THE USE OF POWERPOINT PRESENTATION IN TEACHING ENGLISH GRAMMAR TO THE

STUDENTS OF GRADE 7 IN OUR LADY OF PIAT HIGH SCHOOL

A PROJECT PRESENTED TO
JOANA KATE A. BENEDICTO
SUBJECT TEACHER
OUR LADY OF PIAT HIGH SCHOOL
PIAT, CAGAYAN

IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE
PRACTICAL RESEARCH 2

BY:
RICA MAE VILLANUEVA
KRYSTEL PABLO
ARTKLEEN FAITH VERDADERO
MARIA DANICE MANGOBA
DANIELLA FEI MANGOBA
JAN SANDI FLORES
JOHN BRYAN BAUTISTA
BERNARD BAYUBAY

S.Y. 2017-2018

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 ACKNOWLEDGEMENT

This writing of this dissertation has been one of the most significant academic challenges
we have ever had to face. Without the support, patience and guidance of the following
people, this study would not have been completed. It is to them that I owe my deepest
gratitude for the successful conduct of the study and the improvement of research report.
Great indebtedness is particularly express to the following:

Foremost, we want to offer this endeavor to Our GOD Almighty for the wisdom he
bestowed upon us, the strength, peace of our mind and good health in order to finish this
research.

Mrs. Ernestina P. Aquino, Ph.D, for allowing the researchers to conduct the study in this
school;

We would like to express our special gratitude and thanks to our adviser, Ms. Joana Kate
A. Benedicto for imparting her knowledge and expertise in this study;

Our statistician, Mr. Jeremy Bandola for sharing his knowledge and technical know-how;
Distinguished members of the penal headed by Ms. Rovelyn together with Ms. Rachelle
Canapi, and Ms. Jeremy Bandola for approval of our work;

Mrs. Rochelle Bareng and Ms. Rovelyn Bosi, advisers, for her assistance and allowing the
researchers to conduct the study in her class;

To Grade 7 class, for their honest and cooperative response to all the questions solicited
in this study.

The Researchers

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 DEDICATION

We dedicate this study to our parents, brothers and sisters. We hope that this
achievement will complete the dream that they had for us all those many years ago when
they close to give us the best education they could.

To their Alma Mater, the Our Lady of PIAT High School which had nurtured them with
knowledge and principles, this humble work is lovingly dedicated.

The Researchers

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 THESIS ABSTRACT

TITLE: THE USE OF POWERPOINT PRESENTATION IN TEACHING ENGLISH GRAMMAR TO

THE STUDENTS OF GRADE 7 IN OUR LADY OF PIAT HIGH SCHOOL
STAND: GENERAL ACADEMIC STAND (GAS)
ADVISER: JOANA KATE A. BENEDICTO
UNIT/ AGENCY: OUR LADY OF PIAT HIGH SCHOOL

STATEMENT OF THE PROBLEM

1. What is the English grammar performance of the students using the traditional learning
strategy and multimedia strategy?

2. Is there a significant difference in the pretest and posttests mean performance of the
respondents in the traditional learning strategy and multimedia strategy?

3. Is there a significant difference in the pretest and posttest mean performance scores of
the students exposed in peer- assisted learning strategy?

SUMMARY OF FINDINGS

The salient findings of the study are as follows:

1. According to the conduct of the study, the control and experimental group had a
satisfactory performance. However, after the intervention, the control group had a
satisfactory performance while the experimental had a very satisfactory performance.

2. There is a significant difference in the pretest mean performance scores of the control
and experimental groups. The result of both groups had a satisfactory performance in
English grammar before the experimental group's exposure to the treatment.

3. There is a significant difference between the posttest mean performance scores of the
experimental and control groups. The result revealed that the students who are exposed
through the use of PowerPoint presentation in teaching English grammar performed
better than those who were not exposed to treatment.

4. There is a significant difference between the pretest and posttest mean performance
scores of the students in the experimental group. The posttest mean performance scores
of the respondents is significantly higher than of their pretest mean performance scores.

CONCLUSIONS

Based on the findings of the study, the following conclusions are drawn:

1. The researchers conclude that the use of powerpoint presentation in teaching english
grammar had a significant positive effect on learners' score.

2. The researchers conclude that the use of powerpoint presentation in teaching english
grammar shows that the experimental group learners performed better than the control
group.

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3. The researchers conclude that the use of powerpoint presentation in teaching provides
equal opportunities for the students to learn and succeed in their english grammar.

4. The researcher conclude that the teacher comfort level with powerpoint presentation
has a positive impact on students learning.

RECOMMENDATIONS

Based on the findings and conclusions presented, the following recommendations are
suggested:

1. The researchers recommend that in teaching english grammar using powerpoint

presentation one should be proficient in technology.

2. The researchers recommend that in teaching english grammar using powerpoint

presentation one should spend more time learning computer skills to access information
than focusing on course materials.

3. The researchers recommend that using powerpoint in teaching english grammar

requires planning; you need to prepare your presentation in advance.

