CHAPTER 1

THE PROBLEM AND ITS SCOPE

This chapter gives a preview to the whole content

of the research paper. This serves as an introduction

to the entire research.

Background of the Study

Learning is the process of acquiring and

internalizing data which is then stored in the form of

memory.

This research study was conducted to determine

whether the use of power point presentation as a

teaching strategy proves to be effective or not; as to

whether the benefits reasonably outweighs the

disadvantages.

The use of power point and multimedia in the

classroom has significantly increased globally in the

recent years (Connor & Wong, 2004); this is true to

most if not all lecturers in the nursing program which

provides solid evidence that indeed using multimedia

in the classroom is a growing trend.

One of the benefits of power point presentation

is the multimedia itself which offers ways to

animation and sound. Studies show that an average

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college student has an attention span of 45 to 60

minutes at most. Thus, presenting something out of the

usual will gain more interest and notice. Media

technology makes the class presentation and discussion

more interesting (Novaczy et al., 2006).

Another advantage is the editing. Information, to

be valid and factual has to keep up with the changes

new discoveries make. Using this strategy will enable

for an easy update of whatever modifications needed.

Mason & Hlynka (2005) state that power point helps

structure the content and processing of a lesson or

lecture.

Cleland (2005) believes that power point

presentation allows for easy distribution via the

World Wide Web which has become one of today’s most

controversial and essential components. In the school

setting, internet via the wireless connection has now

become available.

However, every good thing has major setbacks. One

is the possibility for interactivity to be ignored.

For the lecturer, using this method will double the

demand for his concentration and mind set. Thus, in

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his effort to present a good discussion he may

disregard class interaction.

Another is the need for a dimmed or darkened

room. Power point may still work during the daytime

when most NCM 101 lectures are held, yet it proves

more efficient inside a closed and dimly lit room.

Distraction. However entertaining animation and

sound may appear, research have shown that some get

too carried away with bells ad whistles that are

sometimes no longer relevant to the topic discussion.

Although it is the student’s individual

characteristic (cognitive differences) that should be

taken into account (Bryat & Hunton, 2004), providing

the most efficient and appealing technique in teaching

will provide for a more effective and more efficient

classroom interaction.

Review of Related Literature

This section contains the literature and studies

reviewed within the context of our study. These are

arranged according to the topics and are presented in

the order as follows: learning and motivation,

theories of learning, approaches to learning,

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effective teaching for effective learning, Nursing

Care Management (NCM) 101 concepts, factors affecting

efficiency in learning, learning styles, teacher’s

competency, and computer-assisted instruction.

Learning and motivation

Learning is the process by which a person deals

with a problem situation; in which the obstacles to

the satisfaction of the motivating condition cannot be

overcome by direct utilization of basic, innate or

previously acquired knowledge. It is revealed when the

individual’s adjustment to the same situation or

succeeding situations show an increased directness and

effectiveness.

The key to directed and guided learning is to

understand the needs, motives and interests of the

learner. The understanding and proper use of

motivation techniques thrive interest, good morals,

effective learning and a sense of real achievement

within the classroom; Lack of proper understanding and

attempt to control learning often results to increased

tension and disciplinary problems, ineffective

learning and a sense that school activities are a

little more than busy work.

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A more systematic educational model needs to be

explored to equip educators with the skills needed to

maximize the potential and opportunities that the

physical setting could afford them to enhance the

efficacy of their instruction.

Theories of Learning

We approach learning individually, based largely

on cognitive style (awareness of and taking in of

relevant information) and preferred approaches to

learning, or learning style. Some students are aware

of their style and preference, some gain insight into

these patterns as they become more sophisticated

learners, and some students have never been guided to

determine how they best learn.

Theoretical underpinnings classify learning as

behavioristic or cognitive. Behavioristic learning was

the earliest pattern identified through research.

Psychologists such as Skinner and Thorndike describe

learning as a change in behavior and used stimulus

response actions as an example. Subsequent theorists

have described more complex forms of behaviorist

learning. Bandura’s (1977) theory of social learning

describes human learning to come from others through

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observation, imitation, and reinforcement. We learn

from society, and we learn to be social. This type of

learning is evident when we describe the need to

“socialize” students to the profession of nursing.

Robert Gagne (1968) formulated suggestions for

sequencing of instruction, conditions by which

learning takes place, and outcomes of learning, or

categories in which human learning occurs. These

learning categories are based on a hierarchical

arrangement of learning theories, moving from simple

to complex learning, and include intellectual and

motor skills, verbal information, cognitive

strategies, and attitudes. For example, within the

category of intellectual skills are the following

stages: Discriminatory learning or the distinguishing

of differences, in order to respond appropriately;

Concept learning or the detecting similarities, in

order to understand common characteristics; Rule

learning which combination of two or more concepts, as

a basis for action in new situations.

Gagne’s idea seems to combine behaviorism and

cognitive. Use of behaviorism in nursing education was

especially popular in the 1970’s and early 1980’s

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through the use of concrete, measurable, specific

behavioral objectives. Even though the nursing

education has moved away from the concrete methods of

learning and evaluation, use of hierarchical

arrangement is seen in curriculum development and

learning outcomes.

Cognitive theories address the perceptual aspect

of learning. Cognitive learning results in the

development of perception and insight, also called a

gestalt, which brings about a change in thought

patterns and related actions. Jerome Bruner described

cognitive learning as processes of conceptualization

and categorization. He contended that intellectual

development includes awareness of one’s own thinking,

the ability to recognize and deal with several

alternatives and sequences, and the ability to

prioritize. Bruner also saw the benefit of discovery

learning to bring about insights. Ausbel’s

assimilation theory focuses on meaningful learning, in

which the individual develops a more complex cognitive

structure by associating new meanings with old ones

that already exist within the learner’s frame of

reference. Ausbel’s theory relies heavily on the

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acquisition of previous knowledge. These principles

are useful for introducing the new student to the

healthcare environment by relating information to what

the student knows about health and illness. The same

principles are fundamental curriculum development

based upon transition from simple to complex

situations.

Gardner’s theory of multiple intelligences

recognizes condition as more than knowledge

acquisition. Based on his definition of intelligence

as the “ability to solve problems or fashion products

that are valued in more than one setting” (Gardner and

Hatch, 1990). Gardner has described seven forms of

intelligence: Linguistic which is related to written

and spoken words and language, and use and meaning of

languages; Musical/Rhythmic which is based on

sensitivity to rhythm and beat, recognition of tonal

patterns and pitch, and appreciation of musical

expressions; Logical/ Mathematical which is related to

inductive and deductive reasoning, abstractions, and

discernment of numerical patterns; Visual/ Spatial,

the ability to visualize an object or to create mental

images, thus able to transform or re-create; Bodily

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Kinesthetic is the taking in and processing of

knowledge through the use of bodily sensations.

Learning is accomplished through physical movement or

use of body language; Interpersonal this emphasizes

communication and interpersonal relationships,

recognition of mood, temperament and other behaviors;

Intrapersonal which is related to inner processes,

such as reflection and metacognition, includes

spiritual awareness and self-knowledge.

Approaches to Learning

Emerging from learning theories are descriptions

of preferred style or approaches to learning.

Categorized as cognitive styles and learning styles,

these approaches to learning are the ways that

individuals acquire knowledge, which are concerned

more with form or process rather than content (Miller

and Babcock, 1996). Cognitive styles deals with

information process, the natural, unconscious internal

process concerned with thinking and memory. It is the

consistent way in which individuals organize and

handle information (DeYoung, 2003). The most common

example of cognitive styles is Witkin and colleagues’

field dependent-field independent style. The field

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dependent-field independent style describes one’s

field of perception, or how one takes in information

or data. Whereas one style generally predominates,

people possess the capacity for both styles. Field-

dependent individuals are more global, are open to

external sources of information, are influenced by

their surroundings, and therefore see the situation as

a whole, rather than identifying and focusing on the

separate aspects of it. Field-dependent people tend to

be social, people-oriented, and sensitive to social

cues. Learners in which the field dependent style

predominates may be externally motivated and therefore

take a more spectator or passive role in the learning

process, preferring to be taught rather than to

actively participate. Field-independent individuals

are less sensitive to the social environment and thus

take on a more analytical approach to information. By

identifying aspects of the situation separately, they

are able to restructure information and to develop

their own system of classification. They enjoy

concepts, challenges and hypotheses, and are task

oriented.
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Effective Teaching for Effective Learning

A knowledgeable and insightful educator is the

key to effective learning in many situations.

Consequently, the educator should call upon a

knowledge base in learning and teaching as well as an

extensive repertoire of useful strategies to reach

learning goals. Faculty in health profession education

is challenged to be directive in their teaching,

addressing measurable learning outcomes that are

directly linked to professional standards. This is

juxtaposed with the importance of freeing the student

from linear thinking and encouraging broader

approaches to learning that are accomplished through

dialogue, expression, and attribution of meaning.

