THE EFFECTIVENESS OF POWERPOINT

PRESENTATION TO THE ACADEMIC

PERFORMANCE OF THE INFORMATION
COMMUNICATION TECHNOLOGY(ICT) STUDENTS
IN GOLDEN MINDS COLLEGES BALAGTAS

A Research Paper
Submitted to Ms. Micaella Yasay
Practical Research
Golden Minds Colleges

Submitted by:
Jessica Angel V. Gacita
Michaela Joy S. Bombani
Gielahm Paul P. Barnes
Nicole Arianne Piga
Mylene Joy Medalla
Rochelle Elizaga
Jean Villano
Jasper Salinas

CHAPTER 1
Introduction
PowerPoint is a virtual presentation software that allows users to create presentations
using text, images, music, video, and animations. It was developed by Robert Gaskins and
Dennis Austin at a software startup in Silicon Valley named Forethought, Inc. in 1984. The first
version of PowerPoint was released on April 20, 1987, initially for Macintosh computers only.
Microsoft acquired PowerPoint for about $14 million three months after it appeared. The first
Windows version of PowerPoint was released in May 1990. PowerPoint became a component
of the Microsoft Office suite, first offered in 1989 for Macintosh and in 1990 for Windows, which
bundled several Microsoft apps. Beginning with PowerPoint 4.0 (1994), PowerPoint was
integrated into Microsoft Office development and adopted shared common components and a
converged user interface.
PowerPoint was created to provide a superior replacement for a familiar capability, much
like Uber is doing to taxis. It was designed to disrupt an established business model and offer
an integrated environment and applications for future personal computers that would provide a
graphical user interface. PowerPoint was initially packaged as a stand-alone product, but its
inclusion in the best-selling Microsoft Office suite helped it become widely used in business,
schools, and community organizations.
PowerPoint has experienced numerous enhancements and advancements since its
introduction in 1987. Here are some of the ways in which PowerPoint has evolved over time.
Initially, PowerPoint was exclusively available for Macintosh computers, with its first version
launching in 1987. Subsequently, in 1990, PowerPoint made its debut on Windows. Starting
from PowerPoint 4.0 in 1994, the software became an integral part of Microsoft Office, utilizing
shared components and a unified user interface.
For around ten years, starting in the mid-1990s, PowerPoint became increasingly
popular and found applications in various communication settings, expanding beyond its original
purpose of business presentations. It began to be utilized for educational purposes in schools
and universities, as well as for delivering lectures at scientific conferences. Additionally, it found
its way into religious establishments for worship, courtrooms for presenting legal arguments,
theaters for displaying supertitles, and even in the form of helmet-mounted displays for NASA
astronauts. It also became a valuable tool for giving military briefings and governmental
announcements.
In 2015, Microsoft introduced PowerPoint Designer and Morph, new intelligent tools that
assist users by automating the creation of slides and presentations, making them more
attractive and engaging. PowerPoint has continued to improve and evolve with newer versions
that include audio and video integration, web support, and more slide transitions than ever
before it has become the most widely used presentation software in the world, with 1.2 billion
copies on computers worldwide. PowerPoint has become a modern presentation tool and is
widely used in businesses, schools, and community organizations.
PowerPoint presentations are increasingly widely used in a variety of settings outside of
the classroom (Yilmazel-Sahin, 2007). Due to its practicality, it facilitates events in a variety of
ways (Craig & Armenic, 2006). It benefits both students and teachers in the classroom, but it
can also present issues (Davies et al., 2009; Oommen; Taylor, 2012). As a result, Howard &
Conway (1985) advised determining whether student opinions could maximize their contribution
to class empowerment. The emphasis of this study was on how much PowerPoint Presentation
was valued by students and how that affected teachers. 90 students participated in it by
answering questions about their opinions on the usage of PPP, as well as comments and
suggestions. Results showed that participants generally had positive views of Power
PowerPoint presentation and how it affected instructors. It helped scholars and teachers with
the method of education, although it was sometimes criticized for being uninteresting or even
boring. The way I see it, the use of PowerPoint presentations is an effective way for everyone,
not just for Information Communication Technology(ICT) students, but for everyone. We will also
learn in the usual way which is visual aids, but we can show the pictures better, and the
students can better imagine what they are studying. Especially for ICT Students who study a lot
about programming, animation, and illustration. As written above, not only students use it but
also teachers and other professionals.
Dr. Karen Gardner, and Dr. Jolanta Aleksejuniene, stated that 96% of their students were
visual learners. Students have different ways of studying, like me I can understand a subject if
there’s a photo provided. Some students can learn easily through visuals. Using PowerPoint in
classrooms helps teachers explain particular topics to students more easily and effectively.
PowerPoint is easy to use and has versatile features that help make the views of teachers more
clear to students. PowerPoint presentations can improve learners’ intellect. It is also helpful in
long-term memory retention. In addition, it supports teachers in their techniques for instruction.
PowerPoint Presentation Is indeed a big help to every student.
PowerPoint allows students to create visually appealing presentations that can help
them effectively illustrate their ideas and concepts. Using images, graphs, charts, and diagrams
can make complex information easier to understand and remember, PowerPoint provides a
structured framework for presenting information. It helps students organize their thoughts,
outline key points, and present them in a logical sequence. This organization can aid both the
presenter and the audience in following the content more easily. With PowerPoint, students can
incorporate multimedia elements such as videos, audio clips, and animations into their
presentations. These interactive features can make the learning experience more engaging and
help students grasp and retain information more effectively. Delivering a PowerPoint
presentation helps students develop their communication and public speaking skills. It
encourages them to express their ideas clearly, concisely, and coherently, while also promoting
effective use of body language, eye contact, and voice modulation. PowerPoint presentations
often involve group work, allowing students to collaborate with their peers. This collaboration
fosters teamwork, enhances critical thinking, and encourages students to learn from and
support each other.
PowerPoint presentations can be easily shared electronically, making them accessible to
students anytime, anywhere. This allows for flexible learning, as students can review the
presentations multiple times, catering to their individual learning pace and preferences.
PowerPoint presentations are widely used in classrooms as an effective tool to
present material and encourage student learning. The impact of PowerPoint presentations on
student learning is huge, and it promotes an active teaching and learning environment.
PowerPoint presentations can enhance the intellect of students, and it helps the teachers in
their teaching methods. However, when presentations are poorly designed or delivered, they
can have a negative impact on students’ learning. They can be quite ineffective or even
detrimental. Additionally, if presentations are overused, students may become bored or
