Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1964

Full Length Research Paper

A comparative study on power point presentation and traditional lecture method in material understandability, effectiveness and attitude

Daniel Sewasew
  • Daniel Sewasew
  • Department of Psychology, College of Social Sciences and the Humanities, University of Gondar, Po Box 196, Gondar, Ethiopia
  • Google Scholar
Missaye Mengestie
  • Missaye Mengestie
  • Department of Psychology, College of Social Sciences and the Humanities, University of Gondar, Po Box 196, Gondar, Ethiopia
  • Google Scholar
Gebeyehu Abate
  • Gebeyehu Abate
  • Department of Psychology, College of Social Sciences and the Humanities, University of Gondar, Po Box 196, Gondar, Ethiopia
  • Google Scholar


  •  Received: 30 November 2014
  •  Accepted: 14 January 2015
  •  Published: 23 January 2015

Abstract

The aim of this study was to compare PPT and traditional lecture method in material understandability, effectiveness and attitude among university students. Comparative descriptive survey research design was employed to answer the research questions raised. Four hundred and twenty nine participants were selected randomly using stratified sampling followed by lottery method. Questionnaire was used to get data from the study participants. Descriptive statistics like percentage, frequencies, means and t-test were used to analyze data. The study revealed that, lecture method was more helpful than power point presentation in material understandability and effective in teaching/learning process, and it was statistical significant. Students have more positive attitude towards lecture method than PPT, which implies it was more entertaining/engaging. Students perceived the instructor using power point as putting less effort in the class, and the difference was statistically significant.  That means, those instructors who use PPT put less effort than lecture method. Even though it is not safe to conclude and generalize, for quantitative and qualitative courses students were preferred to be taught by lecture method regardless of their department and faculty. In effectiveness, lecture practice was more effective than PPT method. In general, the result of this study is discouraging, given the high level of investment in and the spread of power point teaching technology. So, an intelligent use of teaching technologies and methods is very crucial in increasing students’ achievement.

Key words: Power point presentation, traditional lecture method, material understandability, effectiveness and attitude.