This research will provide in the Indian context, evidence that will underpin better selection in semi-urban schools of the Wardha district. The proposed study represents a major step towards tobacco cessation amongst semi-urban school population. The study will develop a valid and reliable change and would contribute in the development of good oral health.

Teachers’ Perceptions on the Use of PowerPoint Presentations in ESL Classrooms at University Level in Lahore

The current study intends to observe the perceptions of Lahore English teachers regarding the integration of PowerPoint presentations in their teaching of English as a second language. The ESL teachers of Lahore were given an online questionnaire including 7 close-ended and 2 open-ended items respectively. To study the perceptions of ESL teachers of Lahore both quantitative and qualitative methods were employed by the researcher. The population of the study was 15 universities of Lahore, and a total of 85 ESL teachers were selected as participants. To collect data an online questionnaire was used by researcher. The results of the present study illustrated that ESL teachers of Lahore held positive views towards PowerPoint presentation, it is effective for teaching and learning English as a Second Language. The results also presented some barriers while integrating PowerPoint presentations such, as lack of resources, lack of knowledge of PowerPoint presentations, and the use of PowerPoint presentations is time consuming. These barriers need to be addressed properly, otherwise, it would hinder the application of technology in teaching and learning of English as a second language.

The Use of PowerPoint Presentation in Mathematics Education: A Comparative Study of Endowed and Less Endowed Schools in Ghana

This study investigated the effect of PowerPoint (PPT) instruction on achievement in two categories of SHSs in Ghana; less endowed and endowed schools, using a pre-test post-test quasi-experimental design. The sample consisted of 80 randomly selected students from two purposively selected government-assisted SHSs. The instruments used for data collection were two similar adopted Pre- and Post-Geometry Achievement Tests (GAT). During treatment, PPT presentations were used to teach both groups, some selected topics in geometry. Analysis of pre-GAT scores of both groups revealed that the participants in the endowed group significantly outperformed their counterparts in the less endowed group by a mean difference of 9.20. The results from the independent samples t-test conducted also showed that the endowed group significantly outperformed the less endowed group in the post-GAT. However, the results showed that the mean difference recorded between the two groups in the pre-GAT was significantly reduced to 6.58 in the post-GAT. Finally, the findings revealed no influence of gender in the achievement of both groups when PPT presentation was used in the instructional delivery. In conclusion, the use of PPT presentations in mathematics was found to increase SHS students’ achievement in mathematics and also found to be a good instructional approach that can be employed to narrow the gap in achievement levels between endowed and less endowed SHSs. The implications for practice and research are discussed.

Aportaciones del Flipped learning y Zoom a la enseñanza de la Conversación

In times of COVID-19 we were forced temporarily to relocate face-to face Spanish Conversation classes to the virtual classroom. We designed a class based on the Flipped learning methodology applied entirely online. This was done through the use of Power Point presentations to transmit the content, and the Zoom platform for oral practice. The students’ evaluation of the course was highly satisfactory. Therefore, we asked ourselves what can we learn from the online experience and how it can contribute to improve face-to-face classes. The present work is a descriptive qualitative study in which we analyze quantitative and qualitatively the aspects of the methodology used online that have been beneficial for South Korean students learning Spanish Conversation. Subsequently, we analyze which of the beneficial aspects can be transferred to the face-to-face class. The results show that the learning expectations of the majority of the students were met. Self-study of the contents; authentic audiovisual materials before the communicative practice; easy access to the internet to search for words; as well as a variety of activities, favored the learning of the Conversation. Moreover, there was a greater use of L2, which is also attributed to practice through randomly assigned group rooms in Zoom, and a more equitable distribution of speaking turns. These are aspects that, in a different way, can be applied in the classroom, favoring the learning of Conversation, especially with students who are reluctant to speak.