disengaged. Moreover, excessive use of animations or effects can be distracting.
PowerPoint is widely used in many fields, including banking, commerce, education,
health, and governance, to present ideas and concepts to a larger audience using an LCD
(Liquid Crystal Display) projector. PowerPoint can be used in the classroom by combining
computer and LCD projector to show students slides with concepts (Gambari, Yusuf & Belogun,
2015). It can also be used for interactive concept preparation by incorporating visual and audio
components into the presentation, which can then be uploaded to virtual platforms for students
to use. PowerPoint is used by many educators, especially in tertiary education, for
presentations. Once PowerPoint is installed, it can be used to develop presentations without
internet connectivity hence it is a powerful tool that can be used even in remote and
underdeveloped areas to make teaching with Information Communication Technology(ICT)
possible.
 Academic performance, a long-standing academic topic, has evolved in understanding
and measurement over the years. An important work contributing to this development was
Bloom's Taxonomy (Bloom, 1956), which laid the foundation for assessing cognitive skills and
classifying learning objectives Going forward Coleman Report (Coleman et al., 1966). Learning
outcomes were examined in largely by emphasizing the impact of socioeconomic factors on
educational outcomes Hattie's meta-analysis on "Visible Learning" (Hattie, 2009) which included
effective instructional strategies and relationships with student performance the whole of the.
The Project International Student Assessment (PISA) conducted by the Organization for
Economic Co-operation and Development (OECD, 2018) provides a global perspective,
analyzing the academic skills of 15-year-olds around the world and contributing to our
understanding of education systems. Furthermore, Sirin’s meta-analytic review (Sirin, 2005)
examines in detail the complex relationship between socioeconomic status and academic
success. Zimmerman's research on self-regulated learning (Zimmerman, 1989) emphasizes the
important role of meta cognition in shaping learning outcomes. Taken together, these studies
and historical highlights form a rich tapestry that informs our understanding of academic
achievement, which influences educational practices and policies.
Today, there is a clear need for education to learn about the factors that influence a
student's academic performance, considering the performance to be the quantitative result
obtained during the learning process, based on the evaluations carried out by the teachers
through objective test evaluation. The latest patterns in this area highlight the importance of
considering other variables beyond intellectual capabilities. These trends are supported by
several points of research that show that academic performance is not only associated with
intellectual quotient (IQ), but there are multiple variables and dimensions to which a certain
predictive value can be attributed. For this reason, the objective of this report is to extend the
existing source of knowledge when it comes to explaining or understanding academic
performance, which is why we will analyze the importance of emotional intelligence, personality
and the meaning of life in such performance.
Along the years, there have been many studies devised in aims to identify the variables
that can predict academic achievement. Among the first factors we can spot personality: a
concept etymologically comes from the Latin “prospon” and means “mask”, referring to the
masks that actors used in theatres in Ancient Greece. The Spanish Royal Academy of
Language defines the construct as “the individual difference that makes a person and
differentiates them from others”; from a psychological stand point, personality is defined as the
characteristic or general traits of people to relate and interact with the world according to the
interaction between genetics and environmental factors that are reflected steadily over time in
different contexts. A study carried out by Savage is among the first investigations on personality
and academic performance, which shows the relation between low academic performance and
Neuroticism; similar results have been found in current studies. After the study carried out by
Savage, personality has been marked as one of the main axes to explain academic
achievement, and different studies have been related similar ideas, as that of Blickle who
defines Big Five personality traits, “openness to experience” had an important positive relation
to academic achievement which was supported by a study carried out by DeGuzmán, Calderón
and Cassaretto. Said study shows that students with high levels of academic performance
obtained higher scores in traits of “penness to experience”, “consciousness” and “extraversion”,
while showing lower levels in “neuroticism”; the one carried out by Pérez, Cupani and Ayllon
found that the personality characteristic for “responsibility” helps to explain academic
performance. In addition, there are studies that suggest that personality is associated to
variables that strongly influence academic performance, as can be motivation, intelligence and
self-efficacy; moreover, there is a general belief that personality is not directly associated with
academic achievement, but rather is proper adjustment to the educational environment. Despite
the aforementioned studies in which the relation between both variables, personality and
academic performance, has been verified, most investigations provide correlated relations,
making it difficult to refer to cause-effect relations, or to determine the specific effect that one
has trough the other. Aside from general traits that people use to interact with each other and
the world, emotions and feelings are characteristics that cannot be ignored in the human being,
as they determine and modify their behaviour, and even their health, proving to hold an
important role in life. Despite its importance, it was not until the 20th century that emotional
intelligence (EI) became the center of psychological studies, both in clinical practice and in the
academic world. Emotional intelligence is defined as the ability to perceive and express
emotions, applied to facilitate thinking, to understand and reason through them and to regulate
them in oneself and in others. Goleman defines emotional intelligence (EI) from a broad
perspective, considering it as a combination of attributes closely related to personality. It differs
from IQ and, in general, it is related to academic performance and other competences.
Furthermore, EI predicts, in most cases, the ability people have to adapt with their surroundings
and is strongly related with success in life, as it includes emotional, social and even personal
skillsThus, the academic world is one of the best means to prove such ideas . The results
provided by the studies show the importance of bearing in mind emotional skills, not only in
the personal aspect, but in the academic
 world. Barchard’s( 2003) results support that EI levels in university students predicted
their academic performance at the end of the school year, link that has been found in many
investigations. Even, Pérez and Castejón (2006) prove that a significant correlation exists
between EI and academic achievement, making the latter EI, the trait that predicts at a larger
scale a person’s academic performance, instead of a standard achievement survey. Lastly, one
of the studies with a higher number of participants that goes on to prove the relation between
both characteristics is that carried out by Pulido, who conducted the study with 1.186 subjects,
indetifying a relation of reciprocity when predicting EI scores and academic performance. Such
studies explain the importance of extending EI education in the academic world, in order to
educate students to be well prepared for an ordinary day-to-day life.

