INTRODUCTION

Knowledge itself has its own way of being passed from one person to another and
from generation to another. The effectiveness of teaching doesnt only depend on the
teaching methods of the educator but also the tools used in it. In the early centuries,
teachers already had their own way of providing education to students with teaching tools
such as books, pictures, and illustration to enhance teaching strategies. It has been the
target of many educators such as the Roman educator, Quintilian, to find specific,
interesting ways to encourage students to use their intelligence and to help them learn. s
technology became more advanced, teaching tools were never left behind with this
change. The use of books remained as well as pictures, illustrations. Important points and
outlined notes were presented differently with the use of printed photos, transparencies on
an overhead pro!ector and through multimedia presentations" an e#ample of this is the
$ower$oint presentation. $revious studies have shown a significant outcome on the
impact on the different types of presentations to the students academic performance.
%verall, research indicates that students prefer $ower$oint type of presentations than
presentations from transparencies. &'assady, ())*" and $erry, ())*" +usskind and ,urien,
()))" -est ())./.
$ower$oint presentations have been used already for several years since it has
been released under 0icrosoft in ()*1. 2ot only is it used in business presentations but
also in schools and universitys classrooms for lectures. It also supports educators from
elementary, high school and colleges, most especially in medical courses specifically
nursing. It has already been used by clinical instructors during lecture sessions in
teaching theories and practices which can help nursing students foresee the situation even
(
if there are not in the clinical field with the help of videos and pictures under a
$ower$oint presentation.
It is also wise to consider the advantage 3 disadvantage of this kind of teaching
tool and how does it help and improve the intellectual performance and practice of
nursing students receiving this kind of teaching tool.
4
RATIONALE OF THE STUDY
2ot all classrooms in the 2ursing 5epartment of 6+' have the tools and
e7uipment for having a more high 8 tech way of delivering information to their students.
9ecause of this, students follow the traditional way of taking down notes. 9ut still, it has
been observed that $ower$oint presentation is mostly used as a teaching method to
nursing students especially during their ma!or sub!ects. This study is made to secure
information regarding the effectiveness of $ower$oint presentation towards the
enhancement and progress of training theories and practices to nursing students in the
6niversity of +an 'arlos. The other purposes are to attempt to e#plore the impact of this
to the students analytical and critical thinking skills and to check whether this method
has helped the students in retaining their knowledge and skills.
:
THE PROBLEM:
STATEMENT OF THE PROBLEM
This study intends to look into the effectiveness of $ower$oint presentation as a
medium of teaching both theories and practices to nursing students. 2ot only its
advantages, has it also aimed to dig into the problems met by the students and faculty in
adopting this teaching strategy.
%b!ectives;
To find out how effective $ower$oint $resentation is in terms of retaining
knowledge for nursing students
To state clearly the impact of using $ower$oint presentation as a teaching tool for
improving on teaching theories and practices to nursing students in the 6+'<'2
To differentiate the advantages and disadvantages of having such teaching method
To recogni=e which teaching strategy would facilitate the students interest based
on the e#am results
HYPOTHESIS:
There is a significant impact on the use of $ower$oint $resentation in the
retention of knowledge of >evel : 'arolinian 2ursing +tudent.
1
SIGNIFICANCE OF THE STUDY
This study is beneficial to the 6+'<'2 students, to other researchers, and most
especially the 6+'<'2 faculty who are in position to implement whatever variations or
modifications they recogni=e as necessary for the betterment of teaching<learning
e#perience.
The faculty will gain better insights for this will provide essential information on
the present demand of the strategy, how it contributes to the retention of information for
students, and some of its drawbacks that need to be rectified, thus assisting them in
formulating measures for the improvement and elimination of present flaws, thereby
achieving its end<goal that is effective teaching<learning e#perience.
The faculty and students will be the end<recipients of this study. They are the
people involved in the process of teaching and learning with the aid of teaching materials
specifically $ower$oint presentation. %ther researchers will also get benefit from this
study in the future for this will serve as a frame of reference in terms of approaches of
teaching materials, methodologies, or strategies.
?
THEORETICAL BACKGROUND
$ower$oint presentations in lectures in past years have already been used to
integrate information to students compared to traditional lecture in improving their
knowledge retention and skill development. 0ost especially in nursing students involving
their theories and learning 3 updating new practices, particularly in 6+'<'ollege of
2ursing. Information on whether computer presentations improve student performance is
much less clear. +everal studies point to the idea that graphics improve student recall
&'han>in, ())*, 4@@@" >owry, ()))" +=aba 3 Aastings, 4@@4, B#p. 4/. Indeed, Cohnstone
and +u have concluded that students may record in their notes as little as ?4D of the
Eunits of sense delivered in a lecture. %ne reason why information is not transferred
efficiently from the lecturer to the student is that students suffer from Eattention breaks.
ny device which can prevent these breaks in attention can therefore lead to improved
learning. +anctury, has reported that student interest in lectures can be greatly increased
by incorporating sophisticated audiovisual techni7ues.
Few researches have been made regarding the improvement of students
information retention in with different respondents. 9ut there is no definite study yet on
how this kind of multimedia teaching tool improved nursing students knowledge
retention and skills.
%n the research made by Rory 9. >owry from the 6niversity of $lymouth, in the
Electronic Presentation of Lectures Effect upon Student Performance, it was elaborated
in his study that there is a marked increase in the students performance in the end of
module e#amination which has been sustained over two years. The course is scheduled
for the first semester, and is allocated (4 contact hours &normally lectures/" a further (4
G
hours of private study is e#pected. This series of lectures comprises one twelfth of the
workload of the students in the first semester. +tudents are e#pected to study for
appro#imately 1@ hours per week. The series of lectures selected for this trial is given to
first year students on the 9+c course in Bnvironmental +cience at the 6niversity of
$lymouth. The course is taken by (:@ 8 (*@ students who have a wide range of
backgrounds in terms both of academic sub!ects studied and of the type of course taken
prior to university. &>owry/ nd was given with lectures presented in 0icrosoft
$ower$oint &H1/ running in the -indows :.( environment.
nother abstract of a researched study showed students retained (?D less
information delivered verbally by the lecturer during $ower$oint presentations, but they
preferred $ower$oint presentations over traditional presentations. 5ata were collected
from G4 students via 7ui= and 7uestionnaire as respondents. &$roctor, +alvendy 3 +avoy,
4@@)/ Aowever, many courses that adopted multimedia presentations have not shown a
corresponding increase in student performance &+toloff, ())?" +usskind 3 ,urien, ()))"
+=aba 3 Aastings, 4@@@, B#p. ( and :" -est, ())./. In fact one study demonstrated a
decrease in student performance when the instructor switched from transparencies to
$ower$oint &9artlett, 'heng, 3 +trough, 4@@@/.
ccording to an article written by Bli=abeth +tover, $ower$oint and slide
presentations hold student attention through the use of video, graphics and music.
