International Journal of Multidisciplinary Approach

and Studies ISSN NO:: 2348 – 537X

PowerPoint-Based Quizzes in Wave Motion: Performance

and Experiences of Students
Frank Angelo A. Pacala
Department of Natural Sciences, College of Arts and Sciences, Samar State University
Catbalogan City, Samar, Philippines 6700

ABSTRACT

The effect of PowerPoint Presentation –based (PPPb) quiz to the students’ scores had been
rarely studied. It is the intension of this research to understand the effect of PPPb quiz to
students score in wave motion and the students’ experiences under such strategy. This
research used mixed approach: quasi-experimental to learn if scores gain was significant;
and thematic analysis was used to know the experiences of the students. The results
confirmed that PPPb quiz has indeed increased the scores of the students. Statistical analysis
verified that this increase was significant. On the thematic analysis, students manifested
comparing oral quiz to PPPb, caught their attention, and vivid communication. Therefore,
the effect of PPPb was significant to the students because it positively impacted their scores
in wave motion and promoted vivid communication among students.

KEYWORD: assessment; experiences; PowerPoint; wave motion

INTRODUCTION

The new century requires teachers to find ways for students to learn. In fact, teachers need to
have computer literacy skills in order to use these in meaning making inside the classroom.
These skills will be very vital since majority of the learners are into computer games, online
networking sites, and phone applications. Hence, teachers need to keep face with the current
trend of pedagogy or else be outdated.
Basic skills in computer include working with Microsoft Office like Word, Excel, Publisher,
and PowerPoint. There are many applications of the said mentioned technology inside the
classroom. One of those is PowerPoint Presentation (PPP). Inside the classroom, PPP can be
a modern tool while the discussion or activity is ongoing.
According to Bartsch and Cobern (2003), PPP is beneficial tool for lecture discussion. Nouri
and Shanid (2005) emphasized that improved students’ attitude to the teacher and class can
be observed in using PPP in the classroom. Savoy, Proctor, and Salvendy (2008) saw high
retention rates among students from PowerPoint Presentation as compared to traditional
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lecture method.
However, it was noticed that few researches are into the effect of PowerPoint Presentation-
based (PPPb) quizzes to students’ attitude and performance. Therefore, this study ventured
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into this rarely explored field. This research utilized PPPb quizzes in order to determine its
effect to students’ performance and attitude during quizzes in Wave motion. This research is
valuable to teachers and academicians whom have apprehension in utilizing PPPb in the
classroom.

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 International Journal of Multidisciplinary Approach
and Studies ISSN NO:: 2348 – 537X

Students’ Performance in Wave Motion

This variable means the result of quizzes in wave motion. Performance was measured using
three-tier formative test instrument made by the researcher.
The researcher encountered that students see wave motion as very abstract topic and students
have already a pre-conceived notion that the topic will be difficult. According to the Physics
Education Research Group of the University of Maryland, students have difficulties in
describing how wave is created and how wave propagates through the spring. While Vokos,
Shaffer, Ambrose, and McDermott (2000) observed that students have difficulty in
explaining the difference between diffraction and interference in basic wave model.
Experiences in PPP-based Quiz
Researcher around the globe will agree that performance and attitude are improved in using
PowerPoint Presentation (Susskind, 2005; Nouri and Shanid, 2005; and Amare, 2006).
Through there are many researches on the effect of PowerPoint Presentation towards
performance and attitude, it is unclear if these studies utilized PPPb quiz. They are mainly
concerned about the utilization of PowerPoint as tool to lecture method and its effect to
performance and attitude but not as a method of testing.
This study focused now on the experiences of students during PPb formative test as compared
to traditional method of testing.
Statement of the Problem
This study will determine the performance and attitude during PowerPoint-based quizzes in
wave motion. Specifically, this study sought answers to the following questions: what is the
performance of the students during PPPb quizzes in wave motion; what is the performance of
students during traditional testing in wave motion; is there significant difference between the
performances of students during PPPb quizzes and traditional testing in wave motion; what
are the experiences of the students during the PPPb quiz.
Hypothesis
This hypothesis was tested in this study: (1) there is no significant difference between the
performances of students during PPPb quizzes and traditional testing in wave motion.

METHOD
Research Design
This study utilized mixed methods of quantitative and qualitative research. In quantitative
style, this study used quasi-experimental design with two-group-posttest-only design.
According to Moorhead of University of New Hampshire, this design will eliminate some
external threats to validity like maturation and history since there is no exposure to pretest.
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Below is the diagram of this design.

