The Impact of Using PowerPoint Presentations on

Students` Achievement and Information Retention in

Teaching English Language at Public Schools in Amman.

‫أثر استخدام العروض التقديمية على تحصيل الطلبة الدراسي واالحتفاظ‬

‫بالمعلومة في تدريس اللغة االنجليزية في المدارس الحكومية في العاصمة عمان‬

Prepared By:
Fatima Suliman Odeh Abu Mansour

Supervised By:
Dr. Norma Al-Zayed

A Thesis Submitted in Partial Fulfillment of the Requirements for

the Master of Arts Degree in English Language and Literature

Department of English Language and Literature

Faculty of Arts and Sciences
Middle East University
May, 2019
 II

Authorization
 III

Thesis committee decision

 IV

Acknowledgements

All praise and thanks are due to Allah- the lord of the worlds – for supporting me in

completing my thesis. I greatly appreciate the great effort, dedication, patience, and

support of my supervisor, Dr.Norma Al Zayed. I thank her for every single data she had

ever shared me, for her continuous guidance and supporting. I will never forget her

kindness, soft-heart, and patience that inspired me in completing my thesis.

I would like to express my grateful gratitude to professors in the Department of English

at MEU for the knowledge they have offered me throughout my study, Professor

Zakarya Abu-Hamdia, Dr. Mohammad hajj, Dr. Majed Abdu Latif. Special thanks go

to Dr. Mohammad Al Adayla from Business College. A very special thanks to

Professor Bader Saeed Dweik for his comments and his guidance that he gave me

throughout my study and form my thesis.

I would also like to thank my sister "Nasra" for her guidance and comments that she

gave me to complement my thesis. A great thanks to the members of the discussion

committee for taking time to share their valuable comments and for the jurors who

analyzed the results to show the validity and stability of the instruments.
 V

Dedication

I dedicate this thesis to the person who gave everything but asked nothing.

To the soul that inspired me and encouraged me. Through your strong working hands, I

learnt that life is hard.

My dad who left this life but never left my soul and thinking. I miss you every minute.

To my mum who sacrifices, cares, guides, encourages, gives, and takes responsibility

for us, all thanks to a heroic single mum like you.

My love for you will forever grow.

Whatever I write to thank you my mum, still you deserve more.

The one who accompanies me, helps and supports me, my husband.

My dear sisters and brothers, thanks for God to be my family.

To my sons, and daughters, who support me. Thank you because you are such a

wonderful family. My life will never be complete without you. You are truly a gift from

God.

God bless and keep you all.

 VI

Table of Contents
Subject Page
Title .......................................................................................................................... I
Authorization ............................................................................................................ II
Thesis committee decision ....................................................................................... III
Acknowledgements .................................................................................................. IV
Dedication ................................................................................................................ V
Table of contents ...................................................................................................... VI
List of tables ............................................................................................................. VIII
List of appendices ..................................................................................................... IX
English Abstract ....................................................................................................... X
Arabic abstract........................................................................................................... XI
Chapter one: Introduction
1.0 Introduction ................................................................................................ 1
1.1 Background of the study ............................................................................ 1
1.2 Statement of the problem ........................................................................... 4
1.3 Objectives of the study .............................................................................. 5
1.4 Questions of the study ................................................................................ 5
1.5 Significance of the study ............................................................................ 5
1.6 Limitations of the study ............................................................................. 6
1.7 Limits of the study ..................................................................................... 6
1.8 Definition of terms ..................................................................................... 6
Chapter two: Literature review
2.0 Introduction ................................................................................................ 8
2.1 Review of theoretical literature .................................................................. 8
2.2 Review of empirical literature .................................................................... 17
2.2.1 Studies related to the impact of PowerPoint presentations on student`s
achievement ................................................................................................ 17
2.2.2 Studies related to the impact of PowerPoint presentations on students`
retention of information in learning English .............................................. 21
Chapter three: Method and procedures
3.0 Introduction ................................................................................................ 23
 VII

3.1 Methodology .............................................................................................. 23

3.2 Population and sample of the study ........................................................... 23
3.3 Instruments of the study ............................................................................. 24
3.3.1 The educational program ........................................................................... 25
3.3.2 Procedures of applying PowerPoint presentations technique .................... 25
3.3.3 Achievement test ........................................................................................ 26
3.4 Validity of the test ..................................................................................... 26
3.5 Reliability of the test .................................................................................. 27
3.6 Procedures ................................................................................................. 29
Chapter four: Findings of the study
4.0 Introduction ................................................................................................ 30
4.1 Results related to question number one ..................................................... 30
4.2 Results related to question number two ..................................................... 35
Chapter five: Discussion, conclusion, and recommendations
5.0 Introduction ................................................................................................ 40
5.1 Discussion of the findings of question one ................................................ 40
5.2 Discussion of findings on question two ..................................................... 42
5.3 Conclusion .................................................................................................. 43
5.4 Recommendations and suggestions of future research .............................. 44
References .................................................................................................. 45
Appendices ................................................................................................. 52
 VIII

List of tables
Chapter No.
- Table No Description Page

The distribution of the two groups in Um

3-1 24
Amara Secondary Schools
Reliability of PowerPoint presentation using the
3-2 27
approach of T-test \ Re-test.
T-test for significance of mean differences
3-3 between the two groups in their achievement 28
pre scores
Means and standard deviations for the students`
4-4 31
achievement in each group
T-test for the significance of mean differences
4-5 between the two groups in the achievement & 32
retention scores in the control group.
One-way-analysis of covariance(ANCOVA)to
4-6 explore the significance of means difference in 33
achievement between the study groups
Adjusted posttest & retention means and
4-7 standard errors for the students` achievement 34
&retention scores in each group
Means & standard deviation for the students
4-8 information retention in control and 36
experimental group
T-test for significance of mean between the
4-9 Post-test and information retention scores in the 37
experimental group
The retention comparison between the two
4 - 10 38
groups (controlled for the posttest).
 IX

Table of appendices
Number Title Page
Appendix A Unit plan 52
Appendix B Lesson plan 57
Appendix C Panel of jurors and validation committee 58
Appendix D The slides that shows the goals 61
Appendix E Achievement test 63
 X

The Impact of Using PowerPoint Presentations on Students`

Achievement and Information Retention in Teaching English
Language at Public Schools in Amman
By:
Fatima Suliman Odeh Abu Mansour
Supervised by
Dr. Norma Al-Zayed.
Abstract
This study aimed at exploring the impact of using PowerPoint presentations on students`
achievement and the retention of information of the tenth grade students.
To achieve the goals of the study, the researcher applied a quasi-experimental method
and constructed a pre and post test to achieve the reliability of the instrument.
The sample in this study comprised 66-female students who was selected purposively
from Um Amara Public Secondary School in Amman. The students were divided into
two groups, experimental and control. The experimental group ,which comprised 34
students, was taught English( Action Pack 10) by using PowerPoint presentations while
the control group ,which comprised 32students, was taught by using the traditional
techniques such as the blackboards and direct lectures(when the role of the students is
just to sit, listen and have no space to participate). Data was analyzed by applying (T-
test) and (ANCOVA). The result showed that there were statistical differences in the
students 'achievement and their information retention in favour of using PowerPoint
presentations.
An analysis of the results of the current study showed that PowerPoint presentations are
an effective method in teaching English.
The study concluded with some recommendations, most important of which are the
followings:
1-The Ministry of Education should work on the modern learning in the English language
lessons that focus on developing the achievement, and the students different thinking.
2- Supervisors and teachers must emphasize students to the importance of multimedia in
developing their thinking and raising their performance.
Keywords: PowerPoint, students 'achievement, information retention, traditional
learning.
 ‫‪XI‬‬

‫أثر استخدام العروض التقديمية على تحصيل الطلبة الدراسي واالحتفاظ بالمعلومة‬
‫في تدريس اللغة االنجليزية في المدارس الحكومية في العاصمة عمان‪.‬‬
‫إعداد‪ :‬فاطمة منصور‬
‫إشراف‪:‬‬
‫د‪ .‬نورما الزايد‬
‫الملخص‬

