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PERCEPTION OF STUDENTS ON THE EFFECTIVENESSOF POWERPOINT LESSON PRESENTATION AS

AN INSTRUCTIONAL MATERIALIN ENGLISH

A Research Paper

Presented to the Faculty

of the Teacher Education DepartmentSouthern Luzon State UniversityAlabat CampusAlabat, Quezon

In Partial Fulfillmentof the Requirements for the DegreeBachelor of Secondary Education

ROGELIO DONOSO BARRAL

2010



APPROVAL SHEET

The research paper attached hereto, entitled ³PERCEPTION OF

STUDENTS ON THE EFFECTIVENESS OF POWERPOINT LESSON

PRESENTATION AS AN INSTRUCTIONAL MATERIAL IN ENGLISH´ prepared

and submitted by ROGELIO DONOSO BARRAL, in partial fulfillment of the

requirements for the degree Bachelor of Secondary Education is hereby

approved.

WILLY A. MANAOG

Research Adviser

DOREEN ROSE M. CAPARROS, MAT ELVIN A. NOVILLAMember, Guidance Committee Member, Guidance Committee

MARIA LEONCIA P. OLIVEROS, MAIE Chair, Guidance Committee

Accepted in partial fulfillment of the requirements for the degree Bachelor

of Secondary Education Major in English.

WILLY A. MANAOGChair, Academics & Related Courses

JIMSON F. OLIVEROS, MTECampus Director

_________________ Date



iii ACKNOWLEDGEMENT

The researcher would like to extend his profound gratitude and sincere

appreciation to the entire person who helped and inspired him in the realization

of this study. Special recognition is due to the following individuals;

Prof. Willy A. Manaog, his adviser in Language Research, for his

willingness and patience in checking and giving constructive criticism,

suggestions, and encouragement to finish the study;

Prof. Jimson F. Oliveros, the Campus Director, for giving the permission to

conduct his study by utilizing the students as respondents;

Prof. Maria Leoncia P. Oliveros, for being the chair of the guidance

committee;

Ms. Doreen Rose M. Caparros, for being one of the members of the panel;

Mr. Elvin A. Novilla, for being one of the members of the panel;

Mr. Eusebio Aceron and Mr. Nestor Sandoval his statisticians for giving

their time to improve the statistical treatment;

The instructors and students for giving their time and cooperation in

answering the questionnaire;

Mr. Ruden T. Barral and Mrs. Delia D. Donoso, his loving parents, for

without them the researcher will not exist in this world, for inspiring and believing

in his dreams and ability. They never forget to encourage him to have good

performance in school;



iv Ate Dette and Kuya Chie for the financial support that they gave that play

the biggest role in the successful completion of this research work and for giving

the researcher his needed strength to work hard for the manuscript;

His older and younger siblings Rolando, Ruden Jr., Roderick, Rodelsa

Roxanne and Robin, for their untiring support and expectation in his ability;

Tiyo Danilo, Tiya Eding, and cousins Malou and Marlon, for helping and

letting him be a part of their family while studying here;

To his special someone, for serving as an inspiration while doing this

piece of work and for unfailing support, love and care she rendered;

To all the people who believe in his ability, his former and present

classmates, and friendly neighborhood;

To all the criticizers who makes him better through their criticisms; and

Above all, the researcher wants to give the glory to All Mighty God, for His

guidance while working with the manuscript, for the strength, and wisdom He has

given to finish and make this study a reality.

RDB



v DEDICATION

This piece of work is lovingly dedicated to:

Nanay and Tatay

Kuya Rolly, Kuya Junx2, Kuya Derick, Ate Delsa,

Ate Joan, Kuya Joey, Kuya Jojo, Roxanne and Robin;

Tiyo Danilo, Tiya Eding, and cousins Malou and Marlon and

all my pamangkins, Hanna, Jaja, JamJam, Lance Manuel, Agi, Mayen, Mekyl,

and Faith Marian

RDB



TABLE OF CONTENTS PAGE

TITLE PAGE---------------------------------------------------------------------------- i

APPROVAL SHEET------------------------------------------------------------------ ii

ACKNOWLEDGEMENT------------------------------------------------------------- iii

DEDICATION--------------------------------------------------------------------------- v

TABLE OF CONTENTS-------------------------------------------------------------- vi

LIST OF TABLES---------------------------------------------------------------------- viii

LIST OF APPENDICES-------------------------------------------------------------- ix

ABSTRACT------------------------------------------------------------------------------ x

CHAPTER

I. THE PROBLEM AND ITS SETTINGS

Introduction------------------------------------------------------------- 1

Background of the Study-------------------------------------------- 2

Statement of the Problem------------------------------------------- 3

Hypothesis-------------------------------------------------------------- 4

Significance of the Study-------------------------------------------- 4

Scope and limitation of the Study--------------------------------- 6

Conceptual Framework---------------------------------------------- 6

Definition of Terms---------------------------------------------------- 8

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature----------------------------------------------------- 9

Related Studies-------------------------------------------------------- 16



vii III. METHODOLOGY

Research Design----------------------------------------------------- 20

Sources of Data------------------------------------------------------ 20

Instrumentation------------------------------------------------------- 20

Data Gathering Procedure----------------------------------------- 21

Statistical Treatment------------------------------------------------ 22

IV. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA----------------------------------- 24

V. SUMMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary-------------------------------------------------------------- 32

Findings---------------------------------------------------------------- 33

Conclusions----------------------------------------------------------- 35

Recommendations-------------------------------------------------- 35

BIBLIOGRAPHY-------------------------------------------------------------- 37

APPENDICES----------------------------------------------------------------- 38

CURRICULUM VITAE------------------------------------------------------- 44

CIRCULATION COPY------------------------------------------------------- 45



LIST OF TABLES

TABLE PAGE

1 Respondents¶ Profile in Terms of Program 24

2.1 Perception of the Respondents in Terms of

Cognitive Level 25

2.2 Perception of the Respondents in Terms of

Affective Level

2.3 Perceptions of the Respondents in Terms of

Psychomotor Level 29

3 Computed Chi-square Value and

Its Level of Significance on the

Perception of the Respondents 31



x LIST OF APPENDICES

APPENDIX PAGE

A Letter of Request for Gathering Data 39

B Letter to the Respondents 40

C Questionnaire 41



x ABSTRACT

Title of Research Perception of Students on the effectiveness of

PowerPoint Lesson Presentation as an

Instructional Material in English

Author Rogelio Donoso Barral

Degree Conferred Bachelor of Secondary Education, Major in English

Adviser Prof. Willy A. Manaog

Name of Institution Southern Luzon State University

Address Alabat, Quezon

Year Written 2008 ± 2009

The study was undertaken to determine the perception of students on the

effectiveness of PowerPoint lesson presentation as an instructional material in

English. Specifically, it sought to answer the following questions. What is the

respondent¶s profile in terms of program: Bachelor¶s Degree Program? and

Ladderized Program? What is the perception of the respondents on the


terms of: Cognitive level? Affective level? and Psychomotor Level? Is there a

significant difference between the perception of the respondents¶ in the

Bachelor¶s Degree Programs and the perception of the respondents¶ in the

Ladderized Programs on the effectiveness of PowerPoint lesson presentation as

an instructional material in English?



xi The researcher used descriptive survey method through a checklist

questionnaire on the perception of Southern students on the effectiveness of

PowerPoint lesson presentation as an instructional material in English. After the

checklist was answered, the researcher gathered, tallied and tabulated the data.

