PowerPoint to Increase Student Learning 1
USING INTERACTIVE POWERPOINT PRESENTATIONS TO INCREASE STUDENT
LEARNING
Using Interactive PowerPoint Presentations
to Increase Student Learning
Emily Stengl
Marian University, Fond du Lac, Wisconsin
Antigo Unified School District
January 2009
PowerPoint to Increase Student Learning 2
Abstract
The purpose of this study was to identify how making PowerPoint presentations interactive
and student-centered affected the likelihood that students would learn the information that was
being presented. The PowerPoint program was used to organize and present the information for a
tenth grade Biology unit. The presentation utilized the timing and animation features of the
program, and included formative questions to gauge student understanding throughout the learning
process. Once the study was completed the results were used to determine whether or not
interactive PowerPoint presentations are an effective teaching tool and enhance the learning
process.
PowerPoint to Increase Student Learning 3
Using Interactive PowerPoint Presentations to Increase Student Learning
Introduction and Identification of the Problem
The problem that I have chose to examine using action research is How does making
PowerPoint presentations more student-interactive affect student understanding? Before the
integration of technology in the classroom through computers, LCD projectors, and
SMARTBoards, the overhead projector was the primary source of technology integration, used to
enlarge documents and pictures for the class to see. The overheard projector was utilized to teach
students new concepts and get them engaged in the learning process by systematically revealing
the next tidbit of information. In some classrooms the overhead projector is still the primary tool
to share information with students. The PowerPoint program is very similar to an overhead
projector; a teacher can put information into a slide format, which is similar to a transparency
because the information can be organized to tailor the needs of the teacher and students, and use a
slideshow to go through the information, pictures, or diagrams with the students.
I have used PowerPoint presentations to go through new information with students. With
PowerPoint I am able to imbed video or pictures into the PowerPoint presentation to help the
students visualize the new information. I think the program is a great way to dispense information
but I feel you lose the student-teacher interaction that you have when you use an overhead
projector or the whiteboard. My goal was to make the PowerPoint presentation more studentinteractive a couple ways; timing, animations, and formative questions.
The PowerPoint program allows you to animate the slideshow so that certain information
on the slide appears/disappears a certain way and at a certain time. I plan to animate my
slideshow of information so it is revealed in a sequential order to improve student learning.
PowerPoint also allows you to time the slideshow so you do not have to constantly manipulate the
PowerPoint to Increase Student Learning 4
program to move to the next slide. Timing can be used if the teacher is well practiced with the
information, but it may limit the ability for the teacher to use those special teaching moments. I
will anticipate using the animation aspect of the program more than the timing feature. Lastly, I
plan to include formative questions throughout the presentation to check for student understanding
as we go through the notes and new information. These are minor changes that have the potential
to increase student learning by increasing the interaction they have with the presentation and the
new information. From this research I hope to determine whether or not PowerPoint presentations
can be created in way that enhances student-teacher interactions and student-engagement in the
learning process.
Purpose and Rationale
I have chosen to research the question, Using Interactive PowerPoint Presentations to
Increase Student Learning, because it is a teaching technique I use in the classroom and I think it
is important to analyze whether or not it is an effective teaching strategy. The PowerPoint
program is a magnificent program and has the potential to do so many things, but it can also be
used ineffectively and used to create very boring presentations. I am curious to see what changes
can be made in the PowerPoint presentations to increase student engagement and therefore,
student learning.
Whenever we start a new unit in Biology I create a PowerPoint presentation that has all the
information they will need for the unit. I refer to them as their notes, we go through the
PowerPoint presentation and the students fill out their notes sheet/packet that I have created for
them; the notes packet corresponds with the information in the presentation (Appendix D). I allow
the students a couple minutes to fill out their note sheet; I want the students to have enough time to
write down the notes so they are able to listen as I explain the new information. I teach new
PowerPoint to Increase Student Learning 5
information this way so the students are able to concentrate on the explanation and not distracted
by the task of writing down the notes. This also allows them to add any other side notes or
reminders they may feel are necessary to write down. Through the research process, I am hoping
to find a more effective way of presenting the information so the students are engaged in the
learning process. As stated in the introduction, I will focus on two things, animating the slide
show and including formative questions throughout the presentation. I am going to animate the
slides so information on a single slide reveals in a sequence that coordinates with my explanation
of the information. By animating the slides I predict I will eliminate the time spent waiting for the
students to fill in the notes sheet because they will have less information to fill in at any given time
and I will be able to teach as they take notes. By revealing a little information at a time I think the
students will be more focused on the explanation at that point rather than concerned about filling
in their notes with information that I haven’t covered yet. My second strategy to engage the
students is to include formative questions throughout the notes. I predict the formative questions
will check for understanding throughout the presentation of the new information and will provide
feedback to me, and also the students, about what learning is taking place. I predict these two
minor changes in the presentation will create an effective learning environment for the students
because they will be engaged in the learning process.
Literature Review
As I started looking through previous research related to PowerPoint and the use of
technology for classroom instruction it was interesting to find that there has been extensive
research on the use, and the effectiveness of PowerPoint for instructional purposes. I looked
through different research papers to gather ideas for my research. I looked at articles that focused
specifically on the integration of technology in the classroom and how it impacts learning. I also
PowerPoint to Increase Student Learning 6
found numerous research articles that summarize the pros and cons of PowerPoint and how
PowerPoint can be used to engage students in the learning process. One thing that was frequently
expressed in the articles was the importance of using PowerPoint effectively. As stated in the
article, PowerPoint and Pedagogy, Maintaining Student Interest in University Lectures, written by
Jennifer Clark in 2008,
It is clear from the literature on PowerPoint that we still know very little about
how best to use it, how to overcome any inbuilt shortcomings, and how it might
presuppose learning directions. In particular, what elements of the PowerPoint
presentation either contribute to or discourage the maintenance of student
interest?
PowerPoint is a powerful and versatile software program but used ineffectively it can be boring
and tedious for the audience. I have found research articles that highlight some of the cons of