Romyn (2001) addresses this dilemma by pointing out

the two approaches to teaching: behaviorist and

emancipatory. Whereas the behaviorist teacher

approaches the world from a measurement perspective

and seeks a means to an end, the emancipatory teacher

embraces a nonphenomenal view of learning and places

greater value on the experience and an understanding

of such. Most teachers will have strength in one of

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these two approaches, but should consider their

teaching from the other as well.

The classroom environment should be fresh and

challenging each time the class meets. As providers of

information, instructors need to remember that

learning is best brought about by a combination of

motivation and stimulation. The effective instructor

should be the facilitator of learning in the students.

In professional education, motivation is gained when

the relationship to the well-being of the client is

pointed out. The value of the faculty experience is

evident when the nurse-teacher shares from his/ her

own professional experiences and uses these anecdotes

as examples for client outcomes. Nursing students and

faculty agree that nontraditional strategies such as

collaborative or cooperative learning, active

involvement, and participation in the learning

experience are desirable for effective learning

(August, Hurtado, Wimsatt and Dey, 2002).

Students are more likely to remember information

with which they can agree or relate, and if they can

attach meaning to the item or information. An

instructor who is able to establish a sense of trust

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and confidence with the students can promote the

expression of different perspectives likely to be

found in the group. Professional educators should

support students who are at various levels of

cognitive growth, looking upon students from a

criterion framework, rather than a normative one.

Delivery of information should be based on

instructional theory in addition to content expertise.

Using Ausubel’s principles of advanced organizer, the

teacher can develop inductive discovery by which the

students can build on previously acquired, simplistic

knowledge to develop new or broader concepts. This

strategy operationalizes some of Svinicki and Dixon ’s

cognitive principles

Effective learning experiences that emerge from

identified styles should be developed and used in both

class and clinical settings. Information from Kolb’s

four dimensions serves as an excellent example.

Students who are convergers readily become bored with

straight lecture, especially with topics that are

abstract in nature. These individuals work better by

themselves, so they are less likely to participate

well in group projects. Learners with the diverger

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style learn from case studies and will actively

participate in discussions, but they may have

difficulty detaching personal values from the issue.

Individuals with the assimilator type manipulate ideas

well, so they will participate well in discussion or

write comprehensive papers; however, these students

may be less practical and have difficulty with some of

the realms of the nursing practice. Accomodators

usually enjoy case studies, new or unusual teaching

strategies, skills lab, and tinkering with new

equipment. These learners will be more responsive to a

challenging, complex client.

Nursing Care Management (NCM) 101 Concepts

Maternal and Child Nursing is the first concept

discussed in NCM 101 lectures. It tackles everything

regarding maternal and child health, health risks,

illnesses and complications that occur before, during,

and after giving birth. It also covers topics such as

principles, beliefs, and practices that may serve

relevant to our field of work.

Growth and Development consists of the various

changes and processes humans undergo from conception

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to birth and even older. This contains factual data

which may be helpful and useful to nurses as part of

the analyses and interpretations we offer our patients

with.

Reproductive Disorders is another concept which

discusses congenital and acquired diseases and

disorders which affect the male and female’s

reproductive system. It also incorporates with it

sexually transmitted infections and nursing

interventions appropriate.

Sexually Transmitted Diseases (STD) include

everything related to infection of the reproductive

system which is transferable or communicable by sexual

intercourse with an infected individual

Gerontological Nursing is the branch which

contains information regarding the physiological,

psychological, emotional, and mental status changes of

an individual as he grows and matures; the activities

and type of conversations involved and other important

things to consider when caring for and in dealing with

old patients usually above seventy years of age.

Communicable Diseases include information

regarding diseases which is highly infectious whether

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air borne or direct skin to skin contact; this concept

is all about the nature of these diseases and measures

of preventing and treating the said conditions.

Factors Affecting Efficiency in Learning

Lackney in his case study in 1996 found out that

teachers generally believe they have some measure of

responsibility, influence, and control over their

learning environment. These teachers also believe that

the learning environment can have both positive and

negative effects on their ability to teach and

student’s ability to focus on learning task. To a

great degree, teachers feel that they have a

significant control over classroom adaptability,

instilling a sense of personalization and ownership

within their students. Many teachers attempt to create

learning environments that foster healthy social

interaction, provide places for student privacy, as

well as facilitate and maintain an appropriate level of

sensory stimulation.

Age

Age is a variable that affect the relationship

between the learning style and academic performance.

Phares claimed that as the child grows, the internal

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control would increase because the young child is

relatively helpless and has little control over his or

her behavior. On the other hand, adults mostly control

his behavior, and as he /she grows, his/her self

perception is increasingly internalize.

The result of the studies examining the

relationship between learning style and academic

performance among children and adults has been

equivocal. According to Phares (1976), the

relationship between the learning style and the

academic performance is stronger among children than

adult. (Stipek & Weisz, 1981) did not find any

consistent age differences on these measures. This

means that the correlation that represents this

relationship is stronger among adolescent than

children and adults. Dunn, R (2000), learning styles

change with age. Some learning styles are

developmental and many people’s styles alter, as they

grow older. Further more, Dunn (2000) emphasized that

high and low achieving students learn in statistically

different ways from one another. In other words, the

teaching strategies that are successful for one group

will not produce similar outcomes in the other group.

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In summary, from the result of past studies

concerning with age on preferences on learning style.

It can be said that increased age and year level of

the children was accompanied by an increased learning

style. In this regard, perhaps, researchers should

consider the age of the students in style measures,

particularly in relation to academic performance.

Gender

Several extant studies have demonstrated that

females and males learn differently. In general, the

studies on males’ and females’ learning differences

have concluded that more females are relational

learners, whereas more males are independent learners.

Using Canfield’s Learning Style Inventory (1988) more

males indicated a preference for applied learning

styles (i.e. using every-day-life experiences as a

basis of learning), whereas female preferred abstract

(i.e. where copious reading assignments are required,

learning materials are organized, and instructors’

demonstrate knowledge). The results provide validation

for diversifying instructional styles to address the

learning needs of students (Keri, Gabe. 1990). Male

and female tend to learn differently from each other.

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The perceptual strengths of males are often visual,

tactile, and kinesthetic. They tend to need more

mobility than females, and function better in an

informal environment. Frequently, males are peer

motivated and conforming. On the other hand, females

tend to be more auditory need quiet while studying,

work best in a formal setting, and need less mobility.

Often they are more conforming authority-oriented, and

parent-self motivated than males, Dunn (2000).

According to Whitelaw, P. A. (2004), both male and

female students scored high on mastery and performance

( the two individually oriented goals),the females

were higher on the performance goal orientation (i.e.

working for tangible indices of performance such as

marks or grades)than the males. Compared with male

students, female students also scored higher on

socially oriented goals. It is further noted that the

individually and socially based performance goals are

positively correlated thus, lending support to the

notion that female students obtain grades for socially

oriented purposes instead of seeing grades as an

achievement or an end in itself.

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Research concerned with identifying the

relationship(s) between academic achievement and

individual learning style has provided consistent for

the following: a) students do learn differently from

each others; b) student performance in different

subject areas is related to how individuals do, in

fact, learn; c) when students are taught with

approaches and resources that compliment their unique

learning styles, their achievement is significantly

increased (DeBello, 1985). In addition to the research

documentation substantiating the positive effects that

occur when students are taught in ways that are

responsive to how they each learn, widespread

practitioner corroboration has been published based on

classroom or school wide experiences (Ballinger,

1982).

Civil Status

Nontraditional students, often defined as

students who, in addition to attending college, may be

married, a married or single parent, caretaker for an

elderly family member, a full-time worker, or are

retraining for a new career must contend with

increased responsibilities related to their additional

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roles, unlike younger, traditional students who

typically may not have these assed responsibilities.

In an effort to determine if nontraditional

students have higher stress level than traditional

students, Dill and Henley (1998) compared both groups

of students on perceived level of students. In their

study, nontraditional students were defined as

students over the age of 25 attending college for the

first time or who have returned to college after a

break in their education due to career, family, or

personal reason. It was found that nontraditional

students reported significantly higher class

attendance, worried less about academic performance,

and enjoyed homework significantly more than the

traditional students. Traditional students reported

being significantly more concerned with social and

peer relationships than nontraditional students who in

contrast reported being more concerned with

responsibilities at home. Among the sample of student

studied by Dill and Henley, it appears that

traditional students stress is link directly with

course work and academic performance, whereas

nontraditional students link with concern about

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college disrupting or interfering with other aspects

of their lives.

Learning Styles

Research on learning styles is diverse and

extensive. Much recent research on learning styles has

looked at the learner and the learning process. In

particular, the questions that asked deals with how

the students learned; how they conceptualize knowing;

and if there are patterns in cognitive development

that can be discovered.. The answers to these

questions provide cues to help instructors organize

their courses so as to maximize learning and students

intellectual development (Sims et al 1995, Confield

1988, Gregoric 1984, 1985a, b Campbell et al 1996,

Butler 1988, Biberman et al 1986).