9ecause students today are so technologically advanced, tools that involve technology
such as slide shows increase student involvement and interaction.
good number of 9+2 Instructors not only them but also students as well, are
already using to this kind of teaching tool. +lide show presentations involving medical
.
information, lessons, updates and practices were found" from Transcultural health nursing
to $ediatric nursing for nurses at http;IIwww.slideworld.orgIslidestag.asp#Inursing where
hundreds to almost thousands of ready<made $ower$oint presentations from contributors
all over the globe. It appears that the highest number of download in all tagged as
JnursingK is *.G downloads in one sub!ect LTranscultural health nursingM as of 4(st of
Canuary 4@(@.
There is more than one type of learning. committee of colleges, led by
9en!amin 9loom &()?G/, identified three domains of educational activities (. 'ognitive;
mental skills &Knowledge/ 4. ffective; growth in feelings or emotional areas &Attitude/
:. $sychomotor; manual or physical skills &Skills/
+ince the work was produced by higher education, the words tend to be a little
bigger than we normally use. 5omains can be thought of as categories. Trainers often
refer to these three domains as K+ &Knowledge, +kills, and ttitude/. This ta#onomy of
learning behaviors can be thought of as Nthe goals of the training process.N That is, after
the training session, the learner should have ac7uired new skills, knowledge, andIor
attitudes.
The cognitive domain &9loom, ()?G/ involves knowledge and the development of
intellectual skills. This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual abilities and skills.
There are si# ma!or categories, which are listed in order below, starting from the simplest
behavior to the most comple#. The categories can be thought of as degrees of difficulties.
That is, the first one must be mastered before the ne#t one can take place. There are si#
categories in the cognitive level. First category is Knowledge, the ability to recall data or
*
information. +econd is 'omprehension, the ability to understand the meaning, translation,
interpolation, and interpretation of instructions and problems and the person are able to
state a problem in oneOs own words. The third category is pplication, the ability to use a
concept in a new situation or unprompted use of an abstraction. The person can apply
what was learned in the classroom into novel situations in the work place. The fourth
category is nalysis, the ability to separate material or concepts into component parts so
that its organi=ational structure may be understood. The person can distinguish between
facts and inferences. The fifth category is +ynthesis, the person builds a structure or
pattern from diverse elements. +heIhe can put parts together to form a whole, with
emphasis on creating a new meaning or structure. The last category is Bvaluation, the
person is able to make !udgments about the value of ideas or materials.
The dual coding theory proposed by $aivio attempts to give e7ual weight to
verbal and non<verbal processing. $aivio &()*G/ states; NAuman cognition is uni7ue in
that it has become speciali=ed for dealing simultaneously with language and with
nonverbal ob!ects and events. 0oreover, the language system is peculiar in that it deals
directly with linguistic input and output &in the form of speech or writing/ while at the
same time serving a symbolic function with respect to nonverbal ob!ects, events, and
behaviors. ny representational theory must accommodate this dual functionality.N The
theory assumes that there are two cognitive subsystems, one speciali=ed for the
representation and processing of nonverbal ob!ectsIevents &i.e., imagery/, and the other
speciali=ed for dealing with language. $aivio also postulates two different types of
representational units; NimagensN for mental images and NlogogensN for verbal entities
which he describes as being similar to NchunksN as described by 0iller. >ogogens are
)
organi=ed in terms of associations and hierarchies while imagens are organi=ed in terms
of part<whole relationships. 5ual 'oding theory identified three types of processing; &(/
representational, the direct activation of verbal or non<verbal representations, &4/
referential, the activation of the verbal system by the nonverbal system or vice<versa, and
&:/ associative processing, the activation of representations within the same verbal or
nonverbal system. given task may re7uire any or all of the three kinds of processing.
0any e#periments reported by $aivio and others support the importance of imagery in
cognitive operations. In one e#periment, participants saw pairs of items that differed in
roundness &e.g., tomato, goblet/ and were asked to indicate which member of the pair was
rounder. The ob!ects were presented as words, pictures, or word<picture pairs. The
response times were slowest for word<word pairs, intermediate for the picture<word pairs,
and fastest for the picture<picture pairs. Therefore recallIrecognition is enhanced by
presenting information in both visual and verbal form.
n analysis of e#isting research supports a notion that already has begun to
transform instruction in schools from coast to coast; that multimodal learning8using
many modes and strategies that cater to individual learners needs and capacities8is more
effective than traditional, unimodal learning, which uses a single mode or strategy &0eris
+tansbury,4@@*/.
0ultimedia is one modality of learning that can help students learn more
efficiently when applied properly, because convergence8or sensory input simultaneously
combined with new information8has positive effects on memory retrieval. 9ut too much
sensory input can lead to cognitive overload, the report cautions, so educators must be
careful to use multimedia appropriately &0eris +tansbury, 4@@*/. 9ased on the work of
(@
Richard 0ayer, Ro#anne 0oreno, and other researchers, the 0etiri ,roup report
synthesi=ed a list of learning principles for multimedia; (. 0ultimedia $rinciple;
Retention is improved through words and pictures rather than through words alone 4.
+patial 'ontiguity $rinciple; +tudents learn better when corresponding words and
pictures are presented near each other, rather than far from each other on the page or
screen :. Temporal 'ontiguity $rinciple; +tudents learn better when corresponding words
and pictures are presented simultaneously rather than successively 1. 'oherence
$rinciple; +tudents learn better when e#traneous words, pictures, and sounds are
e#cluded rather than included ?. 0odality $rinciple; +tudents learn better from animation
and narration than from animation and on<screen te#t G. Individual 5ifferences $rinciple;
5esign effects are higher for low<knowledge learners than for high<knowledge learners.
lso, design effects are higher for high<spatial learners than for low<spatial learners. ..