The statistical treatments used were percentage, weighted mean and chi-square.

The finding of the study are as follows: The respondents were one

hundred eighty-six (186) students, seventy-one (71) students from Bachelor¶s

Degree Program and one hundred fifteen (115) students in Ladderized Program.

The Perception that earned the highest weighted mean in cognitive level is

statement number four (4) stating that, through PowerPoint presentation of

lessons in English, I can separate ideas into different parts so that the whole

structure may be understood, with four and five hundredths (4.05). The least is

statement number five (5) explaining that, through PowerPoint presentation of

lessons in English I can put parts together to form a whole in order to create a

new meaning, with three and eighty-five tenths (3.85). In affective level statement

number seven (7) informing that, through PowerPoint presentation, I can be

aware and lend attention to lessons in English, got the highest weighted mean of

four and eight hundredths (4.08). Statement number eleven (11) expressing that,

I can acquire a value system that controls my behavior from the PowerPoint

presentation of lessons in English got the least weighted mean of three and

eighty-five tenths (3.85). Statement number thirteen (13) interpreting that, after or

during PowerPoint presentation, I can physically, mentally, and emotionally act,

got the highest weighted mean in psychomotor level with four and one



xii hundredths (4.01) and statement number fourteen (14) expressing that, after

PowerPoint presentation of lessons in English, I can imitate difficult skills through

trial and error got the least with three and seventy-one tenths (3.71). There is no

significant difference between the perception of the respondents in Bachelor¶s

Degree Program and the respondents in Ladderized Program on PowerPoint

lesson presentation as instructional material in English.

Based on the findings, the following conclusions are drawn: Majority of the

respondents are from the Ladderized Program. The respondents in Bachelor¶s

Degree Program and the respondents in Ladderized Program both learn and

recall well from visually presented information, have positive attitudes toward a

medium that controls their behavior inside the classroom, and that it makes the

discussion lively and interactive. Both the respondents in Bachelor¶s Degree

Program and the respondents in Ladderized program have the same level of

perception on PowerPoint lesson presentation as an instructional material in

English.

Based on the findings and conclusions the following are recommended:

The students in Bachelor¶s Degree Program and the students in Ladderized

Program may practice using PowerPoint lesson presentation not only in English

but also in other subjects for it leads them to become an active, creative and

critical thinkers and because it is appropriate to their age, maturity and

experience. The teacher may attend trainings and seminars about using

technology in teaching to upgrade their skills in content and medium of

instruction and to follow the new trends in teaching and learning. The



xiii administrators may pursue to apply Computer Assisted Instructional Material

specifically PowerPoint lesson presentation for more effective and collaborative

teaching and learning environment. They can also encourage their subordinates

to attend learning programs about using technology in classroom to uplift the

educational performance of their institution. The future researcher who wished to

further study the use of PowerPoint lesson presentation may focus their study in

experimental method of knowing the effectiveness of PowerPoint lesson

presentation as an instructional material.



CHAPTER ITHE PROBLEM AND ITS SETTINGS

Introduction

PowerPoint presentation is widely use by business people, educators,

students, and trainers and is among the most prevalent forms of persuasive

technology. At this day and age, technology is widely use in teaching. Through

the years, education continuously seeks the innovation of a new teaching

approach as well as the teaching strategies that equalize the thinking and

learning process that suits to the challenges and opportunities of unfolding the

global world. A growing numbers of school in the Philippines and other parts of

the world are using computer technology to strengthen their classroom teaching-

learning process. There are many available technologies specifically computer

that ca be used. But we considered what is the most suitable for the courses

taught especially we must considered the learner¶s ability.

One of it is through PowerPoint lesson presentation. A material is

produced from programming a lesson presentation. PowerPoint has become the

dominant presentation tool in educational world. The questions that need to

address at this point in its development is whether PowerPoint enhances or

detracts from the pedagogical value of presentation. PowerPoint is one of the

many alternative ways in teaching with the technology. It becomes as much as

everyday tool as a textbook or even piece of chalk, but whatever the teaching

level, the most important thing that we must remember is that PowerPoint needs

a teacher to bring it to life to explains the concept, to put it into the context, to

relate the real world, to expand the subject and to teach the lesson. After all



2 PowerPoint is just another tool that allows teacher to think. There should be an

art on how to transmit that knowledge to the learners more effectively because it

is not enough for the teachers to have a wide understanding and information

regarding the subject matter to be taught. It is important to consider the

instructional materials to be used. Appropriate instructional materials leads to an

effective teaching-learning process.

The school of the future is not just a matter of being exposed to new

gadgets. It is totally a new way of teaching and learning wherein the teacher is a

facilitator and the teacher and student¶ are both learners. Every lesson has

planned and developed. The entire teaching and learning environment becomes

a new technology itself.

Background of the Study

The classroom teacher is one of the key persons in the educational

enterprise. As they become directly involved in the instructional process in the

classroom setting, the teacher occupies a strategic position in the school system,

for on their shoulders lie the responsibility of translating the curriculum into

concrete learning experiences.

As a future teacher, we should know the instructional materials needed in

the classroom and the quality of teaching with the use of PowerPoint.

Technology offers the potential to create and implement highly engaging and

effective environment to support a wide array of learning goals. Improvement on



3 the medium of instruction used in teaching situation should be implemented to

meet the demands of the technological advancement.

Southern Luzon State University ± Alabat Campus, which is located in

Barangay 5 Poblacion, Alabat, Quezon is one institution that offers quality

education wherein students are imbued with knowledge and skills through the aid

of teaching approaches that complement the needs of time. Computers are

accessible to the school and the students are well-equipped with complete skills.

However, the use of computer-aided instructions especially PowerPoint

presentation, as an instructional material is not yet introduce in some other

schools in the Island.

This is the reason why the researcher became motivated to know the

perception of students on the effectiveness of PowerPoint lesson presentation as

an instructional material in English of Southern Luzon State University Alabat

Campus for A.Y. 2008 ± 2009 and if it is an easier way of retrieving the

knowledge learned using an instructional material through the use of multimedia

specifically PowerPoint lesson presentation.