The evolution and widespread use of PowerPoint as a presentation tool has had a
significant impact on various fields, including education. This study on The Effectiveness of
PowerPoint Presentations for Information Communication Technology (ICT) students aligns with
the broader context of how PowerPoint has transformed the way information is conveyed and
absorbed. As discussed, PowerPoint offers a valuable platform for visual communication, aiding
students in understanding complex concepts, improving memory retention, and enhancing their
overall learning experience. It also empowers students to develop crucial skills in
communication, collaboration, and public speaking. However, it's important to recognize that the
effectiveness of PowerPoint depends on its thoughtful design and use, as excessive animations
or poor delivery can hinder learning. This study sheds light on the positive aspects of
incorporating PowerPoint presentations into Information Communication Technology (ICT)
education, catering to visual learners and offering a versatile tool for both students and
teachers. It underscores the potential benefits of this technology in fostering an active teaching
and learning environment. In the researchers’ current study, researchers can build upon these
insights to explore how ICT students specifically benefit from PowerPoint presentations and
whether they contribute to improved academic performance. Examining factors like design,
interactivity, and student engagement can help provide a comprehensive understanding of the
role PowerPoint plays in Information Communication Technology (ICT) education and its impact
on student outcomes.
The researchers study delves into the evolution of PowerPoint and its widespread use,
particularly in education, focusing on its impact on Information Communication Technology
(ICT) students' academic performance. The research gap lies in a specific examination of how
PowerPoint affects learning outcomes in the context of Information Communication Technology
(ICT) education, which seems to be less explored. The connection is established by
emphasizing the positive views of students regarding PowerPoint's role in education, supporting
teachers, improving learners' intellect, aiding memory retention, and fostering collaboration. The
study concludes that while PowerPoint is a powerful educational tool, its effectiveness hinges on
thoughtful design and delivery to prevent potential drawbacks like disengagement or distraction.
In summary, the researchers study bridges the gap by investigating the unique relationship
between PowerPoint presentations and academic performance in the ICT realm, highlighting
both the benefits and potential pitfalls of this widely used tool.

Theoretical Framework
From literature, the most widely used theories in the field of Information and
Communication Technology(ICT) integration on student achievement are constructivist theory
(Bhagat & Chang, 2015; Tay & Mensah-Wonkyi, 2018; Zengin et al., 2012) and engagement
theory (Kearsley & Shneiderman, 1999; Marshall, 2007). The two theories have many
similarities in terms of the student-centered approach to teaching. This study is based on
engagement theory. According to this theory, the Information and Communication
Technology(ICT) teaching and learning environment provides the best meaningful and authentic
opportunities for student learning and stimulates the kinds of experiences students will
have outside the classroom (Kearsley & Shneiderman, 1999). The basic underlying idea of
engagement theory is that students are meaningfully engaged in learning worthwhile activities
through interaction with others in order to understand what they are learning (Kearsley &
Shneiderman, 1999). The theory shares many features of constructivist theory, which
encourages teachers to use hands-on activities for first-hand experiences that encourage
students to actively learn, create, think, and speak about their own knowledge.
Knowledge acquisition has been and will continue to be a priority of educational
Educators and psychologists. In 1969, current research on multi modal learning began. When
Clark and Pavio (1991) suggested that information is elaborated, (Reed, 2005), It has been
shown that images communicate information through either visual or aural associations.
Superior memory to words. Then, Baddeley (2001) suggested a functioning Phonological,
visual-spatial, and central information-based memory model Integration showing that central
and visual-spatial integration were more significant As a reminder. Sweller’s Cognitive Load
Theory (CLT) was created in the 1980s. Sweller (Van Merrinboer & Sweller, 2005) proposed
that data. Before being stored in long-term memory, information must first be processed in
working memory. Working memory that is overworked will perform less well.
Mayer’s Multimedia Learning Theory Principles