A body of research indicates that the achievement

of all students could be improved by providing

instruction in a manner consistent with each student’s

adoption on learning styles that may be a result of a

gradual process of adaptation to the learning demands

placed on them and the reward systems which they

experience. Combining a mixture of approaches and

teaching methods, students are able to choose the

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instruction that best fits their individual learning

style or preference (Dunn, 1979).

According to Richard M. Felder (1980), Students

have different learning styles—characteristics

strengths and preferences in the ways they take in and

process information. Some students tend to focus on

facts, data and algorithms; others are comfortable

with theories and mathematical models. Some respond

strongly to visual forms of information, like

pictures, diagrams, and schematics; others get more

from verbal forms—written and spoken explanations.

Some prefer to learn actively and interactively others

function more introspectively and individually.

Instructors who are aware of the differences in

learning styles among their students are able to

modify their trading strategies and techniques. They

can ensure that their methods, material, and

environment fit the ways in which the students

maximize the learning environment and learning

potentials of each student.

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Teacher’s Competency

Teaching techniques and methods enhance learning

if they are appropriate to the individual needs.

Numerous techniques are available including lectures,

group teaching, and demonstration, all of which can be

enhanced with especially prepare and teaching

materials (Sweltzer, 2000)

The teaching activities are a complex process

since idea and learned materials form an image on the

part of the learner. The teachers teaching craft must

be mastered and developed. A competent instructor

knows how attitudes are formed, changed and how they

are related to the learning process. The teacher’s

attitude is also an important factor in the students

academic performance, even well prepared instructors

if he lacks a contagious enthusiasm makes experience a

sense of dissatisfaction with regards to the student’s

response ( Lado, 1997)

(Nilson, Linda B., 1992) Effective teachers

exhibit a breadth of knowledge, bring information

together from a variety of sources, analyze concepts

effectively, and stay up to date in their specialty.

Further added that effective teaching required that

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students and instructors constantly monitor learning

progress and make frequent decisions on strategies to

realize optional student achievement. If instructor

carefully plans formal measurement procedure, they can

enhance the learning process and gather valuable

insights without compromise. Improvement and

measurement techniques will result in the collection

of better idea that will make more useful contribution

to the teacher’s competency. (Encores, 2003) It has

been noted that instructors who are enthusiastic about

teaching-learning are likely to reinforce similar

attitudes in the students. This interest and

enthusiasm has prompted then to adopt strategy and

methodology that could arouse the learners and help

motivate them. When an instructor is serious in his

work & has a great enthusiasm towards teaching,

instruction will improve. He believes that attitudes

of an individual must be positive to become an

effective instructor.

Using multiple learning styles and multiple

intelligence for learning is a relatively new

approach. This approach is one that educators have

only recently started to recognize. Traditional

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schooling (continues to use) mainly linguistic and

logical teaching methods. It also uses a limited range

of learning and teaching techniques. Many schools

still rely on classroom and book-based teaching, much

repetition, and pressured exams for reinforcement and

review. A result is that one often labels those who

use these learning styles and techniques as bright.

Those who use less favored learning style often find

themselves in lower classes, with various not-so-

complimentary labels and sometimes lower quality

teaching. This can create positive and negative

spirals that reinforce the belief that one is smart

and dumb.

Computer-Assisted Instruction

A laptop computer, also known as a notebook

computer, is a small personal computer designed for

mobile use. A laptop integrates all of the typical

components of a desktop computer, including a display, a

keyboard, a pointing device (a touchpad, also known as a

trackpad, or a pointing stick) and a battery into a

single portable unit. The rechargeable battery is charged

from an AC/DC adapter and has enough capacity to power

the laptop for several hours.

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A laptop is usually shaped like a large. Most

laptops are designed in the flip form factor to protect

the screen and the keyboard when closed.

The basic components of laptops are similar in

function to their desktop counterparts, but are

miniaturized, adapted to mobile use, and designed for low

power consumption

The following list summarizes the distinguishing

features of laptop components:

Motherboard, a laptop motherboards are highly make-

and model-specific, and do not conform to a desktop form

factor; Central processing unit (CPU), Laptop CPUs have

advanced power-saving features and produce less heat than

desktop processors, but are not as powerful; Memory

(RAM), they may be accessible from the bottom of the

laptop for ease of upgrading, or placed in locations not

intended for user replacement such as between the

keyboard and the motherboard; Power supply, laptops are

powered by an internal rechargeable battery that is

charged using an external power supply. The power supply

can charge the battery and power the laptop

simultaneously; Battery - Current laptops utilize lithium

ion batteries, with more recent models using the new

 28

lithium polymer technology; removable media drives, a

DVD/CD reader/writer drive is standard; Microsoft

PowerPoint is a presentation program developed by

Microsoft.

Microsoft PowerPoint is a presentation program

developed by Microsoft. It is part of the Microsoft

Office system. PowerPoint is widely used by business

people, educators, students, and trainers and is among

the most prevalent forms of persuasive technology.

PowerPoint presentations consist of a number of

individual pages or "slides". The "slide" analogy is a

reference to the slide projector, a device that has

become obsolete due to the use of PowerPoint and other

presentation software. Slides may contain text, graphics,

movies, and other objects, which may be arranged freely

on the slide. PowerPoint, however, facilitates the use of

a consistent style in a presentation using a template or

"Slide Master".

PowerPoint provides three types of movements:

Entrance, emphasis, and exit of elements on a slide

itself are controlled by what PowerPoint calls Custom

Animations the transitions, on the other hand are

movements between slides. These can be animated in a

 29

variety of ways. Custom animation can be used to create

small story boards by animating pictures to enter, exit

or move.

An LCD projector is a type of video projector for

displaying video, images or computer data on a screen or

other flat surface. It is a modern analog of the slide

projector or overhead projector.

Newer technologies are becoming more popular in

video projection. In practice, the term "LCD Projector"

is often used as a catch-all for any type of computer

projector, regardless of the technology being used.

LCD projectors tend to be smaller and more portable

than other types of projection systems. Even so, the best

image quality is found using a blank white or grey

surface, so dedicated projection screens are often used.

However, darkest black in a projected image is

dependent on how dark the screen is. Because of this,

some presenters and presentation space planners prefer

gray screens, which create higher perceived contrast. The

trade-off is that darker backgrounds can throw off color

tones. Color problems can sometimes be adjusted through

the projector settings, but may not be as accurate as

they would on a white background.

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Conceptual Framework

The aim of the study is to know the effectiveness

of the power point presentation of the NCM 101

concepts such as Maternal and Child Nursing,

Reproductive Disorders, Gerontological Nursing, Growth

and Development, Communicable Diseases, and Sexually

Transmitted Diseases as perceived by the level III

Nursing students. The researchers seek to determine

the profile of the respondents in terms of age,

gender, civil status and type of student. These

independent variables will provide relevant data to

the study since it may influence the respondents with

regards to the study. As to age, the greater the age

the more he/she can control his/her behavior, and self

perception is increasingly internalized. As to gender,

male and female tend to learn differently from each

other. The perceptual strengths of males are often

visual, tactile, and kinesthetic. They tend to need

more mobility than females, and function better in an

informal environment. On the other hand, females tend

to be more auditory need quiet while studying, work

best in a formal setting, and need less mobility.

Often they are more conforming authority-oriented, and

 31

parent-self motivated than males, Dunn (2000). As to the

respondent’s civil status and type of student, single

students have more manageable time for studying than

married students have; and regular students are enrolled

to a consistent class with carefully planned schedules

and activities than second coursers, and irregular

students.

The effectiveness of this study are rated based on

the participation of the students, environment,

appropriateness of power point presentation, application

of acquired knowledge and on clinical instructors’ level

of performance, this serves as the dependent variables.

According to Gardner, multiple intelligences

recognize cognition has more than knowledge acquisition.

Based on his definition of intelligence as “the ability

to solve problems or fashion product that are valued in

more than one setting,” Gardner has described seven forms

of intelligences: linguistic, musical /rhythmic,

logical/mathematical, visual/spatial, body kinesthetic,

interpersonal and intrapersonal. Therefore, in assessing

the effectiveness of power point presentation, we should

consider their various natures of intelligences.

 32

Respondent’s profile
· Age
·Gender
·Civil Status
·Type of students
Level of Effectiveness
of Power Point
Presentation
·Participation of
students
·Environment
·Appropriateness of
Power Point
Presentation
·Application of
acquired knowledge
Nursing Care ·Clinical Instructor’s
level of performance
Management (NCM) 101
Topics

Figure 1. Research Paradigm

“Level of Effectiveness of Power Point Presentation in

Nursing Care Management 101 as Perceived by the

Level III Nursing Students of Father

 33

Saturnino Urios University,

School Year 2008-2009”

Statement of the Problem

This study aims to assess the level of

effectiveness of Power Point Presentation in Nursing

Care Management 101 as perceived by the level III

nursing students of Father Saturnino Urios University,

School Year 2008-2009. It seeks to answer the

following:

1. What is the respondent’s profile in terms of

the following?

