TEACHERS’ LEVEL OF AWARENESS IN USING POWERPOINT

APPLICATION IN TEACHING AND LEARNING PROCESS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 18
Issue 8
Pages: 750-757
Document ID: 2024PEMJ1710
DOI: 10.5281/zenodo.10951159
Manuscript Accepted: 03-11-2024
 Psych Educ, 2024, 18(8): 750-757, Document ID:2024PEMJ1710, doi:10.5281/zenodo.10951159, ISSN 2822-4353
Research Article

Teachers’ Level of Awareness in Using PowerPoint Application in Teaching and Learning Process
Norhanisah M. Salic, * Erlinda N. Basmayor
For affiliations and correspondence, see the last page.
Abstract
One of the applications widely used in the classroom by teachers nowadays is PowerPoint applications. PowerPoint
has been a widely used teaching tool in higher education for many years. One of the benefits of this technology is its
potential to enhance students’ engagement and empower effective learning. The purpose of this study was to determine
the teachers’ level of awareness in using PowerPoint application in teaching and learning process. The study used the
descriptive-correlational research design. The respondents of the study were the one hundred (100) teachers at Central
and East Tugaya Districts in the Division of Lanao del Sur II-A in Bangsamoro Autonomous Region in Muslim
Mindanao (BARRM). Based on the results of the study, most of the teachers were middle-aged adults, female and had
a smartphone as their available gadgets. In the level of awareness of the respondents, among the indicators of the level
of awareness, the indicator, “PowerPoint presentation can reduce passive class boredom and make the class
atmosphere more interesting” obtained the highest mean of 3.63, the highest indicator (6 - PowerPoint helps me
implement alternative strategies in my classroom) with a mean of 2.76, Further, in correlation, the null hypothesis in
the extent of efficacy in using the PowerPoint application and the profile, which states that there is no significant
relationship between the extent of efficacy in using PowerPoint application and the profile of the respondents in terms
of availability of gadgets, was not rejected, while age and sex were rejected. While in the relationship between the
respondents’ extent of efficacy in using PowerPoint applications and their level of awareness, the null hypothesis was
rejected, which states that there is no significant relationship between the extent of efficacy in using PowerPoint
applications and their level of awareness.
Keywords: teacher’s awareness, powerpoint application, teaching process, learning process

Introduction
One of the applications widely used in the classroom by teachers nowadays is PowerPoint applications. PowerPoint has been a widely
used teaching tool in higher education for many years. One of the benefits of this technology is its potential to enhance students’
engagement and empower effective learning. PowerPoint is an application that is in a Microsoft office package used to make
presentation slides, regarding the function of the program is often used for businesspeople, educators, students, and also trainers.
Presentation slides can contain text, graphics, images, videos, and other objects that are set freely. Components of the construction of
PowerPoint slides were examined, specifically contrasting the use of text and visual representations to facilitate student learning,
PowerPoint slides provide an overall structure to the instructional episode, and each individual slide can be viewed as a mini advance
organizer in the context of the larger lesson (Arneson & Offerdahl, 2018).
Technology is perhaps the most substantial factor shaping the educational landscape today. Many schools are showing support for
increased levels of technology in the classroom by providing hardware such as tablets and computers, enhancing internet connectivity,
and implementing programs designed to improve computer literacy for teachers and students. Although teachers generally appreciate
the benefits of educational technologies, they often find smooth and effective integration of new educational technologies challenging.
Technology integration presents significant challenges to educators at each level of school systems, from acquiring new technology
equipment to adapting curricula and teaching techniques to incorporate new educational tools.
Education is also inseparable from the technological aspects because this aspect is very supportive and supports the achievement of
educational goals. Today, education has experienced progress through the advancement of information technology, the teaching and
learning process can be facilitated by the existence of information technology that can be accessed via computers. Utilizing the equipped
software facilities with various interactive animations that can visualize the processes related to science learning, to facilitate student
understanding of the material delivered by the teacher. In fact, the Department of Education issued memorandum no. 78 series of 2010
on the guidelines in the implementation of the DepEd Computerization Program (DCP), which aims to provide public schools with
appropriate technologies that would enhance the teaching-learning process and meet the challenges of the 21st century. This program
shall respond to the computer backlog of public schools by providing them with hardware and software and training on simple
troubleshooting.
According to Azare (2016) that through technology specifically on the use of PowerPoint application developed by Microsoft for
Microsoft office system where slides are always used in PowerPoint and not pages. Teacher’s detailed description of course of
instruction, bearing learners’ level in mind, is sequentially arranged slide-by-slide in MS PowerPoint. After keying in the contents slide
by-slide, from simple to a more complex learning material, the slide show is run to check the animation and transition effects of the
package and to correct any observed error in lesson plan developed before the actual presentation. These include correct words
accompanying pictures seen in different slides.