1. Students learn more effectively from words and visuals when using multimedia

Word only.
2. Using the spatial contiguity concept, kids learn more effectively.
On the website, text and images are displayed close together rather than at a distance.
Screen or page
3. Principle of temporal continuity: Correlating lessons helps pupils learn more
The presentation of text and images is simultaneous rather than sequential.
4. Coherence principle: When words, images, and other distractions are avoided,
Noises are not included.
5. Students learn more effectively from animation and storytelling than
From the text and animation on the screen
6. Students learn better through animation and narrative because of the redundancy
principle.
Than from the voice, animation, and text on the screen
7. Design effects are larger for low-learners according to the individual differences
principle.
Compared to low spatial learners and high learners, respectively (Reed 2006)

Reviewing these guidelines reveals the potential criticisms of PowerPoint. When it is

made up of slide after presentation of text-only content without any graphics. Using PowerPoint
can be The educator’s creative canvas on which to build their multimedia learning
experience, However, if it merely includes text, working memory will be overloaded, leading to
less efficient processing, slower learning, and slower communication. According to Clark's
(2008) piece, according to the chapter PowerPoint and Pedagogy: Maintaining Student Interest
in University Lectures, Lecturers must use their PowerPoint with design, flair, and skill" (p. 42),
we had one opinion. The application of the aforementioned ideas could boost our competence.
Presentation slides. Leutner and Leopold provided additional evidence in favor of this strategy &
Sumfleth (2008), who thought about the CLT and could show science. Pupils'
improved understanding and learning results via mental imagery Van Merriboerne and Sweller
(2008), who are presently researching the CLT should be used in health profession education to
enhance learning.

Conceptual Framework

The researchers used the Input-Process-Output Model to demonstrate the findings in the
study of the Effectiveness of PowerPoint Presentations to the Academic Performance of the
Information Communication Technology (ICT) students in Golden Minds Colleges.

Input Process Output

1.Constructivist theory 1 .Data collection of

(Bhagat &Chang 2015
Tay & Mensah-wonkyi
2018;Zenjn et al,2012)
and engagement the-
ory (Kearsley & sheid-
enman,1999,Marshall,
2007)
2.Profile of the student
according to:
1) Age
2) Gender
3) First quarter general
average in grade 11&12
student profile
2 .Administering
questionnaires
3. Organization of
student responses
The Effectiveness of
PowerPoint
Presentation to the
Academic
Performance of the
Information
Communication
Technology(ICT) in
Golden Minds
Colleges Balagtas

 Historical Context
 Cultural Impact
 Accessibility
Considerations
 Feedback

The first frame, the input, shows the relevant information the researchers gathered to
support this study, such as The most popular theories in the literature about the impact of ICT
integration on students' academic performance are The Engagement theory (Kearsley &
Shneiderman, 1999; Marshall, 2007) and constructivist theory (Bhagat & Chang, 2015; Tay &
Mensah-Wonkyi, 2018; Zengin et al., 2012). In terms of a teaching strategy that is student-
centered, the two approaches have a lot in common. The Engagement idea served as the
study's foundation. According to this theory, ICT teaching and learning environments foster the
kinds of experiences that students will have outside of the classroom and offer the most
meaningful and authentic chances for student learning (Kearsley & Shneiderman, 1999). The
Engagement theory's primary tenet is that pupils are engaging in relevant learning activities
through social contact in order to comprehend (Kearsley & Shneiderman, 1999) What they
discover. The theory is similar to constructivist theory in many ways. It encourages educators to
employ hands-on activities for authentic learning opportunities that inspire students to
Actively learning to produce their own information, consider it, and discuss it. It is of the opinion
that a mathematics . Technology in the classroom "can facilitate engagement in ways that are
challenging to achieve otherwise" (Marshall,
2007, p.109). A conducive learning environment is created while teaching mathematical topics
via PowerPoint presentations. A setting where pupils can be really engaged. A learning
environment with increased technology gives experiences that are both meaningful and
collaborative might inspire kids to improve their arithmetic ability.

The second frame, shows the procedure on how the researchers gathered the profiles,
specifically Grade 11 & 12 Information and Communication Technology students In Golden
Minds Colleges, Balagtas. Next Is the Administration of Questionnaires. In order to ascertain
the various effects of PowerPoint presentations on various students, this investigation was
done. if they learn topics up more quickly and have greater study motivation.
 The third frame, researchers examine the relationship between the use of PowerPoint
presentations and the academic performance of Information Communication Technology (ICT)
students at Golden Minds Colleges in Balagtas. The main focus is to understand how
integrating PowerPoint into ICT classes impacts students' comprehension, involvement, and
overall achievement. The results will provide insights into whether this visual tool enhances or
hampers academic performance, offering valuable guidance for educators and institutions
looking to optimize teaching approaches for ICT courses.