1.1 age

1.2 gender

1.3 civil status (single or married)

1.4 type of student (regular, irregular,

shiftee, or second courser)

2. What is the level of understanding in the

topics of NCM 101 lectures with the use of

power point presentation?

3. To what extent is the effectiveness of power

point presentation in terms of:

3.1 participation of the student

3.2 environment
 34

3.3 appropriateness of power point

presentation

3.4 application of acquired knowledge

3.5 Clinical Instructor’s level of

performance

4. Is there a significant difference in the

level of understanding in the topics of NCM

101 lecture when grouped according to the

variables sited in problem 1?

5. Is there a significant relationship between

the level of effectiveness of power point

presentation and the variable sited in

problem number 2?

Hypothesis

The following hypotheses were tested at 0.05

level of significance:

Ho1: There is no significant difference in the use of

Power Point Presentation during Nursing Care

Management 101 Lectures and academic performances of

the respondents when grouped according to the

variables cited in problem 1:

 35

Ho2: There is no significant relationship between the

level of effectiveness of PowerPoint presentation and

the variables cited in problem 2.

Significance of the Study

The findings of the study will be significant to

the following:

School Administration. The findings would help the

Father Saturnino Urios University Administration

because of the positive feedback of nursing students

and the utilization of Power Point Presentation as a

teaching strategy of the Clinical Instructors. The

number of enrollees will increase on the next semester

and the school will grow and there will be more budget

for the projects and for facilities that will develop

the school and its image. There will be greater inputs

to the minds of student nurses which could increase

the passing rate.

College of Nursing Administrators. The result of this

research will provide them with visible and concrete

information that will serve as a reference or guide in

identifying the techniques that will lead to a more

 36

effective teaching strategy, which can help in

improving the learning process of each student.

Nursing Faculty. The findings would help the nursing

faculty/clinical instructors determine the Pros and

Cons in using power point presentation as a strategy

in discussing Nursing Care Management 101 concepts

since this will serve as basis for their instructional

style and approach. This research study will provide

insight for the instructors to identify as to how the

students are responding to this type of technique and

as to how this system can be modified and utilized to

its highest capacity to produce a more enhanced and

more effective results.

Nursing Students. The students are the ultimate

beneficiaries for both teaching performances. students

can benefit from this study in the sense that having

the clinical instructors aware of their opinions and

feedbacks regarding the use of this artificial

intelligence will more or less provide for a more

augmented and refined teaching strategy thus advancing

towards effective student-teacher communication and

most importantly towards effective education.

 37

Future Researchers. This study can provide other

researchers with initial data and will serve as their

reference. Moreover, this would help them decide what

variables and aspects of level of efficiency are to be

studied.

Scope and Limitations

This study ascertained the level of effectiveness

of power point presentation in Nursing Care Management

101 as perceived by the level III nursing students of

Father Saturnino Urios University, school year 2008-

2009.

The respondents will be limited only to 9 out of

12 sections of level III nursing students whose

clinical instructors employed the use of power point

presentation during their NCM 101 discussion for the

first semester of school year 2008-2009.

Variables:

There are two (2) main variables included in the

study namely: independent and dependent variables. The

independent variables include two (2) factors, the

respondent’s profile and the topics in the Nursing

Care Management 101 lectures which are the Maternal

 38

and Child Nursing, Reproductive Disorders,

Gerontology, and Growth and Development. The dependent

variable contains the effectiveness of power point

presentation during the discussion of the topics of

Nursing Care Management 101.

Respondents:

This study was conducted among level III nursing

students of Father Saturnino Urios University during

the first semester of school year 2008-2009.

This study was focused only among level III

nursing students who underwent NCM 101 lectures with

the utilization of the power point presentation as a

teaching strategy used by their corresponding clinical

instructors of the same institute within the same

given time frame.

 39

Definitions of Terms

For purposes of clarity, the following terms are

defined operatically:

• Academic performance – this refers to the overall

grade of the nursing students in NCM 101.

• Age – this refers to length of somebody or

something’s existence; the length of time that

somebody or something has existed, usually

expressed in years.

• NCM (Nursing Care Management) 101 – this refers

to the promotion of healthy styles through

application of health knowledge, the change

process, learning theories, and the nursing aid

teaching process.

• Clinical Instructor’s Attitude – this refers to

the qualitative descriptions of the clinical

instructors such as the attitude and personality.

 40

• Class Size – this refers to the number of

students for a clinical instructor to handle.

• Learning style – this refers to the complex

manner in which, and conditions under which,

learner most effectively perceive, process, store

and recall what they are attempting to learn.

• Power point presentation – this refers to the

collection and presentation of data gathered

through the use of a computer and an LCD

projector; a teaching strategy which enables

lecturers to enhance their discussion with the

aid of animations and videos.

• Regular – this refers to a student with student

type "Regular" is registered in the regular

course requirement for a program.

• Second courser – this refers to a person who has

subsequently obtained a degree who proceeds to

enroll to another course.

• Shiftee – this refers to a student who has

previously enrolled in one course or program who

shifts or reenrolls to another program before he

completes the course.

 41

• Special or irregular – this refers to a student

with student type "Special" is admitted to a

program and is required to complete course or

program deficiencies necessary to proceed under

the "Regular" student category.

• Teaching strategies – this refers to the style

and techniques o f the subject to be taught.

• Time management – this refers to the time

required and given to specific learning activity.

 42

Chapter 2

RESEARCH METHODOLOGY

This chapter describes the design, environment,

population and sample, instrument, the subject and

sampling method employed the gathering procedure, and

statistical techniques.

Design

This study made use of the descriptive-

correlational method of research; this is descriptive

in the sense that it described the profile of the

level III nursing students in terms of age, gender,

civil status and type of students. It is descriptive,

considering that it also illustrated the perception of

level III nursing students to the level of

effectiveness of Power Point Presentation in NCM 101.

Correlational because the researchers tried to

establish a relationship between the two independent

variables: 1) the respondent’s profile which included

the respondent’s age, gender, civil status, and type

of student; and 2) the NCM 101 concepts discussed to

 43

them. And between the independent variables and the

dependent variable which comprised the student’s

participation, environment, appropriateness of power

point presentation, application of acquired knowledge,

and the clinical instructor’s level of performance.

Environment, Population and Sample

This study was conducted in Father Saturnino

Urios University which is located at San Francisco St.

Butuan City.

The total population of this study is 477 nursing

students, which are the twelve sections of level III

enrolled in the first semester SY: 2008-2009. 9 out of

12 sections had undergone NCM 101 lectures with the

use of Power Point Presentation as a teaching strategy

of their Clinical Instructors, and they were chosen as

a subject for this study. The respondents played an

important rule for the study since they were the

source of our research basis. From the population of

477, the researchers made use of the Sloven’s formula

to arrive a sample size of 190. They utilized the

probability sampling technique through random

sampling.
 44

Father Saturnino Urios University is a premiere

Catholic institution and has been known for its

excellent performance in the field of education. The

Bachelor of Science in Nursing is one of the school’s

prides among other offered courses. The program has

shown a promising performance by having high passing

rates in Nursing Licensure Examinations.

The instrument used in the study is the survey

questionnaire developed by the researchers themselves.

This served as a primary tool in obtaining information

from our respondents. It was divided in two parts:

first, deals with the profile in the respondents on

age, gender, civil status and type of students; and

second deals with the level of effectiveness of Power

Point Presentation which include the NCM 101 topics

and the clinical instructors' profile.

Instrument

The instrument used in the study is a survey

questionnaire developed by the researchers themselves.

This served as the primary tool in obtaining

information from our respondents. It was divided into

2 parts: Part 1, deals with the profile of the

respondents on age, gender, civil status and type of

 45

students; Part 2, deals with the level of

effectiveness of power point presentation which

includes the NCM 101 topics and the Clinical

Instructors Profile.

Data Gathering Procedure

The questionnaire, used as the instrument, was

approved by the thesis adviser and the research

instructor. A letter was the sent to the Level

Coordinator requesting the total population of level

III nursing students enrolled in the first semester of

SY: 2008-2009. Another letter requesting permission

from the Dean of College of Nursing was made, asking

for approval to conduct a study among the said

respondents.

Upon knowing the total population, the

researchers consulted a statistician to know the pre-

test size and sample size of the study. The

researchers reproduced the questionnaire and conducted

a pre-testing. Its result was sent to the statistician

and confirmed that the study will have a positive

outcome; however its result was excluded to the actual

results of the study.