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 TABLE OF CONTENTS

Page
CHAPTER I: THE PROBLEM AND ITS BACKGROUND………………........................…………… 5

A. Introduction……………………............................……………………………….……...… 5

B. Conceptual Framework……………....................….……………………….…..…….. 8

C. Statement of the Problem………………..................………………………….……… 8

D. Research Hypothesis…………...…………..................…………………..…....…...… 9

E. Significance of the Study……………..................……………………...…...………… 9

F. Scope and Delimitation of the Study..................................….......………. 10

G. Definition of Terms................................................................………...…... 12

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES…...................……...…... 13

A. Review of Related Literature..................................................….……..…… 13

B. Review of Related Studies..........................................................…………. 16

CHAPTER III: METHODS AND PROCEDURES……………………..............................……………… 19

A. Research Design.............................................................................…….. 19

B. Locale of the Study..................................................................…………….. 19

C. Respondents and Sampling Procedures.................................….……….. 19

D. Instruments............................................................................….........…… 20

E. Data Gathering Procedure......................................................…..…………. 20

F. Data Analysis...............................................................................…………. 21

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA............. 22

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION.............. 27

A. Summary of Findings.....................................................................….…. 27

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B. Conclusion.....................................................................................………. 28

C. Recommendation.............................................................................…… 28

D. Bibliography............................................................................................ 29

E. Appendices............................................................................................. 30

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 CHAPTER I

INTRODUCTION

PowerPoint has greatly changed the ways that professors teach in higher
education classrooms. In other words, PowerPoint has changed much of how professors
engage their students and present their subject matter. However, not all of these changes
are necessarily positive. PowerPoint presentations in academia have a reputation for
being less than engaging in this era of learner-centered teaching (Berk, 2012, p. 1). Young
(2004 Young, J. R. (2004). Observes that even though PowerPoint is the most commonly
used visual presentation technology in college classrooms of today, it is also the most
criticized one by students; for instance, “students say some professors simply dump their
notes into PowerPoint presentations and then read them, which can make the delivery
even flatter than it would be if the professor did not use slides” (para. 17).
PowerPoint—the best presentation tool for sales and other marketing presentations
(Amare, 2006).

Savoy et al. (2009). sought to determine how to present information effectively for
maximum retention, which is assessed in terms of accuracy of recall, or recognition of the
material on tests. They compared traditional lectures (chalk-and-talk), lectures using
overhead projectors, and online lectures using PowerPoint. Data collected from 62
students revealed that students retained 15 percent less of the information delivered
verbally by PowerPoint lecturers, but students preferred PowerPoint over chalkboard.
Savoy et al. emphasize the “intelligent use” of technology, which considers cognitive
processes within members of the audience, as well as technology itself; with the goal of
identifying when to use a given technology, and when not to. The authors’ opinion, below,
is intriguing as well as practical.

If students are expected to retain complex graphics, animations, and figures,

PowerPoint presentations may have an advantage. If students are expected to retain
alphanumeric information, the lecturer could use either of the presentation styles. If
students are expected to retain information and/or concepts that are best conveyed
through dialogue or verbal explanation, traditional presentations appear to be best. …
People tend to pay attention to what is presented on the slides as opposed to what is
verbalized. … Personal preference of delivery style, alone, does not resolve selection of
presentation choice for optimal information retention. (p. 866).

Signor (2009) surveyed online students’ opinions on PowerPoint lectures and

webpage lectures, collecting data from students enrolled through Open University
Australia. The results indicated that online students prefer webpage to PowerPoint for
text-based online lectures because of the added features of the webpage format. As
noted by the author, “Every aspect of online learning involves technology, and with the

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advent of new technology and new versions of existing technology, the importance of
learning has often been overtaken by the aspects of technology” (p. 967). Signor’s
viewpoints, as summarized below, express important insights about the relationships
among cognition, instruction, and technology.

With the Internet now providing tools such as Blogging, Wiki spaces, Virtual Worlds,
Audio and Video Presentation, it may seem strange to revisit this simple issue of
text-based online lectures. However, learning material is still presented in the majority by
the written word. This foundation needs to be done correctly, only then can the learning
materials be expanded through the use of these new tools. (p. 966)

Nouri and Shahid (2005), using PowerPoint slides that came with the textbook in
an accounting course, found that PowerPoint may improve student attitudes toward the
professor and the lecture, but the results did not provide conclusive evidence that
PowerPoint improves either students’ short-term or long-term memories of the material.
Selimoglu and Arsoy (2009 Selimoglu, S. K., & Arsoy, A. P. (2009) also examined the
potential of students’ preferences for powerpoint in financial accounting courses, to
predict their final scores. However, when a preference for powerpoint is combined with an
appropriate study environment, use of PowerPoint positively increases the final scores.

CONCEPTUAL FRAMEWORK

Independent variable is a stable and unaffected to the other variables which you
are trying to measure. It is systematically stimulated by the investigator. It is the
presumed cause. Dependent variable is expected to change as a result of an independent
variable. It is the presumed effect.

Independent Variable Independent Variable

Multimedia Strategy

English Grammar of the Students

Traditional Learning Strategy

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STATEMENT OF THE PROBLEM

1. What is the English grammar performance of the students using the traditional learning
strategy and multimedia strategy?

2. Is there a significant difference in the pretest and posttests mean performance scores
of the respondents in the traditional learning strategy and multimedia strategy?

3. Is there a significant difference in the pretest and post test mean performance scores
of the students exposed in peer- assisted learning strategy?

RESEARCH HYPOTHESES

1. There is no significant difference between the performance of students exposed in the

traditional method and multimedia strategy.

