University Students’ Perceptions and Academic Outcomes of PowerPoint-Assisted Learning in English Language Education

Abstract

This research aims to investigate students’ impressions of PowerPoint as a teaching and learning tool compared with conventional book-based education. The present study was performed on 51 second-year students majoring in English at the University of Halabja. A mixed-methods strategy was employed to gather both quantitative (test scores) and qualitative (student comments) data, allowing for an in-depth study of the effects of PowerPoint on learning. The major goals were to discover if the usage of PowerPoint led to better academic achievement in students and to evaluate its effect on increasing classroom involvement and motivation. The results suggested that the majority of students found PowerPoint very useful and reported gains in learning, focus, and general involvement. Moreover, the use of PowerPoint in the classes stimulated active engagement and greater involvement in the classroom activities than the conventional way. The findings show that technology-based training, especially PowerPoint, may be a useful supplement to book-based instruction, helping not just to achieve academic success but also to develop good learning attitudes among university students. Nowadays, technology has become an essential part of education. During the time of use in the classroom by teachers, truthfully, they attempt to attract the students’ attention, with the intention of improving efficient learning methods.   Learning a new language in a conventional approach is clearly not pleasurable for today’s technology-dependent students; for this, the classroom has a different atmosphere now. In this study, we will focus on the importance of utilizing technology, particularly PowerPoint, to present key topics in a visual format, and to avoid relying solely on traditional methods that rely on books.