PowerPoint and others that contain ideas on how to overcome the cons to create useful and
effective PowerPoint presentations for classroom instruction.
The article PowerPoint-Based Lectures in Business Education: An Empirical Investigation
of Student-Perceived Novelty and Effectiveness written by Lisa A. Burke and Karen E. James in
2008, students were surveyed to find out if the novelty of PowerPoint kept them interested and
therefore they perceived they learned more effectively from the presentation. Throughout their
research paper some negative aspects of the PowerPoint software were explained. One negative to
PowerPoint presentations is that it may deter classroom interactions by minimizing classroom
spontaneity (Burke & James, 2008). The presenter might find himself or herself too caught up in
the use of the presentation software that the lecture lacks student-teacher interactions. When
PowerPoint is used for the first time in the classroom the student interest in the program might
keep their attention even if the teacher does an insufficient job of creating student interactions. As
PowerPoint to Increase Student Learning 7
pointed out in the study, “the degree to which students perceive PPT as being novel influences
their attention, interest, cognitive recall, and related behavioral intentions” (Burke & James, 2008).
On the contrary, students who perceived PPT as lacking novelty tended to view traditional lecture
as more effective in facilitating social interaction and class discussion compared to PPT (Burke &
James, 2008). Even if students find the PPT presentation to be a novelty, over time the
effectiveness of PPT as a teaching tool may continue to decline (Burke & James, 2008). At first,
PPT appears novel and interesting, but overtime as Burke and James found from their study:
…students become less curious and interested in this instructional media, they
will increasingly pay less attention, recall information less effectively, and spend
less time pondering the richness of course concepts.
When PowerPoint is used to present information the novelty of the software has the ability to
maintain the attention of the audience. As the program looses its novel characteristics the
effectiveness of PowerPoint as a teaching tool declines, highlighting that the underlying issue may
have more to do with how PPT is used than the medium itself (Burke & James, 2008).
In the article Death by PowerPoint? written in 2008 by Robert L. Eves and Larry E. Davis,
they describe how the ineffective use of PowerPoint can be counterproductive in the classroom but
give some pointers on how to design PowerPoint presentations so they are more effective. Eves
and Davis stated, “When used incorrectly, or to excess, […] computer-generated presentations
severely limit [the] ability to engage students in classroom discussions” (Eves & Davis, 2008).
The software program also lends itself to creation of presenter-oriented presentations rather than
content- or audience-oriented presentations that engage the audience (Eves and Davis, 2008).
However, there are ways to improve PowerPoint presentations to lessen the presenter-oriented
affect and get the audience involved. Eves and Davis give eleven good suggestions on how to
enhance the presentation:
PowerPoint to Increase Student Learning 8
Match the method to the message, you are the show, create slides that enhance
the message, keep it simple, stay in touch, concentrate on content, use
appropriate images, effects can distract, minimize file sizes, be prepared for
Murphy’s Law, and the golden rule- do unto your students as you like to be done
to.
Three of these suggestions strike me as being more important than the others; they also pertain to
the study I am performing. It is very important to portray to the students that “You are the show”
(Eves & Davis, 2008) so they are more concentrated on what you are saying, the information you
are teaching, rather than reading the slides in the presentation. Throughout the presentation you
also want to “Stay in touch” (Eves & Davis, 2008), keep the students involved in the presentation
so it does not turn into a presenter-oriented lecture, engage them by integrating formative
assessment throughout the presentation in the form of questions or discussion topics (McLaughlin
& Arbeider, 2007). Lastly, “Concentrate on content” (Eves & Davis, 2008), lessen the distracting
design of the presentation and make the content more accessible to the students. PowerPoint is a
powerful program, but as stated by Laura Henriques in the article Preparing Tomorrow’s Science
Teachers to Use Technology: An Example from the Field written in 2002, PowerPoint “must be
used properly […] [and] infused in a way that strengthens the lesson without taking away from it”
(Henriques, 2002).
In the two articles written by Laura Henriques and Jennifer Clark, authors mention the
importance of pacing the presentation, teacher-controlled, so the students can follow along so the
information doesn’t overwhelm them. Henriques points out that K-12 students are incapable of
simultaneously listening to the presentation, reading the information on the slides and writing
down notes to keep for the future (Henriques, 2002). Clark suggests using handouts that correlate
with the information on the slides, “printed handouts increased their retention of information and
PowerPoint to Increase Student Learning 9
ideas presented in the lecture” (Clark, 2008). Pacing the presentation and providing handouts for
the students along with the development of an engaging atmosphere creates a positive, and most
likely, beneficial, learning experience.
In the article Life After Death by PowerPoint written in 2008, Jenni Ingram examines the
features of PowerPoint to effectively teach mathematics, “how to use PowerPoint […], not just to
present but actually to enhance learning” (Ingram, 2008). Different aspects of the program can be
manipulated to enhance learning. Ingram used the hyperlink feature of PowerPoint so there was
“freedom to be able to follow any method offered by [the] students” (Ingram, 2008), creating realtime learning experiences. PowerPoint has many different features and when used correctly they
can have a positive impact on student learning. In the science classroom, PowerPoint offers the
ability to “help students picture key biology concepts that take place on a micro level and can be
hard to grasp” as pointed out in the article Tech Tools Help Make Biology Classes a Visual
Experience written by Michelle R. Davis in 2008. It appears that PowerPoint software is a
mainstay in the classroom, but through the proper use; design, pacing, and audience engagement it
can be a teaching asset.
Plan of Action and Design of the Study
The goal of my action research was to determine if making PowerPoint presentations
student-interactive could improve student learning. Prior to this action research the PowerPoint
presentations contained the information needed by the students but did not contain modifications
intended to increase student-interaction. The presentations for the action research were modified
to contain animations and formative questions to create an interactive environment. To complete
the action research I used the modified PowerPoint presentations in class and collected qualitative
and quantitative data to determine the effectiveness of the presentation.
PowerPoint to Increase Student Learning 10
Participants
My action research took place at a rural high school in central Wisconsin. The school
district is comprised of approximately 2,500 students, with 985 of those students in the high
school. There are approximately 40.6% of the students in the school district that come from a low
socio-economic background. The school district is predominantly made up of Caucasian students
with only 5.3% of the student body in a minority group (African American, Native American and
Hispanic). There are approximately 18.0% of students in the district that are considered special
needs.
The participants for this study come from four different sections of Biology classes. The