5irect 0anipulation $rinciple; s the comple#ity of the materials increases, the impact of
direct manipulation &animation, pacing/ of the learning materials on the transfer of
knowledge also increases. Therefore, students engaged in learning that incorporates
multimodal designs, on average, outperform students who learn using traditional
approaches with single modes.
This paper has reviewed the 7ualitative literature available as to the importance of
the effects of $ower$oint presentations as teaching tool of instructors in lecture
discussions to the improvement of nursing students learning and skills. 5ifferent results
of the different studies with the same purpose and same research sub!ect were bring in to
help readers of this research provide an overview of different researches of the same
sub!ect.
((
THEORETICAL FRAMEWORK:
(4
CAROLINIAN NURSING
STUDENT
Interesting
Hisual
$resentation
+ummari=ed
5etailed
Reports
POWERPOINT PRESENTATION
dvance
%verview of
Topics
%bserving and
$aying 9etter
ttention
-riting 5own
5irections and
bbreviations
Forming
'oncepts and
,enerali=ation
ABSORPTION
KNOWLEDGE
RETENTION
RESEARCH METHODOLOGY:
RESEARCH METHOD
The method being used for this study is the 7uasi<e#perimental design. Quasi
e#perimental design specifically the none7uivalent control group before<after design is a
design which involves two or more groups of sub!ects observed before and after the
implementation of a certain teaching strategy &$olit and 9eck 4@@)/. The 7uasi<
e#perimental design has a comparison group of 1@ students, taking up 2'0 ?@(4@4
&0edical +urgical 2ursing/ with pure lecture as a teaching strategy and an e#perimental
group of 1@ students, taking up 2'0 ?@(4@4 with a $ower $oint $resentation together
with lecture as a teaching strategy. The implementation of the 7uasi<e#perimental design
was possible through the pretest<posttest design. The method used is considered a 7uasi<
e#perimental design because the researchers cannot randomly select participants since the
research participants must be enrolled in the said course as a level : student in the
6niversity of +an 'arlos 8 'ollege of 2ursing.
RESEARCH PARTICIPANTS
The level III nursing students of the 6niversity of +an 'arlos taking up 2'0
?@(4@4 from 9lock and K were sought fit to become research participants of the study.
total of :* students from 9lock , were selected to participate in the study. The same
number of students was also chosen from block K which has a total of :* students. 9lock
K was preferred to become the e#perimental group, incorporating lecture and $ower$oint
while 9lock became the comparison group, with only pure lecture upon discussion.
(:
0rs. Tapulado conducted the pure lecture in 9lock while 0r. $olina implemented
$ower$oint presentation upon discussion.
The respondents were chosen through non<random purposive sampling. 2on<
random in a sense that all nursing students of the 6niversity of +an 'arlos were not given
an e7ual chance to be part of the research population. They &>evel : 9locks and K/
were purposively chosen due to the following considerations; (. Respondents must be
enrolled in 2'0 ?@(4@4 0edical<+urgical 2ursing. 4. 9oth classes must have lecture of
the same topic &cid<9ase 9alance/ on the same day. :. vailability of the respondents
must be parallel with the researchers convenience to attain the desired outcome within
the allotted time.

RESEARCH ENVIRONMENT
The implementation of the 7uasi<e#periment was completed on February 4?, 4@(@
in the Robert Aoeppener 9uilding located in the 6+'< Talamban 'ampus. 9oth groups
were in an air<conditioned room and were in a typical classroom setup composing of
armchairs, black board and teachers table. %nly the e#perimental group&9lock K/ had a
pro!ector for the $ower $oint $resentation.
RESEARCH INSTRUMENTS
n >'5 pro!ector was used during the power point presentation for the
e#perimental group. For the comparison group, chalk and board were utili=ed upon
lecture. To assess the knowledge of the participants prior to each teaching strategy, a
7uestionnaire was given on cid<9ase 9alance which was constructed by the researchers.
(1
The same 7uestionnaire was utili=ed during the posttest to evaluate the effect of each
teaching strategy to the students learning ability.
RESEARCH PROCEDURE
The researchers first decided which topic they must focus on and before they
proceeded, they asked for the approval of the facilitator.
+ubse7uent to the approval of the topic, the researchers identified their ob!ectives
and what they wanted to achieve in the study.
fter identifying their problem and ob!ectives, the researchers started to formulate
7uestions. They then sought help from two clinical instructors, 0rs. 0aricel Tapulado
and 0r. >ucius $olina to allow them to conduct a pretest and posttest in both their
classes. Aaving 0r. $olina use a powerpoint presentation on 9lock K as his teaching
strategy and 0rs. Tapulado use lecture on 9lock . The e#am results were officially
recorded by their respective clinical instructors. fter the researchers have successfully
done their e#ams on both classes, they started to collect the data that they will use as
basis for their research.
(?
STATISTICAL TREATMENT OF DATA:
Two Tailed T Test
The two<tailed test is a statistical test used in inference, in which a given
statistical hypothesis , A@ &null hypothesis/ will be re!ected when the value of the statistic
is either sufficiently small or sufficiently large &http;IIen.wikipedia.orgIwikiITwo<
tailedPtest/.

Formula;
t Q d<do
sdI Rn
-here; dQsum of difference of variables
$opulation of the group
doQ constant =ero value
sdQ n&sum of the variance of variables/
4
<S&sum of difference of variables/
4
n &n<(/
nQ population of the group
n<(Q level of freedom &if respondents e#ceed :@/
The researchers used the critical region of T<(.)G and U(.)G derived from the
value of level of significance , which is @.@?, divided by two yielding the positive and
negative region referred from t distribution of values in the statistical table. Thus, values
that fall in the critical region making the statistical statement true will suggest re!ection of
null hypothesis &Ao/ and acceptance of the alternative hypothesis &A(/. Furthermore,
acceptance of the alternative hypothesis signals a considerable significance of the
variables used in the study. %n the other half, values that will not fall in the critical region
(G
making the statistical statement false will suggest acceptance of the null hypothesis &Ao/
and imply a significance of the variables in the study.