2. There is a significant difference between the performance of students exposed in the

traditional method and multimedia strategy.

3. There is no significant difference in the pretest and posttests mean performance of the
respondents in the control and experimental group.

4. There is a significant difference in the pretest and posttests mean performance of the
respondents in the control and experimental group.

SIGNIFICANCE OF THE STUDY

The researchers hope that the findings and recommendations of the study would
benefit all who are involved in the education of the students specifically, it would benefit
the following:

Students:

It will introduce authentic language to the students through powerpoint

presentation. In addition, it will make instruction student-centered rather that
teacher-centered as it is now. It will also help students to acquire both academic and
conversational vocabulary. Finally, it will serve as a bridge-building tool to complex
reading. The students can solve their problems which they face while learning with the
use of powerpoint presentation itself. The students become increasingly familiar with
academic vocabulary and language structure. Overall, students develop greater
confidence their ability to use English because they need to interact in the multimedia
through reading.

Teachers:

Most teachers use traditional methods like ‘Chalk and Board’ when teaching
vocabularies to their students. This study gives teachers a broader outlook on vocabulary
teaching. In short, this study intense to (1) Indicate the effect of powerpoint presentation
language teaching in general and in teaching vocabulary in particular, (2) Emphasize the

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importance of powerpoint presentation, particularly educational software specially
designed for vocabulary learning.

SCOPE AND DELIMITATION

The study focused only in the use of powerpoint presentation in teaching English
grammar to the students of grade 7 in Our Lady of Piat High School.

DEFINITION OF TERMS

Multimedia - “Multimedia refers to any computer-mediated software or interactive

application that integrates text, color, graphical images, animation, audio sound, and full
motion video in a single application” (Pourhosein, 2012, p. 57).

English Grammar - “Is the way in which meanings are encoded into wordings in the

English language. This included the structure of words, phrases, clauses, and sentences,
right up to the structure of whole texts.

Control Group -“this is the group of students to be used as standard comparison in a

control experiment.

Experimental Group -“This is the group of students that will under the study to determine
the effects of using multimedia in the English grammar.

Posttest -“This is the achievement test that will used to identify the students level of
improvement in their English grammar upon attaining of learning in the given
lecture-discussions and activities performed in class.

Pretest: “This is diagnostic test which aims to determine the students preparedness in
beginning a new course of the study. The test helps in the assessment of the student
needs in learning the topic to be covered in the instructional design.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND REVIEW OF RELATED STUDIES

REVIEW OF RELATED LITERATURE

Microsoft Power-Point is a presentation program developed by Microsoft. It is a

part of the Microsoft Office system which is widely used by business people, educators,
students, and trainers. As a part of the Microsoft Office suite, Power-Point has become
the world's most widely used presentation program. It is a complete presentation program
that allows teachers to produce professional-looking presentations in EFL classroom
(Segundo & Salazar, 2011).

Ozaslan & Maden (2013) concluded in their study that students learned better if the
course material was presented through some visual tools. They, also, reported that
teachers believed that PowerPoint presentations made the content more appealing;
therefore, they helped them to take students' attention. The results of Corbeil's study
(2007) showed that students exposed to power-point presentations preferred them over
the textbook presentations; she believed that the students were learning better when their
attention was captured via highlighting, colour, different fonts, and visual effects.
Power-point presentations could be used for presenting new structures to students,
practicing and drilling, or for reviewing language structures which have already been
taught (Segundo & Salazar, 2011). Stepp-Greany (2002), reported, in her study, a number
of benefits for students related to the general use of technology in classrooms including

increased motivation, improvement in self-concept and mastery of basic skills, more

student-centered learning and engagement in the learning process. Zhao (2007)
conducted a qualitative research to investigate the perspectives and experiences of 17
social studies teachers following technology integration training. The research showed
that teachers held a variety of views towards technology integration. These views
influenced their use of technology in the classroom. Most teachers were willing to use
technology, expressed positive experiences with technology integration training,
increased their use of technology in the classroom, and used technology more creativity.

Cunningham (1998) in (Liu, Moore, Graham, & Lee, 2002) mentions that devices like
computer, language labs and the World Wide Web are examples of tecnological
instruments that can be applied in the classrooms. These devices can increase students'
intersts in learning grammar (Grant, 1998). The Omani Government spends a lot of money
on Education. Our schools are equipped with computers, laptops, internet access and
other technological devices. As English language teachers, we need to acquaint ourselves
with these tools and their usages to deliver grammar instructions, so that the learning and
teaching of grammar in our Omani schools is enhanced. Due to the significant role of
technology in delivering grammar instruction, a light should be shed on the different
technological aspects that teachers can adopt and implement, as well as how these
aspects can result in improving the teaching of grammar. Technological tools application

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in the Basic Education

CALL is a general concept that can point out some of these tools. Chapelle (2010:
66) defines CALL as "a variety of technology uses for language learning including
CD-ROMs containing interactive multimedia and other language exercises, electronic
reference materials…and electronic communication in the target language through email,
blogs, and wikis." Many technological aspects can be inferred from this definition,
however due to the scope of this paper only one aspect will be tackled: the interactive
multimedia aspect. This aspect application can be seen in the use of CD-ROMs and the
internet. In the application of these two elements, contents of grammatical instructions
can be presented through the use of sounds, video clips, animations and feedback (Sethi
& Newbill, 2001).