majority of the classes are comprised of sophomores in high school, however, a few classes have
juniors and there is one senior out of all four sections. The makeup of the classes are described in
Figure 1, the total number of students varies from section to section along with the ratio of male:
female students.
Figure 1
Hour 4
Hour 5
Hour 6
Hour 7
Number of Male
Students
11
14
9
18
Number of
Female
Students
Total Number
of Students
11
8
14
6
22
22
23
24
One of the four sections is comprised of half special education students and half regular
education students; the other three sections are regular education students. The special education
Biology course is Hour 4, and there are minor differences is how the class is taught. Certain
PowerPoint to Increase Student Learning 11
assignments are not taken for a grade and the special education students are allowed to use their
notes and assignments on the tests. The special education students in the blended course are
considered high functioning and do well in the Biology course with the few modifications that are
provided for them. Out of the four sections of Biology and the 91 students I see on a daily basis,
only one student is of a minority group, the rest of the students are Caucasian.
Instruments
For my action research I developed three tools so I could formulate a conclusion to my
action research question. The first instrument I developed was the interactive PowerPoint
presentation. I concentrated on developing a PowerPoint that had animations to enhance the
presentation, but they would also reveal information in a proper sequence so that the students were
engaged in the present information and waiting for the next bit. I also included formative
questions throughout the presentation to create discussion not only between the student and
teacher, but also discussion between the students. Listening to the discussions gives me a sense of
student understanding and what areas of the content I need to stress more or reiterate throughout
the learning process. Responses to the questions were recorded and are summarized in the results
section of the paper (Table 3).
The second tool I created was the chapter 10 test on the cell cycle and mitosis. I used the
scores on the chapter test to compare with the test scores prior to the use of the interactive
PowerPoint presentation to teach the content. The test consisted of modified true or false,
multiple-choice, completion questions, and cell diagrams the students had to label. All the
questions on the test pertain to the information covered in the PowerPoint presentation. All four
sections of Biology took the test and it was administered in similar fashion. The only difference
occurred in the special education class, Hour 4, where 10 of the special education students took the
test in a separate room and were allowed to use their notes and assignments as a resource on the
PowerPoint to Increase Student Learning 12
test. Their results are included with all the other test scores (Graph 1), and they are also left out
(Graph 2) to see the impact they have on the data.
The third tool developed for the study was a short survey taken by the students after they
had seen the entire PowerPoint presentation. The presentation was not gone through in a single
sitting; it was spread out over a couple of days to allow for supplemental activities to reinforce the
content. The survey was comprised of 11 open-ended questions to allow students to reply and
share their thoughts (see appendix). The students’ replies to the survey questions are summarized
in the results section (Table 1 & Graph 3-9). These questions were developed to get a better
understanding of student perceptions about PowerPoint and how they view their effectiveness in
the classroom. Their answers to the survey questions in conjunction with their test results will
allow me to develop a picture of PowerPoint’s effectiveness in the classroom.
The last tool used in the action research was a mentor/coach’s observation and notes. I am
in my second year of teaching and a teaching mentor observes me frequently. The observer paid
close attention to the demeanor of the students throughout the process of the presentation and took
detailed notes on the classroom environment. The observation gave me a sense of the learning
environment and interaction between the students and teacher from an outside source. The
observation notes are summarized in the results section (Table 2).
Procedure
The procedure to gather data for the study took place over a few days due to the length and
involvement of the PowerPoint presentation. Throughout the days when the PowerPoint was used
part of the class period was dedicated to other formative assessment activities so the students
could apply what they learned from the PowerPoint in different learning activities. As we went
through the PowerPoint presentation I recorded the process on an iPod for easy review of their
PowerPoint to Increase Student Learning 13
responses to the formative questions in the presentation. Also, on one of the presentation days an
observer took detailed notes so I could get an outsiders opinion of the students’ involvement. The
observer kept track of student responses, demeanor, and the timing of the classroom lesson to get
an idea of their response to the presentation.
After all the slides and information on the PowerPoint presentation was covered the
students took the PowerPoint survey so I could gather their opinions about and feelings towards
the use of PowerPoint in the classroom. The survey was administered at the beginning of the day
following the completion of the presentation so they had a fresh mind towards PowerPoint.
Everyone in the class was given enough time to answer the questions fully, just like they were
taking a test. Once all the surveys were collected I read through the surveys and summarized the
responses to get an idea of the students general opinions about PowerPoint (Table 1 & Graph 3-9).
The final data collection step of the action research was the chapter 10 test that acted as
summative assessment for the unit. To get a base, or starting point for comparison, I compiled the
tests scores of all four sections prior to the chapter 10 test. By looking at the general trend of
performance on the tests prior to the use of the interactive PowerPoint it allows me to see if the
interactive PowerPoint has a positive or negative affect on student learning. The test was
administered like every other test taken throughout the year. The students sit in their desks, some
are allowed to move to a back lab table if they wish, I pass out the test, and when they are
completed they turn it in and wait quietly for everyone to finish. The only difference with the
administration of the test occurs in 4th hour, when a few special education students go to a
different room to take the test where they are allowed to use their class notes or assignments to
complete the test. There is also a special education teacher with them to read the questions to them
if they need it or help them in any other way than just giving them the answer. The results for the
test scores are summarized in the results section (Graph 1 & 2).
PowerPoint to Increase Student Learning 14
Drawing Conclusions and Results
After analyzing the data I collected from the PowerPoint survey, calculating the average
tests scores before and after the use of PowerPoint, analyzing the responses to formative questions
throughout the presentation, and then looking through the teacher observation notes, it appears that
PowerPoint is an effective teaching tool. As to whether PowerPoint presentations actually
increase student learning, the jury is still out. Further testing and data collection is needed to
prove a strong positive correlation between PowerPoint presentations and student learning.
However, the results I found strongly support the continued use of PowerPoint as a teaching tool
and strategy.
Graph 1: Test & Quiz Score Comparisons
Average Test Scores Before Interactive PowerPoint Presentations
1
0.9
7th Hour
6th Hour
5th Hour
4th Hour