‫هدفت الدراسة إلى تقصي أثر استخدام العروض التقديمية على التحصيل الدراسي واالحتفاظ بالمعلومة‬

‫في تعليم اللغة االنجليزية لدى طالبات الصف العاشر األساسي في المدارس الحكومية في العاصمة‬

‫عمان‪.‬‬

‫لتحقيق أهداف الدراسة‪ ،‬قامت الباحثة باستخدام المنهج شبه التجريبي لبناء اختبار تحصيلي قبلي‬

‫وبعدي‪ .‬شملت عينة الدراسة ‪ 66‬طالبه من مدرسة أم عمارة الثانوية للبنات الحكومية في عمان‪،‬‬

‫اختيرت عينة الدراسة بطريقة قصديه ووزعت إلى مجموعتين (مجموعه تجريبية ومجموعه ضابطه)‪.‬‬

‫المجموعة التجريبية مكونه من ‪ 43‬طالبه تم تدريسهم باستخدام العروض التقديميه ( ‪،(PowerPoint‬‬

‫والمجموعة الضابطة تم تدريسهم بالطرق التقليدية مثل األلواح التقليدية والمحاضرات المباشرة‪ .‬تم‬

‫تحليل النتائج باستخدام تحليل )‪ ) ANCOVA‬و )‪ (T- test‬وأظهرت النتائج وجود فروق لصالح‬

‫المجموعة التجريبية‪ .‬كما أظهرت النتائج وجود فروق ذات دالالت إحصائية في احتفاظ الطالبات‬

‫بالمعلومة لصالح المجموعة التجريبية‪ .‬توصلت الدراسة الى بعض التوصيات من اهمها‪:‬‬

‫‪ -1‬أن تعمل و ازرة التربية والتعليم على اعتماد وسائل التعلم الحديث من اجل تطبيقها في العملية‬

‫التعليمية‪.‬‬

‫‪ -2‬أن يركز المشرفون والمعلمون على اهمية الوسائط المتعددة في تطوير تفكير الطلبة وتحسين‬

‫ادائهم‪.‬‬

‫الكلمات المفتاحية‪ :‬العروض التقديمية‪ ،‬التحصيل الدراسي‪ ،‬االحتفاظ بالمعلومة‪ ،‬التعلم التقليدي‪.‬‬
 1

Chapter one

1.0 Introduction:

1.1 Background

With the widespread use of technology in many life fields, the traditional methods

could be considered as non-effective methods in teaching students. Terenzini and

Pacarella (1994) stated that these conventional methods are not as effective modern and

interactive methods. In the conventional methods, the students rely mainly on their

textbooks and the teacher is the only source of the information. The role of students is

just to sit and write what they have been taught and they have no chance to participate

or express whatever they want.

Traditional methods are no longer responding to the needs of students nor

increasing their cognitive progress. Learners need to master different scientific

knowledge and English skills in particular which help them in communicating, solving

problems, developing ideas, developing self-confidence and to be professional leaders

in their future specializations. (Timmerman & kruepke, 2006) reported that the students

who learnt by traditional ways get lower marks than those who learnt by using modern

techniques like smart boards.

The modern methods depend basically on technology which most students use

and prefer in their daily life. PowerPoint presentations have a basic and essential role in

teaching the English language( Bryant and Hunton, 2000). Moreover, it increases the

sense of fun and interest among students, and helps the teacher to achieve the goals.

Additionally, PowerPoint presentations play a great role in providing the dynamic

environment in teaching English language in the classes. As a result, this suitable

 2

atmosphere increases the students achievement and helps them to keep the information

for a long time.

PowerPoint is an excellent program that offers animation which other software

cannot beat. It is a perfect and flexible solution that works with dozens of thirty-party

tools." It is a type of presentation software that allows one to show coloured , bold text

and images with a simple animation and sound."( Fisher, 2003, p.4). Many of these

programs are free programs like Office Mix Plug- which helps the user creates and

shares the prepared presentations among the students in the same school or in different

schools. Students and teachers will find it as an exciting program which allows them to

add beautiful timelines and many charts to the presentation right in the interface.

Moreover, you can easily convert a presentation into any of these popular format

( PDF, video, HTML5 to be embedded on your website, and word document). It is a

very flexible technique in which the extra information or the answer could be hidden

within files for predicting answering questions or for providing effective feedback to

students. Mottley(2003) described the use of speakers' notes as an automated feedback

system. He added that PowerPoint presentations are one of the most programs that save

data in an effective way for both the teachers and the learners.

Using PowerPoint presentations may encourage students and improve their

achievement. It may enhance learning by providing a better understanding and

comprehension of the subjects as well as by providing different methods, ways, and

techniques within the same slide. This variety of techniques within the same slide like

adding pictures, sounds, colors, and animations could join all kinds of learners

( kinesthetic, auditory, and visual) and give them all the chance to be active learners and

raise their interest in learning.

 3

The general lack of interest or boredom is the main reason for the decline in

attending class more than other circumstances such as transportation problems or family

emergencies, Launius (1997). PowerPoint presentations merge the three groups of

learners(auditory, visual and kinesthetic). While the visual students need to see photos

and pictures, the auditory learners need to hear sounds. In addition, the kinesthetic

learners need to engage in activities in order to grasp concepts and better understanding.

PowerPoint presentations that include slides, animations, pictures, videos, clip arts,

transition, change font, shapes, images and animating text or chart, provide flexible

learning.

The first step in learning is transmitting the information from the sender( the

teacher) to the receiver(the learner); to find its channel. This channel should be clear

and obvious for the learners. As a result, the teacher should vary in techniques and

choose the most effective ones which help students to raise their marks and to use the

information for a long time in a better way. Obviously, The relation between the

increase of academic achievement and the retention of the information is a direct

correlation.

Motivation is basically considered the main factor in any educational process.

As a result, teachers should vary their techniques according to the students 'need. Some

researchers found that students learn what they enjoy more. Student engagement has

emerged as one of the principal cornerstones and objectives of learning and teaching in

the higher education systems around the world ( Shaun& Quaye.2009 ).

 4

PowerPoint presentations can offer fun and information at the same time. The more

boring a lecture was rated, the more lecture time more students claimed to skip( Mann

& Robinson,2009).

1.2 Statement of the problem:

English is a universal language. It is the time that we use the English language in

many aspects of our life because of that, teachers and educators are always seeking

better techniques in teaching English. Moreover, they try to develop the school

curriculum by supporting it with technology. Some believe that using the traditional

ways in teaching English language is the main reason of the weakness of many students.

Others believe that using PowerPoint presentations may promote academic achievement

and connect students with real life. It encourages and motivates them to prepare and

communicate in the class. Therefore, the researcher decided to investigate this issue and

apply it in a Jordanian public school.

The researcher as an English teacher noticed weakness of students in the four

skills( reading, writing, listening, and speaking) which lead to a decline in the skills of

their thinking and their academic achievement. Therefore, it is worthy to investigate the

impact and the effect of using PowerPoint presentations on students` achievement and

the retention of the information in teaching the English language at public schools

at Amman.
 5

1.3 Objectives of the study:

This study aimed at:

1- Investigating the impact of using PowerPoint presentations on student achievement .

2- Testing the ability of students in keeping the information that the students learn by

using PowerPoint presentations in English classes for a long time .

1.4 Questions of the study:

In order to accomplish the aforementioned objectives, the study tries to answer the

following two questions:

1- To what extent do PowerPoint presentations affect students 'academic achievement ?

2- How do the PowerPoint presentations affect the retention of the information that the

students learn?

1.5 Significance of the study:

The significance of this study emerges from the widely available use of

multimedia inside the English classroom. PowerPoint is one of these methods which

facilitates learning. While using PowerPoint in the classroom has increased in recent

years(Amare,2006), few studies have investigated its impact on students learning,

achievement, and the retention of the information in Jordan.

This study may reveal the importance of PowerPoint presentations on students`

achievement and the retention of the information since it includes multimedia methods

that help expressing ideas easily on the way the learners and the teachers need. It helps
 6

students to use and prepare PowerPoint presentations that raise their achievement, as

well as help them to remember the information for a long time.