 46

The researchers went personally and distributed

the questionnaire to the sample population at random

dates and time depending on the availability of the

respondents. They utilized the method of random

sampling, which means that all members of a group or

population have an equal and independent chance of

being selected. The gathered data was then tabulated

and submitted to the statistician for statistical

treatment. All of the computations, figures and tables

significant to the results of the study are shown in

Chapter 3.

Data Analysis

In order to proceed with the analysis,

categorizations of responses were done according to

the variables stated in the problem. Collected data

were summarized then analyzed using statistical

methods. Responses from the respondents were

categorized by the researchers using the likert scale.

Scale Range Verbal Description

5 4.51-5.00 Very satisfactory
4 3.51-4.50 Satisfactory
3 2.51-3.50 Good
2 1.51-2.50 Fair
1 1.00-1.50 Poor
 47

CHAPTER 3

ANALYSIS AND RESULTS

This chapter illustrated the analysis and results

of the data gathered by the researchers. It answers

the statement of the problem in appropriate tables and

interpretations.

Problem 1. What is the respondent’s profile in terms

of the following:

1.1 age

1.2 gender

1.3 civil status

1.4 type of student

Table 1

Respondent’s Profile in Terms of Age, Age Range,

Frequency, Percentage, Total and Mode

Age Range Frequency Percentage (%)

 48

17-18 61 32.1
19-20 104 55
21-22 10 5
23-24 9 4.7
25-and above 6 3.2

Total 190 100

Mode 19-20 years old

Table 1 illustrated the respondents’ profile in

terms of age. The age range of 19-20 years old had the

highest percentage of 55% which was also the mode. The

age range with the least percentage is ages 25 years

old and above.

The study conducted by Nueva (2004) revealed that

students whose age were outside of the average school

age has higher maturity perspectives and develops a

strong personality type which made them responsive and

confident in the academic performance.

The age range of 19-20 years old got the highest

percentage due to the fact that countries abroad have

been offering great deals to the nurses in the

country. Due to financial crises, adolescents are

pressured to enroll in the nursing program straight

from high school. The age range of 25 years old and

 49

above, however, got the least percentage since

normally, people who belong to this age group have

supposedly graduated and landed jobs. However, due to

the same predicament, professionals decide to take up

a second course which will offer them higher chances

of landing careers abroad.

Table 2

Respondent’s Profile in Terms of Gender, Frequency,

Percentage, Total and Mode

Gender Frequency Percentage (%)

Female 130 68
Male 60 32

Total 190 100

Mode Female

Table 2 illustrated the respondents’ profile in

terms of gender. Female were 130 out of 190 with a

percentage of 68% while the male comprised 60 out of

190 and had a percentage of 32%. The mode was the

female.

Nursing is a female-dominated course.

Traditionally, women are more suited to become nurses

 50

due to their caring abilities and motherly nature.

However, nursing, with the sculpting hands of time and

changes, has now become a profession acceptable to

men. This fact supports the results shown above.

Table 3

Respondent’s Profile in Terms of Civil Status,

Frequency, Percentage, Total and Mode

Civil Status Frequency Percentage (%)

Single 186 98
Married 4 2

Total 190 100

Mode Single

Table 3 illustrated the respondents’ profile in

terms of civil status. Since the respondents were

students, single comprised 186 out of 190 with a

percentage of 98%. Married had only frequency of 4 out of

190 respondents with a percentage of 2%. The mode was

single.

Nursing is a very busy and loaded course. Nursing

students were exposed to multifarious learning situations

 51

both academic and non-academic. Academic exposures are

brought about by factors that influence the life’s

direction and interaction of students. Moreover, it

demands time, energy, and money. Single students, since

they have more time than married students have, are more

likely to enroll and survive this course. That explains

why single students make up the higher percentage than

married students do.

Table 4

Respondents’ Profile in Terms of Types of Students,

Frequency, Percentage, Total and Mode

Type of student Frequency Percentage (%)

Regular 165 87
Irregular 20 10
Second courser 5 3

Total 190 100

Mode Regular

Table 4 illustrated the respondents; profile in

terms of types of student. There were 165 out of 190

respondents that were considered as regular students

with a percentage of 87%. Irregular students were 20

out of 190 with a percentage of 10%. Lastly, second

 52

courser respondents were 5 out of 190 with a

percentage of 3%. Regular students were the mode of

the study.

Basing the interpretation from the results of the

previous tables, regular students make up the highest

percentile rank than the others since most of the

respondents are 19-20 years old, single, and first

coursers. There were also second coursers since

studying again for another profession is expensive and

time consuming. With these collated data, young adults

with no one in particular to care for, are likely to

have more opportunities for complying requirements

before the deadline and more time to prepare for

examinations, quizzes and the like.

 53

Problem 2. What is the level of understanding on the

topics of NCM 101 lecture using a power point

presentation?

Table 5

Respondent’s Level of Understanding on the Topics of

NCM 101 Lecture with the Use of Power Point

Presentation, Mean,

Verbal Descriptions, Total and Total Mean

FACTORS (TOPICS) MEAN VERBAL

1.Maternal and 3.76 DESCRIPTION
Child Nursing SATISFACTORY
2.Reproductive 3.80
Disorders SATISFACTORY
3.Growth and 3.79
Development SATISFACTORY
4.Gerontological 3.86
Nursing SATISFACTORY
5.Communicable 3.59
Diseases And SATISFACTORY
Sexually
Transmitted
Diseases
 54

Total 18.62
TOTAL MEAN 3.72 SATISFACTORY

LEGEND: 1.00-1.50 – POOR

1.51–2.50 – FAIR

2.52-3.50 – GOOD

3.51-4.50 – SATISFACTORY

4.51-5.00 – VERY SATISFACTORY

TABLE 5 showed the respondents’ level of

understanding on the topics of NCM 101 lecture using a

power point presentation.

The total mean was 3.72, with verbal descriptions

of satisfactory. Topics 1, 2, 3 and 4 had a mean

greater than the total mean with verbal description of

satisfactory. On the other hand, 5th topic had a mean

less than the total mean with a verbal description of

satisfactory.

All topics discussed were reportedly

satisfactory. Thus, indicating it is indeed effective;

yet draw backs such as the inappropriate environment

and the like limits it to becoming highly efficient

for the students.

 55

Problem 3. To what extent is the effectiveness of

power point presentation in terms of:

3.1 student participation

3.2 environments

3.3 appropriateness of PowerPoint presentation

3.4 application of acquired knowledge

3.5 Clinical Instructor’s level of performance

Table 6

Respondents’ perception in the effectivity of Power

Point presentation, mean, verbal descriptions, total,

Total mean, grand total and grand mean.

Verbal
Factors Mean Description
A. Participation of the students with
use of PowerPoint Presentation
1. Can remain focus all throughout
until discussion is over. 3.44 Good
 56

2. Can appreciate the animation

incorporated. 3.67 Satisfactory
3. Satisfied with the images and videos
presented. 3.68 Satisfactory
4. Can answer during oral recitation. 3.37 Good
5. Can formulate questions in relation
to the discussion 3.57 Satisfactory
6. Can give suggestions and comments
with the topics. 3.51 Satisfactory
7. Can interact and cooperate in
sharing of experiences in relation
to the topic. 3.63 Satisfactory
Total 24.87
Total Mean 3.55 Satisfactory
On students’ participation, it had a total mean

of 3.55 with a verbal description of satisfactory.

Four out of 7 questions had a mean greater than the

total mean but they were all verbally described as

satisfactory. Three out of 7 questions had a mean less

than the total mean and questions 1 and 4 are verbally

describe as good while the rest were satisfactory.

The interpretation of data implies that using of

Power Point Presentation, as a teaching strategy

during lecture in NCM 102, improves the students’

attention span and allows them to participate during

discussion. According to Gardner, of the seven forms

of intelligence, one of which is the visual/ spatial

in which people learned through visualizing or seeing

things. These learners may think of pictures and

 57

learned best from visual display presented such as

diagrams, illustrations, videos, and other effects.

Through these, they may absorb information rapidly and

store it in their mind for a long period of time.

Verbal
Factors Mean Description
B. Environment during the lecture of NCM
101
1. The room is dim enough to visualize
the PowerPoint presentation clearly. 3.45 Satisfactory
2. The position and distance of
PowerPoint presentation from the
students. 3.46 Good
3. Can listen attentively to discussions
despite from the noise from
surroundings. 3.30 Good
4. Satisfied with seating arrangements
of the students. 3.45 Good
5. Cleanliness and neatness of the room. 3.45 Good
6. Ventilation of the room. 3.19 Good
7. The space and length of room in
relation to the total number of
students. 3.52 Satisfactory
Total 23.82
Total Mean 3.40 Good

On environment, the total mean was 3.40 with a

verbal description of good. Questions 1 and 7 had a

verbal description of satisfactory and the rest had a

good verbal description. On the other hand, questions

 58

3 and 6 had a mean less than the total mean and both

had verbal description of good.