EFFECT ON ACADEMIC PERFORMANCE BY LEARNING ONLINE THROUGH 3D ANATOMY ATLAS VERSUS 2D PRESENTATIONS

Objective: To assess the effect of using a 3-D atlas on academic performance and compare it with the use of power point presentations during online lectures for gross anatomy of the head.
 Study Design: Comparative prospective study.
 Place and Duration of Study: Department of Anatomy, Dental College, Heavy Industries Taxila Education City Institute of Medical Sciences, Taxila Pakistan, from Jun to Jul 2020.
 Methodology: Forty-nine students from first year BDS were selected through nonprobability convenience sampling. They were assigned to two groups, A and B comprising of 25 and 24 students respectively. Group A was taught gross anatomy of head region via Zoom lectures employing a digital three-dimensional anatomy atlas application (Visual body, 2019). Group B was exposed to only two-dimensional pictures through presentations during their lectures. Ten teaching sessions were conducted with post session MCQ based assessments. One comprehensive assessment was conducted at the completion of the region. Results were compared for both groups.
 Results: The mean scores for three of the post session assessment tests were higher for group A (15.72 ± 2.03, 15.28 ± 2.79, 16.92 ± 2.13) as compared to that of group B (14.64 ± 3.42, 13.66 ± 3.00, 15.04 ± 3.01) (p<0.05). Similarly, the mean score for comprehensive assessment for group A (35.36 ± 6.02) was also more than that of group B (31.41 ± 6.88) (p<0.05).
 Conclusion: Three-dimensional viewing of structures led to better academic performance as compared to that of presentations with two dimensional pictures.

Assessment of the Efficacies of Inverted Classroom Approach and Powerpoint Presentation on Students’ Achievement and Self-Efficacy in Biology

In this paper, the effect of inverted classroom approach and PowerPoint presentation on students' achievement and self-efficacy in biology has been discussed. Two research questions and two null hypotheses were formulated to guide the study. A Quasi-experiment of 2 x 2 factorial design was adopted to guide the study. 4,408 senior secondary two (SSII) Biology students in Agbani education zone of Enugu state composed the population. The sample size for the study consisted of 150 SSII Biology students. The sample was be drawn using a multistage sampling procedure. the Biology Achievement Test (BAT) and Biology Self-efficacy Scale (BSS) were used as an instrument for data collection. Three experts all from the Department of Science Education, University of Nigeria, Nsukka, validated the instruments. The reliability of BAT was determined using Kuder Richardson (K-R-21) formula which gave a reliability index of 0.79. The reliability of BSS gave an index of 0.81 using Cronbach alpha formula. Data obtained from the pre-test and post-test were quantitatively analysed. All the research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used to test all the hypotheses at 0.05 level of significance. Results from the study revealed that there is a significant effect of approaches on the achievement and self-efficacy of students taught biology using inverted classroom approach, and those taught using the PowerPoint presentation. Based on the findings, it was recommended among others that biology teachers should try to develop and adopt the use of PowerPoint presentation in their instructional delivery as it would enhance the overall achievement and self-efficacy of students in biology. Keywords: Inverted Classroom, PowerPoint Presentation, Achievement, Self-efficacy, Biology DOI: 10.7176/JEP/12-23-09 Publication date: August 31 st 2021

Use of PowerPoint Presentation by the Teachers for Instruction in Selected Dental Colleges of Bangladesh

This descriptive type of cross-sectional study was conducted to find out the views of undergraduate dental college teachers about the PowerPoint presentations as instructional media used by teachers in dental colleges of Bangladesh. The study period was from January 2018 to December 2018. The study was carried out among the teachers of all 4 phases of BDS course of 2 government and 2 non-government dental colleges of Bangladesh. Out of 4 dental colleges, 2 were within Dhaka and 2 were outside Dhaka. The sample size was 100 for teachers. Convenience sampling technique was adopted for data collection. Self-administered semi-structured questionnaires using five points Likert scale were used for collections of data from teachers. The study revealed that 72% teachers consider Eye appealing appearance for choosing PowerPoint slides and 58% teachers did not use master slide. For selection of font style, 67% teacher agreed they consider readability, 88% agreed they consider visibility from last bench of classroom to select font size but 61% teacher disagree that they consider background for selecting font color. The study recommended, during the preparation of a PowerPoint presentation by teachers some areas like using the master slide, background, the number of words and lines need attention.
 Bangladesh Journal of Medical Education Vol.12(1) 2021: 10-15

Comparison of Two Educational Approaches on Knowledge Regarding Diet among Type II Diabetes Patients in East Delhi

