CHAPTER FOUR

4.1 Introduction

This chapter presents the data analysis techniques and interpretation of the findings of the

influence of PowerPoint presentation as alternative to traditional approach to teaching

and learning in business education courses. The finding was intended on answering the

study’s research objectives. Data composed was collated and reports were produced in

form of tables and figures and qualitative analysis done in prose.

4.2 Results of Data Analysis

The findings of the study are tabulated as follows:

Table 1 PowerPoint Competency Needed by OTM Final Year Students for Modern
Job Opportunity

STATEMENT MEAN

Using PowerPoint improve the students’ learning motivation, and encouraging 3.50
interaction between the teacher and the students

Teachers and students can save PowerPoint presentations and reflect upon the lesson 3.50
in the future

PowerPoint helps with learning contents, organization and note taking 3.46

PowerPoint allows users to reflect on a lesson and corrects erroneous impression 3.4

Most teachers are not adequately trained in the use of PowerPoint presentation 3.28

Weighted average 3.42

Table 1 shows that using PowerPoint improve the students’ learning motivation and encouraging
interaction between the teacher and the students (3.50), (b) teachers and students can save
1
PowerPoint presentations and reflect upon the lesson in the future (3.50). (c) PowerPoint helps
with learning contents, organization and note taking (3.46). (d) PowerPoint allows users to
reflect on a lesson and corrects erroneous impression (3.4). (e) Most teachers are not adequately
trained in the use of PowerPoint presentation (3.28). The weighted average obtained was 3.42
was more than 2.5 cut-off point for agreement.

Table 2 Challenges/Risks Associated with the use of PowerPoint

STATEMENT MEAN

Power interruption during critical periods of presentation causes frustration but for 3.23
the teachers and the students

Most teachers see PowerPoint presentation as an end rather than as a means of 2.6
achieving their instructional objectives

Lack of preparation in use of slides leads to reluctance in the use of the technology 3.22
by teachers

Acquisition of PowerPoint equipment such as projectors and smart-boards are very 3.10
prohibited

Students may lose interest in what is presented by the teacher as they are busy 3.43
copying down every details in the slides

Weighted average 3.12

Table 2 shows (a) Power interruption during critical periods of presentation causes frustration
but for the teachers and the students (3.23). (b) Most teachers see powerpoint presentation as an
end rather than as a means of achieving their instructional objectives (2.6). (c) Lack of
preparation in use of slides leads to reluctance in the use of the technology by teachers (3.22).

(d) Acquisition of PowerPoint equipment such as projectors and smart-boards are very prohibited
(3.10). (e) Students may lose interest in what is presented by the teacher as they are busy copying

2
down every details in the slides (3.43). The weighted average obtained was 3.12 was more than
2.5 cut-off point for agreement.

3
Table 3 Strategies for Effective Construction of PowerPoint as an Instructional Tool

STATEMENT MEAN

The projector for use in class for presentation should be sharp and fine-tuned 3.17

Text must be clear and readable from the back of the room 2.91

Transitions and animations should be used sparingly and consistently to avoid 3.17
distractions

Use graphics and pictures to illustrate and enhance the message, not just for 3.23
prettiness

Keep eye contact with the students. Avoid turning your back on the audience, when 2.83
you have to look at the slides, read the monitor instead of the main screen

Weighted average 3.06

Table 3 shows some of the strategies for the construction of effective PowerPoint instructional
materials. These according to the finding include: (a) The projector for use in class for
presentation should be sharp and fine-tuned (3.17). (b) Text must be clear and readable from the
back of the room (2.91). (c) Transitions and animations should be used sparingly and
consistently to avoid distractions (3.71). (d) Use graphics and pictures to illustrate and enhance
the message, not just for prettiness (3.23). (e) Keep eye contact with the students. Avoid turning
your back on the audience, when you have to look at the slides, read the monitor instead of the
main screen (2.83). The weighted average obtained was 3.06 was more than 2.5 cut-off point for
agreement.

4
Table 4 Strategies for Effective Delivery of PowerPoint Presentation

STATEMENT MEAN

Most teachers prefer to use alternative methods of instructional delivery 3.45

Continuous self development by the teacher to ensure effective application of 3.26

PowerPoint as a teaching tool

Use moderately dark environment to permit best of lighting 2.8

Keep the font as big as possible. 2.55

Use the 6 x 6 rule for text: no more than 6 words per line, no more than 6 lines 3.31
per slide. Keep the font as big as possible

Weighted average 3.07

Table 4 highlighted some of the strategies for improving instructional delivery using PowerPoint
presentation to include: (a) most teachers prefer to use alternative methods of instructional
delivery (3.45). (b) Continuous self development by the teacher to ensure effective application of
PowerPoint as a teaching tool (3.26). (c) Use moderately dark environment to permit best of
lighting (2.8). (d) Keep the font as big as possible (2.55). (e) Use the 6 x 6 rule for text: no more
than 6 words per line, no more than 6 lines per slide. Keep the font as big as possible (3.31). The
weighted average obtained was 3.07 was more than 2.5 cut-off point for agreement.

4.3 Discussion on Findings

The findings of this study acknowledged that the influence of PowerPoint presentation as

an alternative to OTM Final Year Students for Modern Job Opportunities. The study

revealed that management of Kano State Polytechnic pays lip service to the

implementation of PowerPoint presentation. The study also shows that there is general

5
apathy by the academic staff of Kano State Polytechnic in application of PowerPoint

programmes. These finding are not different from previous findings elsewhere. Birnbaum

and Frey (2002); Hill, Arford, Lubitow, and Smollin, (2012); Dwyer and Lamberski

(1983) There was, however, no evidence from this study to support the opinion of Jeremy

Lee who argued that PowerPoint leads to “lazy profs, lazy students and lazy public

speakers.” (MacPherson, 2005).

Another major finding from this study is the total agreements by respondents that

PowerPoint Menus contributes immensely and is very beneficial to Final Year Students.

Just as there are consequences to the improper use of the technology, there are also many

benefits to using PowerPoint properly that render it a wonderful tool. PowerPoint is a

medium in which teachers can organize, implement, and then revisit lessons with ease.

This study is consistent with earlier studies of (Hanna and Remington, 1996) who opined

that teachers manage class time more easily and prepare appropriate assessments for

OTM Final year students. The study further showed that pedagogical options or issues

and consideration are vital to the full realization of instructional objectives using

PowerPoint presentation. For example, Mill, (2003) found that positive and fruitful

results can be gained once the technology through appropriate pedagogical approaches is

carried out.

This study identified some obvious challenges to the implementation of PowerPoint

programmes. Prominent among these include: lack of professional competence on the
side of business educator, power outage during critical periods of the presentation,
limited or near absence of budgets for hardware, excesses in carrying capacity leading to
insufficient time to implement the ICT programmes, regarding ICT as an end rather than

6
a means to an end. These results are consistent with other studies that suggest that
educational technology such as PowerPoint improves teaching. (Forsyth 1995 and Maier
1998; McMahon, 2002).