Statement of the Problem

This study attempts to know the perception of students on the


English of Southern Luzon State University ± Alabat Campus for A.Y. 2008 ±

2009.



4 Specifically, it seeks to answer the following questions:

1. What is the respondent¶s profile in terms of programs:

1.1. Bachelor¶s Degree Program; and

1.2. Ladderized Program?

2. What is the perception of the respondents on PowerPoint lesson

presentation as instructional material in terms of:

2.1 . Cognitive Level;

2.2 . Affective Level; and

2.3 . Psychomotor Level?

3. Is there a significant difference between the perception of the respondents

in the Bachelor¶s Degree Programs and the perception of the respondents

in the Ladderized Programs on PowerPoint lesson presentation as an

instructional material in English?

Hypothesis

There is no significant difference between the perception of the

respondents in the Bachelor¶s Degree Programs and the perception of the

respondents in the Ladderized Programs on PowerPoint lesson presentation as

an instructional material in English.



5 Significance of the Study

There is a fast change occurring within our educational system that the

educators must be aware of, moreover, teachers should learn to cope with the

demands of more contemporary teaching techniques to be equipped with

computer skills and operations in order to expand knowledge and improve the

teaching and learning condition.

The development of PowerPoint lesson presentation has advantages to

the students that computer learning experiences will stimulate the interest of the

students to learn and create opportunities for students¶ collaboration and for them

to take more direct and responsible role in the learning process that they

otherwise might. It also leads them to become active, creative and critical

thinkers because of improved understanding and better appreciation of ideas

presented.

This study has great importance to the teacher because they are expected

to minimize their participation in every lesson because of the computer. They can

differentiate ideas and knowledge on how their lessons can be presented

effectively. They are also able to upgrade their skills in content and medium of

instruction for it will give them access to materials and approaches that will

provides students¶ with experiences that will lead them to mastery of scientific

concept and processes as well as gaining authentic knowledge.

This study will serve as baseline information for the administrators to

upgrade their school facilities and to develop their capacity to undergo such

challenging transition together with appropriate resources. It is also a great help



6 to gain new insights on how to improve the teaching process of their

subordinates through PowerPoint lesson presentation, thus, it will also help them

to encourage teachers to attend learning programs so that they can uplift the

educational performance of their institution.

The result of this study may serve as additional information for future

researchers who wish to further study the use of computer-aided instruction in

facilitating concepts and ideas.

Scope and Limitation

The respondents of this study were one hundred eighty-six (186) students

who were enrolled for the second semester, Academic Year 2008-2009,

composing four (4) courses namely BSEd, BSFi, DIT ± CT and ELX. Each of the

students will answer the researcher¶s made checklist.



7 Definition of Terms

Affective domain includes the manner in which we deal with things

emotionally, such as feelings, values, appreciation, enthusiasms, motivations,

and attitudes.

C ognitive domain involves knowledge and the development of

intellectual skills. This includes the recall or recognition of specific facts,

procedural patterns, and concepts that serve in the development of intellectual

abilities and skills.

Instructional material is considered to be forms of communication that is

provided in a manner and medium appropriate to the significance of the message

and the abilities of the person receiving the material.

Perception is the process of attaining awareness or understanding of

sensory information.

PowerPoint is one of the programs used in teaching. It is widely used by

business people, educators, students, and trainers and is among the most

prevalent forms of persuasive technology.

Presentation is the process of showing and explaining the content of a

topic to an audience.

Psychomotor domain includes physical movement, coordination, and

use of the motor-skill areas. Development of these skills requires practice and is

measured in terms of speed, precision, distance, procedures, or techniques in

execution.

SLSU Students are the respondents of this study.



CHAPTER IIREVIEW OF RELATED LITERATURE AND STUDIES

The researcher reviewed literature and studies conducted by other

researcher in order to have sufficient and valuable knowledge about the study

being completed.

Related Literature

Beatham (2008) cited that teachers must clearly distinguish for students

the educational technologies (the tools or means) used to investigate a subject

from the subject (the task) itself. Without this distinction, students develop critical

and fundamental misconceptions about their subjects of study, usually confusing

the tool for the task. PowerPoint lesson presentation promises increased power

of investigation, but are likely to do little more than compound the confusion

unless critically understood and distinguished from their subjects of investigation.

Russel (2008) discussed that using technology in the classroom is an

expectation in the curricula of just about every grade level. Some teachers are at

a loss as to know how to do this. It can be your secret that they are learning as

well. There is a current emphasis in schools to teach students creative and

colorful ways to present their ideas. Similarly, people in business are looking to

easily produce professional looking presentations. Others may just want to create

a digital photo album or video clip of a wedding, a graduation, or some other

important event in their lives. A variety of presentation software can accomplish

all of these goals. And that is not all. It can be really easy to create exceptional



10 presentations. PowerPoint is easy to use multimedia tool to enhance your lesson

plans. Students can acquire computer skills in this software.

Wilbert J. McKeachie, (2007) effective lecturers combine the talents of

scholar, writer, producer, comedian, showman, and teacher in ways that

contribute to student learning. An effective teacher is an excellent communicator

and therefore thinks about improving his or her presentation skills. One of the

most important aspects of communicating is shaping both content and style to fit

your audience. In the classroom, if you cannot communicate in a way that is both

comprehensible and interesting to your students, their learning will be greatly

reduced.

McKeachie, added that, audiences will naturally focus on PowerPoint

slides when you project them. However, you can capture and maintain your

students' attention by using the strategies such as the following: (1) be an

engaging speaker. Use gestures, move around the room, make eye contact with

the students, and modulate your voice to emphasize points. (2) limit the amount

of words or visuals on your PowerPoint so that students will have to listen to you

to learn the substance of the lecture. Remember that the use of bulleted lists in

PowerPoint often omits important aspects of a lecture--such as the connections

among, and significance of, bulleted ideas and data. (3) ask the students

questions throughout the lecture to get them engaged and thinking about what

you are presenting. (4) mute the picture when you have an important point that

you want students to pay attention to or when you want them to focus on what



11 you are writing on the chalkboard, which offers a more interactive medium for

displaying information.

Talbot (2007) thinking back to long gone school days, the majority of

teachers was delivering their lessons with the aid of a blackboard and a piece of

chalk. There was also the occasional individual who preferred to use a white

board or an overhead projector because it allowed them to introduce color into

their presentation.

Talbot further studied that, nowadays; more teachers have access to

computers and with adequate training, are therefore able to deliver classes with

the aid of PowerPoint. By incorporating photographs, video clips and sound into

presentations important concepts can be illustrated in a clear and informative

manner.