Salic & Basmayor 750/757

 Psych Educ, 2024, 18(8): 750-757, Document ID:2024PEMJ1710, doi:10.5281/zenodo.10951159, ISSN 2822-4353
Research Article

The purpose of this study was to determine the teachers’ level of awareness in using PowerPoint application in teaching and learning
process. The respondents of the study were the teachers at Central and East Tugaya Districts, Division of Lanao del Sur II-A in
Bangsamoro Autonomous Region in Muslim Mindanao (BARRM). The Department of Education continues to seek ways to eradicate
its present conditions on the lack of technological facilities. It has stepped up its effort to integrate the use of technology in the classroom
to improve the Department’s operating efficiency and upgrade quality education. This prompted the researchers to assess the teachers’
level of technology awareness and efficacy in the use of PowerPoint application to support the efficiency of the application for
classroom use. Thus, the study was conducted in the 2nd quarter of school year 2022-2023 at Central and East Tugaya Districts,
Division of Lanao del Sur II-A in Bangsamoro Autonomous Region in Muslim Mindanao (BARRM).
Research Questions
The study aimed to determine the teachers’ level of awareness in using PowerPoint application in teaching and learning process at
Central and East Tugaya Districts, Division of Lanao del Sur II-A in Bangsamoro Autonomous Region in Muslim Mindanao (BARRM)
in the 2nd quarter of school year 2022-2023. Specifically, this study sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 age;
1.2 sex; and
1.3 availability of gadgets?
2. What is the respondent’s level of awareness of using PowerPoint applications?
3. What is the extent of efficacy of using the PowerPoint application of the respondents?
4. Is there a significant relationship between the extent of efficacy in using PowerPoint applications and the profile of the
respondents?
5. Is there a significant relationship between the extent of efficacy in using PowerPoint applications and the level of awareness
of the respondents?
6. Do the respondents’ profile and the level of awareness best predict the extent of efficacy in using PowerPoint applications?

Methodology
Research Design
This study employed a descriptive-correlational research design to investigate the impact of Information and Communications
Technology (ICT) on elementary teachers and their correlates to their teaching performances based on their IPCRF ratings for S.Y.
2021-2022. As a descriptive type of research, an adapted and modified structured questionnaire served as the main instrument in
collecting data. The correlation was also appropriate in the study since it sought to determine the significant relationship between the
teaching performances of the teachers, their socioeconomic profile, and the impact of ICT.
Respondents
This study was conducted in Central Tugaya and East Tugaya District. Central Tugaya District is located in the Division of Lanao del
Sur II-A and was founded on the year 2008 It consisted of four (4) complete elementary and two (2) primary schools, namely Sugod 1
Central Elementary School, Campong Talao Elementary School, Pagalamatan Elementary School, Pindolonan Elementary School,
Dilimbayan Primary School, and Salipongan Primary School. The Central Tugaya District has thirteen (13) male teachers and seventy-
two (72) female teachers, a total of eighty-five (85) teachers. Likewise, the East Tugaya District is also located in the Division of Lanao
del Sur II-A and was founded on the year 1969. It consisted of three (3) complete elementary and two (2) primary schools: Tugaya
Central Elementary School, Kapatagan Elementary School, Cayagan Elementary School, Putad Primary School, and Maidan Primary
School. The East Tugaya District has ten (10) male teachers and sixty-five (65) female teachers, a total of seventy-five (75) teachers.
Table 1. Number of Teachers in Central Tugaya District
No. Schools Total Number of Teachers Actual Respondents
Central Tugaya District
1 Sugod 1 Central Elementary School 23 14
2 Campong Talao Elementary School 16 11
3 Pagalamatan Elementary School 15 9
4 Pindolonan Elementary School 15 9
5 Dilimbayan Primary School 10 6
6 Salipongan Primary School 6 3
East Tugaya District
East Tugaya District
1 Tugaya Central Elementary School 28 18
2 Kapatagan Elementary School 16 11
3 Cayagan Elementary School 11 7
4 Putad Primary School 12 7
5 Maidan Primary School 8 5
Total 160 100

Salic & Basmayor 751/757

 Psych Educ, 2024, 18(8): 750-757, Document ID:2024PEMJ1710, doi:10.5281/zenodo.10951159, ISSN 2822-4353
Research Article