Treatment Posttest
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X N
N1

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 International Journal of Multidisciplinary Approach
and Studies ISSN NO:: 2348 – 537X

The symbol X means the treatment used in this experiment which is the PPPb quiz while
symbol N is experimental group and N1 is the control group. As seen, only the experimental
group (N) received PPPb quiz (X). The control group (N1) is the traditional mode of testing
without the aid of modern technology.
Moreover, this research utilized thematic analysis in qualitative study to investigate the
experiences of the participants during the PPPb quizzes. According to Maguire and Delahunt
(2017), the goal of thematic analysis is to produce themes which reflect to the experiences of
the participants of a research study.
Participants
Four classes were utilized by this study as participants. Two classes were exposed to the
treatment and two class were considered as control variable. These students were enrolled for
the second semester of school year 2017-2018 for the course Application of Science 202 or
Waves, Sound, Light, Electricity, and Magnetism. Since the study cannot pursue pure
experimental design due to intact class schedule, all members of the said classes were
utilized.
Meanwhile for the interview phase of the study, there was no limitation to the number of
interview-participants just until the saturation of the data was fulfilled.
Instrument
The main instrument of this study is the three-tier multiple choice formative test for wave
motion. The first tier is the main question with four options. The second question asked the
reason for the answer in the first tier. Finally, the last tier will determine the confidence level
of the participants. This instrument underwent validation and standardization.
First, list of topics and objectives were gathered. The topics included in the test instrument
were kinds and types of waves, characteristics of waves, and properties of waves. Initially, 15
questions were constructed for each topic in the formative test for wave motion. Second, the
instruments underwent experts’ analysis and revision. Their comments and suggestions were
incorporated in the instrument. Then, the instruments were subjected to pilot testing to other
students who were taking similar course code.
The result of the pilot testing was gathered and utilized for internal consistency using
Cronbach’s Alpha. Finally, the formative test for wave motion was trimmed down to 10
questions per topic as result of the internal consistency testing. The instrument has internal
consistency of 0.85.
Interpretation of Data
The answers of the participants to the three-tier multiple choice formative test for wave
motion were categorized into three levels: No Understanding, Partial Understanding, and Full
Understanding. Students who commit no understanding will have a score of 0, partial
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understanding will have 1, and full understanding with 2 points.

The statistical tool to be used are frequency count, mean, t-test for independent sample mean,
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and t-test for dependent sample mean.

Furthermore, the interview data will be analyzed using thematic analysis following the steps
provided by Braun and Clarke (2006). The interview data were gathered using full audio-

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 International Journal of Multidisciplinary Approach
and Studies ISSN NO:: 2348 – 537X

recording. The study used researcher-derived codes in order to be familiar and get attached to
the interview transcripts.

RESULTS AND DISCUSSION

Performance in Wave Motion
The performance in wave motion was measured using the three-tier multiple choice formative
test and were categorized into: no understanding, partial understanding, and full
understanding.

Table 1
Levels of Performance
Experimental
Levels of Control Group
Group % %
Performance f
f
Full Understanding
63 60.00 25 23.81
(1.35 - 2.0)
Partial Understanding
38 36.19 65 61.90
(0.68 – 1.34)
No Understanding
4 3.81 15 14.29
(0.00-0.67)
Total 105 100 105 100
Mean 1.42 -- 1.11 --
Evaluation Full Understanding -- Partial Understanding --

Based from table 1, there were 63 participants or 60% gained full understanding of wave
motion using PPPb quizzes while only 25 participants or 23.81% fully understand the topic
using traditional method of quizzes. In addition, there were 38 participants or 36.19%
partially understand the topic using PPPb quizzes as compared to 65 participants or 61.90%
under the traditional method of given quiz. Finally, four students or 3.81% have no
understanding of the topic using PPPb quizzes and 15 or 14.29% did not have understanding
of the topic using traditional quiz.
On the average, the experimental group has mean score of 1.42 which means that on the
average, the participants fully understood the topic using PPPb quizzes. On the other hand,
the average score of the control group was 1.11 which mean “partial understanding”.
This result is found to be similar to the findings of Bartsch and Cobern (2003). They stated
that PPPb quizzes can enhance students’ scores on exam using its basic version.
Hence, this result implied that PPPb quizzed can help get bigger scores as compared to
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traditional mode of giving a quiz. In was also noted that there are more students who fully
understood the topic due to the effect of PPPb quiz.
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 International Journal of Multidisciplinary Approach
and Studies ISSN NO:: 2348 – 537X

Significant Difference between the Performances of Students during PPPb Quizzes and
Traditional Testing in Wave Motion

Table 2
Difference between the Performances of Students during PPPb Quizzes
and Traditional Testing in Wave Motion

Experimental Group Control Group

Mean 1.42 1.11
SD 0.36 0.35
t 6.34
p 0.00

Based on table 2, the p-value was computed as 0.00 with t value of 6.34. This p-computed
value is lower compared to the 0.05 test level value. Therefore, the null hypothesis which
says “there is no significant difference between the performances of students during PPPb
quizzes and traditional testing in wave motion” is rejected. This means that there is
significant difference between the scores of the students.
This data implied that the score of the students under PPPb quizzes are better compared to the
scores of the control group.
Thematic Analysis
The following themes emerged from the experiences of the participants: Comparing
Traditional Quiz and PPPb Quiz, Caught Student’s Attention, and Vivid Communication.
Comparing Traditional Quiz and PPPb Quiz
The students manifested the theme “Comparing Traditional Quiz and PPPb Quiz” as they
compare traditional mode of giving quiz and PPPb quiz. They experienced new mode of
giving a quiz and they compared it to their new experience. The statements below support
this theme.
(1) [“In my experience, PowerPoint quizzes are more effective than the oral quiz because I
can see the words rather than listen to it. In oral quiz, we listen to our teacher, if you
cannot listen attentively, you will surely fail to answer that particular item.”]
(2) [“Many times in traditional quiz, I get low scores because I am not a good listener. With
the PPPb quiz, I can say that I can have a visualization of the answer and help me think
the correct answer.”]
(3) [“During the traditional quiz, I listen and then think simultaneously to answer the
question. In PPPb quiz, I can answer the question in a more efficient way. Actually, I
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sometimes fail in oral quizzes of my teacher because I am distracted by my classmates.