Bringham et. al (2006) discussed that information that helps teach or

encourages interaction can be presented on computers in the form of text or in

multimedia formats, which include photographs, videos, animation, speech, and

music. Computers also can help students visualize objects that are difficult or

impossible to view. For example, computers can be used to display human

anatomy, molecular structures, or complex geometrical objects. They also

facilitate communication among students, between students and instructors, and

beyond the classroom to distant students, instructors, and experts.

McCain (2006) PowerPoint presentation can dramatically increase a

student's access to information. The program can adapt to the abilities and

preferences of the individual student and increase the amount of personalized



12 instruction a student receives. Many students benefit from the immediate

responsiveness of computer interactions and appreciate the self-paced and

private learning environment. Moreover, PowerPoint lesson presentation

experiences often engage the interest of students, motivating them to learn and

increasing independence and personal responsibility for education. Although it is

difficult to assess the effectiveness of any educational system, numerous studies

have reported that PowerPoint presentation is successful in raising examination

scores, improving student attitudes, and lowering the amount of time required to

master certain material. While study results vary greatly, there is substantial

evidence that PowerPoint presentation can enhance learning at all educational

levels.

Bernardo (2004) discussed the development of instructional materials as

the utilization of instructional aids to achieve a more effective teaching and

learning process brought by the advancement of technology, the teacher and

students now have a wide array of instructional materials to choose. There are

more complex and complicated instructional materials which are interdisciplinary.

With the used of instructional materials teachers can be better in delivering the

goods to their students. On the other hand, their students can gain insight on

learning more adequately with the sense and accuracy. The development of the

instructional materials likewise helps the students be familiarized with these so

that, when they reach higher level of learning, they will be ready to accept the

challenges of technology in their own chosen field, particularly in education.



13 Kent and Mc Nergey (1999) summarized the pattern of Cuban (1986) calls

exhilaration/scientific credibility/disappointment/teaching bashing cycle.

Additional reports published by government, education and private sector in

organization fault teacher for their inability to use technology to transform

teaching and learning, and they blame teacher preparation institutions for not

providing leadership for the technology integration. The cycle begins with the

period of excitement in which reformer thoughts new technologies as solution for

whatever ads the nation¶s school. Shortly, after the new technologies gain some

attention, academic produce studies describing the effectiveness of the new

tools. As the technology fail to gain widespread acceptance in schools, a new

survey document the disappointingly infrequent use of technologies by

educators. During final phase of the cycle, teachers are criticized by the resisting

change and subverting the improvements made possible by new technologies.

Valdez et. Al (1999) content K-12 schools need finding to provide

appropriate professional development for teacher and ensure the challenges that

must be overcome before teachers and teacher educators can assume

significant leadership role in transformations of education. Less obvious but

equally important are the philosophical and pedagogical factors contributing to

the historical resistance of the predictions made during exhilaration phase of

cycle (the new technologies would revolutionize education), the introduction of

early technologies such as educational filmstrips, radio and instructional

television did not lead lasting reforms.



14 Erebaren (1996) states that performance means the actual

accomplishment and a given job be distinguished from potential ability, capacity

and aptitude. Computer can help students to visualize objects that are difficult or

impossible to view. For example, computer can be used to display human

anatomy, organizational charts, and geometrical objects. Explorations and

manipulation of stimulated environment can be accomplished with CAI ranging

virtual words and experiments that maybe too difficult, expensive and dangerous

to perform in a school environment. PowerPoint is high-powered software tool

used for presenting information in a dynamic slide show format. Text, chart,

graph, sounds, effect and videos are just some elements of PowerPoint can

appropriate into presentation with ease, whether it is classroom lesson or not,

you must know how to make a powerful impression on your audience.

Relisioso (1995) cited that carefully selected instructional materials can

improve the teaching-learning mode (mass instruction, group learning or

individualized instruction). Moreover, instructional materials can be generally

used to supplement and enrich materials; to increase student motivation; to

illustrate applications relations and examples; and to serve as part of the

instruction process itself.

Perelman (1993) predicted a world of individualized, ³dissenter mediated

education´ in which students would take control of their own learning with support

of the electronic learning resources and traditional teachers and classroom would

become obsolete Perelman¶s prophecy clearly has not been realized.



15 Valdez et. al (1993) stated that the teacher guides and engage students in

self-directed activities. Especially students¶ use technology to explore diverse

information resources inside and outside the school classroom and the students

have greater opportunities to access up-to-date, real world resources. Global

telecommunications network enable on-line collaboration. Professional

development is align with research and best practices where teachers participate

in just in time study group, online seminars, action research and collaboration

with colleagues. Website interactive electronics systems are used to provide

mufti-tired collaborations among educators, students, parents and community.

Hicoll (1992) defined instructional material as any tool used during the

instructional process. He believes that its goal is to enhance knowledge, thinking

skills, problem-solving abilities of all students, as well as incorporate recent

advances in disciplinary content, research on teaching and learning and

instructional technology. Moreover, as instructional package, usually consists of

a student manual, instructional material, pre- and post-test, and instructor¶s

manual.

Lockard (1991) stated that the design and development of PowerPoint

Lesson Presentation revolved around the following issues: (a) perception and

attraction; (b) memory; (c) comprehension; (d) active learning; (e) motivation; (f)

focus and control; (g) transfer of learning; and (h) individual differences.



16 Related Studies

Chavez (2006) expressed that changes were made in the curriculum at all

levels of instruction and pointed out that it is an added responsibility for the

teachers to select, organize and present lesson in the development manner

tailored to the objectives of the subject and to the needs of the students at the

same time of instruction. New ways of teaching the subject are important to

device.

Chua (2006) stated on his study on development of ICT-based

instructional materials that computer technology can now be seen in all aspects

of life. Because of this, individuals in every organization are encouraged to

acquire skills and knowledge pertaining to the ICT (Information and

Communication, Technology). Specifically, all people employed as classroom

teachers need to develop the skills which will enable them to maximize the use of

computer as a teaching resource. This will enhance students learning and thus,

prepare students to master a high technology society in which lifestyle, attitude

and skills are challenged daily concluded the ICT-Based instructional material is

highly acceptance and the knowledge on the lesson incorporated in the

instructional material is not a factor in determining its acceptability level.

Gloria (2006) stated that computer-aided instructional materials can be

developed and was very acceptable as perceived by the students and teachers

based on the computation made by the researcher on the level of acceptability.



17 Salvanera (2004) stated that instructional materials should be developed

and validated in our present age of modern technology to ensure attainment of

the educational goal of English curriculum.

Bartsch and Cobern (2003) investigated whether students liked and

learned more from PowerPoint presentations than from overhead transparencies.

Students were exposed to lectures supported by transparencies and two different

types of PowerPoint presentations. At the end of the semester, students

preferred PowerPoint presentations but this preference was not found on ratings

taken immediately after the lectures. Students performed worse on quizzes when

PowerPoint presentations included non-text items such as pictures and sound

effects. A second study further examined these findings. We conclude that

PowerPoint can be beneficial, but material that is not pertinent to the

presentation can be harmful to students' learning.