The respondents of the study were the one hundred (100) teachers at Central and East Tugaya Districts in the Division of Lanao del
Sur II-A in Bangsamoro Autonomous Region in Muslim Mindanao (BARRM). The study utilized simple-random sampling as a
sampling procedure to determine the sample and actual one hundred (100) respondents. Simple random sampling is a probability
sampling method where researchers randomly choose participants from a population. All population members have an equal probability
of being selected. This method tends to produce representative, unbiased samples. It helps ensure that the sample mirrors the population.
The process proportionately samples from larger subpopulations more frequently than smaller subpopulations (Frost, 2023).
Instruments
The study used an adapted standardized questionnaire from Konstantinidis et al. (2017) entitled “The Impact of PowerPoint Use on
Teacher Sense of Efficacy”. The questionnaire was divided into three parts. Part I was an initial question that give contextual data such
the age, sex, and availability of gadgets of the respondents. Part II of the questionnaire was about the Level of Awareness in using
PowerPoint Application composed of composed of 15 statements. While the last part assessed the Teachers’ Efficacy in Using
PowerPoint Application composed of 16 indicators.
The questionnaire was adapted and undergone reliability analysis. Reliability analysis of the research scale reliability analysis indicates
the extent to which the questions asked in the questionnaire research relate to each other, their consistency, and the scale used reflects
the problem of interest. The purpose of reliability analysis is to measure the randomness of the data. If the answers to the questionnaire
are randomly distributed, it is decided that the survey results are reliable. Reliability analysis is used to test the reliability, coincidence,
and consistency of the selected sample. It is decided according to Cronbach’s Alpha (α) whether or not the result is reliable (Hasbay &
Altındag, 2018).
Table 2 presents the reliability analysis of variables. The result shows that the questionnaire consisted of 31 questions composed of the
level of awareness in using PowerPoint application with a Cronbach Alpha value of 0.982 and teachers’ efficacy in using PowerPoint
application with 0.977, which indicated that all questions were reliable. The threshold value in the literature is much higher than 0.700.
This implied that the participating respondents clearly understand the research questions, and similar questions are answered in the
same direction.
Table 2. Reliability Analysis of Variables
Variables Number of Questions Cronbach Alpha Interpretation
Level of awareness in using
15 0.982 Reliable
PowerPoint application
Teachers’ efficacy in using
16 0.977 Reliable
PowerPoint application

Procedure
The researchers personally visited the selected school covered in the study. The proponent requested somebody to assist her in the
administration and the retrieval of the questionnaires to facilitate the gathering of data. Permission to conduct the study was obtained
from the School Principal.
The survey questionnaires were distributed after the class session. While distributing the questionnaire to the respondents, the
researchers further explained the importance and mechanics of answering some parts. The researchers assured the confidentiality of
their answers.
Data Analysis
The data were tabulated and interpreted to acquire the actual information needed. The following statistical techniques were employed
to answer the different problems presented. Problem 1, Frequency count and Percentage. This was used to determine the profile of the
respondents. Problems 2 and 3, Mean and Standard deviation. There were used to determine the teachers’ level of awareness and
efficacy in using PowerPoint application in teaching and learning process. Problem 4 and 5, Chi-squared Test and Pearson’s
Correlation. These were used respectively to test the relationship between the teachers’ efficacy in using PowerPoint application,
profile, and the level of awareness in using PowerPoint in teaching and learning process. Problem 6, Regression was used to correlate
between the teachers’ efficacy in using PowerPoint and the best predictor variable/s.
Results and Discussion
Problem 1: What is the profile of the respondents in terms of age, sex, and availability of gadgets?
Table 3 presents the age of the respondents. As depicted in the table, the age ranges from 30 - 34 got the highest frequency count with
24 (24.0%), while 40 - 44 got the lowest count with 2 (2.0%). This implied that the majority of the teachers in the Central Tugaya and
East Tugaya Districts in the Division of Lanao del Sur II-A were middle-aged adults. The statistics on the age distribution of male and
female teachers show that the gender imbalance in the teaching profession will increase even more in the years to come. At the lower
secondary level, women make up 70% of teachers under the age of 30, while they account for 65% of those aged 50 and over (OECD,
2017).