Thus, CD-ROMs are one phase of interactive multimedia technological tools that
teachers can get use of to store grammatical contents to utilize when teaching. Other
hard devices for storage and saving, such as flash disks and hard disks, can be included
under this umbrella as well. Another phase is web-based grammar instructions where
connection to the internet is required to access a great number of websites available for
teaching grammar. Some of these websites are resourceful for teachers as they contain
grammar lessons, clarifications, examples and activities. Other website are helpful for
students as they contain explanations for grammatical rules as well as a variety of
interactive practices and revisions for grammatical concepts (Lacina, 2005). Additionally,
an enormously significant literature has investigated more specific technological tools
that can assist the teaching of grammar. For example, Daedalus, multimedia authoring
software and word processing software are presented as computer technology tools (Liu
et al., 2002). These tools can help teachers create their own interactive activities specific
to their grammar teaching contexts and their students' needs. However, teachers' lack of
technical potentials and experiences may hinder their ability to generate their own
interactive grammar contents (Morrison, Languages, & Linguistics, 2002). Hence, the
need for professional development and technical training courses emerges. Teachers in
the Omani Basic schools, thus, can get use of, implement, and adopt the interactive
multimedia tools and aspects.

The effectiveness of technological tools in grammar instructions delivery

The previously mentioned technological aspects, the general concepts CALL with
its interrelated phases: interactive multimedia and web-based instructions have yield
positive contributions in the teaching and learning of grammar. Computer-based
instructions offer enriched incorporated multimedia grammar contents with clarifications
on grammar structures which are accessible for the learners’ on their own time and space
(Baturay et al., 2010). Moreover, computer exercises are believed to facilitate the
understanding of complicated concepts in grammar (Nagata, 1997). Added to this, online
practice activities allow several tries and shots of answers with instant feedback. This
assist the formation and testing of hypotheses about grammatical structures;
consequently, such activities involve students and engage them more in their learning of
grammar (Sagarra & Zapata, 2008). Cameron (2001) points out that forming hypotheses

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and testing them is a vital element in the process of learning the grammar of any
language.

Mohamad (2009) emphasizes on the role of the interactive feedback provided by

online grammar websites. He argues that practicing websites’ activities and getting
immediate feedback push students to think about their answers and lead to a better
understanding of grammar rules. He also mentions that these websites contain a variety
of materials that would suit the various interests and abilities of the learners; thus, they
are effective in mixed ability classes. It can be concluded that students' abilities to form
and test hypotheses is facilitated by the use of technology. This can also engage students
to learn grammar as well as provide them with interactive practice activities and
feedbacks.

REVIEW OF RELATED STUDIES

This section presents two examples of the studies conducted in the field of
technology and grammar teaching. They are recent studies comparing the teaching of
grammar through the traditional ways, pen, paper and text books, to the application of
technology in teaching grammar. The first study is titled: "Internet-based Grammar
Instruction in the ESL Classroom". It is conducted in Malaysia by Faizah Mohamad in
2009. It is carried out on 50 college students to compare internet-based grammar
instruction (IBGI) to traditional pen and board instruction (CPBI).
It asks whether IBGI is more effective than conventional pen and board instruction (CPBI)
in teaching parts-of-speech, subject-verb agreement and tenses and compares the two

groups’ easy writing errors in these grammatical areas. It shows that students who
received IBGI outperform students who experienced CPBI in learning these grammatical
elements. Moreover, it points out that essay errors found in the writing of students who
went through IBGI are less than their counterpart: CPBI students. Thus, the study agrees
with the claim that the internet is a helpful tool in delivering grammar (Mohamad, 2009).

The second study title is "Language practice with multimedia supported web-based
grammar revision material". It was carried out in 2007-2008 on 54 elementary-level
learners in Turkey by Baturay et al. ( 2010). It investigates the attitudes of these learners
towards web-based, multimedia-annotated grammar learning using "a system designed to
provide supplementary web-based grammar revision material, uses audio-visual aids to
enrich the contextual presentation of grammar and allows learners to revise target
grammatical structures…" called WEBGRAM (313). The study examines the learners’
perceptions regarding the content, visual and overall design of the web-based material as
well as their levels of satisfaction, attention and participation with the online material
compare with those of traditional methods. The findings of this study show that learners
enjoyed learning through the materials designed in WEBGRAM and that they adapted
satisfactory attitudes towards it which coincide with notion that using technology
motivate in learning grammar (Baturay et al., 2010).

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 Every lecture topic has some specific facts that students should retain in their
memories, helping them later to apply the new knowledge. For this reason, it is the duty of
the professor to emphasize important facts during the lectures. Using instructional
technologies such as powerpoint can contribute to this emphasis (DeSa & Keny, 2014).
Considering the impact that slide designs and layouts can have on student learning, Clay
(2014) cites the following: In one study, Benassi proved to professors that PowerPoint
presentations with animation, colorful backgrounds and unrelated photographs can direct
students’ attention away from the lesson content. … Benassi conducted a study in which
he asked volunteers to submit their slides to him. He then redesigned half the slides in
professors’ presentations to conform to good multimedia design principles by deleting
anything extraneous, breaking material into smaller segments and adding graphic
elements to illustrate text. The result? The percentage of correct responses on quizzes at
the end of each class was 14 percent higher for questions about material presented in the
redesigned slides compared with those about material presented in unmodified slides. (p.
39)

Like any other visual presentation technology, PowerPoint can have both positive
and negative effects on teaching and learning. In Xingeng and Jianxiang’s (2012) list, its
advantages includes: producing better visual effects and deeper impression; speeding up
the information transfer (delivering more information than chalkboard lectures); and
greater precision and more systematicity. Powerpoint’s disadvantages include: greater
tendencies from core concepts; neglect of interaction with students, making a lecture
monologue; the high speed reducing participation by students; and the fact that
professors’ adhering strictly to the order of concepts in slides can limit potentially fruitful
elaborations of the content and explanations.

