A Comparative Study on the Teaching Effectiveness of Chalk & Talk Versus Microsoft Powerpoint Presentation-An Institution Based Pilot Study of Physiotherapy Students
Journal Title: International Journal of Current Research and Review - Year 2017, Vol 9, Issue 11
Abstract
Background: In traditional classrooms, a teacher’s basic tools for displaying lectures are through chalkboards, pegboards, bulletin boards and walk and talk. To project instructional materials, transparencies with an overhead projector (TOHP) can be used. In recent times PowerPoint Presentation method is used as a teaching tool, it helps organize the class instructions. This aid has ability to present the information in a clear, organized & understandable manner. So in the present study we aim to find out the best method of teaching PPT or Chalk and Talk amongst the undergraduate Physiotherapy students. Methodology: This is a cross-sectional study of 246 students. They belonged to the age group of 18-23 years. They were recruited and the questionnaire was given. The questions were related to the effectiveness of Chalk & Talk or PowerPoint. From this questionnaire data was collected and analysis was done. Result: This study suggests that PowerPoint Presentation is a better teaching aid for the undergraduate students of Physiotherapy. 82.60% students have reported PowerPoint Presentation to be a good teaching tool for learning. Discussion: Instructors should have enough knowledge and ability about how to prepare PowerPoint presentations for appropriate paper presentation. Instructors can encourage student participation either by asking discussion questions or having the students participate in activities. Here we take Undergraduate Physiotherapy students of only one college but this sample study can be done with different colleges, fields, Postgraduate students and cities. Conclusion: After analysis of collected data, it concludes that PowerPoint Presentation method is the effective form of lecture delivery
Authors and Affiliations
Tarpan Shah
Keywords
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- EP ID EP606250
- DOI 10.7324/IJCRR.2017.9118
- Views 117
- Downloads 0
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