Effectiveness of Hyperlinked-PowerPoint Presentation as an Interactive and Innovative Constructivism Teaching Strategy in Enhancing Students' Conceptual Understanding in Science 8

Abstract

INTRODUCTION

PowerPoint has some very attractive features. It looks professional and allows the user to easily incorporate multimedia into a presentation. It is also very easy to use and permits even a novice user to create colorful and easy-to-read slides. However, PowerPoint presentations are often little more than glorified overheads that encourage a lecture approach to teach with little student interaction.

Hyperlinked-PowerPoint Presentation, as a compilation of Science 8 topics and competencies was implemented by Grade 8 Science Teachers in teaching procedures and learning process outcomes.

METHODS

This study employed a mixed method applying an experimental and qualitative method of research. The instruments that were utilized in order to obtain the needed data was a researcher-made test to measure the performance in Science before and after the experiment. The simple descriptive statistics such as frequency, weighted mean formula, and standard deviation were used to quantify and analyze the pretest and post-test scores of the respondents. T-test was used to determine the difference between the mean gain scores of the respondents subjected to an innovative approach and the conventional way of teaching.

RESULTS

Hyperlinked-PowerPoint Presentation as an interactive and innovative constructivism teaching strategy greatly enhanced the conceptual understanding of the students. Also, teachers' positive learning patterns were identified in utilizing this strategy in the teaching-learning process.

DISCUSSIONS

The Hyperlinked-PowerPoint Presentation (HP3) as an interactive and innovative constructivism teaching strategy is a compilation of Science topics that is found effective and innovative in both students and teachers' performances.