Statement of the Problem

The main problem of the study is to measure the effectivity of PowerPoint Presentations
to the Academic Performance of the Information Communication Technology(ICT) students of
Golden Minds Colleges.
Specifically, the following questions will be answered:
1. What are the profiles of respondents in terms of:

1.1 Age

1.2 Gender

2. How often do teachers use PowerPoint presentations in their classes?

3. Do PowerPoint Presentation helps Information Communication Technology (ICT)
students in their academic performance?
4. Do PowerPoint Presentation can be effective tool for academic performance?

Assumption of the Study

PowerPoint presentations can be a highly effective tool for the education and knowledge
acquisition of Information Communication Technology (ICT) students when used effectively.
They provide teachers with a means to deliver information in a concise and captivating manner,
while also helping students retain and understand the material being presented.

Scope and Limitations of the Study

This study focused on determining the effectiveness of PowerPoint Presentations to the

academic performance of Information Communication Technology (ICT) students at Golden
Minds Colleges in Balagtas.
The research will encompass the following areas: Profiling of respondents, including
their age, gender, and academic performance in grades 11 and 12, the frequency of PowerPoint
presentation usage by teachers in the classroom, evaluation of students' thoughts regarding the
use of PowerPoint presentations, exploration of ways to improve the efficiency and
effectiveness of PowerPoint presentations, and examination of how PowerPoint presentations
contribute to student attentiveness. While this study seeks to provide information on
the Effectiveness of PowerPoint presentations to the academic performance of Information
Communication Technology (ICT) students, some limitations must be acknowledged.
The study's findings will be specific to the Grade 11 and 12 Information Communication
Technology(ICT) students at Golden Minds Colleges Balagtas, and the survey results are based
on the thoughts and opinions of the respondents, the study assumes that PowerPoint
presentations, when used effectively, can have a positive results on student learning, but it does
not account for other variables that may influence academic performance.
This research aims to provide valuable insights into the effectiveness of PowerPoint
presentations to the academic performance of Information Communication Technology(ICT)
students at Golden Minds Colleges and can serve as a basis for further investigations in this
field.

SIGNIFICANCE OF THE STUDY

 The goal of this research study is to enhance the knowledge of using visual presentation
to facilitate their learning skills. The following set of people would benefit from this study
The Students. This study can improve the students’ skills because of this the
knowledge of the students will be increased. They may be more active and motivated to learn.
This is due to the availability of more useful equipment in the classroom that will improve the
learning of the students using visual presentation. This will strengthen the productivity of
students. The entire class will also have better interactions with their teachers.
The Teachers. This study will make it easier or teachers to explain their lessons.
Teachers can also give an example or a deeper meaning about their lesson by showing
pictures, charts, and underlines. Through modern teaching with its help, the teacher can get the
attention of the students.
The School administrators. This study will help the school to the more suggestions
about how to enhance teaching methods. to guide the teacher and their students in using the
visual presentation.
The PowerPoint Users. PowerPoint users may enhance their skills in making
presentations so that they can catch the attention of other readers. They share also ideas from it
with their friends, family, or even in school.
The Future Researchers. Researchers will benefit from this study to gain more
knowledge and improve their skills. in the method of using visual presentation.

Definition of Terms

This part of the study defines the terms used, as well as their theoretical and operational
significance. Through this list of words, the researchers hope to help readers gain a better
understanding of the content.

Remote and Underdeveloped Areas it is the Geographical regions or locations with

limited access to modern infrastructure, technology, or resources. (Taylor, 2023). As used in this
study it is the remote and underdeveloped areas refer to regions where internet connectivity and
advanced technological resources are scarce, making PowerPoint a valuable tool for education
due to its offline capabilities.
 Active Teaching and Learning Environment A classroom or educational setting where
students are actively engaged in the learning process, participating, and interacting with the
material and instructor. As uses in this sttAn active teaching and learning environment describes
a classroom where PowerPoint presentations are used to engage students, encourage their
participation, and facilitate interaction with the educational content.

PowerPoint Presentation (PPtP) A digital format for conveying information, typically

consisting of slides containing text, images, and multimedia elements, used for various
purposes including education and business communication. As used in this study, PowerPoint
Presentation (PPtP) refers to the use of Microsoft PowerPoint software to create visual
presentations containing information, which can be displayed using a computer and projector.

Visual Learners it is the individuals who learn and understand information more
effectively when it is presented visually, such as through images, diagrams, or videos.(Top Hat,
2019). As used in this study, it is the visual learners are students who process and retain
information better when presented with visual aids like diagrams or PowerPoint slides, which
help them grasp and remember concepts.

Structured framework it is a systematic and organized arrangement or outline that

provides a clear and logical sequence for presenting information. (FutureLearn, 2022). As used
in this study it is a structured framework refers to the organized layout and sequence of content
within PowerPoint presentations, aiding in the clear and logical presentation of ideas.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses relevant research and literature after the detailed and
comprehensive analysis of the researchers. The information gathered is relevant to the research
study. The related literature and studies mentioned below show the findings, gaps, and
strengths of The effectiveness of PowerPoint Presentation to the Academic Performance of the
Information Communication Technology(ICT) Students in Golden Minds Colleges.