+kewness
+kewness characteri=es the degree of asymmetry of a distribution around its
mean. $ositive skewness indicates a distribution with an asymmetric tail e#tending
toward more positive values. 2egative skewness indicates a distribution with an
asymmetric tail e#tending toward more negative values &http;IIoffice.microsoft.comIen<
usIe#celI/.
Formula;
-here;
n Q population of the group
S Q summation &of variables/
#i Q score of respondent
# Q mean or average of scores
s Q standard deviation or the distribution of scores
Kurtosis
Kurtosis characteri=es the relative peakedness or flatness of a distribution
compared with the normal distribution. $ositive kurtosis indicates a relatively peaked
(.
distribution. 2egative kurtosis indicates a relatively flat distribution
&http;IIoffice.microsoft.comIen<usIe#celI/.
Formula;
-here;
n Q population of the group
S Q summation &of variables/
#i Q score of respondent
# Q mean or average of scores
s Q standard deviation or the distribution of scores
(*
DEFINITION OF TERMS
Before After exer!"e#t$%< which involves pretest for baseline data and posttest for
evaluation
Co"$r!&o# Gro' 8 refers to the controlled group in which pure lecture was done
I#for"$t!o# are compilation of facts and details which is intended to pass on to the
people
K#o(%e)*e Rete#t!o# ability of recalling information with understanding on the
discussion
Le+e% , C$ro%!#!$# N'r&!#* &t')e#t& students who are enrolled under the nursing
curriculum in the 6niversity of +an 'arlos
M'%t!"e)!$ re&e#t$t!o#& 8 are presentations with the use or combinations of te#t,
audio, still images, animation, video, and interactivity content forms that used for
instructional purposes
NCM-./0.0 8 a sub!ect in the nursing curriculum with a descriptive title of 0edical <
+urgical 2ursing
Note1t$2!#*1 the act of taking down notes from a lecture, speech, or from any form of
communication
N'r&!#* t3eor!e& 8 !ustification of terms and information which supports the nursing
practice
N'r&!#* r$4t!4e& 8 refer to the responsibilities of a nurse to offer authentic care to
patients
Po(erPo!#t re&e#t$t!o# 8 is a presentation program which consist of slideshows of
pictures and information which can be used for instructional purposes
()
5'$&!1exer!"e#t < a plan which involves >evel : 9lock and K that is observed
before and after the implementation of the pretest and posttest.
Te$43!#* "et3o)& 8 are methods of instructions and are conducts of the lecturer to
deliver information of the sub!ect matter to the students
Te$43!#* too%& 8 are resources used to facilitate the lecturer throughout his I her lecture
U#!+er&!t6 of S$# C$r%o& Co%%e*e of N'r&!#* 8 a prestigious college in the 6niversity of
+an 'arlos which offers high 8 standard nursing skills and practices.
4@
CHAPTER II: PRESENTATION7 ANALYSIS AND
INTERPRETATION OF DATA

4(
CHAPTER II
PRESENTATION7 ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the data gathered through the results from the $re<$ost
e#ams. The results are shown in a tabular form and were computed statistically. 9elow
the presentation of data are the respective analyses and interpretation of the results.
PRESENTATION OF DATA:
T$8%e /
Me$# $#) St$#)$r) De+!$t!o# of Pre1te&t ex$" of Le4t're $#) Po(erPo!#t
-ith $ower$oint
P
0ean &#(a/
-ithout $ower$oint
P
0ean &#4a/
0ean (4.4( ((.@:
+tandard 5eviation :.. :.(
+kewness @.(@.4@@?) <@.(G4:4(
Kurtosis <@.?4@@.) <@.?).(.
P P
(./ A@ Q #(a Q # 4a
P P
4./ A( Q #(a V #4a
:./ >evel of +ignificance; W Q @.@?
1./ 'ritical Region; t U (.)G
t T <(.)G
?./ 'omputation;
d Q $re<$re
n
Q 1?
:*

sd
4
Q n &$re<$re/
4
8 S&$re<$re/
4
t Q d 8 d@
44
Q(.(*
n&n<(/ sdIRn
Q:*&(,4((/
4
8 &1?/
4
Q (.(* < @
:*&:./ ()).@* I R:*
Q:*&(,1GG,?4(/ 8 4@4?
(,1@G
Rsd
4
QR:),G:1.4G
G./ 'onclusion; ccept A@
INTERPRETATION
The table above presents the mean and standard deviation of both pre<test grades
of >ecture and $ower$oint. The mean of the pre<test of the e#perimental group is (4.4(
and the mean of the pre<test of the comparison group is ((.@:. 'omparing both data, the
e#perimental group has a higher mean than the comparison group.
The standard deviation of the pre<test of the e#perimental group is :.. and the
standard deviation of the comparison group is :.(. 'omparing both data, the e#perimental
group has a higher standard deviation than the comparison group.
The skewness of the pre<test of the e#perimental group is @.(@.4@@?) and the
skewness of the pre<test of the comparison group is <@.(G4:4(. 'omparing both data, the
e#perimental group has a higher skewness than the comparison group.
The kurtosis of the pre<test of the e#perimental group is <@.?4@@.) and the
kurtosis of the pre<test of the comparison group is <@.?).(.. 'omparing both data, the
e#perimental group has a higher kurtosis than the comparison group.
4:
sd Q ()).@*
t Q @.@1
The computation above shows that t is e7ual to @.@1 and it doesnt fall in the
critical region which is t U (.)G and t T <(.)G, making it false. Therefore, accept A@, which
is the null hypothesis.
ANALYSIS
$re<test e#ams are used to have a baseline data and see what the students know
about the topic. The results show the level of understanding though its mean revealed of
the two groups who the researchers have conducted the pre<test with. Though both have
different mean, it does not implicate any significant results since both e#perimental and
control group most likely have the same level of understanding proven from the
computations and results above.