Both PowerPoint and the chalkboard have strengths and limitations, and both have
pedagogical value in teaching and learning. Therefore, methods of teaching that integrate
the two are more effective (Meo et al., 2013). Given that PowerPoint has become an
almost indispensable part of teaching in college classrooms, now is the time to rethink
the ways in which professors design their slides; as well as the ways in which
PowerPoint-based presentations are delivered in actual classroom presentations. The
research can help people to learn how and when professors use PowerPoint slides
methods in promoting effective classroom-based presentations.

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 CHAPTER III

METHODOLOGY

This chapter presents the research design, locale of the study, respondents and
sampling procedures, instruments, data gathering procedures and data analysis.

RESEARCH DESIGN

The researchers used the experimental method and studying the effects of
independent variable (a computer presentation program using multimedia) on dependent
variable (English Grammar), a comparison was made between the experimental group
who studied by using a computer presentation program which uses powerpoint
presentation along with the researchers, and the other group was the control group who
studied by using the traditional way of discussion along with the researchers. The
variables were controlled, which mean that both groups are equivalent in terms of
specialty, and the two groups have undergone a pre and post English grammar tests.

LOCALE OF THE STUDY

This study was conducted in Our Lady of Piat High School Department in the
school year 2017- 2018.

RESPONDENTS AND SAMPLING PROCEDURES

The respondents of this study were the grade 7 St. Uriel and St. Michael of Our
Lady of Piat High School Department. In this study, there were 60 respondents. The age of
the students is from 12- 13 years old and the total enumeration was utilized as the
sampling procedures.

The grade 7 was divided into two groups. The first group is the experimental group
and they was given a lecture on “English grammar” through a computer representation
program which uses powerpoint, while the other group was given the same lecture
through using the traditional ways of teaching.

INSTRUMENTS

The researchers designed a presentation program which uses powerpoint

presentation to present “English Grammar”.

The researchers conducted a Pre and Post English Grammar test and a
questionnaire to the respondents to this study.

DATA GATHERING PROCEDURE

The following activities were undertaken by the researchers in gathering the

needed data for the study.

A letter of permission was personally presented to the director and to ensure the

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cooperation of the respondents during the conduct of the study.

Each group was instructed by the researcher (their teacher), separately. The
experimental group was exposed to powerpoint presentation, whereas the control group
was exposed to the traditional way of teaching. At the beginning, a pretest was given to
both groups and at the end a posttest was given in order to compare the mean scores of
the two groups. The same materials were taught to both groups. A questionnaire of ten
(10) statements scale ranging from 1 (strongly disagree) to 5 (strongly agree), was
administered to the experimental group and then an item analysis was done to find their
perceptions about the use of powerpoint presentations in their English grammar.

DATA ANALYSIS

Since the present study compares Multimedia instruction with regard to students
English grammar achievement, data collection through researchers made test. Besides,
multimedia instruction compares in terms of grammar. Therefore, the independent
variable of the study is the use of multimedia strategy and traditional learning strategy.
English Grammar is the dependent variable. As the experimental and control groups were
independent from each other, an independent-sample t-test conducts for the analysis in
order to compare multimedia group with researchers-led instruction group. Before the
administration of the treatments, all groups set for a pretest. An independent-sample
t-test conducts to compare the means of experimental group with that of control group.
Then after the administration of the treatments, all groups set for a posttest. The very
same statistical procedure applies here as well.

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 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents in tabular form the data gathered as bases for the analysis
and interpretation.

In order to have a clear and more organized presentation of results, the data are
hereby presented following the arrangement of the specific problems stated in chapter 1.

1. Respondents Pretest/ Posttest Mean Performance Scores in English Grammar

for both the Control and Experimental Groups.

With respect to pretest scores, the table reveals that 1or 3% of the students in the
control group got score within the range 0-4 and 15 or 50% of the students got scores
within the range of 5-8 and 11 or 37% of the students got scores within the range of 9-12
and 3 or 10% of the students got scores within the range 13-16. On the other hand, 14 or
47% of the students got the scores within the range 5-8 and 10 or 33% of the students got
the scores within the range 9-12 and 5 or 17% of the students got the scores within the
range 13-16 and 1 or 3% of the students got the scores within the range 17-20. Nobody
among the students in the experimental group got score within the range 0-4. The pretest
means score of the control group is 9.03 while the experimental group is 9.20. This
implies that the both groups have a satisfactory performance in English grammar before
the experimental group exposure to the treatment.