In order to improve the academic performances of Information and Communication

Technology (ICT) students in Golden Minds Colleges Balagtas, researchers considered a
number of relevant literature and studies, which are presented in this chapter. In order to
properly comprehend the research and to better understand the study, it also presents the
study’s summary. PowerPoint presentations have become a widely used tool in various
educational settings. However, the effectiveness of PowerPoint presentations in enhancing
learning outcomes has been a topic of debate among researchers. Several studies have
examined the impact of PowerPoint presentations on student performance and engagement.
Wealtherly (2003) notes that instructional delivery through PowerPoint presents the
information to students more effectively, more dynamically and more aesthetically.Furthermore,
it makes the information readily available to students 24 hours per day. Thus, these Power Point
technology increases the students' exposure to information. The reason for using PowerPoint
could be supporting the teacher during the presentation of information, enhancing the success
in the lesson, enhancing the performance of students, improving the interest and motivation of
the students for the lesson (Sen, 2001).
According to Craig and Amernic (2006), PowerPoint should be recognized as a
communication medium that is fundamentally changing the nature and dynamics of how
teaching is carried out. Pedras and Horton (1996) assert that PowerPoint presentation could
enhance the teaching process by increasing students’ interest and improving retention of
material alternatively. In a study conducted among 143 pre- service teachers, Ahmed (1998)
found difference in test scores when comparing using traditional overhead projection and
PowerPoint presentation.
Szabo and Hastings (2000) conducted a research using IT in the undergraduate
classroom. The students were divided into two groups; the lesson was given through blackboard
to the first group, and through PowerPoint presentation for the second group. The average final
score of the groups were 48 and 78 respectively. Butler and Mautz (1996) and Nouri and Shadid
(2005) asserted that PowerPoint presentation has a lasting impact on the short term memory.
Hence, the utilization of PowerPoint technology in teaching results in higher performance of
students in schools. Moreso, Boyce(1999) asserted that the utilization of educational technology
in modern classroom PowerPoint positively contributes to the learning motivation and academic
performance of the students.
In a research by Szabo and Hastings (2000) on the use of Educational Technology in
Accounting, it was observed that PowerPoint instructional package had more entertainment
than instructional value. Maxwell (2007) concluded that PowerPoint is more effective when used
to provide distinctive contents that compliment oral teaching rather than as a bullet-point
summary of a lecture, and advocates over stimulation as preferable to boring repetition. Bartsch
and Corbern (2003) opined that the key to improved students’ performance many lay in
ascertaining that PowerPoint material is indeed supplementary and pertinent as opposed to
simply being extra or decorative.
Sugahara and Boland (2006) carried out a research on the effectiveness of power point
presentation in accounting in Hiroshirra University covering 132 students taking accounting
subjects. The study focused on the relation between the use of PowerPoint presentation and
students’ performance. They concluded that the PowerPoint presentation has a
positive influence on student performance in Accounting. Nowaczyk(1998) stated that the
degree of improved learning is a function of a complex set of interaction among learners and
medium attributes, Mason and Hlyrika (1998) stated that PowerPoint helps structure the content
and processing of a lesson, aiding note-taking and thus facilitating learning (Cook, 1998).
One study by Craig & Amernic (2006) found that the use of PowerPoint slides did not
significantly improve student grades in an introductory economics course. The researchers
compared the performance of students taught with PowerPoint slides to those taught without
slides and found no significant difference in terms of student performance. Similarly, Johnson &
Christensen (2011) conducted a study comparing PowerPoint and non-PowerPoint lectures and
found no differences in student performance. However, they did find that student interest was
enhanced by the use of PowerPoint presentations. On the other hand, there are studies that
suggest the effectiveness of PowerPoint presentations in enhancing learning outcomes. For
example, Onivehu & Ohawuiro (2018) examined the effectiveness of PowerPoint in a
psychology class and found that when students were actively engaged in the class using
PowerPoint presentations, information retention increased. Another study by Penciner (2013)
explored the evidence for the effectiveness of PowerPoint and multimedia presentations in
learning and information processing and provided practical recommendations for presentations.
Ankad et al. (2015) found that students prefer PowerPoint presentations over traditional lecture
formats and that PowerPoint presentations can improve learning outcomes and invoke audience
interest. However, detractors argue that PowerPoint presentations may inhibit presenter-
audience interactions and that the content of the presentation can sometimes distract students
A study by Johnson et al. (2017) found that students who were exposed to PowerPoint
presentations achieved higher test scores compared to those who were not. Similarly, Smith
and Brown (2018) conducted a study with undergraduate students and reported that PowerPoint
presentations positively influenced their understanding of complex concepts. These findings
suggest that PowerPoint presentations can enhance learning outcomes among students.
 PowerPoint presentations have the potential to increase student engagement and
promote active learning. Research by Lee and Chen (2019) found that students who were
exposed to interactive PowerPoint presentations demonstrated higher levels of engagement
compared to those exposed to traditional lectures. The interactive features of PowerPoint, such
as multimedia elements and audience response systems, can encourage students to actively
participate in the learning process.
The impact of PowerPoint presentations on knowledge retention has also been explored.
A study conducted by Garcia and Martinez (2020) investigated the long-term retention of
students exposed to PowerPoint presentations. The findings indicated that students who
engaged with PowerPoint presentations retained information more effectively compared to
those who relied solely on traditional lectures. This suggests that PowerPoint presentations can
contribute to long-term knowledge retention among students.
The use of visual aids in PowerPoint presentations has been found to influence cognitive
load. Research by Mayer and Moreno (2017) emphasized the importance of using appropriate
visual aids to support learning. They found that well-designed PowerPoint presentations with
relevant visuals can reduce cognitive load, leading to improved comprehension and retention of
information.
Various factors can influence the effectiveness of PowerPoint presentations. For
instance, the design and organization of slides, use of multimedia elements, and instructor
delivery style play crucial roles. Research by Jones and Smith (2019) highlighted the
importance of incorporating effective slide design principles, such as simplicity, clarity, and
limited text, to optimize the impact of PowerPoint presentations on academic performance.
The existing research presents a spectrum of perspectives on the effectiveness of
PowerPoint presentations, ranging from positive impacts on student engagement and
performance to concerns about distraction and inhibiting interactions. While Wealtherly (2003)
and others highlight the benefits, studies by Craig & Amernic (2006) and Johnson & Christensen
(2011) express skepticism, emphasizing the importance of considering various factors like
design and delivery. Connecting this with the researchers current study on the academic
performance of ICT students, the identified gap lies in the diverse conclusions and mixed
findings across studies. Addressing this gap involves discerning the specific conditions under
which PowerPoint is most effective for ICT students, considering factors such as design
principles, multimedia elements, and instructor delivery style, as highlighted by Jones and Smith
(2019). Integrating insights from studies like Johnson et al. (2017) and Lee and Chen (2019)
can provide a nuanced understanding, reinforcing the potential benefits of PowerPoint
presentations in enhancing learning outcomes for ICT students. PowerPoint presentations have
become a popular instructional tool in educational settings. This existing review aims to examine
the studies on the effectiveness of PowerPoint presentations on academic performance among
ICT students. By analyzing previous research, the researchers seeks to identify the
Effectiveness of PowerPoint presentations to the Academic Performance of the Information
Communication Technology (ICT) Students learning outcomes, engagement, and knowledge
retention.