Average Test Scores (all four hours)
Percent
0.8
0.7
0.6
0.5
0.4
C h. 1 Quiz
C h.1 Test
C h. 3 Test
C h. 7 Quiz
C h. 7 & 8
Test
C h. 9 Test
C h. 10 Test
Tests
Graph 1 summarizes the average test and quiz scores before the use of interactive PowerPoint
presentations and shows the comparison to the average chapter 10 test scores after the interactive
presentation.
First looking at the comparison between average test scores before the use of interactive
PowerPoint presentations and after it appears the presentation had little positive impact on student
performance and may even have had a negative effect (Graph 1). Three out of the four classes
showed an average increase in test scores when compared to the previous test, but when compared
to all the other test score averages, it did not exceed previous performance. This is the part in the
PowerPoint to Increase Student Learning 15
study where further data collection is needed to see the true effect of interactive PowerPoint
presentations on student test scores (summative assessment). As more data is collected a more
definitive answer may develop. When looking at the average test performance without the special
education student scores factored in, the same trend is apparent (Graph 2).
Graph 2: Test & Quiz Score Comparisons without Special Education Scores
Average Scores Before Interactive PowerPoint Presentation without Special
Education Results
1
0.9
7th Hour
Percent
0.8
6th Hour
0.7
5th Hour
0.6
Average Test Scores (5th, 6th, 7th
combined)
0.5
0.4
C h. 1 Quiz
C h.1 Test
C h. 3 Test C h. 7 Quiz
C h. 7 & 8
Test
C h. 9 Test C h. 10 Test
Tests
Graph 2 compares the average test and quiz scores before and after the use of the interactive
PowerPoint presentation, but the test scores of the special education students are left out to see if they
have an effect on the results.
Table 1 and Graphs 3-9 summarize the student responses to the PowerPoint survey.
Graph 3 shows how long students have experienced the use of PowerPoint presentations as an
instructional tool. The amount of exposure ranges from no exposure, to more than 5 years of
exposure to PowerPoint presentations. The majority of the students have seen PowerPoint being
used as an instructional tool for three or more years. The next largest group of students answered
seeing PowerPoint presentation for less than one year. These results show me that other teachers
in the area are using the program and students are aware of the programs use. As for the students
that said less than a year, they may have gotten teachers in the past couples years that did not
utilize PowerPoint software or other factors that I am unaware of may have played a role.
Graph 3: PowerPoint Survey Results
PowerPoint to Increase Student Learning 16
Question #1: How long have you experienced PowerPoint presentations during
your classes?
16
16
14
14
12
12
10
Number of Students 8
6
5
4
4
3
2
0
none
<1 yr
1 yr
2 yrs
3-4 yrs
>5 yrs
Time
Graph 4 shows the student responses when asked how often they see a PowerPoint
presentation throughout the week and all the students see PowerPoint at least once a week and
sometimes more than that. It is exciting and encouraging to see that other teachers in the school
are using the program and the students are exposed to its capabilities.
Graph 4: PowerPoint Survey Results
Question #2: How often do you see a PowerPoint presentation during the
school week?
25
20
21
Number of Students 15
20
15
10
5
0
<1-1
2 to 3
>3
Number of Times per Week
Frequency of Viewing
PowerPoint
Graph 5 shows the students opinions about the use of PowerPoint as a method of
presenting information and the majority of the students have positive remarks about the program.
Out of 61 students surveyed, 46 of them have a positive opinion about the use of PowerPoint for
presenting information, 14 students have a neutral opinion and only one student was negative
PowerPoint to Increase Student Learning 17
towards its use. As one of the student surveys says, “I like it. It’s easier to learn if you can see the
information for yourself.” Graph 6 shows the student responses when asked if they think
PowerPoint helped them learn, and the majority of the students said yes. This graph, along with
Graph 5, gives me the confidence to continue the use of PowerPoint to organize and present
information. If my students had negative opinions towards PowerPoint I would strongly look at
the way I present new information. The responses to the other survey questions also gave me
ideas of how to make the presentations even more effective and engaging.
Graph 5: PowerPoint Survey Results
Question #3: What is your opinion about PowerPoint as a method of
presenting information?
46
50
45
40
35
30
Number of Students25
20
14
15
10
1
5
0
Positive
Neutral
Negative
Student Opinion
Graph 6: PowerPoint Survey Results
Question #6: Do you believe PowerPoint presentations help you learn?
45
41
40
35
30
25
Number of Students
20
16
15
10
3
5
0
Yes
Neutral
Student Response
No
PowerPoint to Increase Student Learning 18
The PowerPoint survey questions #4-10, except #6 and #8, gave the students an
opportunity to explain their opinions towards PowerPoint rather than just answering a “yes” or
“no” question. The responses are summarized in Table 1 and the “yes” or “no” aspect of questions
7, 8, and 10 are shown in Graphs 7-9. Questions 4 and 5 from the survey asked the students what
they liked best and least about PowerPoint presentations; their answers are summarized in Table 1.
It appears that most of the students like PowerPoint presentations because they organize
information, they are easy to read and the pictures, videos and animations are engaging. As one
student said when they were asked what they like the best, “the cool and smooth look of the
presentation and the exceptional ease of use”. When asked what they liked least, most of the
students said nothing, which is encouraging, but their other responses are interesting. Some of the
students said they don’t like taking notes, they find the presentations boring, and they don’t like
searching for information or presentations that are too long. One student stated, “that they can be
confusing if presented incorrectly”. This information tells me that the presentations cannot be
used for an entire hour, for the other part of the hour different learning activities are needed to
engage the students and keep them interested in the learning process. It also tells me that the
presentations need to be organized to make the information accessible and the presentation needs
to be engaging so the students don’t get bored. From the responses to question 4, pictures, videos,
and animations can be utilized to create an engaging presentation to stave off boredom.
PowerPoint to Increase Student Learning 19
Table 1: PowerPoint Survey Results
Questions
Student Responses
#4
Organization- 28
Easy to read and listen- 13
Pictures, Videos, Animation- 11
Use of Technology- 3
Efficient- 2
Everything- 1
Nothing- 14
Taking Notes- 8
Boring- 7
Search out Information- 6
Length- 3
Repetition- 3
Unsure/ Neutral- 3
Random Responses- 8
See Graph 7
Yes Responses Information constantly changing- 7
Taking notes- 7
Grabs attention- 7
Discussion- 1
No Responses Daydreaming- 4
Bored- 7
Lengthy presentation- 3
Classroom distractions- 1
Lights out- 1
No- 45
Yes- 8
Keeps attention-1
Sometimes fun- 1
Took a while to get used to them- 3
See Graph 8
Yes Responses Too long- 6
Uninteresting information- 6
Lack variety- 4
Not entertaining- 4
Note taking- 4
Lights out- 2
Have those days- 2
It’s school- 1
No Responses Something new every time- 2
Presentation changes- 1
Videos- 1
No responses
#5
#7
#9
#10
#11
Table 1 summarizes the student responses to the PowerPoint survey questions.
Table 1 summarizes the positive and negative responses the students had when asked if
PowerPoint presentations always kept their attention. As Graph 7 shows, the majority of the
students said no, while the rest of the responses where distributed between yes and neutral. For
the students that said yes they were kept engaged by the changing information and the fact that