Bryant and Hunton (2000) in their study on ³Interaction between Learner¶s

Preferred Representation Style and PowerPoint Presentation´ suggested that

individual characteristics (cognitive differences) must be taken into account in

instructional design. Dual coding theory suggests that learning have preferred

representation styles. Some individual learn and recall well from visually

presented information.

Gilbert (1999) many PowerPoint classes focus exclusively on the

fundamentals of creating and formatting slides, adding special effects, and

running slide shows. As a result, students often don't get the chance to learn



18 about speakers¶ notes²which is too bad, because for those who must deliver

presentations, notes can be invaluable.

Nowaczyk et. al (1998) assessed a semester-long students perception of

PowerPoint lesson presentation in an introductory behavioral and discussion an

found it to be more interesting.

Mclinnes et. al (1998) who studied a student taking a three-term course in

management, accounting reported that computed- aided learning had an

adverse effect on the student interest in accounting.

Bushing (1998) has also examined whether the educational technology in

classroom presentations promotes a favorable attitude toward the instructor. He

reported that the students in non-PowerPoint group felt that the presenter was

more enthusiastic than instructor using PowerPoint. The present study examines

those students¶ attitudes toward the instruction after semester-long series of

PowerPoint presentations. The final hypothesis of the study was presented and

showed that will have a more favorable attitude toward the class instructor than

students viewing the traditional presentation.

Butler and Mautz (1996) on their study ³The effect of the PowerPoint

Presentations on students learning and attitudes´ used compel software,

regarded and multimedia presentation software. The software allows integration

of sounds, animation, video and hypertext into presentations as used in this

study. Their study was noteworthy for its attempt to provide strong internal

validity as possible by tightly controlling extraneous influences. Among other

controls, the experiments in the same instructor taught both groups; the materials



19 was delivered to other group via computer, students did have any prior

knowledge of the subject matter and the delivery of the materials was sampled

and time to be identical.

Butler and Mautz (1996) added that they found short-term memory

improved because of an interaction between students¶ preferred styles and the

effect of multimedia presentations. The study also found that students in the

multimedia group have more positive towards the presentation and presenter.

Kozman (1994) submitted that to understand the relationships between

media and learning, we need to consider the interaction between the attributes of

the medium and the cognitive processes of student. PowerPoint representations

will stimulate students¶ short-term memory such that students¶ long-term

memories perform better in examinations.

Parvio and Harshman (1990) argued that at least four and as many as six

dimensions underlie PowerPoint lesson presentation. The six factors that

identical are (1) good verbal expressions and fluency, (2) habitual use of

imagery, (3) concern with correct words, (4) reading difficulties, (5) use image to

solve problems and (6) imagination.

Dark (1990) in his study on PowerPoint Presentation and Students

Attitudes´ argued that students may have a positive attitudes toward a medium

that controls their behavior inside the classroom.



CHAPTER IIIMETHODOLOGY

This chapter discusses the research design, the sources of data, the data

gathering procedures and the statistical treatment used to analyze the data.

Research Design

The construction and presentation of material was used in conducting this

study, with the checklist questionnaire as the main instrument in gathering data.

Sources of Data

The respondents of this study were one hundred eighty-six (186) students

of Southern Luzon State University ± Alabat Campus from four (4) courses who

are presently enrolled for the Second Semester, Academic Year 2008-2009.

Checklist type questionnaire was the main instrument.

Instrumentation

A. Development of the Research Study

In preparation of this research study, there were books, encyclopedia,

internet resources and unpublished materials utilized. A researcher¶s made

questionnaire was the instrument in gathering data. It deals with perception of

SLSU students on the effectiveness of PowerPoint lesson presentation as an

instructional material in English.



21 B. Development of the Questionnaire

The researcher used books, internet resources and unpublished materials

in constructing the questionnaire with the help and guidance of his research

adviser. He prepared a researcher made checklist questionnaire as his data

gathering tools to test the Perception of the Students on the Effectiveness of

PowerPoint Lesson Presentation as an Instructional Material in English.

The tool used in this study was constructed under the guidance and

supervision of the researcher¶s adviser. The questionnaire was divided into three

(3) categories which consist of six (6) items on Cognitive Level, five (5) items on

Affective Level and seven (7) items on Psychomotor Level, a total of eighteen

(18) items.

C. Revision

The instrument was submitted and shown to adviser for revision.

Suggestion for clarity of the instrument was properly considered and followed.

D. Final Draft

Improvement of the questionnaire was reproduced and no further revision

was made.

Data Gathering Procedure

The permission to conduct was secured from the Campus Director of

Southern Luzon State University ± Alabat Campus. Then, the final administration

of the instrument was conducted to all students of SLSU ± Alabat Campus with



22 the supervision of the researcher. After the questionnaire was answered, the

researcher gathered and tabulated the data. It was further analyzed and

interpreted through the following formula; percentage, weighted mean and chi-

square.

Statistical Treatment

The researcher used the following formula in the analysis and

interpretation of data.

To determine the percentage of the respondents it was statistically treated

by means of this formula:

FP = x 100

NWhere:

P = Percentage

F = Frequency

N = Total number of respondents

To determine the responses of the respondents it was statistically treated

by means of weighted mean.

XX=

nWhere:

X = weighted mean

X = sum of scores

n = number of cases



23 X = 5F + 4F + 3F + 2F + 1F

Where:

F= frequency

Scale Description Range Interval

5 - Strongly Agree 4.01 ± 5.00

4 - Agree 3.01 ± 4.00

3 - Uncertain 2.01 ± 3.00

2 - Disagree 1.01 ± 2.00

1 - Strongly Disagree 0.01 ± 1.00

To determine the significant difference of the respondents¶ perception it

was statistically treated by means of chi- square.

(o ± e)2

2 =

eWhere:

2= chi-square

o = observed frequency

e = expected frequency



24 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of

data gathered by the researcher. These collected data are presented in table for

easy interpretation.

Table 1

Respondents¶ Profile in Terms of Program

Respondents Frequency Percentage

A. BACHELOR¶S DEGREE PROGRAM 71 38.17

1. Bachelor of Secondary Education 61 32.792. Bachelor of Science in Fisheries 10 5.38B. LADDERIZED PROGRAM 115 61.83

1. Diploma in Industrial Technology ± CT 72 38.71

2. Electronics Technology 43 23.12TOTAL 186 100

Table 1 shows the respondents profile in terms of program. There are

seventy ± one (71) students or 38.17% from Bachelor¶s Degree Program

composed of sixty-one (61) students with 32.79% from Bachelor of Secondary

Education and ten (10) students with 5.38% from Bachelor of Science in

Fisheries. In the Ladderized Program, seventy ± two (72) students with 38.71%

came from Diploma in Industrial Technology ± Computer Technology and forty ±

three (43) students with 23.12% from Electronics Technology for a total of one

hundred fifteen (115) with 61.83% of the total students¶ population of one

hundred eighty ± six (186).