41
T$8%e 0
Me$# $#) St$#)$r) De+!$t!o# of Pre1te&t $#) Po&t1te&t ex$" (!t3 Po(erPo!#t
$re<test
P
0ean &#(a/
$ost<test
P
0ean &#(b/
0ean (4.4( (1.@?
+tandard 5eviation :.. :.:
+kewness @.(@.4@@?) <@.4(4:(G
Kurtosis <@.?4@@.) <@.?.?(.4*
P P
(./ A@ Q #(a Q # (b
P P
4./ A( Q #(a V #(b
:./ >evel of +ignificance; W Q @.@?
1./ 'ritical Region; t U (.)G t T <(.)G
?./ 'omputation;
d Q $re<$ost
n
Q< .@
:*
Q (.(*

sd
4
Q n &$re<$ost/
4
8 S&$re<$ost/
4
t Q d 8 d@
n&n<(/ sdIRn
Q:*&G?)/
4
8 &<.@/
4
Q <(.(* < @
:*&:./ (@*.:4 I R:*
Q:*&1:1,4*(/ 8 1)@@
(,1@G
Rsd
4
QR((,.::.*1
G./ 'onclusion; ccept A@
4?
d Q <(.*1
sd Q (@*.:4
t Q <@.(@
INTERPRETATION
The table above presents the mean and standard deviation of pre<test and post<test
grades of $ower$oint. The mean of the pre<test of the e#perimental group is (4.4( and
the mean of the post<test of the e#perimental group is (1.@?. 'omparing both data, the
post<test of the e#perimental group has a higher mean than the pre<test of the
e#perimental group.
The standard deviation of the pre<test of the e#perimental group is :.. and the
standard deviation of the post<test of the e#perimental group is :.:. 'omparing both data,
the pre<test of the e#perimental group has a higher standard deviation than the post<test of
the e#perimental group.
The skewness of the pre<test of the e#perimental group is @.(@.4@@?) and the
skewness of the post<test of the e#perimental group is <@.4(4:(G. 'omparing both data,
the pre<test of the e#perimental group has a higher skewness than the post<test of the
e#perimental group.
The kurtosis of the pre<test of the e#perimental group is <@.?4@@.) and the
kurtosis of the post<test of the e#perimental group is <@.?.?(.4*. 'omparing both data,
the pre<test of the e#perimental group has a higher kurtosis than the post<test of the
e#perimental group.
The computation above shows that t is e7ual to @.(@ and it doesnt fall in the
critical region which is t U (.)G and t T <(.)G, making it false. Therefore, accept A@, which
is the null hypothesis.
4G
ANALYSIS
The post<test serves as an evaluation of the efficiency of the teaching strategy
&$ower$oint $resentation/ to assess the students knowledge retention as well. The results
show a slight increase of scores after giving the treatment of the study. The increase of
scores from pre<test to post<test is not considerably significant since statistics suggests
accepting Ao would mean using $ower$oint presentation does not significantly affect the
students knowledge retention. 'onsidering the environment, from the time, the place and
the condition of the learning room, this can also affect the students performance in the
said tests given. s you go through the scores, you can say that there is no significance, in
the ppendices you can see well that almost half of the class have high average scores
and students with the same number have below average scores, which means the students
with above average scores pull up the scores of the other half.
4.
T$8%e ,
Me$# $#) St$#)$r) De+!$t!o# of Pre1te&t $#) Po&t1te&t ex$" (!t3o't
Po(erPo!#t
$re<test
P
0ean &#4a/
$ost<test
P
0ean &#4b/
0ean ((.@: (4.*.
+tandard 5eviation :.( :.@G
+kewness <@.(G4:4( <@.@@.*..
Kurtosis <@.?).(. <@.))G4))
P P
(./ A@ Q #4a Q # 4b
P P
4./ A( Q #4a V #4b
:./ >evel of +ignificance; W Q @.@?
1./ 'ritical Region; t U (.)G t T <(.)G
?./ 'omputation;
d Q $re<$ost
n
Q <.@
:*
Q (.(*

sd
4
Q n &$re<$ost/
4
8 S&$re<$ost/
4
t Q d 8 d@
n&n<(/ sdIRn
Q:*&1))/
4
8 &<.@/
4
Q <(.(* < @
:*&:./ *4.@( I R:*
Q:*&41),@@(/ 8 1)@@
(,1@G
Rsd
4
QRG,.4G.4.
G./ 'onclusion; ccept A@
4*
dQ< (.*1
sd Q *4.@(
t Q <@.(1
INTERPRETATION
The table above presents the mean and standard deviation of pre<test and post<test
grades of >ecture. The mean of the pre<test of the comparison group is ((.@: and the
mean of the post<test of the comparison group is (4.*.. 'omparing both data, the post<
test of the comparison group has a higher mean than the pre<test of the comparison group.
The standard deviation of the pre<test of the comparison group is :.( and the
standard deviation of the post<test of the comparison group is :.@G. 'omparing both data,
the pre<test of the comparison group has a higher standard deviation than the post<test of
the comparison group.
The skewness of the pre<test of the e#perimental group is <@.(G4:4( and the
skewness of the post<test of the comparison group is <@.@@.*... 'omparing both data, the
post<test of the comparison group has a higher skewness than the pre<test of the
comparison group.
The kurtosis of the pre<test of the comparison group is <@.?).(. and the kurtosis
of the post<test of the comparison group is <@.))G4)). 'omparing both data, the pre<test
of the comparison group has a higher kurtosis than the post<test of the comparison group.
The computation above shows that t is e7ual to @.(1 and it doesnt fall in the
critical region which is t U (.)G and t T <(.)G, making it false. Therefore, accept A@, which
is the null hypothesis.
ANALYSIS
The post<test serves as an assessment on how lecture as a teaching strategy
provides a merit on its effect in delivering information and to measure the students
4)
knowledge retention as well. 9ased on the results, there has been a small increase in the
scores both from pre<test and post<test e#am. Reviewing the scores of the comparison
group most of the students had average scores. Though both have different mean, the
standard deviation is close to similar results.
:@
T$8%e 9
Me$# $#) St$#)$r) De+!$t!o# of Po&t1te&t ex$" of Le4t're $#) Po(erPo!#t
-ith $ower$oint
P
0ean &#(b/
-ithout $ower$oint
P
0ean &#4b/
0ean (1.@? (4.*.