Background: Different educational approaches might lead to different levels of understanding amongdiabetics. The present study compared the effectiveness of self-learning module (SLM) versus use of powerpoint presentation (PPT) on the knowledge of diet among type II diabetes patients (T2DM).Methodology: This was a quasi-experimental study with pre and post-test design, conducted in thecommunity setting. 85 T2DM patients each were randomly allocated to either SLM or PPT and 170 werecontrols without intervention. A pre-tested semi-structured questionnaire assessed knowledge on diet andnutrition during baseline (pre-test) and 6 months after intervention (post-test). Changes in knowledge afterintervention was assessed using X2, Mc Nemar, paired ‘t’ test. p<0.05 was considered as significant.Results: Both SLM and PPT were equally effective in increasing knowledge on the role of diet in diabetes,different food items. PPT was significantly more effective in increasing the mean knowledge score regardingdiet in post-test (28.04+7.34) versus SLM (25.07+6.74) (p<0.001). PPT was more effective than SLM onsome aspects of diet viz. concept of carbohydrate as energy giving source, sources of carbohydrates (potatoand bread), meat as source of protein, “protein” as body builder; good oils (saffola, cannola, olive oil),avoidance of butter; high glycaemic index (GI) foods (glucose, watermelon), medium GI food (muesli,honey, digestive biscuits), low GI (dalia, brown bread, oats), protein as body building food, meat as sourceof protein, consumption of fibre rich diet.Conclusion: Both SLM and PPT were effective, more so with PPT on several aspects of diet and nutritionamong study subjects. Active interaction along with visual presentation of educative material in powerpointcan be considered for educating T2DM patients on diet and nutrition during home visits by health workers.

MA STUDENTS’ VIEWS ON THE LECTURERS’ USE OF POWERPOINT PRESENTATIONS IN ONLINE LIVE LECTURES DURING THE COVID-19 LOCKDOWN

PowerPoint Presentations have been one of the content delivery tools used heavily by the lecturers in online live lectures during the Covid-19 lockdown. They were chosen by the lecturers for the delivery of the lessons with the belief that they provide an effective visual support and organization of the content. However, do students have the same views on the use of PowerPoint presentations? The study aimed to present the views of MA students’ on the lecturers’use of PowerPoint presentations during online live lectures.To meet the aim of this research, qualitative research method was used. Data obtained fromstructured interviews which consisted of 4 open-ended questions. Participants presented their views on the use of Power Point presentations during live lectures in terms of positive and negative sides mentioning the problems, if any, and their suggestions to those problems.The study group was comprised of 16 MA students who were studying at Near East University during the Spring term of the academic year 2019-2020.Results of the research indicated that in MA students’ views, the use of materials presented through PowerPoint proves to be practical in the lesson, offers visual richness while at the same time providing efficient monitoring and evaluation.
 
 Key words: PowerPoint presentations, online live lecture, Covid-19

Factors of Influence on Classroom Literacy Practices

Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers have completed professional training, have positive personal literacy preferences and positive professional literacy attitudes. They also use a variety of literacy activities in their classrooms. The use of PowerPoint presentations and traditional writing activities were the only practices determined to have a significant influencer. Recommendations for practice include encouraging agriculture teachers to develop relationships with the English/Language Arts department and offering professional development related to literacy assessment.

The impacts of multi-modal PowerPoint presentation on the EFL students’ content knowledge attainment and retention over time

Although there is a wide range of studies on the use of PowerPoint Presentations (PPP) in different fields, few studies have investigated the effects of different aspects of multi-modal PowerPoint presentation on the language comprehension of foreign language students. This study was conducted to investigate the effect of PowerPoint-supported (PPS) lectures on immediate comprehension and longer term retention of the content by foreign language University students. For this purpose, 69 students of teaching English as a foreign language (EFL) enrolled in language teaching methodology course were randomly assigned into three groups: A. PPS lectures with slides’ contents being read out, B. PPS lectures with slides at propositional level, and C. oral presentation with no multimedia. Pre-test Post -test control group design was applied in the study. The treatment procedure took twelve sessions each lasting for an hour. During each session, the students were presented with a lesson on language teaching methodology followed by a posttest of immediate recall. Finally, one month after the last lecture all the groups sat for the delayed posttest. It was found that learners’ comprehension improves significantly both immediately and in the long run when they are provided with PPS lectures with slides at propositional level. To be efficient, the content of the slides in PPS lectures must be selected and designed with great care so that key terms, issues and main ideas are covered. Copying course material into slides and including too much explanations and details will have an adverse effect on students’ retention and recall.