With respect to the posttest scores, both groups have increased in their scores. 3
or 10% of the students in the control group got scores within the range 17-20 and 8 or
27% of the students got the scores within the range 13-16. Most of the students in the
control group scored within the range 9-12 with a 9 or 30% and 7 or 23% of the students
got scores within the range 5-8 and 3 or 10% of the students got scores within the range
0-4. 5 or 17% of the students in experimental group got the score within the range 17-20
and 12 or 40% of the students got scores within the range 13-16. Most of the students in
the experimental group scored within the range 9-12 with a 13 or 43%. Nobody among the
students in experimental group got scores within the range 5-8 and 0-4. The posttest
mean score of the control group is 10.67 implies that they have a very satisfactory
performance while the posttest mean score of the experimental group is 13.73 implies
that they have a very satisfactory performance. This further implies that the experimental
group performed better than the control group.

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TABLE 1. Frequency and Percentage Distribution and Mean Scores of Pretest/ Posttest
Scores in English Grammar for both Control and Experimental Group.

CONTROL GROUP EXPERIMENTAL GROUP

N=30
SCORES N=30

PRETEST POSTTEST PRETEST POSTTEST

F P F P F P F P

17-20 0 0 3 10% 1 3% 5 17%

13-16 3 10% 8 27% 5 17% 12 40%

9-12 11 37% 9 30% 10 33% 13 43%

5-8 15 50% 7 23% 14 47% 0 0%

0-4 1 3% 3 10% 0 0% 0 0%

MEAN 9.03 10.67 9.20 13.73

2. Test for the Significant Difference in the Pretest/ Posttest Mean Performance
Scores of the Control and Experimental Group in the Use of Powerpoint Presentation in
Teaching English Grammar.

Table 2 shows the t-test for the significant difference in the pretest/ posttest mean
performance scores of the control and experimental group in the use of powerpoint
presentation.

As reflected in the table, the pretest mean performance scores of the control and
experimental group are 9.03 and 9.20. With 58 degrees of freedom, and computed t-value
of 0.231, the difference between the means of the two groups is not significant at 0.05
levels. This implies that the two groups are compatible with respect to prior knowledge
before they were exposed to the treatment.

The table further shows the difference in the posttest mean performance scores of
the control and experimental group in teaching English grammar.

As shown in the table, the posttest mean performance scores of the control and
experimental group are 10.67 and 13.73. There is a high mean performance score of the
experimental group compared to the control group, which means that the experimental

Page 19
group performed better in posttest.

With 58 degrees of freedom and a t-value of 4.153, the difference in the mean
performance scores of the two groups is significant at 0.05 level of significant. This
implies that the performance of the students who were exposed to the use of powerpoint
presentation in teaching English grammar significantly differ from the performance of the
students who were exposed to the traditional method of teaching English grammar.
Therefore, it can be concluded that the use of powerpoint presentation in teaching English
grammar helped enhance their grammar skills.

TABLE 2: T-test Analysis on the Significant Difference in the Pretest/ Posttest Mean
Performance Scores of the Control and Experimental Group.

TEST GROUP MEAN SD DF T-VALUE CV REMARKS

EXPERIMENTAL 9.20 3.1 58

6 Not Significant
PRETEST CONTROL 9.03 2.5 58 0.231 2.00
1 0

EXPERIMENTAL 13.73 2.9 58

8
POSTTEST 4.153 2.00 Significant
CONTROL 10.67 4.7 58
2 0

3. T-test for significant difference in the pretest and posttest mean performance scores of
the respondents in the experimental group.

Table 3 presents the t-test for significant difference in the pretest and posttest
mean performance scores of the respondents in the experimental group.

As displayed in the table, the pretest mean performance scores of the respondents
in the experimental group is 9.20 while their posttest mean performance score is 13.73.
The mean difference is 4.53 in favor of the posttest of the respondents in the
experimental group. The computed t-value is 5.71. Since the t-value is greater than the
critical value is 2.045, the mean difference is significant. This means that the posttest
mean performance scores of the respondents is significantly higher than the pretest
mean performance scores. This further that the use of powerpoint presentation in
teaching English grammar is effective and enhance the respondents’ using grammar.

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TABLE 3: T-test for Significant Difference in the Pretest and Posttest Mean Performance
Scores of the Respondents in the Experimental Group.

Variables Mea Mean Degree of T-Valu Critical Remarks

n Difference Freedom e Value

Pretest 9.20 4.53 29 5.71 2.045 Significan

t

Posttest 13.7
3

Page 21
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary or the research work undertaken, the
conclusions drawn and the recommendations made as an outgrowth of this study. This
study is on the Use of Powerpoint Presentation in teaching English Grammar to the
Students.

SUMMARY OF FINDINGS

The salient findings of the study are as follows:

1. According to the conduct of the study, the control and experimental group had a
satisfactory performance. However, after the intervention, the control group had a
satisfactory performance while the experimental had a very satisfactory performance.

2. There is a significant difference in the pretest mean performance scores of the control
and experimental groups. The result of both groups had a satisfactory performance in
English grammar before the experimental group's exposure to the treatment.

3. There is a significant difference between the posttest mean performance scores of the
experimental and control groups. The result revealed that the students who are exposed
through the use of PowerPoint presentation in teaching English grammar performed
better than those who were not exposed to treatment.

4. There is a significant difference between the pretest and posttest mean performance
scores of the students in the experimental group. The posttest mean performance scores
of the respondents is significantly higher than of their pretest mean performance scores.