The research study titled "The Impact of PowerPoint Presentations on Student Learning
and Engagement"conducted by Rose Mara (2002) draws several conclusions. The study found
that students had a very high interest in biology when taught using an expanded PowerPoint
presentation. Their scores on the interest inventory checklist clustered around the mean,
indicating that they unanimously considered PowerPoint presentations as stimulating,
enjoyable, and not boring. While students generally had high interest, there were variations in
responses to items such as "Science is fun and interesting" and "I do not like Science at all. It is
difficult to learn," suggesting that some students had diverse opinions on these matters. The
study confirmed that the visual elements in PowerPoint presentations effectively caught
students' attention and made learning enjoyable. Students believed that each slide boosted their
interest and understanding of the content. The use of PowerPoint, along with teacher clarity
practices, enhanced students' cognitive interest in the subject by making information organized
and understandable. Clarity practices included clear transitions and visual materials, the study
noted that the use of animation in PowerPoint presentations contributed to students' interest
and motivation, making abstract material tangible and engaging.

In a study conducted by Bretel B. Dolipas, Freda Kate D. Samuel, and Kenneth B.

Pakipac (2020), The Effectiveness of PowerPoint Presentations (PPT) as a teaching-learning
tool in the subjects of analytical geometry, physics, and statistics within the realm of Information
and Communication Technology (ICT) was assessed. The research also scrutinized the
performance of students in these subjects, stratifying them based on gender and the method of
instruction employed. The study revealed that both male and female students achieved
satisfactory performance levels in analytical geometry, physics, and statistics. Notably, students
who utilized ICT in their learning process exhibited higher proficiency in mathematical problem-
solving, statistics concepts, and overall statistics comprehension, compared to their peers
instructed through conventional teaching methods. In physics, performance levels across
conceptual understanding, problem-solving, and overall performance were deemed satisfactory,
irrespective of the instructional approach employed. The study concludes by suggesting the
necessity of further research to validate its findings, reinforcing the advantage of ICT in
enhancing students' academic performance in these subjects.
In a research study titled "The Effectiveness of Using PowerPoint Presentation in
Teaching Electromagnetic Spectrum to the Academic Performance of Selected Grade 10
Students of the Lipa City National High School," conducted by Nelson V. Evangelista (2016),
several noteworthy conclusions were drawn based on the study's findings. The study found that
both the experimental and control groups exhibited the same level of understanding of the
lesson before it was taught, as indicated by their pretest results. Notably, the experimental
group, where multimedia presentations were used, outperformed the control group in the
posttest. This implies that the use of PowerPoint presentation significantly improved students'
retention of facts and concepts compared to traditional teaching methods. The research inferred
that employing PowerPoint presentations in teaching Science contributed to a deeper
understanding and learning of the competencies and skills required by the students. This
suggests that technology, such as PowerPoint presentations, plays a significant role in the
learning process and contributes to better academic performance among students. The study by
Nelson V. Evangelista (2016) demonstrates the effectiveness of using PowerPoint
Presentations as a teaching tool, particularly in the context of teaching electromagnetic
spectrum to Grade 10 students. It suggests that multimedia presentations contribute to
improved academic performance and mastery of competency-based skills in science. These
findings underscore the importance of technology integration in education and its positive
impact on student learning outcomes.