they were taking notes on that information. Students that answered no to the question responded
PowerPoint to Increase Student Learning 20
that they were bored, the presentations were too long and that they tended to daydream. These
results tell me that I need to make a conscious effort to make the presentations engaging and limit
the length of the presentation at one time. One student commented on the length of the
presentations, “after about the 3rd slide I don’t listen or pay attention to it”, which encourages me
to stick to a shorter presentation and the use of supplemental learning activities in conjunction
with the presentation.
Graph 7: PowerPoint Survey Results
Question #7: Is your attention maintained throughout the PowerPoint
presentation?
30
30
25
20
16
14
Number of Students15
10
5
0
Yes
Neutral
No
Student Response
Graph 8 is interesting because the results show that the students are using their notes sheet
that goes with the presentation, but they are using it as a primary source of information and not
taking their own additional notes. I was pleased to see that a few students said they took
additional notes and it encourages me to stress taking additional notes to all my students so they
can tailor them to their specific learning needs. One student stated, “I take more notes so that they
are in my own words so I know what its about”.
PowerPoint to Increase Student Learning 21
Graph 8: PowerPoint Survey Results
Question #8: Do you take other notes or do you rely on the notes as your
source of information?
45
40
35
30
Number of Students 25
20
15
10
5
0
42
13
Additional Notetaking
Take Notes
Don't Take Notes
Student Response
Graph 9: PowerPoint Survey Results
Question #10: Have you ever felt bored with watching
PowerPoint presentations?
40
39
35
30
25
Number of Students
20
15
10
13
9
5
0
Yes
Feeling of Boredom
Neutral
Student Response
No
Questions 9 asked students if their opinions about PowerPoint have changed over time and
most of the students responded no, a few students responded yes. One response in particular is
interesting, the student said, “I’ve never learned this way but I think all teachers should”, which
can be interpreted that more teachers should use PowerPoint as a teaching tool because students
find them beneficial to their success in school. The responses to question 10 are summarized in
Graph 9 and it shows that most students admit to having experienced boredom at some point
PowerPoint to Increase Student Learning 22
throughout a PowerPoint presentation due to different circumstances that are summarized in Table
1. For example, the presentations are too long, not entertaining and lack variety. The PowerPoint
survey was lengthy and did not focus primarily on student achievement, but it did reveal student
opinions about the use of PowerPoint. In summary, the presentation method is effective and
positively perceived by students but the presentations need to be developed in a creative way and
should not be used in excess in order to beneficially engage the students in the learning process.
Table 2: Summary of Observation Notes
Behavioral Trends
Hour 4
Initial Review
Majority of class responds to review questions with shout outs
New Notes
All students copy notes
Explanation of New Notes
Most students still writing notes, maybe too quickly (give them
more time to copy the notes)
Probing Questions during New
Notes
Students respond
Teacher Asks if Students Have
Any Questions
Responses to student questions are clear, specific, illustrated
and positive
Table 2 summarizes the behavioral trends that were identified during the peer observation in one biology section.
Table 2 summarizes the notes that were taken by the observer. The main thing taken away
from the observation notes was how engaged the students were during the PowerPoint
presentation. The observer recorded that students responded to the probing questions that
occurred during the presentation, showing that the formative questions imbedded in the
PowerPoint are effective at starting discussions about the new information. As to whether the
formative questions actually increased student learning we can look at Table 3 that shows the
recorded student responses to those imbedded questions. A few of the questions were answered
correctly right off the bat, but the other questions took a few mistakes before they reached the
correct one. The incorrect answers are the most informative part of the imbedded questions. How
PowerPoint to Increase Student Learning 23
the students respond them allows me to determine where misunderstandings are taking place and I
am able to correct them on the spot. The formative questions in the presentation give me the
opportunity to assess understanding as the learning process takes place, but they also create
discussion opportunities that keep the students involved and engaged in the presentation. From
the results I found I will continue using formative questions in my PowerPoint presentations
because they appear to increase student involvement and in turn, student learning.
Table 3: Summary of Student Responses during PowerPoint Presentation
PowerPoint Questions
Student Responses
Where does the diagram
begin?
Correct answer- 4
What is the diagram showing?
Correct answer- 4
Eukaryotic chromosome structure
Formation of chromosome
Incorrect answer- 2
Breakdown of DNA
DNA turning into sister chromatids
Correct answer- 5
Provide structure for DNA
Hold DNA together
Incorrect answer- 2
Provide nutrients
Condense DNA
Correct answer- 4
DNA wraps around histones
Incorrect answer- 6
Cells dividing
DNA dividing
Correct answer- 4
Organized for cell division (easier to separate)
Incorrect answer- 4
Surface area to volume ratio
Fit in nucleus
Correct answer- 4
Gap 1 phase
Incorrect answer- 0
What role do histones play in
the process?
What is happening when the
chromosome condenses?
Why is it important that DNA
condenses into chromosomes?
What phase are the new
daughter cells in?
Table 3 summarizes the student responses to the formative questions embedded in the PowerPoint presentation.
PowerPoint to Increase Student Learning 24
Reflection and Action Plan for Educational Change
After the completion of my action research on the use of interactive PowerPoint
presentations to increase student learning I have come to the conclusion that more research and
data is necessary to make a valid conclusion statement. However, through the research I have
learned a lot about the use of PowerPoint presentations to teach new information. It is a versatile
program that organizes information and animates graphics, videos, and information in a way that
engages students in the learning process. Students perceive PowerPoint as an effective teaching
tool and enjoy the use of them in the classroom. PowerPoint is effective, but it can be used
incorrectly and discourage students that are repeatedly subjected to them. Each slide created in the
presentation acts as an outline of information using as little words as possible. Students should not
be able to read the slide and learn everything from reading it, the teacher is the primary source of
information and the slide show is there to organize the information and allow students to see the
outline so they can follow along with the lecture. Through the responses to the surveys I have
learned that formative questions imbedded in the presentation generate opportunities for
discussion and student interaction that keeps them engaged in the learning process. Animations,
videos, organized information, and formative questions are a few examples of ways to make
PowerPoint presentations engaging and student interactive.
Through action research I have learned a lot about the effectiveness of PowerPoint
presentations and how creating student interactive presentations can engage students and
encourage them to learn. In the future I plan to continue using PowerPoint presentations to
organize new information for my students. The results from this study support the use of the
program. I will continue to find new ways of improving the presentations to keep students
interested in the learning process. If the opportunity arises, I will also share my findings from this