CONCLUSIONS

Based on the findings of the study, the following conclusions are drawn:

1. The researchers conclude that the use of powerpoint presentation in teaching english
grammar had a significant positive effect on learners' score.

2. The researchers conclude that the use of powerpoint presentation in teaching english
grammar shows that the experimental group learners performed better than the control
group.

3. The researchers conclude that the use of powerpoint presentation in teaching provides
equal opportunities for the students to learn and succeed in their english grammar.

4. The researcher conclude that the teacher comfort level with powerpoint presentation
has a positive impact on students learning.

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RECOMMENDATIONS

Based on the findings and conclusions presented, the following recommendations are
suggested:

1. The researchers recommend that in teaching english grammar using powerpoint

presentation one should be proficient in technology.

2. The researchers recommend that in teaching english grammar using powerpoint

presentation one should spend more time learning computer skills to access information
than focusing on course materials.

3. The researchers recommend that using powerpoint in teaching english grammar

requires planning; you need to prepare your presentation in advance.

Page 23
BIBLIOGRAPHY

ONLINE RESOURCES

*Lari, Fateme S. The impact of using PowerPoint presentation on students learning and
motivation in second schools. Procedia-social and behavioral science. (2014). Retrieved
from http://doi.org/10.1016/j.sbspro.2014.03.592.

*Meo, Sultan et. al. Comparison of the impact of PowerPoint and chalkboard in
undergraduate medical teaching: An evidence based study. (2013). Retrieved from
http://applications.emro.who.into.

*Xingeng, D. & Jianxing, L. (2012). Advantages and disadvantages of PowerPoint in

lectures to science . Retrieved from http://www.mecs-press.net/ijeme.
*Alkash, K. A. M.,& Al-dersi, Z. E. M (2013). Advantages of using PowerPoint presentation
in EFL classroom and the status of its use in sebha university. Retrieved from
http://doi.eltsjournal.org.

*Berk, R. A. (2011). Research on PowerPoint: from basic features to multimedia. Retrieved

from http://pptdoctor.net.

*Savoy A., Proctor, R. W., & Salvendy, G. (2009). Informational retention from PowerPoint
and traditional lectures computers & education. Retrieved from
https://doi.org/10.1016/j.compedu.2008.12.005.

* Clay, R. A. (2014). Learning in a digital world. Monitor on psychology, 45, 38-42

*Signor, D. (2009). Comparison analysis of the online lecture formats of PowerPoint and
webpage for online students. In same places, different spaces. Proceedings ascilite
Auckland 2009. Retrieved from
http://www.ascilite.org.au/conferences/auckland09/procs/signor.pdf.

Page 24
 APPENDIX A

Republic of the Philippines

OUR LADY OF PIAT HIGH SCHOOL
PIAT, CAGAYAN

August 2017

Fr. Samuel Baculi

School Director
Our Lady of Piat High School
Poblacion 02, Piat, Cagayan

Thru:

Ernestina P. Aquino, PhD

School Principal
Our Lady of Piat High School
Poblacion 02, Piat, Cagayan

Dear Madam:

Praise be Jesus Christ and Mary!

At present, we are undertaking a study entitled "THE USE OF MULTIMEDIA IN THE

ENGLISH GRAMMAR OF THE STUDENTS IN GRADE 7 IN OUR LADY OF PIAT HIGH
SCHOOL" as a requirement for the subject, Research 2, under the supervision of Ma’am
Joana Kate A. Benedicto, our Research Teacher.

We thank you in advance for your positive response about this matter.Godbless!

Yours sincerely,

John Bryan C. Bautista Jan Sandi N. Flores Bernard V. Bayubay

Rica Mae C. Villanueva Artkleen Faith D. Verdadero Krystel L. Pablo

Daniella Fei D. Mangoba Maria Danice M. Mangoba

The Researchers

Page 25
Noted by: Recommending Approval by:

JOANA KATE A. BENEDICTO ERNESTINA P. AQUINO PhD

Subject Teacher School Principal
Approved by:

FR. SAMUEL BACULI

School Director

Page 26
 APPENDIX B

Republic of the Philippines

OUR LADY OF PIAT HIGH SCHOOL
POBLACION 2, PIAT CAGAYAN

September 15, 2017

MRS. ROCHELLE BARENG

Grade 7 St. Uriel

MS. ROVELYN BOSI

Grade 7 St. Michael

Dear Teachers:

Greetings in Christ!

At present, we, the researchers are undertaking a study entitled, “The use of Powerpoint
Presentatoin in teaching English grammar to the students of Our Lady of Piat High
School” under the supervision of Ma’am Joana Kate A. Benedicto, our Research Adviser.

In this regard, we humbly ask your permission to allow us to conduct our study to your
class.

We thank you in advance for your positive response regarding this matter.

Respectfully yours,

Rica Mae C. Villanueava Krystel L. Pablo Artkleen Faith D. Verdadero

Jan Sandi N. Flores John Bryan C. Bautista Bernard V. Bayubay

Maria Danice M. Mangoba Daniella Fei D. Mangoba

The Researchers

Page 27
Noted by: Recommending Approval by:

JOANA KATE A. BENEDICTO ERNESTINA P. AQUINO, Ph.D.