1.6 Limitations of the study:

The study is limited to the instruments that are implemented in this study, namely

the pre and post tests that were given to the students from Tenth Grade in Um-Amara

Secondary School. The period of teaching the students was one month during the

second semester of 2018/2019. The findings are limited to the material used in the study

of the fourth module(Journey) from their English book( Action Pack) and it was taught

by using PowerPoint presentations. In addition, the findings of this study are limited to

its sample and may not generalized beyond the sample of the study.

1.7 Limits of the study:

The study was conducted in Amman during the second semester of the academic

year 2018/2019.

1.8 Definition of terms:

PowerPoint: Theoretically, " a slide show presentation program that`s of the

Microsoft office, consisting of a series of separate pages or slides" ( Hassan,2001,

p.156).

Operationally: A program which includes many slides that are used in teaching

especially in English lessons. It also includes pictures , videos, animation, transition

,change font, shapes, clip art, and images .

 7

Achievement: Theoretically, " it is a description for the student performance in the

school or college measured through educational exam scores. " Thomas and

Marshal,1999. P.61)

Algarabel and Dasi (2001) define achievement as the competence of a person in

relation to a domain of knowledge through observing his performance.

Operationally: It is the amount of information or skills that a student acquires

and develops through what s/he learnt and it is measured through marks as a result

of the performance in the eligibility tests or/and continuous assessment.

Information retention: Theoretically, it refers to " the process of absorbing

( and ultimately retaining) information over time. Moreover, it is " An ability to retain

things in mind specifically: preservation of the after effects of experience and

learning that makes recall or recognition possible." Webster Dictionary(2002,p.76).

Operationally: It is the degree that a student gets in the eligibility test after three

weeks from post-test to measure the ability to keep the information.

Traditional learning( face to face learning): Theoretically," it is the

traditional kind of learning where instructors and students meet together in one place at

the same time."( The World Bank Institute, 2008).

Operationally: The face to face element refers to the traditional way of teaching,

which takes place inside the classroom and depends on the teacher for lecturing or

discussing topics with the students.

 8

Chapter two

Literature review

2.0 Introduction

This chapter aims at reviewing related theoretical and empirical literature. The

study covered the following topics: The concept of PowerPoint, its advantages,

challenges, slideshow construction, the presentation, the concept of achievement, the

factors influenced by, the reasons for low academic achievement among students, the

retention of information. In addition, the researcher reviews studies related to empirical

literature that showed the impact of using PowerPoint presentations on students`

achievement and the retention of information.

2.1 Review of theoretical literature:

2.1.1 The concept of PowerPoint:

PowerPoint is a software tool that has become a presentation staple in conference

halls, lectures halls, and through the application of computer-based training. (Trindade,

Fiolhais, and Almeida,2002) propose that students learn better through visual, sensory,

inductive approach(rule-discovering\bottom-up) and active processes, while lectures

tend to be verbal, deductive(rules are given first\top-down), and passive processes.

Multimedia presentations allow for graphical simulations, which provide much mental

imagery, which lead to increased learning.

Stepp-geany(2002) thinks that many benefits for the students related to the general

use of technology in their classrooms as increased motivation, improvement in self

concept and mastering the four skills(reading, writing, listening, speaking).

 9

Norvig(2003) indicates that the presentation supported by PowerPoint

presentations can be highly effective since it is provided by visual information such as

photographs, charts, or diagrams. Visual information can stay in the student`s memory

for a long time more than unwritten information.

2.1.2 PowerPoint advantages:

There is consistent evidence that PowerPoint presentation enhances students

learning and improves their learning as a result, the students got high grades(Craig &

Amneric,2006). In addition, PowerPoint presentations save time , effort and energy. It is

flexible slides that can be easily shared among students at the same class or different

classes. It supports different multimedia as audio, video, images and animation.

Moreover, it provides tests and options for consideration during the sessions in the class

and helps the learners to interact with web sites and information. It enables self-study

with feedback after the class activity (Mottley,2003).

2.1.3 PowerPoint challenges:

Weimer (2012) says that PowerPoint presentations are not good or bad for

themselves. Teachers have to design them in a very attractive and effective way so the

students will have the benefits through the content comprehension and exam preparation

more(Hill,Arford,lubitow,&Smollin,2002). In addition, PowerPoint may reduce the

chance of participation or classroom interaction because it is the primary method of

information dissemination. The slides may be the source of overload information that

may let students feel confused. It also may minimize the opportunity for creative

thinking since it may drive the instruction.

 11

Prescott & Oduyemi ( 2003) add that the students should be trained since many

modules now require students to give presentations as a part of the course.

Unfortunately, most students depend on teachers to present PowerPoint presentations

and they do not know how to use it perfectly.

2.1.4 Slideshow construction

To have an effective show, there are many steps the constructor or the teacher

should follow (Theriault, 2013).

- Plan your presentation structure carefully: the key for any successful lecture is to

have clear slides. Regard to the general rules of presentations, the key to a successful

presentation is to have a clear structure and generally not more than five topic areas.

- Text size: text must be read from all students specially those who sit in the back. The

perfect slide ignores too small a font or too much text.

- Avoid too much text: one common suggestion is to adhere to the 6*6 rule.

This rule reveals that a slide should not have more than six words a line and no more

than six lines per a slide. The "Takahasi Method" goes so far as to recommend only

words and texts in the slide and to make them primarily headings or subheadings.

- Contrast: the contrast should be minimized since too much light in the dark

background may strain the eyes. Students with dyslexia often find high contrast between

text and background (as for instance black text on white background) very difficult to

read.

- Template: the teacher should not change the templates often, it will distract attention.
 11

- Make sure that you speak at a normal pace and do not allow the show to present the

texts quickly. this is the most commonly encountered problems when converting to

using PowerPoint.

- A picture can be worth a thousand words ( Beakes, 2003). Use graphs to enhance the

presentations. Consider how you will make the diagrams available to the students so the

students have time to copy during presentation.

- Avoid using red and green combinations for emphasis-the most common form of

colour blindness prevents separation of reds and greens.

- Do not use more than two text colours in a presentation unless there is a serious

reason for that.

- Use clip and graphics only if they support the content.

- Add motions, sounds or music only when necessary. Excessive movement within or

between the slides can interpret the message.

2.1.5 Teaching with PowerPoint

According to the University of Minnesota, Center of Teaching and Learning(2006)

there are many techniques that may be cooperated and emerged into PowerPoint

presentation to increase the cooperation between the students themselves and the

students and the instructor. To engage students more, each slide may have a separate

technique:

- Running Slide Show as Students Arrive in the Classroom.

This techniques supports visual interest and provides a series of questions

While the students sit waiting for the class to begin.

 12

- Opening question: construct an opening question to warm the students up.

-Think-Pair-Share: it is a way in which the students have an opportunity to think of

the correct answer, and share the partner about then share the class what has been

discussed with the partner.

- Focusing listing: in this slide, the instructor can list as many characteristics of the

subject, or write down as many new words related to the topic. This technique will help

the student to revise the previous knowledge and keep the information for a long time.

- Brainstorming: in this slide, the instructor means to know what the learners know

about the subject. He should start with the clearest thoughts and then move gradually

into what " out there". This technique stretches the mind flourished the deep thinking

and recall of prior information.

- Questions: it is a technique for a schedule break that let the student master what they

have been taught.

- Note Check: students have to compare notes with their partners to summarize, justify,

analyze, clarify any sticking points.

- If you could ask one last question what would it be?

This technique allows students to think deeply and the most important, to apply what

they have learnt in a question format.

 13

2.1.6 The presentation

Alley, Schrieiber, Ramsdell and Muffo (2006) suggest that PowerPoint presentation

slide headlines design " affects audience retention" and say that " succinct sentence

headlines are more affective". Slides with headlines help students better understand the

content:

- PowerPoint presentations should provide key words, concepts, and images to enhance

your presentations.

-Avoid reading from the slide- reading the material can be perceived as though you do

not prepare or do not know the material.

- Avoid rapidly moving the laser pointer across t he slide.

- Allow no more than one to two slides per minute of content.

- Stand to one side of the screen and face the audience while presenting.

- Leave classroom lights on and turn it off directly over the projection screen if possible.

