Presentation Software in the College Classroom: Don't Forget the Instructor

Abstract

Past research on the effects of presentation software has relied on small samples and experienced instructors. My research used a quasi-experimental pretestï?–posttest design to evaluate the impact of PowerPoint® on student learning, satisfaction, and engagement in an introductory psychology course taught by graduate student instructors. Results showed several main effects of instructor but virtually no effects of PowerPoint, although there was a significant instructor by PowerPoint interaction on perceived learning and interest in psychology. PowerPoint reduced perceived learning for one instructor, but increased interest in psychology for another. The results are a reminder that good teaching depends more on the instructor than the technology.

Notes

¹ p>.58

² _p =.06).

¹This research was supported by a Faculty Incentive Grant from the Teaching and Learning Technology Center at Texas Tech University.

²2.  An earlier version of this research was presented at the 113th Annual Convention of the American Psychological Association in Washington, DC.

³  Thanks to Lucas Shaw, Monica Muñoz, Joy Reeves Pem-berton, April Adkins, Liz Najera, and Laura Garza for their help with this research and to Jeff T. Larsen for helpful comments on this manuscript. 4. Send correspondence to Erin E. Hardin, Box 42051, Department of Psychology, Texas Tech University, Lubbock, TX, 79409–2051; e-mail: [email protected]