This signifies that improvising of classrooms

like proper ventilation and utilization of dim lights

is needed in order for the Power Point Presentation to

be more effective. As what Lackney has said that

learning environment can have both positive and

negative effects on teachers’ ability to teach and

students’ ability to focus on learning task. In the

study, it shows that students were not satisfied with

the environment in terms of position and distance of

Power Point Presentation from students, environmental

factor like noise, seating arrangement, cleanliness of

the classroom and ventilation. Because of these

factors, students’ ability to think, listen and

participate was altered despite of lively and humorous

discussion.
 59

Verbal
Factors Mean Description
C. Appropriateness of the PowerPoint
presentation
1. Font size of letters. 3.68 Satisfactory
2. Font style of letter 3.71 Satisfactory
3. Color of letters. 3.67 Satisfactory
4. Background color. 3.54 Satisfactory
5. Background animated pictures. 3.80 Satisfactory
6. Animations, slideshow presentations
and effects. 3.84 Satisfactory
7. Important content of the topic. 4.06 Satisfactory
Total 26.30
Total Mean 3.76 Satisfactory

Appropriateness of PowerPoint Presentation had a

total mean of 3.76 with a verbal description of

satisfactory. 3 out of 7 questions had a mean greater

than the total mean with a verbal description

satisfactory; one question had a mean equal to the

total mean.

This means that students were able to visualize

clearly and appreciate with the effects and animations

presented by the Clinical Instructors through Power

 60

Point Presentation. Creative strategies, such like

this, present opportunities for students to increase

their awareness which is a process of self-discovery

thus fostering openness and creative attitudes among

them.

Verbal
Factors Mean Description
D. Application of acquired knowledge by the
students from the lectures with the
PowerPoint presentations.
1. Able to retain information from the
concepts that had been discussed. 3.81 Satisfactory
2. Can pass the examinations and quizzes. 3.75 Satisfactory
3. Can rationalize and distinguish the
situations from the exams. 3.74 Satisfactory
4. Can formulate appropriate nursing
interventions necessary to the patient’s
individualized needs. 3.66 Satisfactory
5. Can render health teachings in the
clinical and community settings. 3.72 Satisfactory
6. Can recall related principles of NCM 101. 3.74 Satisfactory
7. Can relate concepts of NCM 101 in the
community and clinical settings. 3.80 Satisfactory
Total 26.22
Total Mean 3.75 Satisfactory

Appropriateness of acquired knowledge had a total

mean of 3.75 with a verbal description of satisfactory.

Among the seven questions, 2 questions had a mean greater

than the total mean particularly questions 1 and 7, while

questions 3,4,5 and 6 had a mean a little bit less than

the total mean but all the seven questions had a verbal

descriptions of satisfactory.
 61

This means that using power point presentation on

the NCM 101 lectures really helps the students in

learning the concepts especially in retaining information

and relating those concepts to the community and clinical

settings.

Verbal
Factors Mean Description
E. Clinical Instructor’s level of
performance during lecture with the use
of PowerPoint presentation
1. Can explain thoroughly the slide Satisfactor
presented. 3.75 y
2. Involves the students’ participation Satisfactor
during the discussion. 3.64 y
3. Mastery and skills in using the Satisfactor
PowerPoint presentation. 3.72 y
4. Can present the topics systematically Satisfactor
and consistently.. 3.78 y
5. Voice quality and speech delivery Satisfactor
during lecture. 3.80 y
6. Can introduce a unique presentation of Satisfactor
the topic. 3.71 y
7. Can provide an overview with the topic Satisfactor
discussed. 3.78 y
Total 26.18
Satisfactor
Total Mean 3.74 y

127.3
Grand Total 9
Satisfactor
Grand Mean 3.64 y

On Clinical Instructor’s level of performance, it

had a total mean of 3.74 with a verbal description of

satisfactory. Among the seven questions, 4 had a mean

 62

greater than the total mean particularly questions 1,

4, 5 and 7. Questions 2, 3 and 6 had a mean less than

the total mean. All the questions had a verbal

description of satisfactory.

Therefore, the overall performance of the

clinical instructors is satisfactory in terms of

efficiency in teaching their students and of

convenience for the student’s learning.

The grand mean was 3.63 with a verbal description

of satisfactory and among the 5 factors; three factors

had a total mean greater than the grand mean. Among

them were factors c, d and e and had a total mean

greater than the grand mean with a verbal description

of satisfactory. Factors 1 and 2 had a total mean less

than the grand mean and only factor 2 had a verbal

description of good.
 63

Problem 4. Is there a significant difference in the

level of understanding in Nursing Care Management 101

topics when grouped according to the variables cited

in problem no. 1?

Table 7

Significant Difference of the Respondent’s Perception

in the Level of Understanding in NCM 101 Topics, Where

Ho is Tested at Alpha = 0.05, Mean, Standard Deviation,

Computed T-test Value, Critical T-test Value, Decision

on Ho, and Conclusion

PROFILE Mean STANDARD COMPUTED CRITICAL DECISION CONCLUSION

DEVIATION T-TEST T-TEST ON Ho
value value

-age 19.34 9.09 23.68 1.645 Reject Significant

-gender 1.32 9.09 3.64 1.645 Reject Significant
-civil 1.02 9.09 4.09 1.645 Reject Significant
status
-type of 1.16 9.09 3.88 1.645 Reject significant
student

Total 22.84
 64

Total 5.74
mean

Table 7 showed the significant difference of the

respondents perception in the level of understanding

in NCM 101 topics when grouped through their profiles

at the level of significance, alpha=0.05.

It showed that the computed t-test value of age,

gender, civil status, and types of students were

greater than the critical t-test value of 1.645. It

made to reject the Ho and all of them were significant.

It means that the respondents’ profile made

significant difference to the level of understanding

of the topics using a power point presentation.

 65

Problem 5. Is there a significant difference between

the level of effectivity of power point presentation

and the variable cited in problem no. 2?

Table 8

Significant Relationship in the Level of Effectivity

of Power Point Presentation and the variable Cited in

Problem 2, Ho is Tested at Alpha=0.05, Mean, Standard

Deviation, Computed T-Test Value, Critical T-Test

Value, Decision in Ho, and Conclusion

LEVEL OF Mean Standard COMPUTED CRITICAL DECISION CONCLUSION

UNDERSTANDING deviation T-TEST T-TEST ON Ho
value value
1. Maternal and 3.76 0.0886 6.22 1.645 Reject Significant
Child Nursing
2.Reproductive 3.80 0.0886 12.39 1.645 Reject Significant
disorders
3.Growth and 3.79 0.0886 10.89 1.645 Reject Significant
Development
4.Gerontologica 3.68 0.0886 6.22 1.645 Reject Significant
l Nursing
5.Communicable 3.59 0.0886 20.22 1.645 Reject Significant
diseases and
Sexually
Transmitted
Diseases
Total 18.62
Total mean 3.72
 66

Table 8 showed a significant difference between

the level of understanding of the topics presented

using power and the effectivity to the perception of

the respondents, Ho is tested at the level of

significance, x=0.05.

It showed that all the topics presented through

power point were effective to the respondents as the

computed t-test value were all greater than the

critical t-test value of 1.645 which made the Ho to be

rejected and the conclusions were all significant.

Among the computed t-test, reproductive

communicable diseases and STD had the greatest value

of 20.22, followed by reproductive disorders of 12.39,

growth and development of 10.89, and both maternal and

child nursing and gerontological nursing of 6.22 and

they were both significantly difference.

Topics presented using power point enhances the

respondents learning as it were all effective.

 67

CHAPTER IV

SUMMARY, CONCLUSION AND RECOMENDATION

This chapter presents a synthesis of the major

findings obtained in this study, a set of conclusion

and some feasible recommendations.

Summary of Findings

The following are the results of the study.

1. Personal Profile of the respondents

1.1 Age

Majority of the respondents from a

population of 190 were on the age range of 19 to

20 years old having a percentage of 55%. It was

followed by the age range of 17 to 18 years old

with 32.1%, age range of 21 to 22 years old with

5%, age range of 23 to 24 years old with 4.7% and

lastly the age range of 25 and above with 3.2%.

1.2 Gender

Most of the respondents were females with a

percentage of 68% while male respondents had a

percentage of 32 %.
 68

1.3 Civil Status

98% of the respondents were single and 2% of

them were married.

1.4 Type of Student

Majority of the respondents were regular

students having a percentage of 87%, followed by

irregular students with 10%.Second courser

respondents has the lower percentage which was

3%.

2. Level of understanding to the topics of NCM 101

lecture through PowerPoint presentation.