Salic & Basmayor 752/757

 Psych Educ, 2024, 18(8): 750-757, Document ID:2024PEMJ1710, doi:10.5281/zenodo.10951159, ISSN 2822-4353
Research Article

Table 3. Age of the Respondents

Age (in Years) Frequency Count Percentage (%)
24 – 29 9 9.0
30 – 34 24 24.0
35 – 39 13 13.0
40 – 44 2 2.0
45 – 49 20 20.0
50 – 54 17 17.0
55 – 60 15 15.0
Total 100 100.0

Table 4. Sex of the Respondents

Sex Frequency Count Percentage (%)
Males 17 17.0
Females 83 83.0
Total 100 100.0

Table 4 displays the sex of the respondents. The result showed that females got the highest count, with 83 (83.0%), while males got the
lowest count of 17 (17.0%). This implied that most of the respondents participated in the study were female.
Gender imbalances in teaching are the result of women’s conscious and strategic choices as much as of labor market conditions, social
norms and cultural messages. In many countries, women’s increased participation in the labor market coincided with the need for more
trained teachers in expanding education systems. In addition, stereotypical views of teaching as a profession that, at times, resembles
parenting, probably play a role, especially with younger generations of women who apparently value motherhood more than their own
baby boom mothers did. Labor provisions that allow teachers to work part time and to flexibly combine work, family life and the care
of one’s own children also seem to be more appealing to women (Damme, 2017).
Table 5. Availability of Gadgets of the Respondents
Gadgets Frequency Count Percentage (%)
Laptop 53 29.9
Television 4 2.3
Smartphone 81 45.8
Computer 21 11.9
Others 8 4.5
None 10 5.6
Total 177 100.0

Table 5 presents the availability of gadgets of the respondents. In this item, the respondents can have multiple responses based on their
available gadgets. The table shows that television got the lowest count with 4 (2.3%), while the smartphone got the highest frequency
count with 81 (45.8%). This indicated that most of the respondents had a smartphone. Teachers were more active than students, leading
to difficulty in transferring knowledge to learners which may have in turn promoted development in the education sector. Learning
with understanding currently involves the use of smart phones, computers and laptops which are needed in this 21st century classroom
instructions (Onah, Ude and Obe, 2017).
Problem 2: What is the respondent’s level of awareness of using PowerPoint applications?
Table 6 presents the respondents’ level of awareness of using PowerPoint applications. As seen in the table, results showed that the
overall mean acquired by the respondents was 2.75. This can be interpreted that the teachers’ level of awareness in using PowerPoint
application was in the aware level. The lowest indicator (3 - Microsoft PowerPoint in the classroom as a presentation tool provides the
chance to apply innovative skill integration tasks) garnered a mean of 2.60, which can be interpreted in the aware level. On the other
hand, the highest mean score acquired by the respondents was 3.63 (indicator 8 - PowerPoint presentation can reduce passive class
boredom and make the class atmosphere more interesting), which can also be interpreted in the aware level in which the respondents
believe that PowerPoint Presentation is one of the effective modern techniques used to enhance student engagement and active learning.
It also gives them the opportunity to incorporate visual and auditory aspects into a presentation on a slide to attract students’ interest
and motivation.
Teaching can be made easy and effective with a PowerPoint presentation. A PowerPoint presentation is a great way to present
information. It is easy to use, and it helps students learn in a fun way. The best part about using a PowerPoint presentation is that it
allows teachers to present information to the students.
According to Online Educator (2022), PowerPoint presentation is an important part of teaching. It helps the students to understand the
concepts better. It helps to enhance the learning experience. The teacher can give more details and ensure that each student understands
the idea clearly. It allows students to remember things better. By seeing things in front of them, students can recall the information
quickly.

Salic & Basmayor 753/757

 Psych Educ, 2024, 18(8): 750-757, Document ID:2024PEMJ1710, doi:10.5281/zenodo.10951159, ISSN 2822-4353
Research Article