Research Teacher School Principal

Approved by:

REV. FR. SAMUEL BACULI

School Director

Page 28
 APPENDIX C

Republic of the Philippines

OUR LADY OF PIAT HIGH SCHOOL
PIAT, CAGAYAN

August 2017

Fr. Samuel Baculi

School Director
Our Lady of Piat High School
Poblacion 02, Piat, Cagayan

Thru:

Ernestina P. Aquino, PhD

School Principal
Our Lady of Piat High School
Poblacion 02, Piat, Cagayan

Dear Respondent:

Praise be Jesus Christ and Mary!

At present, we are undertaking a study entitled "THE USE OF MULTIMEDIA IN THE

ENGLISH GRAMMAR OF THE STUDENTS IN GRADE 7 IN OUR LADY OF PIAT HIGH
SCHOOL" as a requirement for the subject, Research 2, under the supervision of Ma’am
Joana Kate A. Benedicto, our Research Teacher.

We thank you in advance for your positive response about this matter. Godbless!

Yours sincerely,

John Bryan C. Bautista Jan Sandi N. Flores Bernard V. Bayubay

Rica Mae C. Villanueva Artkleen Faith D. Verdadero Krystel L. Pablo

Daniella Fei D. Mangoba Maria Danice M. Mangoba

The Researchers

Page 29
Noted by: Recommending Approved by:

JOANA KATE A. BENEDICTO ERNESTINA P. AQUINO, PhD

Subject Teacher School Principal
Approved by:

FR. SAMUEL BACULI

School Director

Page 30
 APPENDIX D

PRETEST

GRADE 7 ST. MICHAEL/ ST. URIEL

DIRECTION: Underline the verb that agrees with the subject

1. One of my friends (has/ have) gone to France.

2. Each of the boys (was/ were) given a present.
3. Neither of the contestants (was/ were) able to win a decisive victory.
4. Oil and water (do/ does ) not mix.
5. Slow and steady (win/ wins) the race.
6. Neither Peter nor James (has/ have) any right to the property.
7. Either Mary or Alice (is/ are) responsible for this.
8. Either my mother or father (is/ are) coming to the meeting.
9. George and Tamara (doesn’t/ don’t) want to see that video.
10. Benito (doesn’t/ don’t) know the answer.
11. The man with all the birds (live/ lives) on my street.
12. The movie, including all the previews, (take/ takes) about two hours to watch.
13. The players, as well the captain, (want/ wants) to win.
14. Every one of those books (is/ are) fiction.
15. Nobody (know/ knows) the trouble I’ve seen.
16. (Is/ Are) the news on at five or six?
17. The committee (debates/ debate) these questions carefully.
18. The committee (leads/ lead) very different lives in private.
19. The prime minister, together with his wife, (greet/ greets) the press cordially.
20. No prize or medal (was/ were) given to the boy, though he stood first in the
examination.

Page 31
 APPENDIX E

POSTTEST

GRADE 7 ST. MICHAEL/ ST. URIEL

DIRECTION: Underline the verb that agrees with the subject

21. One of my friends (has/ have) gone to France.

22. Each of the boys (was/ were) given a present.
23. Neither of the contestants (was/ were) able to win a decisive victory.
24. Oil and water (do/ does ) not mix.
25. Slow and steady (win/ wins) the race.
26. Neither Peter nor James (has/ have) any right to the property.
27. Either Mary or Alice (is/ are) responsible for this.
28. Either my mother or father (is/ are) coming to the meeting.
29. George and Tamara (doesn’t/ don’t) want to see that video.
30. Benito (doesn’t/ don’t) know the answer.
31. The man with all the birds (live/ lives) on my street.
32. The movie, including all the previews, (take/ takes) about two hours to watch.
33. The players, as well the captain, (want/ wants) to win.
34. Every one of those books (is/ are) fiction.
35. Nobody (know/ knows) the trouble I’ve seen.
36. (Is/ Are) the news on at five or six?
37. The committee (debates/ debate) these questions carefully.
38. The committee (leads/ lead) very different lives in private.
39. The prime minister, together with his wife, (greet/ greets) the press cordially.
40. No prize or medal (was/ were) given to the boy, though he stood first in the
examination.

Page 32
 APPENDIX F

QUESTIONNAIRE

Name: Grade & Section:

PERCEPTION OF THE RESPONDENTS ON THE EFFECTIVENESS OF MULTIMEDIA IN

THEIR ENGLISH GRAMMAR

DIRECTIONS: Read each item carefully and check the column that suits your answer
regarding your perception on the effectiveness of the powerpoint presentation in learning
English Grammar. Consider the arbitrary scale that follow:

5- Strongly Agree 4- Agree 3- Moderately agree 2- Disagree 1- Strongly disgree

STATEMENTS 5 4 3 2 1

1. I have developed an understanding of how

multimedia can be used to support and enhance the
English grammar of the students.

2. I more interested to learn English Grammar through

the use of Multimedia.

3. The multimedia is effective in giving me more

confidence on my English Grammar.

4. It is more effective to learn English Grammar using

the multimedia than the use of traditional way of
teaching.

5. The multimedia arouses my attention and made

me focus to learn English Grammar.

6. The use of multimedia is appropriate in learning

the English Grammar.

7. The use of multimedia encourages me to learn

more things about English Grammar.

8. We were motivated while using the learning object.

Page 33
9. The learning object was well organized.

10. I would like to study the learning object again.

Page 34