Perceptions of undergraduate medical students about teaching-learning methods adopted by faculty members in community medicine

Background: Effective learning is closely associated with effective teaching. Achieving effective learning requires a student cantered and outcome-focused approach.4 Various interactive techniques like Problem Based Learning (PBL), facilitated group discussion, E-learning, Massive Open Online Courses (MOOCS) etc., are being implemented in TL sessions in medical schools. These methods are found to be effective to foster better learning among medical students. The present study was an attempt to understand the perceptions of undergraduate medical students, posted at Government Medical College and Hospital, Mehabubnagar, Telangana about different teaching methodologiesMethods: A cross sectional study was conducted among 56 MBBS students of 4th semester. A pre-tested, self-administered, structured questionnaire was devised which consisted of ten questions with three to four options each. Study participants were asked to fill up the questionnaire under strict supervision and they were allotted 15 minutes to complete the same. Entire data was entered into Microsoft Office Excel Sheet and analysed.Results: Out of 56, 32 (57.14%) female students and 24 (42.85%) male students voluntarily participated in the study. large number of participants i.e., 66.07% thought that FGD is the best method of teaching. Most of participants i.e. 96.42% had favourable attitudes towards PPT as they felt that it improves their learning.Conclusions: Maximum number of undergraduate medical students knew about E learning. Facilitated Group Discussion (FGD) was the most preferred teaching learning methodology by students. The majority of them had positive perceptions towards the use of Power Point Presentation (PPT) as a powerful teaching tool in medical education.

APPLICATION OF POWERPOINT PRESENTATION IN ENGLISH LANGUAGE LEARNING AND PEDAGOGY: ITS EFFICACIES AND PRACTICAL IMPLICATIONS IN CLASSROOM INSTRUCTION

Thanks to the advancement of information technology, the scenario of language teaching and learning has got unprecedentedly and tremendously changed over the recent years. Traditional classrooms are giving way for smart classrooms. Technological applications have had enormous impact on the arena of education and knowledge sharing, particularly on language learning and pedagogy. At this juncture, this paper attempts a study on the application of Power Point Presentation software in the context of English language teaching and learning. Today, PowerPoint, as an important part of Computer-Assisted Language Leaning (CALL), is a much widely-used presentation software for it allows a language teacher to present his/her lesson with coloured texts, images with simple animation, sound and much more. As such, this study aims at bringing out the salient benefits of applying PowerPoint Presentation both for English language teachers and learners, along with shedding lights on its efficacies and classroom implications in the light of some literature reviews and a classroom action research, questionnaire survey and post-test.Following a literary review in this regard, a group of 40 English Language adult learners at a spoken English centre in Malappuram, Kerala, India are selected as subjects of this study in order to conduct the classroom action research and the questionnaire survey. The 40 subjects are divided into two groups of 20 each, one is the experimental group and the other one is the control group. The experimental group is taught some particular grammar lessons using PowerPoint Presentation and the control group is taught the same lessons in the traditional method such as lecturing or just oral presentation. A likert scale questionnaire method asking about the learning experience is applied to collect data from the experimental group. Majority of the experimental group hold positive opinion about the use of PowerPoint Presentation for teaching English. And a sample post-test is also administered out for each group and the result shows that there is a big difference in the means of the two groups and that the subjects who are taught using PowerPoint Presentation Software demonstrate better performance than the control group.The paper concludes after a discussion on the results from the survey stressing the fact that PowerPoint Presentation is a powerful pedagogical tool in English language classroom and the language instructors are advised to try to apply this technology in effective manner so that the actual learning takes place in the class, that’s too in quite interesting way. The paper does not suggest a complete shift from traditional method to PowerPoint Presentation in a language classroom for traditional method has also its own advantages and benefits as first Indian Prime Minister Jawahar Lal Nehru rightly said: “Change is essential but Continuity is also necessary” (Synthesis is Our Tradition, 1959)

LES TECHNOLOGIES DE L’INFORMATION ET DE LA COMMUNICATION (TIC) ET LE DÉVELOPPEMENT DE L’EXPRESSION ORALE EN FRANÇAIS SUR OBJECTIF SPÉCIFQUE (FOS) DANS LE CONTEXTE OUGANDAIS