- Learn to use PowerPoint efficiently and have a back-up plan in case of technical

failure.

-Give yourself enough time to finish the presentation. Trying to rush through slides can

give the impression of an unorganized presentation and may be difficult for student to

follow.

Teachers should pay attention to the complexity of the multimedia presentations.

For example, PowerPoint presentations can be as simple as having only text on a

coloured screen. In contrast, it can be complex with tables, pictures, graphs, sound

effects, visual effects, video clips, etc. Several researchers have demonstrated that
 14

the material such as irrelevant sounds( Moreno &Mayer, 2001), interesting but

extraneous text ( Schraw, 1998), and irrelevant pictures ( Mayer, 2001, p.113) can

reduce comprehension

2.1.7 The concept of achievement

Achievement is the amount of the knowledge that a student learns in a determined

amount of time according to what teachers teach and how they teach . The main goal for

any teachers is to improve the learners 'competencies` and performance level and

encourage them to gain self- confidence. Hamdan( 2001) defines academic achievement

as mastering a number of skills obtaining the needed knowledge offered by the

educational experiences in a certain academic subject or group subject.

Wanger(2008) points out " if your goal is to improve student learning – and that

is the only goal that really the matters-the first problem you have to work on is to

improve teaching and the coaching on teachers."(p.128).

2.1.8 The factors that influence the students 'achievement:

Harrison(1999) argues that using PowerPoint presentations enhance the reasons for

low academic achievement among students. Daniyal et al.(2011) explains that there are

several factors that may affect the student`s performance and achievement.

Some of these factors are related to the parents themselves. The educational

background, their contribution to their children`s learning and the area which they

belong to, are related to the parents. Other factors are related to the children`s teachers.

How and what they teach, the techniques they use to deliver the message,
 15

and more, how do they treat the students? There are other factors related to the amount

of co-curricular and non academic activated that affect the students` achievements.

Additionally, there are some factors that influenced students achievement:-

1- School climate as a safe environment for learning.

2- Teachers professional development.(Fay,2012).

3- Well divided groups that equally represent all kinds of students(Blankstein,2010).

Meanwhile, Daniels (1999) reveals the effectiveness of PowerPoint in a college level

economics class and finds no significant difference in student performance. Another

study on engineering students by Savoy et al. (2009) show that there PowerPoint

presentations cannot enhance students` performance. Similarly, Apperson et al. (2006);

Bartsch and Cobern (2003); Beets and Lobingier(2001), Susskind(2005); and Szabo and

Hastings (2000) show little effects of PowerPoint on students`academic achievement.

2.1.9 The Retention of Information.

Hanna and Remington (1996) find that color that is used in the slides, as a

stimulus, is a part of the way to preserve the information for a long time. Allen(1990)

concludes that the use of colour in teaching, improves students learning as well as

keeping information for a long time.

 16

Theories that are related to human information processing focus on how human

memory system analyzes, gathers, transforms, compacts, encodes, elaborates, retrievers,

and uses information. The main three storage of the human brain is sensory register,

short-term and long-term memory. First, the sensory register holds the knowledge until

it is recognized or lost. Then, the short-term memory receives the information from the

sensory register. Finally, long-term memory receives the information from the sensory

register and the short-term memory system. It holds information in a permanent sore

system. Research showed that attention plays a crucial role in determining when and

how information is kept( Moore et al., 1996). Presenting materials by using PowerPoint

presentations and using printed information on computer increased attention as well as

keeping the information for a long time( Reynolds and Baker,1987).

Alley, Schreiber, Rasmadell, and Muffo(2006) suggest that the design of

PowerPoint slide headlines" affects audience retention". They notice that succinct

sentence headlines are more affected and efficient in information recall than headlines

of single words or short phrases.

Hossein Nouri ,The College of New Jersey (2015) believes that PowerPoint

presentations affected the keep of the information for a long time as well as the

stimulation of short-term memory. He found in his research that the students learned

by PowerPoint sector reported higher understandability and higher marks more than

those who learned by blackboards.

 17

2.2 Review of the empirical literature

2.2.1 Studies related to the impact of PowerPoint

presentations on student`s achievement

The researcher reviewed the foreign and Arab sources related to the subject of the

current study and presented them in chronological order from the oldest to the most

recent.

Shavelson, (1998) aimed to explain that PowerPoint presentations influenced

students learning. His experiment consisted of two groups of students. The two groups

met twice a week and each section lasted 80 minutes. The control group, which

comprised 35 students, was taught by traditional techniques. The second group was 27

students and used as an experimental group and was taught by using PowerPoint

presentations. The result of this experiment showed that the sections that the students

were learnt by using PowerPoint presentation got high marks.

Corbeil, G. (2007) investigated the great efficient use of technology on teaching

English(TEFL)process, the students `achievement and what is the students attitude

toward using PowerPoint presentations in the class. The fifty- six female students

enrolled in a school in Lar were the subjects of this study. The students were split into

two groups, experimental and control. The control group was taught by traditional

strategies while the experimental group was taught by using technology in the class like

video-projector, and PowerPoint. The result showed that the experimental group

learners performed better in the test and got high marks than the control group.
 18

Michael Fedisson(2009) investigated the effect of using PowerPoint presentations

on students` achievement and attitudes. The study stayed for two years, in the first year

the seventh grade was divided into two groups, (28 males) and (31 females) spread into

two groups experimental and control. In the year two, the groups were consisted of ( 32

males) and ( 32 females) divided into two groups, experimental and control. The

experimental group for the two groups in the first and the second group was taught by

PowerPoint presentations while the control group was taught by using the student`s

book. The result showed that the groups that were taught by PowerPoint presentations

on the first and the second year were gained high marks than more than the control

group.

Yilmaz-soylu(2009) aimed to investigate the effect of learning styles on the

students achievement in various learning environments. The study consisted of two

groups, experimental groups and control groups. The control group was taught by the

traditional ways like text based, narration based while the experimental group was

taught by computer mediated. The result showed that the type of learning style affects

students who were taught by computer mediated.

Gurbuz et al.(2010) investigated the effect of PowerPoint as a learning tool. The

study consisted of two different groups from 109 freshman undergraduates taking a

biology program- the experimental group(56 students), and the control group(53

students). The first group was taught by PowerPoint while the second one was taught

buy the traditional approach. The result showed that the students who learned through

PowerPoint techniques may improve academic achievement among undergraduates

enrolling biology program.

 19

Ahmed (2011) examined the effectiveness of using videos and PowerPoint

presentation on the students` achievement and the retention of information. The sample

was 35 students from the first secondary school enrolled to the control group, while the

experimental was 36 students from the first secondary class. The first group was taught

traditionally such as blackboards and direct lectures. The second group was taught by

using blended ways. The result showed that the students in the experimental section

were positive and higher than the students in the control group.

Ozaslan and Meden(2013) ) examined the effectiveness of using PowerPoint

presentation on the students` achievement. He concluded in their study that students

prefer the visual material and they learnt better when they see pictures and photos. His

experiments consisted of two groups one as the control that taught by using traditional

techniques, and the second one is experimental that was taught by using PowerPoint

presentation. The results showed that using PowerPoint presentations in the class may

improve students achievement. However, the study showed that PowerPoint

presentations do not improve short-term memory.

Kazu and Demirkol (2014) investigated the effect of PowerPoint presentations on

high school students' academic achievement. The sample of the study consisted of 54

students, they were divided into two groups 19 males and 8 females for the experiment

group and 18 males and 9 females for the control group, the researcher used Pre-test and

post test. The results show that there was no significance difference found between the

two groups at the end of pre-test but the averages of the final test grades, the experiment

group has been found more successful than the 33 control group, female students have

turned out to be more successful than the male students.

 21

Lari (2014) investigated the effectiveness of using technology namely

PowerPoint presentation on teaching Lar Secondary School. The study consisted of

fifty-six students split out into two separated groups( experimental and control). The

control group was taught by using traditional methods while the experimental one was

taught by using PowerPoint, projector, and video. The result showed that the group that

was taught by using the technology had a significant positive effect on learners who

were taught by PowerPoint presentations.