+tandard 5eviation :.: :.@G
+kewness <@.4(4:(G <@.@@.*..
Kurtosis <@.?.?(.4* <@.))G4))
P P
(./ A@ Q #(b Q # 4b
P P
4./ A( Q #(b V #4b
:./ >evel of +ignificance; W Q @.@?
1./ 'ritical Region; t U (.)G t T <(.)G
?./ 'omputation;
d Q $ost<$ost
n
Q 1?
:*
Q (.(*

sd
4
Q n &$ost<$ost/
4
8 S&$ost<$ost/
4
t Q d 8 d@
n&n<(/ sdIRn
Q:*&4(?/
4
8 &<1?/
4
Q (.(* < @
:*&:./ 1*.1* I R:*
Q:*&*.,@4?/ 8 4@4?
(,1@G
Rsd
4
QR4,:?@.?)
G./ 'onclusion; ccept A@
:(
dQ(.(*
sd Q 1*.1*
t Q @.(?
INTERPRETATION
The table above presents the mean and standard deviation of both post<test grades
of >ecture and $ower$oint. The mean of the post<test of the e#perimental group is (1.@?
and the mean of the post<test of the comparison group is (4.*.. 'omparing both data, the
e#perimental group has a higher mean than the comparison group.
The standard deviation of the post<test of the e#perimental group is :.: and the
standard deviation of the post<test of the comparison group is :.@G. 'omparing both data,
the e#perimental group has a higher standard deviation than the comparison group.
The skewness of the post<test of the e#perimental group is <@.4(4:(G and the
skewness of the post<test of the comparison group is <@.@@.*... 'omparing both data, the
comparison group has a higher skewness than the e#perimental group.
The kurtosis of the post<test of the e#perimental group is <@.?.?(.4* and the
kurtosis of the post<test of the comparison group is <@.))G4)). 'omparing both data, the
e#perimental group has a higher kurtosis than the comparison group.
The computation above shows that t is e7ual to @.(? and it doesnt fall in the
critical region which is t U (.)G and t T <(.)G, making it false. Therefore, accept A@, which
is the null hypothesis.
ANALYSIS
$ost<test e#ams are conducted to measure the level of understanding that the
students are able to grasp from the topic that they have discussed. From the table above,
we can see that there has been an obvious slight increase in the scores between the two
teaching strategies. Therefore, it can be said that the use of power point presentation as a
:4
teaching strategy can create a slight difference when it comes to the knowledge retention
to students during class lecture. 9ut statistically, this would mean that we still have to
accept A@ which states that there is power point has no significance in the knowledge
retention of the students.
::
CHAPTER III: SUMMARY OF FINDINGS7 CONCLUSION
AND RECOMMENDATION
:1
CHAPTER III
SUMMARY7 CONCLUSION AND RECOMMENDATION
'hapter III contains the summary, the conclusions which the researchers have
made and their recommendations.
SUMMARY:
This research paper is the J+tudy on the Impact of $ower$oint $resentation in the
Retention of knowledge of 'arolinian nursing studentsK. The main purpose of this study
is to look into the usefulness of $ower$oint presentation as a means of teaching both
theories and practices to nursing students. The benefit of $ower$oint is continually
debated. Its use in classroom lectures has influenced investigations of $ower$oints
effects on student performance in comparison to lectures based on overhead pro!ectors,
traditional lectures, and online lectures. 2ot only is it a useful tool for introductory
lectures, but it is also has many functions that allow for review games, especially in the
younger grades.
The researchers conducted an e#amination to the students before and after they
were e#posed to the given educational approach.
The respondents were the >evel III 9locks and K nursing students of 6niversity
of +an 'arlos who are taking up 2'0 ?@(4@4 &0edical<+urgical 2ursing/.
For the statistical treatment of data, the researchers gathered and tabulated all the
data. fter which, the e#am grades of the pre test e#am and post test e#am of each
respondents of the e#perimental and comparison group was summed up and divided with
the population to get the mean. The s7uare root of the variance was obtained to get the
standard deviation. The data were then interpreted and analy=ed after the data was
:?
successfully confirmed. The results were then presented in a table. 0oreover, the
researchers were able to come up with varied recommendations and conclusions from the
study.
SUMMARY OF FINDINGS:
In contradiction to our hypothesis, the researchers re!ected the subse7uent
statement that $ower$oint $resentation has an impact on the retention of knowledge of
>evel III 'arolinian 2ursing +tudents.
9asing from the research conducted and according to the results which the
researchers have collated, they had arrived at the following outcome;
(. The mean of the pre<test e#am results of both $ower$oint presentation and
pure lecture is (4.4( and ((.@:, respectively. $re<test e#ams are used to have
a baseline data and to determine the intellectual capacity of the respondents on
the topic being discussed.
4. The mean of the $ost test e#am results of both $ower$oint $resentation and
pure lecture is (1.@? and (4.*., correspondingly. $ost<test e#ams are
conducted to measure the level of understanding that the students are able to
grasp from the topic that they have discussed.
:. The standard deviation of pre test e#am of both $ower$oint $resentation and
>ecture is :.. and :.(, in that order. %n the other hand, the standard deviation
of post test e#ams of both $ower$oint $resentation and pure lecture is :.: and
:.@G, respectively. The standard deviation shows how much variation there is
from the average&mean/.
:G
CONCLUSION:
%ne month of hard work proved to be efficient in making this study a success.
5etermination, hard work and team effort aided us to gather the needed data that allowed
us to decide whether or not using of $ower $oint creates an impact to the knowledge
retention of 'arolinian students.
9asing on the data gathered through the study which the researchers conducted,
they were able to determine the effectiveness of $ower$oint presentation in the retention
of knowledge of 'arolinian nursing students. 'onclusions of the study were derived
using the ob!ectives as the guidelines.
%ur study shows no significant difference in the effectiveness of using
$ower$oint in conducting class lectures and how it is able to help nursing students retain
knowledge. This has been recogni=ed through the results of the pre<post e#ams on both
pure lecture and $ower $oint.