research with colleagues in the science department and the school because the results support the
PowerPoint to Increase Student Learning 25
use of PowerPoint in the classroom. If other teachers felt the same way as I did at the beginning
of the research, unsure if PowerPoint is an effective teaching method, the results of this study
validate their use of the program.
PowerPoint to Increase Student Learning 26
Appendix A
PowerPoint Survey
Directions: Please answer the following questions completely and honestly. This is not graded, no need to put your
name on the survey.
1.
How long have you experienced the use of PowerPoint presentations during your classes, other than this one?
2.
How often do you see a PowerPoint presentation during the school week?
3.
What is your opinion about PowerPoint as a method of presenting information?
4.
What do you like best about PowerPoint presentations?
5.
What do you like least about PowerPoint presentations?
6.
Do you believe the PowerPoint presentations help you learn?
7.
Is your attention maintained throughout the PowerPoint presentation? Why or why not?
8.
Have you received printouts of the PowerPoint slides or notes? If yes, do you take other notes as well or do
you rely only on the notes as your source of information?
9.
Has your opinion about PowerPoint as a method of presentation changed over time? If yes, why?
10. Have you ever felt bored with watching PowerPoint presentations? Why or why not?
11. Any other comments?
PowerPoint to Increase Student Learning 27
Appendix B
Name: ____________________________________ Date: _____________ Hour: ________
Chapter 10 Test
Modified True/False
Indicate whether the statement is true or false. If false, change the identified word or phrase to make the statement
true.
____
1. A gene is a segment of DNA that directs the production of RNA and protein.
_________________________
____
2. The information needed by a cell to direct its activities and to determine its characteristics is contained in
molecules of protein. _________________________
____
3. Cells that seldom divide spend most of their time in interphase. _________________________
____
4. After mitosis and interphase, each new cell has a complete set of the parent cell’s chromosomes.
_________________________
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
5. Which of the following is not a reason cells divide?
a. The cell gets too big to process and transport nutrients.
b. New cells are needed for growth.
c. DNA cannot be copied quickly enough in large cells.
d. Surface area-to-volume ratio becomes too large.
____
6. The chromosome of a bacterium
a. is wrapped around proteins.
b. has a circular shape.
c. occurs in multiple pairs within the cell.
d. is found within the nucleus.
____
7. The region of a chromosome where two sister chromatids are held together is called a
a. spindle.
c. nucleosome.
b. centromere.
d. centriole.
____
8. In order to fit within a cell, DNA becomes more compact by
a. breaking apart into separate genes.
b. extending to form very long, thin molecules.
c. wrapping tightly around histones.
d. being enzymatically changed into a protein.
____
9. In a bacterium, cell division takes place when
a. its nucleus divides.
b. the cell splits into two cells, one of which receives all of the DNA.
c. the DNA is copied, a new cell wall forms between the DNA copies, and the cell splits into
two cells.
d. spindle fibers form.
PowerPoint to Increase Student Learning 28
____ 10. Which phase of mitosis is the longest?
a. interphase.
b. telophase.
____ 11. Which phase of the cell cycle is the longest?
a. interphase.
b. mitosis.
c. prophase.
d. metaphase.
c. cytokinesis.
d. synthesis.
____ 12. During which phase of mitosis does cytokinesis start?
a. metaphase.
c. interphase.
b. anaphase.
d. telophase.
____ 13. Which of the following represents the phases of mitosis in their proper sequence?
a. prophase, metaphase, anaphase, telophase. c. prophase, anaphase, metaphase, telophase.
b. telophase, prophase, metaphase, anaphase. d. prophase, telophase, metaphase, anaphase.
____ 14. Interphase is made up of three subdivisions, they are
a. M phase, G2 phase and the C phase.
c. G1 phase, C phase and the S phase.
b. G1 phase, S phase, and the G2 phase.
d. G2 phase, M phase and the C phase.
____ 15. During which phase of mitosis do the sister chromatids separate, move to opposite poles of the
cell and are then considered chromosomes on their own?
a. metaphase.
c. interphase.
b. telophase.
d. anaphase.
____ 16. During ______________________, chromatin condenses to form chromosomes, the nuclear
envelope and nucleolus break down, the spindle forms and the centrioles migrate to opposite poles.
a. G2 phase.
c. telophase.
b. metaphase.
d. prophase.
____ 17. Which of the following shows the correct sequence of the cell cycle?
a. cytokinesis  mitosis  G1  S  G2
b. S  G1  G2  mitosis  cytokinesis
c. G1  S  G2  mitosis  cytokinesis
d. mitosis  G1  S G2  cytokinesis
____ 18. The synthesis (S) phase is characterized by
a. DNA replication.
b. cell division.
c. replication of mitochondria and other organelles.
d. the division of cytoplasm.
____ 19. The first three phases of the cell cycle are collectively known as
a. a gap.
c. mitosis.
b. telophase.
d. interphase.
____ 20. Mitosis is the process by which
a. microtubules are assembled.
b. cytoplasm is divided.
c. the nucleus is divided into two nuclei.
d. the cell rests.
____ 21. The phase of mitosis that is characterized by the arrangement of all chromosomes along the equator of the
cell is called
a. telophase.
c. anaphase.
PowerPoint to Increase Student Learning 29
b. metaphase.
d. prophase.
____ 22. As a result of mitosis, each of the two new cells produced from the parent cell during cytokinesis
a. receives a few chromosomes from the parent cell.
b. receives an exact copy of all the chromosomes present in the parent cell.
c. donates a chromosome to the parent cell.
d. receives exactly half the chromosomes from the parent cell.
Completion
Complete each statement using the following terms, you will use one term twice.
Division
Mitosis
Chromosomes
Chromatids
Daughter
Synthesis
Centromere
Spindle
Metaphase
Telophase
Anaphase
Prophase
Brother
Centriole
Cytokinesis
23. Growth occurs through cell enlargement and cell ____________________.
24. A duplicated chromosome consists of two identical ____________________, which are held together at the
centromere.
25. A cell’s DNA is copied during the ____________________ phase.
26. “Cables” made of microtubules that extend from the poles of a cell to the chromosomes’ centromeres
during cell division are called ____________________.
27. In mitosis, anaphase follows ____________________.
28. Chromosomes condense and become visible during the stage of mitosis called ____________________.
29. Chromatids migrate toward poles as spindle fibers shorten during ____________________.
30. Before a normal cell becomes too large to carry out normal activities, it will divide to form two
__________________________ cells.
31. The nuclear envelope breaks down in ______________________________ (phase) and reforms in
__________________________________ (phase).
32. In most eukaryotic cells, ____________________________ takes place after the nucleus divide.
Short Answer Question
Answer the following question, explain your answer well. (2 points)
33. Why is it important that chromatin condenses into chromosomes at the beginning of mitosis?
PowerPoint to Increase Student Learning 30
Phase of Mitosis
Label each picture as interphase, prophase, metaphase, anaphase or telophase.
34.______________________________
35.________________________
36. ____________________________
37. _____________________________
38. _______________________________
39. ____________________________
PowerPoint to Increase Student Learning 31
Appendix C
Chapter 10 PowerPoint Presentation
PowerPoint to Increase Student Learning 32
PowerPoint to Increase Student Learning 33
Appendix D
Chapter 10 Notes
Name: ______________________________________ Date: _________ Hour:
_________
Chapter 10 Cell Growth and Division
1. 10-1 Key Ideas