Table 6. Respondents’ Level of Awareness in using PowerPoint Application

Indicators Mean + SD Description
1. PowerPoint Presentation is one of the effective modern techniques used to enhance student engagement
2.70 + 1.12 Aware
and active learning.
2. Microsoft PowerPoint is an ideal application which can combine text, picture, sound, and video to
2.77 + 1.11 Aware
support language learning by doing presentations.
3. Microsoft PowerPoint in the classroom as a presentation tool provides the chance to apply innovative
2.60 + 1.03 Aware
skill integration tasks.
4. PowerPoint presentations secure material in a better way which is beneficial for both teachers as well as
2.76 + 1.14 Aware
for students.
5. PowerPoint presentation can make the presentation in order and pliable. 2.64 + 1.19 Aware
6. PowerPoint presentation saves the time which is spent on board writing and extends the time spent on
2.72 + 1.10 Aware
teaching.
7. Using PowerPoint presentation, teachers explain English subject effectively and students remain active
2.75 + 1.18 Aware
and motivated in the classroom during the lecture.
8. PowerPoint presentation can reduce passive class boredom and make the class atmosphere more
2.83 + 1.17 Aware
interesting.
9. PowerPoint allows preparing materials on a slide including images, diagrams, graphs, audio clips to
2.74 + 1.18 Aware
describe the content clearly.
10. PowerPoint gives the user the opportunity to incorporate visual and auditory aspects into a presentation
2.81 + 1.16 Aware
on a slide.
11. PowerPoint Presentation attracts students’ interest in learning. 2.72 + 1.11 Aware
12. PowerPoint Presentation is good multimedia to engage student learning process. 2.73 + 1.19 Aware
13. PowerPoint presentations enhance students’ academic self-efficacy. 2.63 + 1.13 Aware
14. PowerPoint helps emphasize the main points. 2.63 + 1.13 Aware
15. PowerPoint make it easier to understand the lecture. 2.74 + 1.18 Aware
Over-all Total 2.72 + 1.08 Aware
Note: 3.25-4.00 Very Aware 2.50-3.24 Aware 1.75-2.49 Unaware 1.00-1.74 Very Unaware

PowerPoint media in this study are intermediaries in the learning process that can be seen and are informative and are expected to
improve student achievement. Presentation slides can contain text, graphics, images, videos, and other objects that are set freely.
According to Wiranti and Sutriyani, (2020) teaching materials in the form of media can increase students' attention during the learning
process. Learning activities can be interpreted as a process of educating and training in order to achieve good learning outcomes, one
of which is using various methods or media that can assist in the process of delivering material properly.
Problem 3: What is the extent of efficacy of using the PowerPoint application of the respondents?
Table 7. Respondents’ Efficacy in using PowerPoint Application
Indicators Mean + SD Description
1. PowerPoint helps me gauge student comprehension of the lesson. 2.36 + 1.06 A Little Extent
2. PowerPoint helps me adjust my lessons to the proper level for individual students. 2.25 + 1.14 A Little Extent
3. PowerPoint helps me provide an alternative explanation or example when students are confused. 2.60 + 1.13 Much Extent
4. PowerPoint helps me design and organize better my lesson. 2.47 + 1.09 A Little Extent
5. PowerPoint helps me craft good questions for my students. 2.41 + 1.20 A Little Extent
6. PowerPoint helps me implement alternative strategies in my classroom. 2.76 + 1.20 Much Extent
7. PowerPoint helps me respond to difficult questions from my students. 2.66 + 1.24 Much Extent
8. PowerPoint helps me establish routines to keep activities running smoothly. 2.74 + 1.32 Much Extent
9. PowerPoint helps me get students to collaborate. 2.55 + 1.26 Much Extent
10. PowerPoint helps me continue the lesson despite the disruptive behavior of some students. 2.43 + 1.28 A Little Extent
11. PowerPoint helps me prevent students' disruptive behavior in the class. 2.61 + 1.25 Much Extent
12. PowerPoint helps me motivate students for lessons. 2.66 + 1.28 Much Extent
13. PowerPoint helps me improve students' memory of what they have been taught in previous
2.60 + 1.21 Much Extent
lessons.
14. PowerPoint helps me improve the understanding of a student who is failing. 2.72 + 1.26 Much Extent
15. PowerPoint helps me develop critical thinking in students. 2.62 + 1.14 Much Extent
16. PowerPoint helps me foster student creativity. 2.67 + 1.23 Much Extent
Over-all Total 2.57 + 1.10 Much Extent
Note: 3.25-4.00 Very Much Extent 2.50-3.24 Much Extent 1.75-2.49 A little Extent 1.00-1.74 Not at All

Table 7 shows the extent of the efficacy of using the PowerPoint application of the respondents. The results show that the overall mean
acquired by the respondents is 2.57. This can be interpreted as respondents’ response to the extent of efficacy in using PowerPoint
application is in much extent. The lowest indicator (2. PowerPoint helps me adjust my lessons to the proper level for individual students)
garnered a mean of 2.25, which can be interpreted to a little extent.
While the highest indicator (6 - PowerPoint helps me implement alternative strategies in my classroom) with a mean of 2.76, which