'omparing the results from the study, there was an increase of grades in both
group but it was not enough to conclude that $ower $oint can create a substantial impact
as a teaching strategy since both showed the same difference in their pretest and posttest
result.
9ased on the e#am results, the application of $ower$oint presentation was able to
facilitate the students interest as evidenced by a considerable raise of scores compared to
traditional lecture.
lthough the study showed no positive response towards $ower$oint
presentation, other factors should also be considered, like for e#ample, the students
:.
intellectual capacity, the surrounding environment and interest to the topic. s well as
how the clinical instructor delivers the sub!ect matter is also considered.
,enerally, $ower$oint presentations can help the educator during discussion by
providing the learner with interesting visual presentation which facilitates the students
learning. For the educators, using of $ower$oint presentations makes their discussion
easy and convenient since they do not need to write on the board during discussion and
also not time consuming. long with the advantages are also the disadvantages of
$ower$oint presentations. The educator relies on the teaching tool and forgets hisIher
responsibility of elaborating further the contents of the presentation. -hen using
$ower$oint presentations, the educator must be fully e7uipped with the necessary
paraphernalia to make $ower$oint presentations possible such as >'5 pro!ector, laptop
and the like. It also takes time to set<up since the pro!ector and the laptop has to be
connected.
:*
RECOMMENDATIONS:
fter the researchers have done their study, they would like to recommend some
things not only to the readers but also to the future users of $ower$oint presentations,
especially the educators and the students as well. The researchers believe that these
suggestions would be of great help for future researchers who wish to study the same
topic. Furthermore, it would be of great assistance to the educators and learners and to
future $ower$oint presentation users.
The researchers would like to advice the following;
(. To the clinical instructors and educators, that they should bear in mind that
teaching methods and strategies is very important in students knowledge
retention of students. ma!or percentage of students learning depend on how the
instructor delivers hisIher lesson.
4. To the educators, that they should not be worried on whether they have discussed
their lesson with $ower$oint presentation or traditional lecture since students
interest and preservation of knowledge greatly depends on the teaching used by
the educators.
:. To the clinical instructors, that it is not necessarily re7uired to use $ower$oint
presentation is helpful in giving students ideas with the use of pictures and
illustrations most especially in clinical cases that are rare to find in over local
setting and topics that needs further illustration.
1. To the educators, that they still have the freedom and will to use any teaching
strategy that is easy and convenient for them which could in turn help improve
students learning ability.
:)
?. To the future researchers, that they should be aware of the limitations of their
study.
a. The sample of the e#perimental group should be the same sample with
the comparison group since the level of understanding of an individual
can affect the effectiveness of the teaching strategy used.
b. The study should have the same clinical instructorIeducator in
conducting the treatment since the educators teaching techni7ues may
affect the respondents performance.
c. The e#perimental and comparison group should not know that they are
being studied since this can affect the students perception in
answering the test 7uestions.
d. +ame day, time and place should be considered in implementing the
teaching strategy to both pure lecture and $ower$oint $resentation
since this may affect the focus of the learners.
e. In conducting the pre<post test e#am for the e#perimental group, the
topic should be different but of the same level of difficulty.
G. To the studentsI learners, that they should not generali=e pure lecture as an
uninteresting and boring method compared to $ower$oint presentation. +tudents
should listen and understand the discussion regardless of the teaching strategies
used.
.. To the present and future $ower$oint users, that they should not always depend
on $ower$oint presentation alone since it is only invented to aid with discussion
and not to substitute the discussion.
1@
BIBLIOGRAPHY
1(
BIBLIOGRAPHY:
Boo2&:
-alpole, Ronald B. Introduction to +tatistics. Third venue, 2ew Xork.
().(
$olit, 5enise et al. 2ursing Research; $rinciples and 0ethods. .
th
ed.
>ippincott -illiams and -ilkins. ' 4@@1
U#'8%!&3e) M$ter!$%&:
bellana, Kimberly et. al., JThe Impact of 'linical Instructor +upervision
+tyles in the R>B on 2ursing +tudents >earning %utcomeK, 6npublished
Thesis, 6niversity of +an 'arlos<Talamban 'ampus, 0arch 4@@*.
I#ter#et So'r4e&:
9artsch, Robert . and 'obern, Kristi 0. JBffectiveness of $ower$oint
$resentations in >ecturesK 4* Canuary 4@@:.
Thttp;II.1.(4?.(??.(:4IscholarY
7Qcache;*BBy5$?4>aIC;scholar.google.comI
ZeffectivenessZofZpowerpointZpresentation3hlQen3asPsdtQ4@@@U &(?
February 4@(@/.
Krippel, ,regory et al., J0ultimedia 6se in Aigher BducationK 4) 0arch
4@@). Thttp;IIdocs.google.comIviewerY
aQv37Qcache;2d)%#t'Q9%@C;www.aabri.comImanuscriptsI@):4).pdf U
&(@ 0arch 4@(@/.
14
'raig, Russell C. and mernic, Coel A. J $ower$oint $resentation
Technology and 5ynamics of TeachingK. 4 ugust 4@@G.
T http;[email protected]*4@.::.*#@@lI U &(( 0arch
4@(@/.
J9looms Ta#onomy of >earning 5omainsK 4G 0ay 4@@).
Thttp;www.*@?.netI[donclarkIhrdIbloom.htmlU &4: 0arch 4@(@/
Instructional +ystem 5esign 'oncept 0ap
Thttp;IIwww.sos.netI[donclarkIhrdIaholdIIsd.htmlU &4: 0arch 4@(@/
+ammons, 0artha '. J6sing $ower$oint $resentation in -riting 'lassesK
ugust ()).. Thttp;IItechnologysource.orgIarticleIusing < powerpoint <
presentations < in < writing < classesIU &4: 0arch 4@(@/
+toner, Bli=abeth J-hat are the benefits of using $ower$oint and +lide
$resentation in the 'lassroomYK 4@(@. Thttp;IIwww.ehow.comIfacts<
?@@*.)G < using < powerpoint < slide < presentations < classroom.htmlU &4:
0arch 4@@@/
1:
APPENDICES
11
APPENDI: A: TRANSMITTAL LETTER
1?
1G
APPENDI: B: RESEARCH INSTRUMENT
1.