25 Table 2.1

Perception of the Respondents in Terms of Cognitive Level

PERCEPTION

Weighted MeanScale

Description

Rank

Bachelor¶sDegreeProgram

LadderizedProgram

Total

1. I can recall data or information from the PowerPointpresentation of my lessons inEnglish.

4.04 3.97 3.99 Agree 3

2. I can understand the meaningof a problem in English throughPowerPoint presentation.

4.08 3.84 3.93 Agree 4

3. I can apply what I learnedfrom the PowerPointpresentation of my lessons inEnglish.

3.91 3.85 3.88 Agree 5

4. Through PowerPointpresentation of my lessons inEnglish, I can separate ideasinto different parts so that thewhole structure may beunderstood.

4.15 3.98 4.05Strongly Agree

1

5. Through PowerPointpresentation of my lessons inEnglish, I can put parts together to form a whole in order tocreate a new meaning.

3.77 3.90 3.85 Agree 6

6. I can make judgments aboutthe value of ideas or materialsthrough PowerPointpresentation of my lessons inEnglish.


2

Average Weighted Mean 3.96 Agree

Table 2.1 presents the perception of the respondents in terms of cognitive

level, statement number four (4) stating that through PowerPoint presentation of

my lessons in English, I can separate ideas into different parts so that the whole

structure may be understood, got the highest weighted mean of four and five



26 hundredths (4.05). Meanwhile, the statement with lowest weighted mean in the

Cognitive level which is statement number five (5) interpreting that I can put parts

together to form a whole in order to create a new meaning through PowerPoint

presentation of my lessons in English, with three and eighty-five tenths (3.85).

It is true in the study conducted by Bryant and Hunton (2000 on

³Interaction between Learner¶s Preferred Representation Style and PowerPoint

Presentation´ suggested that individual characteristics (cognitive differences)

must be taken into account in instructional design. Dual coding theory suggests

that learning have preferred representation styles. Some individual learn and

recall well from visually presented information.



27 Table 2.2

Perception of the Respondents in Terms of Affective Level

PERCEPTION

Weighted MeanScale

Description

Rank


LadderizedProgram

Total

1. Through PowerPointpresentation, I can be awareand lend attention to my lessonsin English.


1

2. I can attend and react tosomething related to my lessonsin English through PowerPointpresentation.

3.94 3.99 3.97 Agree 3

3. I can show my attitude fromacceptance to commitmentthrough PowerPointpresentation of my lessons inEnglish.


2

4. Through PowerPointpresentation of my lessons inEnglish, I can create a uniquevalue system of my own after contrasting different values andresolving conflicts betweenthem.

4.00 3.94 3.96 Agree 4

5. I can acquire a value systemthat controls my behavior fromthe PowerPoint presentation of my lessons in English.

3.83 3.87 3.85 Agree 5


The table above illustrates the perception of the respondents in terms of

affective level. Statement number seven (7) indicating that through PowerPoint

presentation, I can be aware and lend attention to my lessons in English, ranked

first with a total weighted mean of four and eight hundredths (4.08). Meanwhile,

statement number eleven (11) stating that, I can acquire a value system that



28 controls my behavior from the PowerPoint presentation of my lessons in English

got the lowest weighted mean of three and eighty-five tenths (3.85).

It is related in the study conducted by Dark (1990) ³PowerPoint

Presentation and Students Attitudes´ that students may have positive attitudes

toward a medium that controls their behavior inside the classroom.



29 Table 2.3

Perception of the Respondents in Terms of Psychomotor Level

PERCEPTION

Weighted MeanScale

Description

Rank


LadderizedProgram

Total

1. With PowerPointpresentation, I can use mysenses to guide my physicalactivity.

4.09 3.94 4.00 Agree 2

2. After or during PowerPointpresentation, I can physically,mentally, and emotionally act.


1

3. After PowerPoint presentationof my lessons in English, I canimitate difficult skills through trialand error.

3.86 3.64 3.71 Agree 7

4. I can imitate movementsshown through PowerPointpresentation with someconfidence and proficiency.

4.11 3.70 3.88 Agree 5

5. After or during PowerPointpresentation, I can performdifficult movement patternswithout hesitation and withautomatic performance.

3.67 3.88 3.81 Agree 6

6. After or during PowerPointpresentation, I can modifymovement pattern to fit specialrequirements.

3.96 4.04 3.99 Agree 3

7. After or during PowerPointpresentation, I can create newmovement patterns to suit aparticular situation or specificproblem.

3.83 3.91 3.88 Agree 4


The findings in this table explain the perception of the respondents in

terms of psychomotor level. Statement number thirteen (13) stating that, after or

during PowerPoint presentation, I can physically, mentally, and emotionally act



30 ranked first with the total weighted mean of four and one hundredths (4.01).

Table 2.3 also shows the lowest weighted mean of three and seventy-one tenths

(3.71) in statement number fourteen (14) describing that, after PowerPoint

presentation of my lessons in English, I can imitate difficult skills through trial and

error.

Parvio and Harshman (1990) argued that at least four and as many as six

dimensions underlie PowerPoint lesson presentation. The six factors that

identical are (1) good verbal expressions and fluency, (2) habitual use of

imagery, (3) concern with correct words, (4) reading difficulties, (5) use image to

solve problems and (6) imagination.



31 Table 3

Computed Chi-square Value and Its Level of Significance on the

Perception of the Respondents

Table 3 interprets the computed chi-square value and the level of

significance on the perception of the respondents in terms of program. The

computed chi-square value is 0.00098 which is less than the tabulated value of

8.269, therefore the null hypothesis is accepted, which means that there is no

significant difference between the perception of the respondents on PowerPoint

lesson presentation.

Respondents Cognitive AffectivePsycho-motor

Total Computed

2

Tabulated

Value H0


4.00(3.98)

3.97(3.99)

3.93(3.92)

11.90

0.00098 8.269 acceptedLadderizedProgram

3.93(3.95)

3.99(3.96)

3.88(3.89)

11.80

Total 7.93 7.96 7.86 23.70



32 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary from the data gathered, the concluding

statements and the answer to the problem being investigated so with the

appropriate recommendations.

Summary

This study attempted to know the perception of students on the


English.

Specifically, the study answered the following questions:

1. What is the respondent¶s profile in terms of program:

1.1 Bachelor¶s Degree Program; and

1.2 Ladderized Program?

2. What is the perception of the respondents on the effectiveness of PowerPoint

lesson presentation as instructional material in terms of:

2.1. Cognitive Level;

2.2. Affective Level; and

2.3. Psychomotor Level?

3. Is there a significant difference between the perception of the respondents¶ in

the Bachelor¶s Degree Programs and the perception of the respondents¶ in

the Ladderized Programs on the effectiveness of PowerPoint lesson

presentation as an instructional material in English?