Gamabri(2015) in his study tried to show that there is a great impact of using

PowerPoint presentations in teaching. The experiment consisted of two groups, the

control group (50 males and females), and the experimental group ( 53 males and

females). The experimental group used PowerPoint in their learning, While the control

used the chalkboard techniques. The result revealed that the sections that taught by

PowerPoint presentations performed better than the students taught by chalkboards.

Motagi(2018) investigated the effect of using PowerPoint presentations on

students` achievement. He divided the 100. 1ST MBBS students into two groups with

50 students as control group and 50 students as experiment group. The first group was

not provided with handouts of PowerPoint presentations while the second group was

provided with handouts of PowerPoint slides. The result showed good positive response

regarding to the group that was taught by PowerPoint presentations provided by

handouts.
 21

2.2.1 Studies related to the impact of PowerPoint

presentations on students 'retention of information in

learning English.

The researcher did not find many studies –as her knowledge –from Arabic or English

studies dealt with the impact of PowerPoint presentation on student`s retention,

(Bulter and Mautz, 1996) examined the impact of using PowerPoint

presentations on short-term memory. Sixty subjects were randomly assigned to one of

two sections receiving traditional and multimedia techniques. The traditional and

experimental group received a thirty-minute for each. The first one was taught by

conventional ways as text-based, while the second one was taught by multimedia

basically, PowerPoint presentations. The result showed that short-term memory

improved because of multimedia techniques.

Lopez and Rodriguez (2013) examined the influence of the use of PowerPoint

presentation on students thinking . The study sample consisted of 1,128 students, they

organized into 17 groups during the academic year 2009–2010 and focused on the

students 'voluntary use of online learning activities. The results show that the students’

participation in these activities and the number of tasks completed both had a positive

effect on the students’ remembering and thinking.

Alseweed (2013) investigated the effects of the traditional learning, blended

learning( using PowerPoint presentation) and virtual classes learning on university

students’ attitudes. Thirty- four male students studying at the English Language

Program, Qassim University were divided randomly into three groups, (blended

learning or traditional learning). Results indicate that there are significant differences

among the instructional approaches in the achievement test 32 scores in favor of modern
 22

learning. In addition, the results show significant differences in students’ attitudes in

favor of PowerPoint presentation learning.

In conclusion, the reviewed literature helped the researcher to show the impact of using

PowerPoint presentations on students` achievement and the retention of information in

teaching English among tenth grade students. Moreover, the present study is

distinguished from other studies in that the study sample and the environment were

different. The researcher gained a great benefit from reviewing all previous theoretical

and empirical studies as they provide the researcher with clear insight about the

methods, procedures, and types of questions which were used by previous researchers.
 23

Chapter three

Methods and procedures

3.0 Introduction

The following part deals with the methodological approach used in the study and

gives information about the population, the sample and the instruments: It also describes

the validity and reliability of the instruments. At last, it accounts for data collection

procedures and gives information about the research design, statistical analysis and

procedures.

3.1 Methodology

3.1.1 Method of the study

The methodology approach adopted is the quasi-experimental method for the

current study. Two groups of students were purposively chosen from a public for girls

in Amman. The first one was the experimental which was exposed to PowerPoint

presentations whereas the second was the control group and was exposed to the

textbook in the traditional ways. The researcher used the same pre-post test for both

groups to measure the goals of this study.

3.2 Population and sample of the study.

The population of this study consisted of the tenth grade students currently enrolled in

Um Amara Secondary School in Amman, Jordan. A sample of 66 tenth grade students

from the selected school was purposively selected to achieve the aim of the study.
 24

The sample consisted of 32 students representing the control group, and 34

representing the experimental group. The control group was taught by using the

traditional methods. The experimental group was taught by using the PowerPoint

presentations to measure the goals of the study.

Table (1)

The distribution of the two Groups in Um Amara Secondary School.

School Group Frequency Percentage

Um Amara Control group 32 45%

Secondary School Experimental 34 55%

group

Total 66 100%

3.3 Instrument of the study

The researcher used the (pre-post-test) method to ensure that PowerPoint

presentations measured the goals of the study. The pre-tests were designed to control

the variables, while the post test measured the differences in students achievement and

the retention of the information for the two groups after applying the instruments. The

test comprised 30 questions multiple choices, the questions measured the objectives of

the study by applying Bloom`s taxonomy( knowledge, understanding, comprehension,

application, analyzing, synthesis, and evaluation). After three or two weeks from the

pre-test, the same test was given to measure the retention of the information.
 25

3.3.1 The educational program:

This program consisted of some topics from English grade tenth book. It consisted of

two units from the textbooks, Action Pack 10, of the tenth grade. The material was

prepared as follows:

A- Two units were chosen from the textbook, module(4) " Journeys , this module

consists of two units, "Journeys, and polar bears."

B- The rules of the second conditional clause and the using of shall, how about and

what about for suggestion and will for future planning were chosen and analyzed into

concepts.

C- From these concepts, general and specific goals were driven concentrating on the

students` acquisition of the fourth skills.

D- The concept of second conditional and suggestion expressions were developed by

using PowerPoint presentations.

E- The concepts of new units and new information about polar life and South and North

poles were developed by presenting it in the great PowerPoint presentations.

3.3.2 Procedures for applying PowerPoint presentation

technique

The students of control group were (32). Those students were taught by using

traditional techniques such as the normal whiteboard, the textbook, and direct lectures.

The students were scheduled to meet with their teacher five times a week.
 26

The second group (the experimental) consisted of 34 students. The students were

scheduled to meet with their teacher five times a week. They were constructed through

PowerPoint presentations approach. Students used the computer labs provided with

data show to present the PowerPoint presentations. The slides were well prepared and

designed. The students were engaged in effective PowerPoint slides and had a chance

to participate and share their knowledge online.

3.3.3 Achievement test

A test was prepared to measure the students `achievement and the retention of the

information in the English language through the four skills according to Bloom

Taxonomy( knowledge, understanding, comprehension, application, analyzing,

synthesis, and evaluation), the achievement test included 30 questions, each correct

answer was given one mark. The test was out of 30 marks. The same test was given

after two weeks to measure the retention of information.( see appendix E, p. 61).

The test was achieved through a set of phrases:

1- Content analysis of the English language subject taught for tenth grade for the school

year 2018-2019.

2- Preparing the achievement test as well as the test of information retention. The test

included the basic cognitive content distributed according to Bloom`s levels. The test

consisted of 30 items multiple choice, each item consisted of four choices all of them

are wrong except one.

3.4 Validity of the test

 27

The researcher presented the test to a panel of seven jurors to find out whether the test

examine what they are supposed to examine or not. The jurors found that the test was

suitable for the student level in tenth grade. Names of the members of the jurors are

attached in ( Appendix C, p.56).

3.5 Reliability of the test

To measure the achievement test, the statistic calculated the internal consistency of the

test by calculating the coefficient of test stability( test-retest ). The test was given to 20

students from outside the sample of the study after two weeks, the same test was given

to the sample.

The researcher used(posttest and re-test) to measure the retention of the

information. The exam was given again to the selected sample (20 students from outside

the sample) after two weeks from the post-test to measure the information retention.

Table (2)
Reliability of PowerPoint presentation using the approach of test - retest
pilot sample (n=29)
Test Re test
Variable R Sig
M SD M SD

Test/Using PowerPoint
21.66 4.44 22.45 3.65 0.904 0.000
presentation

M: Arithmetic Mean R: Rate

SD: Standard Deviation Sig: Significant
Table ( 2 ) shows the reliability results of the test -retest. According to the results

mentioned, the PowerPoint presentation had satisfied a reliability value of (0.904). This

value was greater than (0.70) suggesting a high reliability.

 28

In addition, reliability was measured through construct reliability. Equivalence of the

two groups in their pretest was found as table (3) shows.

Table ( 3 )

T- test for the significance of mean differences between the two groups in their

achievement pre scores

Group n Mean SD T DF sig Result

Experimental 34 16.44 2.09

Not
0.34 64 0.731
Control 32 16.63 2.23 Significant

n: Sample Size SD: Standard Deviation T: Transparency

DF: Degrees of Freedom Sig: Significant

Table (3) shows the results of the means’ difference significance between the study

groups in the pretest using independent samples T test. The value was (0.34) tells that the

mean difference is considered to be statistically not significant; the observed sig value

was (0.731) > 0.05. As these results a conclusion is the two groups have a similar

baseline level can be made.