'I5<9+B I09>2'B+
20B; 9>%'K; 5TB;
Bncircle the best answer. 2o erasures or superimpositions.
I. 0ultiple choice
(. It is caused by failure of the respiratory system to remove carbon dio#ide from the
body fluid as it is produced in the tissues.
a. Respiratory cidosis c. 0etabolic cidosis
b. Respiratory lkalosis d. 0etabolic lkalosis
4. ll but one are clinical manifestation of Respiratory cidosis
a. 2umbness c. hyperkalemia
b. Ayperventilation d. drowsiness
:. -hat is the most appropriate nursing intervention in clients with respiratory
alkalosisY
a. dminister bronchodilators as prescribed c. encourage patient tobreathe
slowly and deeply
b. ,ive sodium bicarbonate as prescribed d. monitor vital signs
1. 9icarbonate deficit is also known as;
a. Respiratory cidosis c. Respiratory lkalosis
b. 0etabolic lkalosis d. 0etabolic cidosis
?. It results from loss of hydrogen ions or addition of base to body fluids
a. Respiratory acidosis c. respiratory alkalosis
b. 0etabolic acidosis d. metabolic alkalosis
G. Aypoventilation leads to;
a. Retention of carbon dio#ide c. retention of o#ygen
b. >oss of carbon dio#ide d. loss of o#ygen
.. ll but one are incorrect manifestations of respiratory alkalosis;
a. 2ausea and vomiting c. muscle spasm
b. Tingling of fingers and toes d. none of the above
*. >oss of carbon dio#ide during hyperventilation leads to;
a. 5ecreased blood ph c. increased blood volume
b. Increased blood ph d. decreased blood volume
). ll are clinical manifestations of metabolic alkalosis e#cept;
a. 0ental confusion c. lightheadedness
b. 2umbness d. kussmauls breathing
1*
(@. -hat acid<base imbalance is most common in patients with kidney disease and
diabetes mellitusY
a. 0etabolic acidosis c. Respiratory acidosis
b. 0etabolic lkalosis d. Respiratory alkalosis
((. Ayperventilation may result to;
a. B#cess loss of o#ygen c. retention of carbon dio#ide
b. B#cess loss of carbon dio#ide d. retention of o#ygen
(4. -hat is the minimum intake of client to balance urinary output and the bodys
insensible water lossY
a. :@@@ ml c. (?@@ ml
b. 4?@@ ml d. ?@@ ml
(:. -hat medication should the nurse give to decrease edemaY
a. Furosemide c. Ranitidine
b. 'aptopril d. +imvastatin
(1. -hat is the ph level that indicates metabolic acidosisY
a. ..:? c. U..1?
b. T .. :? d. none of the above
(?. The client who is very an#ious and e#periencing deep, rapid respiration is
admitted in the emergency department. -hich of the following acid<base
imbalances may occurY
a. 0etabolic alkalosis c. respiratory alkalosis
b. 0etabolic acidosis d. respiratory acidosis
(G. The following are effects of acidosis. +elect all that apply.
a. Blevated serum potassium c. depressed level of consciousness
b. Blevation of blood pressure d. decreased serum calcium levels
e. increased intracranial pressure
(.. The client is e#periencing metabolic alkalosis. -hich of the following electrolyte
imbalances may occurY +elect all that apply
a. Aypokalemia d. hypocalcemia
b. Ayperkalemia e. hypophosphatemia
c. Aypercalcemia f. hyperphosphatemia
(*. -hat is the best way of measuring patients hydration statusY
a. 0onitor I and % c. monitor vital signs
b. 5aily weighing d. none of the above
(). Respiratory and metabolic acidosis results to cerebral vasoconstricton
a. True
b. False
4@. Respiratory and 0etabolic lkalosis results to peripheral vasodilation
a. True
b. False
1)
?@
APPENDI: C: PRE1POST E:AM RESULTS ON LECTURE
WITH POWERPOINT PRESENTATION
$$B25I\ '
Pre1o&t Ex$" Re&'%t& o# %e4t're (!t3 Po(erPo!#t Pre&e#t$t!o#
Re&o#)e#t& Pre te&t Po&t te&t
( 1 .
4 G *
: * )
1 ) )
? ) (@
G ) (@
. ) ((
* (@ ((
) (@ ((
(@ (@ ((
(( (@ (4
(4 (@ (4
(: (@ (:
(1 (( (:
?(
(? (( (:
(G (( (:
(. (( (1
(* (( (1
() (( (1
4@ (( (?
4( (( (?
44 (: (?
4: (: (?
41 (1 (G
4? (1 (G
4G (1 (G
4. (? (G
4* (G (G
4) (G (G
:@ (G (.
:( (G (.
:4 (. (.
:: (. (*
:1 (. (*
:? (. (*
:G (* (*
:. () ()
:* 4@ 4(
S 1.1 ?:1
mean (4.1.:G*14 (1.@?4G:(G
median (( (1.?
skewness @.(@.4@@?) <@.4(4:(G
kurtosis <@.?4@@.) <@.?.?(.4*
?4
?:
APPENDI: D: PRE1POST E:AM RESULTS ON
PURE LECTURE
$$B25I\ 5
Pre1o&t Ex$" Re&'%t& o# P're Le4t're ;8%$428o$r) $#) 43$%2<
Re&o#)e#t& Pre1te&t Po&t1te&t
( ? .
4 G *
: G *
1 G )
? G )
G G (@
. . (@
* . (@
) * (@
(@ ) (@
(( ) (@
(4 (@ (@
(: (@ ((
(1 (( ((
?1
(? (( ((
(G (( (4
(. (( (:
(* (( (:
() (( (:
4@ (( (:
4( (( (:
44 (( (1
4: (4 (1
41 (4 (1
4? (: (1
4G (: (?
4. (: (?
4* (: (?
4) (: (G
:@ (: (G
:( (1 (G
:4 (1 (G
:: (1 (G
:1 (? (G
:? (? (.
:G (? (.
:. (G (*
:* (* ()
S 1(. 1*)
mean (@.).:G*1 (4.*G*14(
median (( (:
skewness <@.(G4:4( <@.@@.*..
kurtosis <@.?).(. <@.))G4))
??
?G