Why do cells divide?

How is DNA packaged into the nucleus?

How do cells prepare for division?
2. Why Cells Reproduce

Cell ____________________ limitations

Why can’t organisms be just one giant cell?

DIFFUSION ________________________ happen _______________ enough;
essential ________________________ like _________________,
__________________ and __________________ etc. wouldn’t make it in
_____________ enough and the cell would ______________
i.

Cell’s __________________- instructions to make
_______________________- used by cells to do ________________
i. if cells get too _____________________, DNA instructions
_____________________ be ________________________ quickly enough
to make the _________________________ the cell needs
3. Why Cells Reproduce

Making __________________ cells

Be ___________________________________ (in other words,
____________________________) before too large
i. Cell Division-
1. Larger s.a.: volume ratio
4. When Do Cells Divide

Repair & ___________________________________

Growth or _________________________ of organism

_______________________________
i. 2 separate kinds of __________________________
1. mitosis and meiosis
PowerPoint to Increase Student Learning 34

Cell division- _______________________________
i. DNA is ________________________
ii. Cell __________________________
**Why is it important to copy the DNA before the cell divides?
5. Chromosomes

DNA- organized into ___________________________ units called
__________________

Chromatin:
i. Strand of _______________________ and _________________________
** plate of _______________________________

Chromosomes:
i. Tightly compacted body of ____________________ and protein
_________________

Chromatin  ___________________________
6. Chromosome Structure

Chromosome- made of __________________ thick strands_________________________
i. Single, long _____________________________ of
_____________________

Identical pairs  ____________________________
____________________________
i. Centromere-

Sister chromatids __________________________ during cell division
i. Each ____________________ cell receives a strand of
_______________________
PowerPoint to Increase Student Learning 35
7. Chromosome Structure

Where does the diagram begin? (place a start at the beginning)

What is the diagram showing?

What role do histones play in the process?

What is happening when the chromosome condenses?

Why is it important that chromatin condenses into chromosomes?
8. Prokaryotic Chromosomes

Single _________________________ molecule of ____________________

Loop of ____________________ contains thousands of
________________________

Condenses through repeated _______________________ or
___________________________
i. Twisted rubber band
9. Prokaryotes and Eukaryotes

Bacterial (_____________________________) Cell Reproduction
i. _____________________ circle DNA
ii. ___________________ DNA
iii. Cell _________________________

Eukaryotic Cell Reproduction
i. More ______________________  chromosomes
ii. ________________________ present
iii. Mitosis-
iv. Cytokinesis-
10.
Comparing Cell Division in Prokaryotes and Eukaryotes Video
11.
10-2 Key Ideas
PowerPoint to Increase Student Learning 36
12.

What are the phases of the eukaryotic cell cycle?

What are the four stages of mitosis?

How does cytokinesis occur?
The Cell Cycle

Cell Cyclei. Repeating sequence of
________________________ and
_______________________
ii. 5 __________________________
1. Interphase
a.
2. Cell Division
a.
13.
Interphase

Growth and ________________________ for division

Length __________________________
i. Skin cells vs. _______________________________ cells

3 phases
i. G1- growth and ________________________
_____________________________
ii. S- growth and DNA is _____________________________
iii. G2- growth, _______________________________ replicated, and
final preparations for ________________________
14.
Cell Cycle Videos
15.
Cell Division

Each ____________________________ cell needs complete set of
________________________, includes the ____________________________

Mitosis- phase ___________________________ of cell division
i. Division of _______________________ into two daughter
_______________________

Cytokinesis- phase _________________________ of cell division
i. Separation of ______________________________ and
____________________________
16.
Mitosis 1: Prophase

Chromatin condenses into ______________________________

Each ___________________________ made of 2 _________________________
halves called _____________________________ __________________________
and held together by a _____________________________
PowerPoint to Increase Student Learning 37

Nuclear envelope and ____________________________
____________________________

Centrioles (2 pairs) ________________________ (animal cells only)

__________________________ forms (microtubules)

Remember… “_________________________ ____________________
_______________________”
17.
Prophase Graphic
18.
2: Metaphase

Chromosomes ______________________ to
______________________ at centromeres
i. Each sister _____________________________ attached
to a ____________________ fiber

Chromosomes ____________________ up at
________________________ of cell

Remember… “ ________________________ =
___________________________”
19.
Metaphase Graphic
20.
3: Anaphase

Centromeres _______________________- sister
___________________________ separate and are pulled
____________________________________
i. Each __________________________ is now
considered a _________________________ in its
own right

Spindle fibers __________________________ to pull
chromosomes to opposite _____________________
21.
Anaphase Graphic
22.
4: Telophase

Chromosomes reach _____________________

“ __________________________ reversed”
PowerPoint to Increase Student Learning 38
i. chromosomes ________________________
ii. nuclear envelope and nucleolus _____________________________
iii. spindle _______________________ _________________________
23.
Telophase Graphic
24.
Cytokinesis

As ___________________ ends ___________________________ begins

Cells are ________________________ by a new
___________________________
i. Cytoplasm _________________________
ii. _____________________________ divided up between
_________________ cells

