Powerpoint Presentation in Learning Physiology by Undergraduates with Different Learning Styles

• Published in: Advances in physiology education 2015-12, Vol.39 (4), p.367-371
• Main Authors: Ankad, Roopa B, Shashikala, G. V, Herur, Anita, Manjula, R, Chinagudi, Surekharani, Patil, Shailaja
• Format: Article
• Language: English
• Subjects: Academic Achievement; Audiovisual Aids; Auditory Perception; Cognitive Style; Comparative Analysis; Comprehension; Computer Software; Curriculum; Education, Professional - methods; Educational Measurement; Educational Status; Female; Foreign Countries; Gender Differences; Health education; Humans; India; Instructional Improvement; Learning; Learning Modalities; Male; Medical Students; Medicine; Physiology; Physiology - education; Preferences; Pretests Posttests; Reading; Science Achievement; Science Instruction; Sex Factors; Student Improvement; Students; Students, Health Occupations - psychology; Surveys and Questionnaires; Teaching - methods; Undergraduate Students; Variance analysis; Visual Aids; Visual Perception; Writing
• ISSN: 1043-4046; 1522-1229
• DOI: 10.1152/advan.00119.2015

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.