Three out of five topics of NCM 101 lecture had a

mean greater than the total mean (3.72)-Maternal and

Child Nursing (3.76), Reproductive disorders (3.80),

an Growth and Development (3.79).The three topics got

a verbal description of satisfactory. On the other

hand, the two remaining topics-Gerontological Nursing

(3.68) and Communicable Diseases and Sexually

Transmitted Diseases (3.59) had a mean less than the

total mean but still with a verbal description of

satisfactory. This showed that the respondents level

 69

of understanding to NCM 101 lecture topics through

PowerPoint presentation were satisfactory.

3. The extent of effectivity of using PowerPoint

presentation during NCM 101 lecture

3.1 Student’s participation

This category had a total mean of 3.55 with

a verbal description of satisfactory. Four out of

seven questions had a mean greater than the total

mean-can appreciate the animation incorporated

(3.67), satisfied with the images and videos

presented (3.68), can formulate questions in

relation to the discussion (3.57) and can

interact and cooperate in sharing of experiences

in relation to the topic (3.63).They were all

verbally describe as satisfactory. The remaining

three questions had a mean less than the total

mean-can remain focus throughout until discussion

is over (3.44), can answer during oral recitation

(3.37), with a verbal description of good and

lastly can give suggestions and comments with the

topics (3.51) with a verbal description of

satisfactory.
 70

3.2 Environment

This category had a total mean of 3.40 with

a verbal description of good. The following

questions had a mean greater than the total mean:

the room is dim enough to visualize the power

point presentation clearly (3.45), the position

and distance of power point presentation from the

students (3.46), satisfied with the sitting

arrangements of students (3.45), cleanliness and

neatness of the room (3.45), the space and length

of room in relation to the total number of

students (3.52). all of the questions were

verbally described as good except for the last

one which was verbally described as satisfactory.

On the other hand, the two remaining questions

had a mean less than the total mean – can listen

attentively to discussions despite of the noise

from surroundings (3.30), ventilation for the

room (3.19). Both questions had a verbal

description of good.

3.3 Appropriateness of power point presentation

The total mean for this category was 3.71

with a verbal description of satisfactory. Out of

 71

seven questions, three had a mean greater than

the total mean-background color (3.80),

animation, slideshow presentation effects (3.84),

and important content of the topic (4.06). They

had a verbal description of satisfactory. One

question had a mean equal to the total mean-

(3.71)-font style of letters (3.71). It was also

verbally described as satisfactory. The other

three questions had a mean less than the total

mean-font size of letters (3.68), color of

letters (3.67), background color (3.54). All were

verbally described as satisfactory.

3.4 Application of acquired knowledge

This category had a total mean of 3.75 with

a verbal description of satisfactory. Two out

seven questions had a mean greater than the total

mean – able to retain information from the

concepts that have been discussed (3.81) and can

relate the concepts of NCM 101 in the community

and clinical settings (3.80). One question had a

mean equal to the total mean – can pass the

examinations and quizzes (3.75). the remaining

four questions had a mean lesser than the total

 72

mean – can rationalize and distinguish the

situations from the exams (3.74), can formulate

appropriate nursing interventions necessary to

the patient’s individualized needs (3.66), can

render health teachings in the clinical and

community settings (3.72), can recall related

principles of NCM 101 (3.74). All of these

questions were verbally described as satisfactory.

3.5 Clinical instructor’s level of performance

The total mean for this category was 3.74

with a verbal description of satisfactory. Four

questions had a mean greater than the total mean

– can explain thoroughly the content of the slide

presented (3.75), can present topics

systematically and consistently (3.78), voice

quality and speech delivery during lecture

(3.80), can provide an overview with the topic

discussed (3.78). The other three questions had a

mean lesser than the total mean – involves the

students’ participation during the discussion

(3.64), mastery and skills using the power point

presentation (3.72), can introduce a unique

presentation of the topic (3.71). All of these

 73

questions had a verbal description of

satisfactory.

4. Significant difference in the level of

understanding in Nursing Care Management 101 Topics

when grouped according to the variables cited in

problem number one.

Data revealed that the computed T-test value of

age, gender, civil status, and type of student were

greater than the critical t-test value of 1.645. It

made to reject the Ho (null hypothesis) and all of

them were significant. This means that the

respondent’s profile made significant difference to

the level of understanding NCM 102 lecture topics

through the use of power point presentation.

5. Significant difference between the level of

effectivity of power point presentation and the

variable cited in problem number 2.

Data revealed/shared that all the topics

presented through a power point were effective to the

respondents as the computed t-test value were all

greater than the critical t-test value of 1.645 which

 74

made the Ho (null hypothesis) to be rejected and the

conclusions were all significant.

Among the computed t-tests, communicable diseases

and sexually transmitted diseases had the greatest

value of 20.22, followed by reproductive disorders of

12.39, and growth and development of 10.89. Both

Maternal and Child Nursing and Gerontological Nursing

had the value of 6.22. They were all significantly

different.

Topics presented using PowerPoint enhanced the

respondents’ learning as if it were all effective.

Conclusion

1. Based on the study conducted, the following

conclusions were made:

a. Majority of the respondents were ages 19-20,

female, single and are regular students.

b. By using the PowerPoint Presentation as a

strategy in teaching Nursing Care Management

(Lecture) concepts, the respondents had

better understanding for the said topics.

 75

c. Effectivity of using the PowerPoint

presentation during lectures are enhanced

due to good environment, appropriateness of

presentation as well as the Clinical

Instructor’s high level of performance. This

is evidenced by increased participation from

the students during lectures and their

ability to retain more of the concept as it

is being applied.

d. Ho1 is rejected and there is a significant

difference in the level of understanding in

Nursing Care Management 101 (Lecture)

concepts when grouped according to age,

gender, civil status and type of student.

e. Ho2 is rejected and there is a significant

relationship in the level of effectiveness

of PowerPoint presentation in connection to

the concepts being taught in Nursing Care

Management (Lecture).

Recommendation

Based on the research findings, the researchers

have the following recommendations for considerations.

 76

For the School Administration

Research has shown that the use of power point

presentation as a teaching strategy has been found

effective for the level III nursing students of Father

Saturnino Urios University. It is a great help that

the school will provide complete facilities not only

to the clinical instructor lecturers of the nursing

program but also to the different programs to meet the

new learning style and to obtain a quality learning to

their learners.

For the College of Nursing Administrators

With this research, we recommend the nursing

program to implement and improve the utilization of

this strategy. Furthermore, we suggest that the

administration provide more equipment and facilities

that will help accommodate the students towards

effective learning.

For the Nursing Faculty

They should be aware of the diverse learning

styles to help them become more perceptive to the

differences that students bring inside the classroom.

The result of this study will serve as a channel in

 77

designing learning experiences, depending on the

instructors’ purpose.

They should also consistently orient themselves

with the advancement of technology that is the use of

power point presentation, in order to take maximum

advantage of the equipment.

They should be eager to change and improve their

teaching strategies and techniques based on the

appreciation of the range of students’ learning style

preferences. They should also guarantee that their

methods, equipment and resources fit the ways in which

their students learn and take full advantage of the

learning potential of the students.

Nursing Students

We, the researchers, encourage them to actively

participate in classroom activities. To cooperate in

the discussion in order for them to be successful in

the academe.

For the Future Researchers

They can conduct a research study on the

effectiveness of power point presentation towards

other year levels of the nursing program; and on

 78

factors that can influence the effectiveness of this

strategy.

Bibliography

A. Books:

Feldman, Robert S. Power Learning: Strategies for

Success in College and Life. (2nd Edition) New York:

McGraw Hill Company; pp 56-68.

Lowenstein, Arlene and Bradshaw, Martha (2006).

Fuszard’s Innovative Teaching Strategies in Nursing

(3rd edition). Jones and Barlett Publishers, Inc.

Felder, Richard (2003). Reaching the Second Tier:

Learning and Teaching Styles in College Science

Education. J. College Science Technology.

B. Journal:

Ballinger, K. Teaching and Learning in the College

Classroom. Needham Heights, MA: Ginn Press. Pp. 15-

18.
 79

Debello, C. (1985). An Inventory Approach to Assessing

the Learning Style of College Students. Cambridge,

MA: Harvard University Press.

Dunn, R. (2000). Learning Style: Theory, Research and

Practice. National Forum of Applied Educational

Research Journal, 13(1), 3-22.

Phares (1976). Learning Styles and Pedagogy in Post-

16 Learning. A Systematic and Critical Review.

London: Learning and Skills Research Centre.

Stipek and Weisz (1981). Age and Intellectual

Performance Among Students at a Highly Selective

College: A Social Comparison Abilities Analysis.

Vol. 24 no. 1; pp. 5-14

C. Online Resources:

Wikipedia.com (2008). Retrived: Dec. 12, 2008 from

http://en.wikipedia.org/wiki/learningstyles

Learningstyle.com (2008). Retrieved: Dec. 10, 2008

from

www.yahoo.com/learningstyleandacademicperformance

Learnthrough.com (2009). Retrieved: Jan. 23, 2009

from the World Wide Web: http://www.learning-

styles-online.com.overview
 80

Dailyarticle (2009). Retrieved: Jan. 23, 2009 from

http://www.ncsu.edu/felderpublic/papers/secondtier.

tml.