33 This study involved the descriptive survey method of research using a

researcher made checklist questionnaire as the researcher¶s basic instrument in

gathering data.

Permission from the Campus Director was first sought before conducting

this study. The researcher administered the questionnaire to one hundred eighty

± six (186) students enrolled for the second semester of Academic Year 2008 -

2009. The data gathered were tallied, tabulated, interpreted, analyzed and

presented in forms of table using percentage, weighted mean and chi-square.

Findings

After gathering data and applying the necessary method and statistical

treatment, the following findings were revealed:

1. The total respondents were one hundred eighty-six (186) students,

seventy-one (71) students in Bachelor¶s Degree Program and one

hundred fifteen (115) students in Ladderized Program.

2. The statements that follows are the findings revealed on the

perception of the respondents on the effectiveness of PowerPoint

lesson presentation in English:

2.1. The perception that earned the highest weighted mean in

cognitive level is statement number four (4) stating that, through

PowerPoint presentation of lessons in English, I can separate

ideas into different parts so that the whole structure may be

understood, with four and five hundredths (4.05). The least is



34 statement number five (5) explaining that, through PowerPoint

presentation of lessons in English I can put parts together to

form a whole in order to create a new meaning, with three and

eighty-five tenths (3.85).

2.2 In affective level statement number seven (7) informing that,

through PowerPoint presentation, I can be aware and lend

attention to lessons in English, got the highest weighted mean of

four and eight hundredths (4.08). Statement number eleven (11)

expressing that, I can acquire a value system that controls my

behavior from the PowerPoint presentation of my lessons in

English got the least weighted mean of three and eighty-five

tenths (3.85).

2.3. In Psychomotor level statement number thirteen (13) interpreting

that, after or during PowerPoint presentation, I can physically,

mentally, and emotionally act, got the highest weighted mean in

psychomotor level with four and one hundredths (4.01) and

statement number fourteen (14) expressing that, after PowerPoint

presentation of lessons in English, I can imitate difficult skills

through trial and error got the least with three and seventy-one

tenths (3.71).

3. There is no significant difference between the perception of the

respondents in Bachelor¶s Degree Program and the respondents



35 in Ladderized Program on PowerPoint lesson presentation as

instructional material in English.

Conclusions

Based on the data revealed by the study, the following conclusions were

drawn:

1. Majority of the respondents are from the Ladderized Program.

2. The respondents in Bachelor¶s Degree Program and the

respondents in Ladderized Program both learn and recall well from

visually presented information, have positive attitudes toward a

medium that controls their behavior inside the classroom, and that it

makes the discussion lively and interactive.

3. Both the respondents in Bachelor¶s Degree Program and the

respondents in Ladderized Program have the same level of

perception on PowerPoint lesson presentation as an instructional

material in English.

Recommendations

Based on the results, the following recommendations were hereby

presented:

1. The students in Bachelor¶s Degree Program and the students in

Ladderized Program may practice using PowerPoint lesson

presentation not only in English but also in other subjects for it



36 leads them to become an active, creative and critical thinkers and

because it is appropriate to their age, maturity and experience.

2. The teacher may attend trainings and seminars about using

technology in teaching to upgrade their skills in content and

medium of instruction and to follow the new trends in teaching and

learning.

3. The administrators may pursue to apply Computer Assisted

Instructional Material specifically PowerPoint lesson presentation

for more effective and collaborative teaching and learning

environment. They can also encourage their subordinates to attend

learning programs about using technology in classroom to uplift the

educational performance of their institution.

4. The future researcher who wished to further study the use of

PowerPoint lesson presentation may focus their study in

experimental method of knowing the effectiveness of PowerPoint

lesson presentation as an instructional material.



BIBLIOGRAPHY

A. BOOKS/JOURNALS

Verceles, Hereberto A., ³Education Technology and Development´,Modern Teacher, VOL. LXXXII, 2004

Erpelo, Raymond ³Teaching as Part of Teaching-Learning Process´,Modern Teacher, VOL. LXXI, 2003

Aquino, Gaudencio V., ³PowerPoint Lesson Presentation as a NewTechnique´ Modern Teacher, VOL. LI, 2002

B. UNPUBLISHED MATERIALS

Sorina, Gloria P. ³Development and Validation of Computer-AidedInstructional Materials on Selected Topics in English´, Unpublished MaterialThesis, Southern Luzon Polytechnic College ± Lucban, Quezon, 2006

Matriano, Michael B., ³Development of Computer Assisted InstructionalMaterials of Selected Topics in English 1 for the Freshmen Students of SouthernLuzon Polytechnic College ± Alabat Campus Academic Year 2005 - 2006 ³,Unpublished Material Thesis , Southern Luzon Polytechnic College - AlabatCampus, Alabat, Quezon, 2006

C. ELECTRONIC REFERENCES

http://encarta.msn.com/encyclopedia_761553343/ComputerAided_Instruction.html#s4

http://www.umm.edu/ohr/tech/lern/tutorials/powerpoint

http://www.voww.net/aboutinternet/CAI.html

http://www.actden.com.ph/guide.html

http://www.microsoft.com/office/prevoius/XP/columns/column8.osp

http://www.edrs.com/membership/sp.cfm?am=ED44792

http://encarta.msn.com/Computer-Aided_Instruction.html



Appendices



APPENDIX A

LETTER OF REQUEST FOR GATHERING DATA

Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITYALABAT CAMPUS Alabat, Quezon

March 25, 2009

PROF. JIMSON F. OLIVEROSCampus Director Southern Luzon State University

Alabat Campus

Sir:I am Rogelio D. Barral, third year college student of Southern Luzon State

University taking up Bachelor of Secondary Education major in English. Atpresent I am working on my research entitled ³PERCEPTION OF SOUTHERNLUZON STATE UNIVERSITY ± ALABAT CAMPUS STUDENTS ON THEEFFECTIVENESS OF POWERPOINT LESSON PRESENTATION AS ANINSTRUCTIONAL MATERIAL IN ENGLISH FOR A.Y. 2008 ± 2009´.

In this connection, I would like to request permission from your good officeto conduct my study by distributing questionnaire to the students of SLSU ±

Alabat Campus.

Looking forward to your kind and affirmative consideration regarding thismatter.

