As studied by Ravi & Waswani (2020) and Ozaslan and Meden (2013) student

learned better if better if the course material was presented through some visual tools

such images, animations, and videos. Furthermore, PowerPoint presentations made the

content more appealing and helped to take students' attention.

Gier and Kreiner (2019) and Susskind (2015) discussed that PowerPoint

Presentation in class enhance student engagement. They also believe that PowerPoint

Presentation help the student increased information retention.

According to Atkins-Sayre et al. (2019), Nouri and Shahid (2015), Szabo and

Hasting (2014) using PowerPoint presentation improve the students’ attitudes and

quality performance. They demonstrated that students benefit when lecture are

accompanied by PowerPoint.

Clark (2018) and (Nouri and Shahid, 2015) indicated that PowerPoint

presentation are seen to be more intriguing and entertaining making a "notoriously

boring" class lecture alive. According to them PowerPoint is more effective at stressing

essential points and may add variety to the learning environment.

As stated by Susskind (2015), Navarro, 2014 and Frey et al. (2012) PowerPoint

presentation were easily to follow, to take notes and understand the information. They

also said that PowerPoint presentation improved student learning and keep them

interested with the subject.

 According to Prabhu et al. (2014) and Astin (2015), teaching with the chalk and

talk method engages learners’ active involvement. Furthermore, they believed that chalk

and talk method provide more opportunities and the learners is more attentive.

In the study of Nuhu et., al (2005) and C.K.L Phoon (2021) and Singh (2021)

stated that chalk and talk require less restructuring sessions than other active learning

methods since inexpensive, easy to clean and reuse, and not dependent on electricity.

Furthermore, it allows student and teacher to keep pace with each other.

(Kumar 2018) and Hore (2021) idea explained that Chalk and Talk method is an

exercise where students can express their selves on what they already know and share

their thinking. They believed that chalk and talk method typically used to connect with

the opinions of their peers and to understand the teacher's point of view.

As stated by Shyamlee (2012), Norvig (2013), Seth (2012) and Thomas and

Apalla (2017) they believe that in the traditional class lectures, It is easy for the teachers

to teach and draw what they want like diagrams and many more by the use of chalk and

talk methods compared to PowerPoint. And on the side of the students, it will be easy

for them to understand the lesson because in the chalk and talk method, their teacher

can ask them questions more than just the questions from the PowerPoint. And also,

the lesson can more elaborate and it can make the class be active