Curriculum Vitae

Personal Data

Name: Johanna Rae Aika D. Acapulco

Nickname: Jo, GGL

Age: 21 years old

Place of Birth: Binan, Laguna

Date of Birth: July 3, 1988

Home Address: 041 Pili Drive Extension, Butuan City

Civil Status: Single

Gender: Female

Religion: Roman Catholic

Father’s Name: Eddie T. Acapulco

Mother’s Name: Edna D. Acapulco

Educational Background

Elementary: West Central Elementary School

Secondary: Agusan National High School

College: Father Saturnino Urios University

 81

Curriculum Vitae

Personal Data

Name: Alysa Maria C. Atilano

Nickname: Lheng2x

Age: 19 years old

Place of Birth: Pob. Lapuyan, Zamboanga del Sur

Date of Birth: October 11, 1989

Home Address: 464 Arujville Subd., Butuan City

Civil Status: Single

Gender: Female

Religion: Roman Catholic

Father’s Name: Abel B. Atilano

Mother’s Name: Gemma C. Atilano

Educational Background

Elementary: Margosatubig Pilot Training Center

Secondary: Pax High School

College: Father Saturnino Urios University

 82

Curriculum Vitae

Personal Data

Name: Adrienne Fol G. Balan

Nickname: Apple

Age: 19 years old

Place of Birth: Kitcharao, Agusan del Norte

Date of Birth: January 2, 1990

Home Address: P-4 Cuyago, Jabonga, Agusan del Norte

Civil Status: Single

Gender: Female

Religion: Roman Catholic

Father’s Name: Adriano D. Balan

Mother’s Name: Flor G. Balan

Educational Background

Elementary: Jabonga Central Elementary School

Secondary: Agusan National High School

College: Father Saturnino Urios University

 83

Curriculum Vitae

Personal Data

Name: Whoopi R. Buot

Nickname: Wowo

Age: 19 years old

Place of Birth: Davao City

Date of Birth: September 08, 1989

Home Address: P-7, Obrero, Butuan City

Civil Status: Single

Gender: Male

Religion: Born Again Christian

Father’s Name: Demosthenes D. Buot

Mother’s Name: Gina R. Buot

Educational Background

Elementary: Butuan Central Elementary School

Secondary: Agusan National High School

College: Father Saturnino Urios University

 84

Curriculum Vitae

Personal Data

Name: Kara Kyle D. Cabatingan

Nickname: Kar, Kay2x, King

Age: 19 years old

Place of Birth: Butuan City

Date of Birth: February 21, 1990

Home Address: Employees Village, Libertad, Butuan City

Civil Status: Single

Gender: Female

Religion: Roman Catholic

Father’s Name: Eduardo Cabatingan

Mother’s Name: Nemia Cabatingan

Educational Background

Elementary: Butuan Central Elementary School

Secondary: Agusan National High School

College: Father Saturnino Urios University

 85

Curriculum Vitae

Personal Data

Name: Aurora Luanne R. Cembrano

Nickname: Au-Au

Age: 21 years old

Place of Birth: Butuan City

Date of Birth: March 5, 1988

Home Address: 187 Doongan Road, Butuan City

Civil Status: Single

Gender: Female

Religion: Protestant

Father’s Name: Gil M. Cembrano

Mother’s Name: Susan R. Cembrano

Educational Background

Elementary: Butuan Central Elementary School

Secondary: Agusan National High School

College: Father Saturnino Urios University

 86

Curriculum Vitae

Personal Data

Name: Marc Ariel D. Langanlangan

Nickname: Kira

Age: 19 years old

Place of Birth: Butuan City

Date of Birth: February 3, 1990

Home Address: Blk 16, Lt. 7 Ram Aviola City Homes,

Upper Doongan, Butuan City

Civil Status: Single

Gender: Male

Religion: Roman Catholic

Father’s Name: Cosme E. Langanlangan

Mother’s Name: Herlie D. Langanlangan

Educational Background

Elementary: Butuan Central Elementary School

Secondary: Agusan National High School

 87

College: Father Saturnino Urios University

Curriculum Vitae

Personal Data

Name: Jose Maria G. Rodriguez

Nickname: Joma

Age: 20 years old

Place of Birth: Buenavista, Agusan del Norte

Date of Birth: December 18, 1988

Home Address: Brgy. 3, Buenavista, Agusan del Norte

Civil Status: Single

Gender: Male

Religion: Roman Catholic

Father’s Name: Hildegardo C. Rodriguez

Mother’s Name: Concepcion G. Rodriguez

Educational Background

Elementary: Special Education Integrated School

Secondary: Saint James High School

College: Father Saturnino Urios University

 88

Father Saturnino Urios University

Nursing Program
Butuan City

Dear Fellow Student,

Greetings in peace!

We the level III nursing students of section 3A

are conducting a study on the “Level of Effectiveness
of Powerpoint Presentation on Nursing Care Management
101 as Perceived by the Level III Nursing Students of
Father Saturnino Urios University, School Year 2008 –
2009”. The purpose of this survey is for the partial
fulfillment of our research subject.
We would like to ask for your cooperation and honest
opinion in answering the questionnaire. Rests assure
that all your answers will be treated as confidential.
Thank you and God bless!

Sincerely yours,

Acapulco, Johanna Rae Aika D.

Atilano, Alyssa Maria C.
Balan, Adrienne Fol G.
Buot, Whoopi R.
Cabatingan, Kara Kyle D.
Cembrano, Aurora Luanne R.
Langanlangan, Marc Ariel D.
Rodriguez, Jose Maria G.
 89

Noted by:

Mary Lois Charity Elicano, RN

Research Adviser

Approved by:

Wilmar Arthur Bernas, RN

Level III & IV Coordinator

Father Saturnino Urios University

Nursing Program
Butuan City

SURVEY QUESTIONNAIRE

“The Level of Effectiveness of Power Point

Presentation in Nursing Care Management 101 as
Perceived by the Level III Nursing students of Father
Saturnino Urios University, school Year 2008-2009”

Respondent’s Profile:
Age: _____
Gender: _____
Civil Status: _____
Type of Student:
_____ Regular
_____ Irregular
_____ Second Courser

Direction: Write a check mark on the space provided.

Criteria:
5 – Very Satisfactory (VS)
4 – Satisfactory (S)
3 – Good (G)
2 – Fair (F)
1 – Poor (P)

PART I:
5 4 3 2 1
Level of understanding to the topics of
NCM 101 through power point presentation
1. Maternal and Child Nursing
 90

2. Reproductive Disorders
3. Growth and Development
4. Gerontological Nursing
5. Communicable Diseases and
Sexually Transmitted Diseases

PART II:
5 4 3 2 1
A. Participation of the students with
the use of Power Point Presentation
1. Can remain focus throughout until
discussion is over.
2. Can appreciate the animation
incorporated.
3. Satisfied with the images and
videos presented.
4. Can answer during oral recitation.
5. Can formulate questions in
relation to the discussion.
6. Can give suggestions and comments
with the topics.
7. Can interact and cooperate in
sharing of experiences in relation to the
topic
B. Environment during the lecture of NCM
101
1. The room is dim enough to
visualize the Power Point Presentation
clearly
2. The position and distance of Power
Point Presentation from the students.
3. Can listen attentively to
discussions despite of the noise from
surroundings.
4. Satisfied with the sitting
arrangement of students.
5. Cleanliness and neatness of the
room.
6. Ventilation of the room.
 91

7. The space and length of room in

relation to the total number of students
C. Appropriateness of the Power Point
Presentation.
1. Font size of letter.
2. Font style of letters
3. Colors of letters.
4. Background color.
5. Background animated pictures.
6. Animation, slideshow presentations
and effects.
7. Important content of the topic
D. Application of acquired knowledge by
the students from lectures with the Power
Point Presentation.
1. Able to retain information from
the concepts that had been discussed.
2. Can pass the examinations and
quizzes.
3. Can rationalize and distinguish
the situations from the exams.
4. Can formulate appropriate nursing
interventions necessary to the patient’s
individualized needs.
5. Can render health teachings in the
clinical and community settings.
6. Can recall related principles of
NCM 101.
7. Can relate the concepts of NCM 101
in the community and clinical settings.
E. Clinical Instructor’s level of
performance during lecture with the use of
Power Point Presentation.
1. Can explain thoroughly the content
of the slide presented.
2. Involves the students’
participation during the discussion.
3. Mastery and skills using the Power
Point Presentation.
4. Can present the topics
systematically and consistently.
5. Voice quality and speech delivery
during lecture..
 92

6. Can introduce a unique

presentation of the topic..
7. Can provide an overview with the
topic discussed..