 29

3.6 Procedures

1- After choosing PowerPoint presentation as a topic for this study, the researcher

reviewed the related literature, both theoretical and empirical. It furnishes the

researcher with additional information concerning the topic of the current study.

2- The researcher chose the population and identified the samples of the study.

3-The researcher developed the instruments of the study: the pre, post tests, and the re-

post test.

4- The researcher wrote the questions depending on the review of literature, then the

dimensions were established.

5- The researcher designed the post test of the current study.

6- The researcher verified the reliability and stability of the test for the current study.

7- After two units were taught by using the traditional techniques and PowerPoint for

each group, the test was administered and corrected by the researcher in the second

semester ,between February to March 2019.

8- The results were analyzed and illustrated.

9- Many recommendations and suggestions were presented for future similar studies.

10- All references were listed in alphabetical order using the APA style.
 31

Chapter four

Findings of the study

4.0 Introduction

The main purpose of the current study was to investigate the impact of using

PowerPoint presentations on the students’ achievement and the impact of retention of

information in teaching the English language at public schools in Amman. Two

questions were developed in accordance with this purpose.

The study design was based on two groups: the experimental group(34) which used

the PowerPoint presentations in teaching the English language and the control

group(32) which used the traditional approach in teaching the English language.

After data collection, SPSS software was used for the analysis. Several statistical

procedures were used as means, standard deviations, person correlation for estimating

the test retest reliability, paired samples test to perform means comparisons and one-

way analysis of covariance (one -way ANCOVA)

The results of these questions were provided by the following tables:

4.1 Results related to question number one:

-To what extent do PowerPoint presentations affect students 'academic achievement ?

The statistic tries to find if there is a significant statistical effect at (α=0.05) of using

PowerPoint presentations on teaching the Jordanian students English language?

 31

In order to evaluate the properly answer for this question, means, standard deviations,

standard error, and the analysis of covariance (ANCOVA) were used. To decide whether

the means difference was statistically significant; two comparisons were performed; the

first comparison was done between the pretest and posttest in the experimental group and

the second comparison was performed between the two groups in their post achievement

scores and this comparison is considered to be the important one. For the latest

comparison one-way ANCOVA was conducted; the results are provided in table( 4 )

below. The results are covered by the following three tables:

Table (4)

Table( 4 ) means and standard deviations for the students’ achievement in each group

Pre test Post test

Group n
Mean SD Mean SD

Experimental 34 16.44 2.09 25.18 2.50

Control 32 16.63 2.23 20.78 3.73

n: Sample Size SD: Standard Deviation

Table(4) indicates the results of means and standard deviations for the students’

achievement in each group. It is clear that the post achievement mean score for the

experimental group (which used PowerPoint presentations was (25.18) which is greater

than the mean score of the control group (which did not use PowerPoint presentation)

(20.78).
 32

4.1.1 Comparisons between the pre test and posttest for the

experimental group.

Table ( 5 )

T-test for the significance of mean differences between the two groups in the

achievement scores and differences between the Post test and Information

Retention Scores in the Control Group

Mean
Variable T DF Sig Result
difference

Achievement 4.40 18.86 33 0.000 Significant

Information Not
1.59 1.96 31 0.59
Retention Significant

T: Transparency DF: Degrees of Freedom Sig: Significant

Table (5) illustrates the results of means’ difference significance between the pretest and

post test in the experimental group using the paired samples t test. The value is

(18.86)which reflects that the mean difference is considered to be statistically significant;

the observed sig value was(0.000) < 0.05. the mean difference was in favor of the posttest

(25.18) compared to the pretest (16.44) .

 33

Moreover. It illustrates the results of means 'difference significance between the posttest

and information retention scores in the control group using the paired samples t test. The

(T)value was (1.96) which reflects that the mean difference was considered to be not

statistically significant; as the observed sig value was (0.059) > 0.05 concluding that the

students of the control group retain information for a longer time at the same level

approximately.

4.1.2 Comparisons between the two groups in their post-test.

Table (6)

One- way-analysis of covariance (ANCOVA) to explore the significance of means

difference in achievement between the study groups

Type
Partial
III Sum Mean
Source DF F Sig. Eta
of Square
Squared
Squares

Pre

Achievement 204.358 1 204.358 29.661 .000 .320

Score

Group 340.263 1 340.263 49.387 .000 .439

Error 434.052 63 6.890

Corrected Total 956.864 65

DF: Degrees of Freedom F: F-distribution variable

Sig: Significant
 34

Table ( 6 ) illustrates the results of means’ difference in the students’ achievement

between the study group using one way-analysis of covariance (ANCOVA). The (F)

value (49.387) shows that the mean difference is considered to be statistically significant;.

This as the probability value (sig = 0.000) was < 0.05. The mean difference was in favor

of the experimental group which recorded a greater adjusted mean (25.250) compared to

the lower mean recorded by the control group students (20.703).

The last column in the table suggest the value of an important statistical indicator for the

effect size (partial eta squared η2); this value was (0.439) and considered to reflect a high

effect (greater than 0.14 according to Cohen) suggesting a high effect of using PowerPoint

presentations.

Table ( 7)

Adjusted posttest & retention means and standard errors for the students

'achievement sores& retention scores in each group

Adjusted Post test Adjusted Retention

Group N
Mean SE Mean SE

Experimental 34 25.250 .450 23.270 .660

Control 32 20.703 .464 19.932 .619

n: Sample Size SE: Statistics Errors

 35

Table ( 7 ), which describes the adjusted posttest & retention means and standard errors

for the students 'achievement sores& retention scores in each group, reflects the

adjusted mean values for the students 'achievement scores in each group controlled for

the pretest. It was mentioned earlier (table 5) that the mean difference was statistically

significant in favor of the experimental group as it recorded the greater mean compared

to the mean score observed by the control group.

It also reflects the adjusted mean values for the students’ information retention scores

in each group controlled for the posttest. It was mentioned earlier (table2) that the mean

difference was statistically significant in favor of the experimental group as it recorded

the greater mean compared to the mean score observed by the control group.

4.2 Results related to question two:

2-How do the PowerPoint presentations affect the retention of the information

that the students learn?

This question was analyzed by two procedures, the first one was evaluated by using

( T-Test), using the paired samples test which was performed on each group separately

and the second one was conducted using one way ANCOVA. the results were presented

in the following sequence :

 36

1. Retention in the control group and experimental groups:

Table (8)

Means and standard deviations for the students’ information retention in control

and experimental group

Post test Retention

Group N
Mean SD Mean SD

Control 32 20.78 3.73 19.19 5.11

Experimental 34 25.18 2.50 24.91 2.61

n: Sample Size SD: Standard Deviation

Table(8) indicates the results of means and standard deviations for the students’

information retention in the experimental group. Obviously, the information retention

mean score was (24.91) lower than the post mean score (25.18).

In addition, it indicates the results of means and standard deviations for the

students’ information retention in the control group. Clearly the information retention

mean score was (19.19) lower than the post mean score (20.78).

Paired samples test was performed in order to decide whether the means difference

was statistically significant. The results are introduced in the following tables:

Table ( 9)
 37

T- test for the significance of mean differences between the post-test and

information retention scores in the experimental group

Mean
Variable T DF Sig Result
difference

Not
Retention 0.27 1.50 33 .141
Significant

T: Transparency DF: Degrees of Freedom Sig: Significance

Table(9) illustrates the results of means’ difference significance between the

posttest and information retention scores in the experimental group using the paired

samples (T-test).

The T-test value was (1.50) reflects that the mean difference was considered to be not

statistically significant; the observed sig value was (0.141) > 0.05 concluding that the

students of the experimental group retain information for a longer time at the same level

approximately.
 38

2- One -way-analysis of covariance (ANCOVA) to explore the significance of

information retention means difference between the study groups.

Table (10 )

The retention comparison between the two groups (controlled for the posttest).