End Result:
i. 2 __________________________ cells in place of
__________________________, each having the
______________________ number of chromosomes as the
_______________________ cell
**What phase are the new daughter cells in?
25.
Cell Cycle Summary Video
Appendix E
Consent Letters
Parental Consent
12/19/08
Dear Parents or Guardians,
My name is Ms. Emily Stengl and I am your child’s Biology teacher. I am currently working on an action
research project as part of my coursework for a master’s degree in Curriculum & Instruction at Marian
University. Action research involves looking closely at a teaching technique or an educational practice or
product and examining its effectiveness. This year I will be examining the effectiveness of PowerPoint
presentations used in teaching. My goal is to improve instruction and consequently enhance my students’
learning. This research will require students to do the following; take a short 11 open-ended question
survey, participate in class discussion where they will be recorded and results will appear in the research
paper, and their test results throughout the year so far will be averaged and shown as a source of data
(names will not be used). The expected amount of time for student participation towards this project is a
few weeks and data will be collected through the month of January.
PowerPoint to Increase Student Learning 39
Although I expect to include all of the students in my class, participation is purely voluntary; that is why I
am respectfully asking your permission to allow your child to participate in this research project. I will also
ask for your child’s assent to participate. I assure you that your child will not have to do any extra work or
commit to extra time because of this research. All instruction and data collection will be conducted during
the regularly scheduled daily activity. Additionally, participation or nonparticipation in the study will not in
any way adversely affect your child - no student will be at risk. Your child may choose not to participate
even if you give your permission. I also assure you that my final report will not include any information
that might identify any of the participants in this study, and students will not be photographed or recorded
in any fashion. I will not publish the results of my action research. The only other individual who will look
at my study is my action research instructor, Mrs. Jenna A. Linskens.
Should you have any questions about the research, please feel free to contact me by email at
estengl@antigo.k12.wi.us or by telephone at 715-623-7611. You may also contact my research advisor,
Jenna Linskens, at jennalinskens@msn.com.
If you have any questions about you or your son/daughter’s rights as a research participant, or would like to
report a concern or complaint about this study, please contact the Marian University IRB Administrator Dr.
Nancy Riley, at (920) 923- 8796, or e-mail orsp@marianuniversity.edu, or regular mail at Marian
University, ORSP, 45 S. National Avenue, Fond du Lac, WI 54935.
I look forward to working with you and your child this year.
Thank you for your consideration and support.
Sincerely,
Please return this form to Ms. Stengl at Antigo High School by January 6, 2009
I have read the information about this action research and I fully understand the nature of this study.
____ Yes, I give my consent for my child to participate in this action research project.
____ No, I do not wish my child to participate in this action research project
Student’s name ______________________________________
Parent’s signature _____________________________________ Date _______
PowerPoint to Increase Student Learning 40
Principal Consent
12/19/08
Dear Tom Zamzow,
I am currently working on an action research project as part of my coursework for a master’s degree in
Curriculum & Instruction at Marian University. Action research involves looking closely at a teaching
technique or an educational practice or product and examining its effectiveness. This year I will be
examining the effectiveness of PowerPoint presentations used in teaching. My goal is to improve
instruction and consequently enhance my students’ learning. This research will require students to do the
following: take surveys, and share their thoughts and ideas. The expected amount of time for student
participation towards this project is a few weeks and data will be collected throughout the month of
January.
Although I expect to include all of the students in my class, participation is purely voluntary; I am
requesting parent/guardian consent for their children to participate in this research project. I will also ask
for each child’s assent to participate. I assure you that students will not have to do any extra work or
commit to extra time because of this research. All instruction and data collection will be conducted during
the regularly scheduled daily activity. Additionally, participation or nonparticipation in the study will not in
any way adversely affect students - no student will be at risk. Students may choose not to participate even
parents consent. My final report will not include any information that might identify any of the participants
in this study, and students will not be photographed or recorded in any fashion. I will not publish the
results of my action research. The only other individual who will look at my study is my instructor, Mrs.
Jenna A. Linskens
Should you have any questions about the research, please feel free to contact my faculty advisor, Robert
Wagner at robertwagner@online.mariancollege.edu.
I look forward to conducting this research and sharing the results with you and my colleagues.
Thank you for your consideration and support.
Sincerely,
PowerPoint to Increase Student Learning 41
Please return this form to Ms. Stengl by December 15, 2008
I have read the information about this action research and I fully understand the nature of this study.
I hereby give Emily Stengl my permission to conduct her action research during the 2008-09 school year.
School name ______________________________________
School name ______________________________________
Principal’s signature ___________________________________ Date _______
PowerPoint to Increase Student Learning 42
Student Assent
12/19/08
Dear Students,
I am currently working on an action research project as part of my coursework for a master’s degree in
Curriculum & Instruction at Marian University. Action research involves looking closely my teaching
techniques to see if they are effective. This year I will be examining the effectiveness of PowerPoint
presentations used in teaching. My goal is to improve instruction and enhance your learning. This research
will require you to do the following: take surveys, and share thoughts and ideas. This project will take a
few weeks and data will be collected throughout the month of January.
Although I expect to include all of the students in my class, your participation is purely voluntary. In
addition to asking for your parent’s permission, I am also respectfully asking your permission to participate
in this research project. You will not have to do any extra work or commit to extra time because of this
research – everything will be a part of our regular class activity. Your grade and your role in my class will
not be affected whether or not you choose to participate in this study. However, if you choose not to
participate, you will still take part in classroom activities, but I will not record your information for this
study. There is no risk to you. Even if your parents give their permission, you do not have to participate,
and you may withdraw from this study at any time without penalty. I assure you that my final report will
not include any information that might personally identify you. You will not be photographed or recorded
in any fashion. I will not publish the results of my action research. The only other individual who will look
at my study is my instructor, Mrs. Jenna A. Linskens.
Should you have any questions about the research, please ask me! You may also contact my faculty
advisor, Robert Wagner at robertwagner@online.mariancollege.edu.
I look forward to working with you on this project.
Thank you for your consideration and support.
Sincerely,
PowerPoint to Increase Student Learning 43
Please return this form to Ms. Stengl at Antigo High School by January 6, 2009
I have read the information about this action research and I fully understand the nature of this study.
____ Yes, I give my assent to participate in this action research project.
____ No, I do not wish to participate in this action research project
Student’s name ______________________________________
Student’s signature _____________________________________ Date _______
PowerPoint to Increase Student Learning 44
REFERENCES
Burke L. A., & James K. E. (2008). PowerPoint-Based Lectures in Business Education: An
Empirical Investigation of Student-Perceived Novelty and Effectiveness. Business
Communication Quarterly, Volume 71 (Number 3), 277-296.
Clark, J. (2008). PowerPoint and Pedagogy: Maintaining Student Interest in University Lectures.
College Teaching, Volume 56 (Number 1), 39-45.
Davis M. R. (2008). Tech Tools Help Makes Biology Classes a Visual Experience. Edweek,
Volume 2 (Issue 01). Retrieved December 11, 2008, from
www.edweek.org/dd/articles/2008/06/24/01biology_web.h02.html?=powerpoint.
Eves R. L., & Davis L. E. (2008). Death by PowerPoint? Journal of College Science Teaching
8-9.
Henriques, L. (2002). Preparing Tomorrow’s Science Teachers to Use Technology: An Example
From the Field. Contemporary Issues in Technology and Teacher Education [Online
Serial], 2(1), 3-18.
Ingram, J. (2008). Life After Death by PowerPoint. MT: Mathematics Teaching, 208, 20-21.
McLaughlin, J., Arbeider, D.A. (2008). Evaluating Multimedia-Learning Tools Based on
Authentic Research Data that Teach Biology Concepts and Environmental Stewardship.
Contemporary Issues in Technology and Teacher Education. 8(1), 45-64.