This time, I have the moment to have a glimpse into the question.”]
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The students explained that PPPb is better as compare to oral quizzes since PPPb allowed
them to visualize the questions rather than listen to it. According to Dunn, R. and Dunn, K.
(1992) and Sebora (2008) majority of learners around the globe are visual learners. These
authors supports this theme. In the study of Bacdayan (2004) andZamini, KhademErfan,

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and Studies ISSN NO:: 2348 – 537X

Rahmani, Khodavaisy, and Davari (2013) traditional oral quizzes may not significantly
impact on the scores of students, hence, these study support the claim of this first theme. It
can be implied that PPPb quizzes can visualize the questions fit to the learning style of many
learners since studies suggest that learners are visual.
Caught Students’ Attention
The participants’ attention was caught by the implementation of PPPb in the class. Students
were interested and challenged by the mode of quiz they were given.
(1) [“My attention was caught by the good colors and effects. I can say that I find the quiz on
PowerPoint interesting and more challenging that the oral quiz.”]
(2) [“I attention was into the quiz because I can see the words and think about the answer just
one at a time.”]
(3) [“I answer attentively to the PPPb quiz in wave motion because it might be turned to the
next slide. With efficiency, I have answered the question since I visualize the questions
on the PowerPoint.”]
Based from experiences of the participants, their attention was hooked by the PPPb quiz. This
made them answer the items correctly due to its interesting and more challenging mode of
giving the quiz. Therefore, this implies that PPPb quiz have the potential to be utilized as an
alternative to traditional oral quiz due to its appeal to the 21st century students.
Vivid Communication
The students manifested “Vivid Communication” on the implementation of PPPb quiz in
wave motion. They were clearly provided with the questions without the teacher’s own
command in oral quiz. They also cited that in oral quiz, language barrier permitted incorrect
answer for them. The following statements support this theme.
(1) [“The way the quiz was given was clear and smooth. We need not listen very much to our
teacher since the question is posted on the slides. Sometimes language barrier between us
and our teacher can prohibit us to correctly answer the quiz.”]
(2) [“I have more time to think about the answer because the questions were posted on the
slides of the PowerPoint. It was clearly a vivid way of communicating to us the
questions.”]
(3) [“It was clearer way of given a quiz. We were given a quiz on a PowerPoint. It more
interesting and challenging.”]

SUMMARY AND CONCLUSION

The 21st century is based on applying modern educational technologies to teaching and
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learning process in order for the current technology-inclined students to learn effectively.
This study conducted a quasi-experiment on determine the effect of PPPb quizzes among
students.
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This study found out that PPPb quizzed can help get bigger scores as compared to traditional
mode of giving a quiz. There is also significant difference in the score of the students

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 International Journal of Multidisciplinary Approach
and Studies ISSN NO:: 2348 – 537X

between PPPb quiz and oral quiz which means that PPPb quiz was significant in increasing
the scores of the students.
The students elicited themes of comparing traditional quiz and PPPb quiz, caught student’s
attention, and vivid communication. They have compared PPPb quiz to oral by which they
cited that PPPb quiz promoted new style of interesting and challenging mode of quiz
delivery. The students’ attention was caught by the PPPb quiz through the vivid
communication and technique provided.
It was therefore concluded that PPPb quiz has significant effect to the scores of the students
in wave motion. It has also improved the quiz communication in the classroom and caught
the attention of the students. Therefore, it is recommended that physics and science teachers’
may utilize PPPb quiz in the class to enhance the scores of students.

REFERENCES

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308.
ii. Bacdayan, P. (2004). Comparison of management faculty perspectives on quizzing
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iii. Bartsch, R. &Cobern, K. (2003). Effectiveness of PowerPoint presentations in
lectures. Computers & Education, 41(1), 77-86. doi.org/10.1016/S0360-1315
(03)00027-7
iv. Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3, 77-101.
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Individual Learning Styles: Practical Approaches for Grades 7–12, Allyn & Bacon
vi. Sebora, J. (2008). What type of learner are you? Delano Herald Journal. Retrieved
from http://www.herald-journal.com/archives/2008/columns/js091508.html
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https://www.physics.umd.edu/perg/dissertations/Wittmann/3_difficulties_with_wave_
physics.pdf
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x. Savoy, A., Proctor, R., &Salvendy, G. (2008). Information retention from

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and Studies ISSN NO:: 2348 – 537X

xi. Susskind, J. (2005). PowerPoint power in the classroom: Enhancing students’ self-
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