The objective of this paper, which lies within the field of language teaching and especially on the role of Information and Communication Technology (ICT), was to investigate the potential of ICT in triggering oral language development in the learners of French for Specifc purposes (FSP) at Business School, Makerere University. This paper adopts action research that focuses on the role of technologies deployed in oral technical presentations of macro-tasks such as the use of MS Office. The aim is to enhance French learners’ skills in French for Specifc purposes. The social constructivist or cultural hypotheses posit that social interaction plays an important role in L2 acquisition (French in this case) in FSP classes through a hybrid environment based on macro-tasks performed in distance and presented in class. This research involved identifying and putting into place a learning system for learners of FSP who experienced several difficulties with their spoken French in the learning process. It further posits that learners construct the new language through socially mediated interaction. Subsequently, this involved establishing whether the use of PowerPoint presentation (PPT) would engage learners of FSP in collective actions both in the classroom and in the real world activities. In addition, there was an attempt to establish if relevant web quest materials were likely to enhance oral language acquisition and prompt learners to take responsibility for their own learning.

The Use Of Power Point Presentations To Motivate First Year Secondary School Students To Learn English : The Case Of Oued Taga Secondary School Batna

Cette etude vise a montrer comment motiver les etudiants de premiere annee secondaire a apprendre l’anglais a travers l’utilisation de l’une des T.I.C. (technologies d’information et de la communication), Power Point Presentations, dans le processus de l’enseignement et l’apprentissage durant le cycle secondaire. Son objectif est d’encourager et renforcer la motivation des etudiants en attirant leur attention sur cette technique qui a prouve son efficacite dans l’apprentissage de l’anglais comme langue etrangere. Pour atteindre cet objectif le chercheur nous avons opere d'une facon quasi experimentale. La problematique de cette etude releve le fait que la majorite des etudiants ne sont pas motive pour apprendre la langue anglaise. L’hypothese de cette etude stipule que si on enseigne l’anglais avec ces nouvelles techniques d’apprentissage (tel Power Point Presentations), les etudiants seront motives pour etudier cette langue etrangere. Un pre-test et un post-test, utilisent un group de 35 etudiants choisis au hasard parmi une population de 210 etudiants de premiere annee secondaire, filiere science, du lycee de Oued Taga a Batna.les instruments de recherche sont deux questionnaires pour les professeures et les etudiants, plus une observation comme complement d’investigation en classe. Les resultats obtenus sont calcules avec usage de SPSS 24. Ces resultats indiquent que les etudiants et leurs professeurs preferent cette nouvelle methode par rapport a l’ancienne. En conclusion, les resultats d’demontrent l’efficacite de cette technique pour l’ensemble des participants (etudiants et professeurs).

Effectiveness of Teaching Aids in Medical Education

BACKGROUND - Invention of computer and internet has revolutionized each & every field. Technology enhanced learning is very popular among students including medical students. Teaching aids have become an integral part of medical college teaching. The study was conducted to find out the effectiveness of teaching aids in medical college teaching and compare different teaching aid methods. METHOD - Study was conducted in the practical class of I MBBS. Students were divided in to three batches designated as A, B & C. Pre- test using multiple choice questions (MCQ) was conducted to analyze the knowledge level of the students. Different teaching aids were used for each batch .Chalk-board method, Power point presentation (PPT) with chalk-board, and PPT were the teaching aids used. Post- test with same MCQ was conducted. Effectiveness of different teaching aid was done by comparing pre-test and post-test marks using paired ‘t’ test. Different teaching aids were compared using ‘Z’ test. RESULT. Comparison between chalk-board with chalk-board plus PPT showed that gain in knowledge was more when chalk- board and PPT were combined and the difference was statistically significant (p<0.05). Chalk-board and PPT, when compared, there was no statistically significant difference between the two methods even though gain in knowledge was slightly higher when PPT was used. PPT and combine use of PPT plus chalk-board didn’t show any statically significant difference when compared, but the gain in knowledge was higher with combination of PPT and chalk-board method. CONCLUSION - Chalk- board method, when combined with PPT is a better teaching aid method than individual method when used alone. The reason for not getting the statically significant difference could be due to the less no. of MCQ in pre-test and post-test. Each teaching aid has got its own advantages and disadvantages. Teaching aid used should be appropriate to the topic. DOI: 10.21276/AABS.2017.1358