Salic & Basmayor 754/757

 Psych Educ, 2024, 18(8): 750-757, Document ID:2024PEMJ1710, doi:10.5281/zenodo.10951159, ISSN 2822-4353
Research Article

can be interpreted as much extent. This implied that the respondents believed that with the integration of PowerPoint the class it helps
them to provide an alternative explanation when students are confused and establish the class routines to keep the activities running
smoothly.
PowerPoint presentations allow teachers to create an interactive experience for their students by using images and text on a screen
instead of just talking about something. This means that students will be able to see what the teacher is talking about through visual
aids instead of just hearing what they said. This makes learning easier because students do not have any distractions while trying to
understand what is going on around them; they can focus all their attention on listening carefully and understanding what is being
taught by looking at pictures or videos (Online Educator, 2022).
Problem 4: Is there a significant relationship between the extent of efficacy in using PowerPoint applications and the profile of
the respondents?
Table 8. Relationship1 Respondents’ Extent of Efficacy in using PowerPoint and Profile
Teachers’ Efficacy
Variables Remarks Decision
X2 (df) p-value
Age 236.32*** (132) <0.000 Significant Reject Ho
Sex 38.23** (22) 0.017 Significant Reject Ho
Availability of
132.97ns (110) 0.067 Not Significant Failed to reject Ho
Gadgets
Note: 1 – based on Chi-squared Test ** - P < 0.01 *** - P < 0.001 ns – P > 0.05 * - P < 0.05

Table 8 displays the relationship between the respondents’ extent of efficacy in using the PowerPoint application and the profile. The
result showed that the respondents’ extent of efficacy in using PowerPoint applications had a highly significant relationship between
the profile in terms of age and sex. Thus, the null hypothesis, which states that there is no significant relationship between the extent
of efficacy in using PowerPoint application and the profile of the respondents in terms of availability of gadgets, was not rejected,
while age and sex were rejected.
The results of this study are in support with some of the previous studies. In the study of Zyad (2016) whose study of Moroccan
secondary school teachers also showed a correlation between attitude to ICT and age, revealing that younger teachers are more likely
to use ICT in their teaching. Likewise, in their research of upper secondary school teachers Krumsvik et al. (2016) found that teachers
who are 50 or older have less digital competence. Another study of Todman (2000) as cited by Awofala, et al. (2019) concluded that
research on computer self-efficacy in general also revealed that males on average tend to acquire computer self-efficacy faster than
females. Significant differences between males and females were observed for technical ICT capabilities, and situational and
longitudinal sustainability.
Problem 5: Is there a significant relationship between the extent of efficacy in using PowerPoint applications and the level of
awareness of the respondents?
Table 9. Relationship1 Respondents’ Extent of Efficacy in using PowerPoint and their level of awareness
Teachers’ Efficacy
Variables Remarks Decision
r-value p-value
Level of Awareness 0.936 <0.000 Significant Reject Ho
Note: 1 – based on Pearson’s Correlation ** - P < 0.01 *** - P < 0.001 ns – P > 0.05 * - P < 0.05

Table 9 displays the relationship between the respondents’ extent of efficacy in using PowerPoint applications and their level of
awareness. The result showed that the respondents’ extent of efficacy in using PowerPoint applications had a highly significant
correlation with the level of awareness. Thus, the null hypothesis was rejected, which states that there is no significant relationship
between the extent of efficacy in using PowerPoint applications and their level of awareness.
The use of Power Point is expected to be beneficial for both the learners and the teacher indeed in order to facilitate the good teaching
and learning environment and enhance the learner motivations to keep participating in the teaching and learning process. Technological
developments are currently increasing rapidly with many media innovations that can be utilized by teachers and used easily and for
free. In addition, learning media will also help students in learning so as to improve learning outcomes. One of media that can be used
in learning now is Microsoft Office PowerPoint (Zumrotun & Syailin, 2020).
Problem 6: Do the respondents’ profile and the level of technology awareness best predict the extent of efficacy in using
PowerPoint applications?
Table 10. Variable that best predicts Respondents’ Extent of Technology Utilization
Unstandardized Coefficients Standardized Coefficients
Indicator
B Std. Error Beta t Sig.
(Constant) 0.582 0.344 1.692 0.094
Age -0.048 0.030 -0.089 -1.608 0.111

Salic & Basmayor 755/757

 Psych Educ, 2024, 18(8): 750-757, Document ID:2024PEMJ1710, doi:10.5281/zenodo.10951159, ISSN 2822-4353
Research Article

Sex -0.170 0.109 -0.058 -1.560 0.122

Availability of gadgets 0.021 0.028 0.027 0.752 0.454
Level of Awareness 0.898 0.056 0.884 16.171 0.000
R = 0.939 R2 =0.882 F = 177.713 Sig. = 0.000

