Chapter II

REVIEW OF RELATED LITERATURE

The first few years of education are crucial. Research has shown that

lecturing is not the most effective way of transmitting knowledge. With that many

students do not learn by sitting still and listening. Every student, regardless of learning

style, needs to be visually stimulated and actively evolved. (Baber and Meyer, 1998)

In addition through multimedia materials the learner will improve there

reasoning ability. Difference in the (learners) student responses depend largely in the type

of teaching instruction used by the teacher. Although the teacher factor also to be realized

however that the way the instruction is presented affect both the cognitive as well as the

affective learning style of these students. (Wittich in Along and Ymbol, 2006)

For the traditional method of teaching which the lecture method is places

the students in a passive rather than in an active role. Passivity it can hinder learning and

student’s attention may be lost. It encourages one-way communication; therefore, the

lecturer must master a conscious effort to become aware of students problem and students

understanding of the content. I require the instructor to have or to learn effective writing,

speaking and modeling skills and it places responsibility of organizing and synthesizing

content upon the lecturer. (Wittich in Along and Ymbol)

Today the rise of new technology in education has paved the way to new

technologies at all level of educational system. One of the most recent breakthroughs in

the field is the use of multimedia in the classroom. This enables student to learn in the

different perspective. (Wilburg in Along and Ymbol, 2006)

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 Multimedia technology has demonstrated its potential to transform every

aspect pf academic endeavor, from the development and dissemination research, to

classroom communications, and its student work. With this student coming to campus

with an increased expectations that multimedia will be used in the presentation of

information and that their own learning experiences will be possess through the new

media applications. Many faculty members find that creating multimedia whether for

classroom use or with wider audience in mind force them to reconfigure the approaches

they have made to their areas of expertise in ways that have interesting and fruitful

implications. (David Reville, 2002)

In most elementary schools, overworked teachers teach more than 30

children at a time. Not everyone learner at the same pace or from the same type of

material. The teachers imply cannot keep repeating a lesson in different way until he or

she is sue that all the children understand the concept. But computers can. (Baber and

Meyer, 1998)

With this, many teachers use the presentation software PowerPoint in the

classroom as teaching and learning tool. PowerPoint provides opportunities for teachers

and students to incorporate multimedia to liven their presentations. (Richard Banks, 2002)

For Microsoft PowerPoint is a user-friendly computer program designed to

enhance the visual component of presentations. However, a major concern with the use of

PowerPoint is that both students and faculty may get hung up on the bells and whistles of

the program (i.e. sound, animation, fancy backgrounds) and develop presentations that are

flashy but lack content, original thoughts and analysis (McKenzie, 2000)

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 Previous studies have shown that those students learn better when

instructor use computer-based image program like PowerPoint (Fifield and Peifer, 1994).

In addition students preferred PowerPoint lecturers over the traditional methods. (Cristy

Carello, 2002)

In addition PowerPoint is a wonderful tool for learning in both student and

teacher-directed situation. It can add new dimensions to learning allowing teachers to

explain abstract concepts, while accommodating all learning styles. Used properly,

PowerPoint can be one of the most powerful tools for disseminating information ever

known. (http://www.teach-nology.com/tutorials/powerpoint/)

These are good about PowerPoint. PowerPoint is fun to watch and fun to

make. Used correctly, PowerPoint can accommodate all learners’ needs. It has a spell-

check function! Something our black boards and overhead lack. It motivates students

when used in moderation. PowerPoint allows you to reflect on your lesson and correct

any needed changes. Finally you can create the perfect lesson. Lastly PowerPoint is not

hard to learn.

(http://www.teach-nology.com/tutorials/powerpoint/thegood )

The great impact to education with the use of computer is to provide

multimedia instructional presentation. This has also been shown to be effective in

enhancing student learning. Richard Mayer has demonstrated in his research that

computer-based multimedia instruction can have a positive impact on both students

retention and transfer performance. (Mayer, 2001)

The benefits of multimedia technology are providing flexibility for

students and in enhancing learning as well documented. Mot people agree that “learners

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retain about 20% of what they hear; 40% of what they see and hear; and 5% of what they

see or do”. For younger children, multimedia programs provide teachers with an exciting

new too; for stimulating class discussions, conducting student research, and promoting

teamwork. (Hurchinson and Sawyer, 2000)

Teaching with technology present teachers with opportunity to design

learning experience for students that differ substantially from the traditional product

approach. Educators need to recognize that the technology has the potential to be much

more than sophisticated drill and practice machines. Instead, technology can offer

educators the potential for introducing students to new learning experience. It can model

unique process by doing thing with mastered limiting assumptions of their traditional

product-oriented curriculum and push curricular goals beyond their current boundaries.

Computers have become powerful tools of instruction and will play and increasingly

important role in the future of students’ education. (Norton and Sprague in Along and

Ymbol, 2006)