God bless and more power.Very truly yours,

ROGELIO D. BARRALResearcher

Noted:

PROF. WILLY A. MANAOG

Adviser, Language Research Approved:

PROF. JIMSON F. OLIVEROS

Campus Director



APPENDIX B

LETTER TO THE RESPONDENTS

Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITYALABAT CAMPUS Alabat, Quezon

March 25, 2009

Dear Students,

I am a junior student of Bachelor of Secondary Education (BSEd) of Southern Luzon State University ± Alabat Campus and presently conducting myundergraduate research study entitled ³PERCEPTION OF SOUTHERN LUZON

STATE UNIVERSITY ± ALABAT CAMPUS STUDENTS ON THEEFFECTIVENESS OF POWERPOINT LESSON PRESENTATION AS ANINSTRUCTIONAL MATERIAL IN ENGLISH FOR A.Y. 2008 ± 2009´.

I would like to ask for your assistance to answer the followingquestionnaire. Your cooperation will be of great help in the success of this study.

Feel free and honest in answering the items. It is assured that your identityand your responses will be held confidential. Please answer all items.

Thank you very much.

Very truly yours,

ROGELIO D. BARRALResearcher

Noted:

PROF. WILLY A. MANAOG Adviser, Language Research



APPENDIX C

QUESTIONNAIRE

Name: ________________________ Date: ________________

Course and Year ________________

Direction: This questionnaire is intended to gather information on the perceptionof SLSU Alabat Campus students on effectiveness of PowerPoint lessonpresentation as an instructional material in English for the Academic Year 2008 ±2009.

Please check the appropriate answer that applies to you.

Where:

SA ± Strongly Agree (5) U ± Uncertain (3)A ± Agree (4) D ± Disagree (2)

SD ± Strongly Disagree (1)

I. Cognitive Level SA(5)

A(4)

U(3)

D(2)

SD(1)Statements

1. I can recall data or information from thePowerPoint presentation of my lessons inEnglish.

2. I can understand the meaning of aproblem in English through PowerPointpresentation.

3. I can apply what I learned from thePowerPoint presentation of my lessons inEnglish.

4. Through PowerPoint presentation of mylessons in English, I can separate ideasinto different parts so that the wholestructure may be understood.

5. Through PowerPoint presentation of my

lessons in English, I can put parts together to form a whole in order to create a newmeaning.

6. I can make judgments about the valueof ideas or materials through PowerPointpresentation of my lessons in English.



II. Affective Level SA(5)

A(4)

U(3)

D(2)

SD(1)Statements

1. Through PowerPoint presentation, I canbe aware and lend attention to my lessons

in English.2. I can attend and react to somethingrelated to my lessons in English throughPowerPoint presentation.3. I can show my attitude from acceptanceto commitment through PowerPointpresentation of my lessons in English.

4. Through PowerPoint presentation of mylessons in English, I can create a uniquevalue system of my own after contrastingdifferent values and resolving conflicts

between them.5. I can acquire a value system thatcontrols my behavior from the PowerPointpresentation of my lessons in English.

III. Psychomotor Level SA(5)

A(4)

U(3)

D(2)

SD(1)Statements

1. With PowerPoint presentation, I canuse my senses to guide my physicalactivity.

2. After or during PowerPoint

presentation, I can physically, mentally,and emotionally act.

3. After PowerPoint presentation of mylessons in English, I can imitate difficultskills through trial and error.4. I can imitate movements shown throughPowerPoint presentation with someconfidence and proficiency.

5. After or during PowerPointpresentation, I can perform difficultmovement patterns without hesitation and

with automatic performance.6. After or during PowerPointpresentation, I can modify movementpattern to fit special requirements.

7. After or during PowerPointpresentation, I can create new movementpatterns to suit a particular situation or specific problem.



44 CURRICULUM VITAE

PERSONAL DATA

N ame : Rogelio Donoso Barral

N ick N ame : Roger

Date of Birth : February 27, 1983

Place of Birth : Alabat, Quezon

H ome Address : 071 F. Alpay St. Bgy. 5 Alabat, Quezon

C ivil Status : Single

N ationality : Filipino

Parents : Delia. D. Donoso

Ruden T. Barral Sr.

EDUCATIONAL BACKGROUND

T ertiary : Bachelor of Secondary Education (BSEd)

Major in English

Southern Luzon State University ± Alabat Campus

2006-2011

: Diploma in Industrial Technology

2-year Electrical Technology

Southern Luzon State University ± Alabat Campus

2003-2005

Secondary : Alabat Island National High School (AINHS)

Alabat, Quezon

1996-2000

E lementary : Alabat Central Elementary School (ACES)

Alabat, Quezon

1990-1996



45 POSITION HELD

Public Relation Officer : Student Council

Southern Luzon State University

Alabat Campus, Alabat, Quezon2006-2007

President : Literature and Language Club


Alabat Campus, Alabat, Quezon

2006-2007

COY-CMNDR/Ex-O : Reserve Officer Training Corps



2006-2007

President : Student Council



2007-2008

Grievance Committee Head: Supreme Student Council Federation


Main Campus, Lucban, Quezon

2007-2008

President : Alabat Readers¶ Club



2007-2008

Vice-President : Literature and Language Club



2009-2010



46 SEMINARS ATTENDED

Leadership Training Seminar

Tourism Beach Resort

Perez, QuezonSeptember 07 ± 10, 2006

1st Isla Alab-PerZon Youth Leadership Summit

Alabat Island National High School

Alabat, Quezon

March 16-18, 2007

11th SLSU Student Congress & 6th Linggo ng Sining

Southern Luzon State University-Main Campus

Lucban, Quezon

March 24-26, 2007

Alternative Class Learning Experience



January 25-27, 2008

Digital Photo Imaging Workshop


Dua Tech Lucena Campus

Lucena City

February 26-27, 2008

Leadership Training Seminar


Tiaong Campus, Tiaong, Quezon

February 28, 2008



47 Environmental Consciousness & Career Orientation


Sampaloc Campus, Sampaloc, Quezon

March 07-08, 2008

12th SLSU Student Congress & 7th Linggo ng Sining


Main Campus, Lucban, Quezon

March 26-28, 2008

Regional Summer Camp Training (RSCT)

Camp Eldridge, Los Baños Laguna

April 15 ± May 06, 2008



1 CIRCULATION COPY

The research paper attached hereto entitled ³PERCEPTION OF

STUDENTS ON THE EFFECTIVENESS OF POWERPOINT LESSON

PRESENTATION AS AN INSTRUCTIONAL MATERIAL IN ENGLISH´ prepared

and submitted by ROGELIO D. BARRAL, in partial fulfillment of the

requirements for the degree Bachelor of Secondary Education is hereby

recommended for the preparation of the final manuscript.

PROF. WILLY A. MANAOGResearch Adviser

DOREEN ROSE M. CAPARROS, MAT MR. ELVIN A. NOVILLAMember, Guidance Committee Member, Guidance Committee

MARIA LEONCIA P. OLIVEROS, MAIEChair, Guidance Committee

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