Table 10 presents the variables that best predict respondents’ extent of efficacy in using PowerPoint applications. The respondents’
efficacy in using PowerPoint applications was affected by the level of awareness with β = 0.898, t=16.171, (p <0.000). This implied
that the level of awareness was the only predictor that affects the respondents' extent of efficacy in using PowerPoint applications.
PowerPoint has been a widely used teaching tool in higher education for many years. One of the benefits of this technology is its
potential to enhance students’ engagement and empower effective learning. PowerPoint is an application that is in a Microsoft office
package used to make presentation slides, regarding the function of the program is often used for businesspeople, educators, students,
and also trainers. Presentation slides can contain text, graphics, images, videos, and other objects that are set freely. Components of the
construction of PowerPoint slides were examined, specifically contrasting the use of text and visual representations to facilitate student
learning, PowerPoint slides provide an overall structure to the instructional episode, and each individual slide can be viewed as a mini
advance organizer in the context of the larger lesson (Arneson & Offerdahl, 2018).
The regression analysis is significant, with an F-value of 177.713 with a corresponding p-value of 0.000. Therefore, the null hypothesis
stating that “there is no variable/s best predict the extent of technology utilization the respondents” was rejected. The importance of
teacher technology self-efficacy must not be overlooked considering its potential effects on student outcomes. Teachers with high
instructional self-efficacy provide the scaffolding for the development of students’ intrinsic interests and self-directedness. Moreover,
Kim, Kim, Lee, Spector, and DeMeester (2013) as cited by Mertala (2019) suggest teachers’ beliefs, synonymous with self-efficacy in
many studies, are related to technology integration.
Conclusion
Based on the results of the study, the following conclusions are drawn: Most of the teachers at Central Tugaya District and East Tugaya
District, Division of Lanao del Sur II-A in Bangsamoro Autonomous Region in Muslim Mindanao (BARRM) were middle-aged adults,
female and had a smartphone as their available gadgets. In the level of awareness of the respondents, among the indicators of the level
of awareness, the indicator, “PowerPoint presentation can reduce passive class boredom and make the class atmosphere more
interesting” obtained the highest mean of 3.63, which can be interpreted in the aware level while in the extent of the efficacy of using
the PowerPoint application of the respondents, the highest indicator (6 - PowerPoint helps me implement alternative strategies in my
classroom) with a mean of 2.76, which can be interpreted as much extent. This implied that the respondents believed that with the
integration of PowerPoint the class it helps them to provide an alternative explanation when students are confused and establish the
class routines to keep the activities running smoothly.
Further, in correlation, the null hypothesis in the extent of efficacy in using the PowerPoint application and the profile, which states
that there is no significant relationship between the extent of efficacy in using PowerPoint application and the profile of the respondents
in terms of availability of gadgets, was not rejected, while age and sex were rejected. While in the relationship between the respondents’
extent of efficacy in using PowerPoint applications and their level of awareness, the null hypothesis was rejected, which states that
there is no significant relationship between the extent of efficacy in using PowerPoint applications and their level of awareness.
Furthermore, in regression analysis, the null hypothesis stating that “there is no variable/s best predict the extent of technology
utilization the respondents” was rejected. The use of Power Point is expected to be beneficial for both the learners and the teacher
indeed in order to facilitate the good teaching and learning environment and enhance the learner motivations to keep participating in
the teaching and learning process. According to Kjeldsen (2006) states that PowerPoint affects not only the way the teachers present
to teach, but also the way the learners think, learn, and understand. The results of the study were supported by the Cognitive Theory of
Mayer (1947) that learning becomes effective when it comes from words and pictures than words alone. According to Onah (2015),
MS PowerPoint learning is an example of multimedia learning because of diagrams accompanying texts in each slide. When
pictures/texts and words portray the same message, better understanding of learning contents is likely going to be achieved.
In light of the findings, as mentioned above and conclusions, the following recommendations are offered: The School Administrator
may encourage the teachers about the integration of technology, especially on the use of PowerPoint application in the classroom to
make the teaching-learning process more meaningful. Teachers may adopt and integrate the use of PowerPoint application in the
classroom especially in the preparation of the visual aids for better understanding of learning contents and may attend seminars and
workshops to update their knowledge and usage on the latest trends in technology particularly in PowerPoint applications. ICT
Coordinator may serve as an inspiration to working ICT staff and personnel to help them become familiar, knowledgeable and skilled
on the applications of technology and enable them to adapt to a rapid technological change. Other researchers are also encouraged to
conduct similar studies to identify other related factors affecting the teacher’s efficacy on the use of PowerPoint application by the
teachers.
References
Abdulla, M.H. & O’Sullivan E. (2019). The Impact of Supplementing PowerPoint with Detailed Notes and Explanatory Videos on