Type III Partial

Mean
Source Sum of DF F. Sig. Eta
Square
Squares Squared

Post score 378.923 1 378.923 36.463 .000 .367

Group 60.126 1 60.126 5.786 .019 .084

Error 654.687 63 10.392

Corrected
1573.773 65
Total

DF: Degree of Freedom

F: F-distribution variable
Sig: Significance
Effect size according to Cohen :0.01 weak, 0.06 moderate and 0.14 strong

The table illustrates the results of means’ difference in the students’ information retention

scores between the study group using one-way-analysis of covariance (ANCOVA). The

observed f value was (5.786) suggesting that the mean difference is considered to be

statistically significant; as the probability (sig = 0.019) was < 0.05. the mean difference

was in favor of the experimental group which recorded a greater adjusted information

retention mean value (23.270) compared to the lower mean recorded by the control group

students (20.932).
 39

The last column in the table suggest the value of an important statistical indicator for the

effect size (partial eta squared η2); this value was (0.084) and considered to reflect a

moderate effect (up to 0.08 according to Cohen) suggesting a moderate effect of using

PowerPoint presentations.

In conclusion , the results show that the group which was taught by using PowerPoint

presentations learned better than the group that was taught by using traditional ways like

blackboards.
 41

Chapter five

Discussion, conclusion, and recommendations

5.0 Introduction

The current study aimed at showing the impact of PowerPoint presentation on the

students` achievement and the retention of the information for tenth grade on public

schools in Amman

This chapter shows a summary and discussion of the results and findings of the two

research questions. The conclusion of this chapter recommends and suggests research to

be conducted in the future.

5.1 Discussion of the findings of question one:

Question number one is "To what extent do PowerPoint presentations

affect the students' academic achievement?"

After analyzing the results of this study, the findings showed the presence of

difference with statistical significance between the means of the results of the control

and experimental group on the post achievement test. The result showed the great

impact of the PowerPoint presentations on student`s achievement in the experimental

group. It reflects positively on students' performance in the teaching of English. The

experimental group has a great chance to visualize the learning materials by using the

well prepared slides. This created a link between the theoretical and practical side that

facilitate the way of learning.

 41

PowerPoint presentations play a crucial role in the learning process since it

emerges the three kinds of learning( visual, kinesthetic, auditory ). The flexible use of

the slides in learning adds the knowledge and fun in learning. It allows students to

participate in the class increasingly. This leads to a great change from teacher-centered

learning to students-centered learning. A new road of self-learning increases the

achievements and the information retention for students. In addition, it gives the

students the ability to identify the problems and find effective solutions quickly. The

students may gain other important skills such as self-assessment, time management, the

ability to form great and smart questions related to a topic. The results go in agreement

with empirical studies of Shavelson (1998).Yilmaz-soylu (2009), Gurbuz et al (2010),

Ahmed (2011), Lari (2014),Isiaka Gamabri (2015) and Motagi (2018). All of these

studies go in agreement with the fact that using PowerPoint presentations affect the

student`s performance positively. Moreover, PowerPoint presentations help students to

keep the information for a long time. It offers information, benefits and fun at once.

In contrast, the result of the study do not go in agreement with studies of Daniels

(1999), Savoy et al. (2009), Apperson et al. (2006), Bartsch and Cobern (2003), Beets

and Lobingier(2001), Susskind(2005); and Szabo and Hastings (2000). Their study find

no significant difference in student performance or evidence that PowerPoint

presentations can enhance students` performance or even students 'academic

achievement.
 42

5.2 Discussion of the findings of question two

Question number two is " How do the PowerPoint presentations affect

the retention of the learners` information that the students learn? ".

The results showed the presence of difference with statistical significance between

the means of two group`s performance on the retention of information. The difference

was in favor of the experimental group that was taught by using PowerPoint

presentations. Using the PowerPoint affects the retention of information of tenth-grade

students in public schools in Amman. PowerPoint presentations provided a chance for

the students to participate and learn without restrictions. It encouraged, enhanced

students and created an effective learning atmosphere. This helped students to enjoy

learning and remember the information for a long time.

PowerPoint presentations affect the channel and the way that the students convey

the data positively. It provides students with effective multimedia that facilitate the

learning process. Moreover, it provides the students with self-confidence that let them

feel proud of their performance and self-confidence. This will affect the period they will

keep the information as they like the way they learn.

The results of the current study go in agreement with the empirical study of Bulter and

Mautz (1996) which showed that short-term memory improved because of multimedia

techniques. Moreover, Lopez and Rodriguez (2013) found that using PowerPoint

presentation can affect the students’ remembering and thinking.

 43

5.3Conclusion

An analysis of the overall results of the current study showed that generally PowerPoint

presentations are an effective technology in teaching English and encouraging students

to study English more. The innovative technology that uses PowerPoint presentation

seems to be the answer. It was found to be effective in teaching Technical Drawing and

of benefit to high, medium, and lower student achievers. It reflects positively on the

students` performance in English subject. The importance of using PowerPoint

presentations strategy comes from the flexibility and verity of this technique which the

students prefer. PowerPoint presentations affect positively students` achievement and

the retention of information .It encourages the students to participate and share ideas in

a way that reflects the characteristics that they gain as self confidence.

PowerPoint strategy saves the time and the effort of both the student and the

teacher. Technology, nowadays, plays a crucial role in all life aspects. Students use

them easily insides their homes; they like it and prefer to learn by using similar

technology. The modern ways turn the environment in the class into interactive learning

that facilitates the way the students keep the information for a long time. This leads to

improving the outputs, increasing self-learning, as well as raising the students

'achievement in English, and the most important, keep the information for a long time

so they build on it on the future. Today, students do not like the lectured lessons where

the teacher-dominated the class. They prefer learning through games or activities that

enable them to participate more. PowerPoint is a great program that could be a suitable

technique for different grades starting from kindergarten until the secondary class. The
 44

variety in the same slides gives this program the flexibility that the students and the

teachers prefer.

5.4 Recommendations and Suggestions for Future Research

After showing the impact of PowerPoint presentations on the students` achievement and

the retention of information, this study recommends some points :

1- Schools should have extra labs so that the English teachers can use them whenever

they need.

2- The Ministry of Education should build on modern curricula that are provided with

PowerPoint presentations as a part of the curriculum so the teacher use them easily.

3- Supervisors and teachers must emphasize to the importance of multimedia in

developing their thinking as well as in raising their performance.

4- English teachers should be trained by using specialized programs in a way that

facilitate their mission in teaching the foreign language in public schools.

5- Since the findings of this study indicated that low and medium achievers benefited

and performed better when taught with PowerPoint presentations, public schools should

be equipped with necessary IT facilities to leverage the potentials of PowerPoint

presentation and improve student performance.

 45

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Appendix (A)

Plan unit( 5-7)

Subject : Action Pack 10

Number of Classes: 13

Semester: 2ed semester

Duration : from 12th of Feb to 30th of March

Assessment
Specific Resources Instructional Associated
outcomes and strategies activities
Strategy Tool
assessment

Pupils should

To recognize the Data – PowerPoint Communication Rating use the

new words show presentation scale difficult words

Perfectly in meaningful

sentences

Make connection PowerPoint

between prior Presentation

knowledge

Differentiate

between( p) and

( b) sound
 53

Practice using

second

conditional

Write many

sentences by

using the second

conditional

Read functional

material to extract

information from

the article

Participate in

groups by sharing

ideas using the

second

conditional clause

Elicit the rule of

second

conditional

Using target

vocabulary in the

context

SB( 46-47) Presentation Observation Rubric

 54

Use the text to Scale Pupils should

guess the of new use the

words difficult words

in meaningful

sentences

Transform words

from text

Conversation by

using second

conditional clause

Make suggestions

by using direct,

let`s---- and

indirect

suggestions how

about

Using shall we, SB(49-50)

And how about, WB(36)

to make a

suggestion

Elicit the rule of

making

suggestion
 55

Use pictures to

use even direct or

indirect

suggestion

Engage students SB(52-53)

talking a trip and WB(37-38)

the Amazon River

Response to Board

analytical

questions before

and after reading Glossary

the text (70-71)

Write a

description about

the pictures

Demonstrate

understanding of

a reading article

Recognizing the SB(53)

new words WB(37-38)

 56

Engage the

students to

participate in a

discussion about a

trip they had

Write by using Pupils should

use " How
how about , and SB(56) Presentation about ------
ing? " &" Why
why do not WB(40) don`t we----
base form?"
we……? correctly.
 57

Appendix ( B )

Lesson plan

Lesson one

Second conditional clause

First , teacher warms up , then the teacher uses the brainstorms to remind the students

with the first conditional type. Then, the teacher shows slides that include first

conditional clause. The teacher tells the students that they are going to have another

kind of the conditional clauses which is the second conditional clause. The teacher asks

the students weather they know what are the uses of the second conditional clauses. the

teacher shows slides that explain the reason beyond using second conditional clauses

such as for imaginary situation and for improbable occasions. The teacher presents

slides have more examples and asks the students to work in Paris and try to elicit the

rule in three minutes. After that , the teacher presents show the structure of the new rule.

