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COMPARATIVE EFFECT OF POWERPOINT PRESENTATION AND DIGITAL VIDEO INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GEOGRAPHY

CHAPTER ONE

INTRODUCTION

 Background of the Study

In the new world order, the use of technologies for good and purposeful teaching and instruction can no longer be left to chance especially with regard to effective performance and productivity (Ejionueme, 2012). Nigeria as a nation came late in to the use of modern technologies in her educational practice. As a result of this, many Nigerian teachers have not been well trained and encouraged in the use of modern technologies to achieve educational purposes. In this regard, teacher education is not only vital for equipping educators with the necessary skills for using modern technologies effectively in the classroom, but also for helping teachers to overcome their often resistance to these technologies and to develop positive attitude towards them . Since technology has become integral part of the contemporary society, where people sleep and wake up with technology, eat, drink, and breath-intechnology, we can no longer remove technology from amongst humanity, and so should we incorporate it into our educational system to maximize efficiency by the most effective means practicable. At this point, the researcher deems it fit to find out how Computer with Microsoft Office Suit can be harnessed to promote efficiency in lesson delivery. PowerPoint is the name of a proprietary commercial software presentation program developed by Microsoft. It was developed by Microsoft and officially launched on May 22, 1990. It is part of the Microsoft Office suite, and runs on Microsoft Windows and Apple’s Mac OS X operating system. The current versions are Microsoft Office PowerPoint 2010 for Windows and Microsoft Office PowerPoint 2011 for Mac (Savoy, 2009). Microsoft PowerPoint is a full-featured desktop presentation program. It is part of the Office suite and can be purchased separately (Mottley, 2006). A presentation can be a collection of slides relating to a specific topic, which may be shown while the topic is discussed or may be shown as a continuous show. PowerPoint contains graphic tools and many kinds of pictures and graphs to be imported. A Macintosh version is available which functions almost identically to the Windows version. Presentations created in either platform can be run from the other, without any conversion needed (Savoy, 2009). Appropriate use of PowerPoint can enhance the teaching and learning experiences for both staff and students. It provides encouragement and support to staff by facilitating the structuring of a presentation in a professional manner. The templates provided have been designed to default to good presentation criteria such as the number of lines of information per slide and appropriate font sizes and types, etc: using the styles of the default templates can significantly improve the clarity and structuring of a presentation. This helps to avoid the common use of excessive text often found on overhead transparencies (Savoy, 2009). The electronic file format allows distribution and modification for students who are absent or who have impaired visual or auditory difficulties. PowerPoint comes with a free viewer programme that can be distributed with the files so that the reader is not required to have PowerPoint on their personal system. However, if they do have it, they are able to perform a greater variety of manipulations on the PowerPoint file provided, such as editing the text, etc before printing it out. Most Virtual Learning Environments (VLEs) are now capable of including PowerPoint presentations if required.

Statement of the Problem

The conventional teaching method with textbook as the main teaching tool has been the most widely practiced among the geography teachers in Ikere local government area. Not much effort has been made to effect a fundamental change to ensure effective learning. It seems like the teachers and the students are “comfortable” with the traditional classroom instruction, while the enthusiasm for geography is continuing fading away. The WAEC Chief Examiners reports, 2009, 2010, and 2011, indicated declining achievement of students in Geography exams. The results revealed that secondary schools students achievement in geography in these examinations were highly declining, even when few students sat for the examinations. There is need for a paradigm shift of mode of lesson presentations (Ministry of Education Science and Technology Dutse, 2012) . Having realized the necessity of applying a more effective teaching methodology, with the adoption of instructional media in the study of geography, the quandary now is to find out the more effective instructional strategy, between power point presentation and digital video instruction in other to adopt it, and fully apply it in the teaching of geography in schools to ensure better teaching and understanding of the subject. It was these problems that engendered this study.

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Updated: 10th October 2017 — 6:59 am

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