Teachers’ Utilization of PowerPoint Presentation and Students Engagement in Classroom Learning: A Correlational Study
DOI:
https://doi.org/10.67903/ijroms0382Keywords:
PowerPoint presentation, student engagement, classroom learning, instructional technology, senior high schoolAbstract
This study examined the relationship between teachers' utilization of PowerPoint presentations and students' engagement in classroom learning at Baliwasan Senior High School-Stand Alone, Zamboanga City. While previous studies have explored the use of PowerPoint as an instructional tool, limited evidence exists regarding its relationship with student engagement among senior high school learners in the Philippine context. A descriptive-correlational research design was employed in this study. The respondents consisted of fifty (50) Grade 11 teachers who actively utilized PowerPoint presentations in classroom instruction, selected through purposive sampling from a population of sixty (60) Grade 11 teachers. The student respondents consisted of one hundred seventeen (117) Grade 11 STEM students selected through stratified random sampling from a population of one hundred sixty-eight (168) students. Data were gathered using validated researcher-made questionnaires and were analyzed using mean, standard deviation and Spearman’s rank-order correlation coefficient. Findings revealed that teachers demonstrated a very high level of PowerPoint utilization, with an overall mean of 4.47. Students reported a high level of engagement during PowerPoint-supported lessons, with an overall mean of 3.68. Correlation analysis showed a very weak positive relationship between teachers' PowerPoint utilization and students' engagement (r = .104); however, the relationship was not statistically significant (p = .472). These findings indicate that teachers' use of PowerPoint presentations was not significantly associated with students' engagement in classroom learning. The study concludes that although PowerPoint serves as an important instructional tool for lesson delivery and organization, student engagement may be influenced by a variety of instructional, classroom, and learner-related factors beyond the use of presentation technology alone.
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