The teacher explains the negative form and asks the students to have examples from the

text itself, then she shows the slides to illustrate extra examples. Finally, the teacher

asks the students to answer the questions printed on the slide in 10 minutes, then she

shows a slide that have the correct answers to check the answers. The teacher asks the

students to write the information from the concluded slide and ask any questions about

the new rule.

 58

Appendix ( C)

Panel of jurors and validation committee

NO Name Position Place of work

1- Oraib Alfaoury Assistant Queen Raina

Professor Centre

2- Buthyna Shaher AlFalogy Supervisor Ministry of

Education

3- Mohamad Abdalqader Supervisor Ministry of

Alakhras Education

4- Abd Al Qader Ali Doctor Al Yarmouk

Waheed University

5- Abd Alkareem Doctor Abdullah 2

Hamad Schools for

Abu Juda Excellence

Dear professor and supervisor,

I am currently in the process of determining the face and content validity of the

instruments of the current study that I am going to use for collecting data for my M.A

thesis titled (The Impact of Using PowerPoint Presentations on Students` Achievement

and Information Retention in Teaching English Language at Public Schools in Amman).

I truly appreciate your patience and your comments as experts who help me in

determining the face and content validity of the achievement tests.

 59

I am grateful to you for spending your time in commenting on the following questions:

Q1-Are the questions of the current study related to its topic?

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

…………………………………………………………………………………………..

Q2-Does the test measure the goals that it is supposed to measure?

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

Q3- Is the language clear and does not have grammatical mistakes?

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

………………………………………………………………………………………….

Q4- Are the items in the test appropriate for all students` levels?

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………
 61

Please be free to add any additional suggestions:

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

………………………………………………………………………………………….

Thank you for your caring and assistance in this matter.

Sincerely,

Fatima Mansour M.A Student/MEU

 61

Appendix ( D)

Slides that show the studied subject

 62

Time :45 minutes pre and post test

 63

Appendix ( E)

Achievement test

Dear student:

This multiple choice test consists of (30) questions, each one has four

choices, all of them are incorrect EXCEPT one.

Read the question carefully, then choose the correct one by putting

( / ) in front of the correct choice in the sheet paper .

Here is an example:

1- Sea turtles are considered as--------------------

a- huge animals

b- tiny animals

c- very small animals

c- small animals
 64

The test

NO A B C D

1 /

1- The animals that we can find in the North and South poles are:

a- Penguins and polar bears

b- Leopards

c- All kinds of turtles

d- Bears

2- The meaning of " seal " is

a- A kind of sea animal

b- A part of the feet

c- Holes in the nose

d- Plants and animals

3- The weather that we can find in the poles could be described as :

a- it is freezing cold.

b- it is baking hot.

c- much warmer.

d- not so cold.
 65

4- The polar region is a good place to visit because :

a- There is no life.

b- There is an amazing life.

c- We could not see any seals.

d-The polar bears are too dangerous.

5- Polar bears and penguins are in danger because of :

a- hunters.

b- global warming.

c- its color.

d-cold weather.

6- The word" penguin" has the same initial sound as the word:

a- body

b-physical.

c-pole

d-webbed
 66

7- The word that means a kind of fish that used for food is :

a- sea turtles.

b- coral reefs.

d- shrimps.

c- sponge

8- We can experience diving in Aqaba in:

a- February

b- January

c- October

d- March

9- One of the following belongs to the features of animals :

a- Shell and flipper.

b- Sponge and seaweed.

c- Jellyfish and predator

d- Shell and sponge

 67

10- Do sea turtles live in the cold waters?

a- No, because it is too cold

b- Yes, because they have hard shells

c- No, because they do not have a thick layer of fat .

d- Yes, because they have flippers.

11- Sea turtles are:

a- Seven species .

b- Six species.

c- We do not know the number.

d- Four species.

12- Sea turtles can eat……………………………………

a- sponges, jellyfish, snails and seals.

b- seals, jellyfish, shrimps and seaweed.

c-shrimps, sponges and seaweed.

d- sea plants, sharks and snails

 68

13- Like other turtles, sea turtles can hide their legs and head inside their shells:

a- The sentence is true because they look like other turtles.

b- The sentence is false because they do not have the ability to hide their legs and head.

c- The sentence is false because they have flippers.

d- The sentence is false because their nostril can close underwater.

14- Sea turtles can live up to:

a- 10 years

b-30 years

c-50 years

d- 80 years

15- Sea turtles have flippers to:

a- direct them while swimming

b- help them dig in the sand

c- direct them while swimming and help them dig in the sand.

d- catch their food

 69

16- One from the following does not belong to the marine life:

a- Leopard seas

b- Sponges

c- Turtles

d-Coral reefs

17- In writing an email to a friend , the correct way to start is:

a- dear muna,

b- Dear Muna

c- Dear Muna,

d- Dear Muna.

18- Holiday means:

a- Space

b- Break

c- A break or vacation from school or work

d- Rest
 71

19- Look to this picture about the Amazon River and complete the suggestion,

---------------------------------going to America to see the Amazon River? :

a- Why don't we?

b- Can

c- Shall we

d- How about

20- Your journey will begin in Vancouver in British Colombia . From there----------

-The underlined word "there" refers to :

a- British

b- journey

c- Colombia

d- Vancouver in British Columbia

 71

Grammar

21- If I -----------lost in the city, I would ask someone to help me.

a- gets

b- get

c- got

d- gots

22- Complete the second conditional clause to have the correct sentence:

-----------------------------------------, I would study hard.

a- If I was you

b- If I would be

c- If I were you

d- I were you
 72

23- If I found a valuable item on my way, I ----------------my mum.

a- will tell

b- would told

c- would tells

d- would tell

24- If she -----------------very well, she would not pass.

a- studied

b- was not

c- did not study.

d- would not

25- If I won a lot of money, I'd go on a Red Sea boat trip.

a- Rising intonation and falling intonation

b- Falling intonation and falling intonation

c- Falling intonation and rising intonation

d- Rising intonation and rising intonation

 73

26- look to this sentence then complete by using the correct suggestion to start

with: - ------------------------taking the train?

a- Shall we

b- We shall

c- How about me?

d- How about

27- Shall we ------------- sightseeing in Paris?

a- going

b- go

c- goes

d- not go

28- ------------------------------visit new places?

a- Why don’t we ?

b- Shall

c- How about

d- Why don’t we
 74

29- Canada------------- the second largest country in the world.

a- was

b- is

c- are

d- will be

30- I ------------------meet my friends because I have to study for my exams:

a- won`t

b- shall

c- will

d- would

The End

Good Luck

The researcher: Fatima Mansour

 75

The answer sheet paper

No A B C D

10

11

12

13

14

15

16

17

18

19

20
 76

21

22

23

24

25

26

27

28

29

30
 77

Typical answer paper

No A B C D

1 /

2 /

3 /

4 /

5 /

6 /

7 /

8 /

9 /

10 /

11 /

12 /

13 /

14 /

15 /

16 /

17 /

18 /

19 /
 78

20 /

21 /

22 /

23 /

24 /

25 /

26 /

27 /

28 /

29 /

30 / /