While the studies by Rose Mara (2002) and Nelson V. Evangelista (2016) offer valuable
insights into the positive impact of PowerPoint presentations on student learning and
engagement, a noticeable research gap lies in the need for more extensive investigation and
validation across diverse subjects and educational contexts. The existing studies primarily focus
on biology and science subjects, leaving a gap in understanding the broader applicability of
PowerPoint presentations, especially in Information and Communication Technology (ICT)
education. The studies emphasize the effectiveness of PowerPoint presentations in enhancing
student interest, retention of information, and overall academic performance. Rose Mara's study
highlights the importance of visual elements and teacher clarity practices, while Nelson V.
Evangelista's research underscores the role of multimedia presentations in deepening students'
understanding of complex concepts. In aligning with the research gap, the researchers current
study on the effectiveness of PowerPoint presentations for ICT students has the opportunity to
bridge the existing divide and provide insights into the specific impact of this teaching tool in the
ICT domain. By exploring the nuances of how PowerPoint presentations contribute to academic
performance. This connection underscores the relevance of the researchers study in advancing
the understanding of the broader impact of technology integration in ICT education, thereby
contributing to the comprehensive body of knowledge on effective teaching methodologies.

The landscape of modern presentations has been significantly shaped by Microsoft

PowerPoint, a versatile software that empowers users to craft dynamic slideshows for diverse
purposes. This literature review explores the multifaceted nature of PowerPoint, examining its
evolution from a basic presentation tool to a comprehensive multimedia platform. This literature
review provides a comprehensive overview of Microsoft PowerPoint, emphasizing its role in
facilitating effective communication through dynamic presentations. It touches on various
aspects, from the basic definition to features like slide design, transitions, and animations. This
sets the stage for understanding PowerPoint's significance in the context of the researchers
study on the Effectiveness of Powerpoint Presentation to the Academic Performance of the ICT
students at Golden Minds Colleges.

Microsoft PowerPoint stands at the forefront of contemporary presentation tools,

developed by Microsoft to facilitate the creation of dynamic slideshows with diverse applications
(Microsoft, n.d.). As a multimedia presentation tool, it empowers users to seamlessly integrate
text, graphics, and animations for effective information conveyance (TechTerms, n.d.).

 Core Functionality

This software application, at its core, is designed to assist users in organizing and
delivering information through a series of slides, enhancing the clarity and impact of
communication (Investopedia, n.d.). PowerPoint serves as a versatile presentation program,
fostering effective communication in various professional settings (Techopedia, n.d.).

 Visual Aid Tool

Functioning as a visual aid tool, PowerPoint integrates text, images, and multimedia
elements to structure information in a visually appealing and structured format (Computer Hope,
n.d.). Its graphical approach to design and delivery makes it an invaluable tool for effective
communication (Study.com, n.d.).

 Diverse Settings

The software provides a platform for creating, editing, and showcasing slideshows,
contributing to effective communication in diverse settings (BusinessDictionary, n.d.). As a
product within the Microsoft Office suite, PowerPoint offers comprehensive tools for designing,
organizing, and delivering visual presentations (TechTarget, n.d.).

 User-Friendly Interface:**

Widely recognized as a user-friendly application, Microsoft PowerPoint is extensively

used for creating multimedia presentations, featuring an interface that is accessible to a broad
range of users (Webopedia, n.d.).

Elements of Presentation Design

 Slide & Slide Show

Considered an updated version of traditional slide projectors, PowerPoint allows the

incorporation of text, graphics, and images to enhance the appeal of each slide. The landscape-
oriented default setting is adjustable for customization.

 Bullet or Bulleted List

The use of small visual elements like dashes or squares, known as bullets, is a
prominent feature in PowerPoint. These elements are strategically placed in text fields for
bulleted lists, facilitating the organization of important ideas or remarks.
  Design Template

A design template in PowerPoint functions as a cohesive package, unifying the entire

presentation despite diverse layouts and visuals on individual slides. It is akin to decorating a
space with complementary hues and patterns.

 Slide Layouts and Slide Types

Slide layouts, interchangeable with slide types, come in various forms to cater to
different presentation needs. Users can choose from a variety of layouts to maintain consistency
or adapt based on the presentation's nature.

 Slide Views

PowerPoint offers multiple views, including Normal View, Outline View, Slide Sorters,
and Note Page View. Each view serves a specific purpose in the presentation creation process,
providing flexibility and ease of editing.

 Transition

Slide transitions, the effects that occur when switching from one slide to another, add a
dynamic element to presentations. Options like fade and dissolve contribute to the overall visual
appeal.

 Animations and Animation Schemes

Visual effects, known as animations, can be applied to specific objects within

PowerPoint, enhancing the visual appeal of paragraphs, bulleted items, and titles. Pre-made
effects from various groupings streamline the animation process.

 PowerPoint Online
 The online version, PowerPoint Online, allows presentations to be played on any
computer, even those without PowerPoint installed. Accessibility requires a Microsoft account or
a Microsoft 365 work or school account.

 Slide Master

The Slide Master, a blank template at the presentation's launch, allows users to create
consistent presentations by defining fonts, colors, and visuals. This template is applied to every
new slide, maintaining a unified design throughout the presentation.

In conclusion, this literature review provides a detailed exploration of Microsoft

PowerPoint's multifaceted features, emphasizing its role as a powerful tool for effective
communication and dynamic presentations. The insights presented lay a foundation for further
research on the academic performance of ICT students at Golden Minds Colleges. (By Wendy
Russell, Brock University, Updated on February 21, 2020)