Salic & Basmayor 756/757

 Psych Educ, 2024, 18(8): 750-757, Document ID:2024PEMJ1710, doi:10.5281/zenodo.10951159, ISSN 2822-4353
Research Article

Student Attendance and Performance in a Physiology Module in Medicine. DOI: 10.1007/s40670-019-00780-8

Arneson, J. B., & Offerdahl, E. G. (2018). Visual literacy in bloom: Using Bloom's taxonomy to support visual learning skills. CBE-
Life Sciences Education, 17(1), ar7.
Asri, F. P. (2016). Penggunaan Media Power Point Dan Motivasi Belajar Peserta Didik Mata Pelajaran Ips Kelas V Sd Inpres Jeppee
Kabupaten Barru (Doctoral Dissertation, Universitas Negeri Makassar). http://Eprints.Unm.Ac.Id/4541/
Cahyandaru, P. & Dwi Surjono, H. (2019). The Effect of Media PowerPoint on Achievements Learning Natural Sciences Student
Primary. DOI: 10.2991/assehr.k.200521.034
Frost, J. (2023). Simple Random Sampling: Definition & Examples. https://statisticsbyjim.com/basics/simple-random-sampling/
Hana Damayanti. (2015). Analysis of the Benefits of Power Point Media in Language Learning.
https://www.kompasiana.com/analisamediapowerpoint.group/54f77b28a33311df6d8b456c/analisa -manfaat-media-power-point-
dalam-pembelajaran-bahasa.
Hashim, Norshida and Saleh, Hanan and Almuddin, Syahirah. (2016). The Effectiveness of PowerPoint, pictures and flash cards in the
teaching and learning of J-Qaf Arabic. In: International Conference on the Arabic Language (PABA 2016), 22nd Oct”. 2016, Kuala
Lumpur.
Ngin Wei Haw. (2012). The Effectiveness of Using Powerpoint on the Mastery of Science Concepts for Year 5 Students. Collection
of Action Research Articles PISMP SN amb. January 2009, 27&28 September 2012, Seminar Penyelidikan Tindakan IPG KBL Tahun
2012.
Onah, E. N., Onah, O., Obe, P. I., Ude, V. C. (2020). Perception of Enugu State Basic Teachers on use of PowerPoint as Innovation in
Teaching during Lesson Preparation, Delivery and Evaluation for Sustainable Developmental Goals’ Attainment.
https://www.acjol.org/index.php/jassd/article/view/1602
Osman, N., Noor, S.S.M., Rouyan, N.M., & Hat, N.C. (2022). The use of PowerPoint in Developing multimedia-based teaching and
learning materials for learning Arabic Language. Journal of Language and Linguistic Studies, 18(1), 15-21. DOI: 10.52462/jlls.163
Polly, D., & Binns, I. (2018). Elementary education candidates’ integration of technology in Science units. Contemporary Issues in
Technology and Teacher Education, 18(4), 631-647.
Salleh, A. H. (2007). Keberkesanan Pembelajaran Berbantukan Komputer (Penggunaan Power Point Interaktif) Terhadap Peningkatan
Penguasaan Konsep Sains Dalam Tajuk Sel Untuk Sains Tingkatan Satu. Universiti Terbuka Malaysia.
Uzun, A. M. & Kilis, S. (2019). Impressions of preservice teachers about use of PowerPoint slides by their Instructors and its effects
on their learning. International Journal of Contemporary Educational Research, 6(1), 40-52. DOI: https://doi.org/10.33200/ijcer.547253
Wiranti, Dwiana Asih & Wulan, Sutriyani. (2020). Pengaruh Pembelajaran Daring Menggunakan Sorogan Hanacaraka Terhadap
Kemampuan Menulis Aksara Jawa Di Sekolah Dasar. ELEMENTARY: Islamic Teacher Journal. 8(2):313. doi:
10.21043/elementary.v8i2.8156.
Hikmah, S. N., Maskar, S., & Indonesia, U. T. (2020). Pemanfaatan Aplikasi Microsoft Powerpoint Pada Siswa Smp Kelas VIII Dalam
Pembelajaran Koordinar Kartesius. Jurnal Ilmiah Matematika Realistik. 1(1), 15–19.
Ulfa, M. (2019). “Strategi Pre¬View, Question, Read, Reflect, Recite, Review (Pq4r) Pada Pemahaman Konsep Matematika”.
Mathema: Jurnal Pendidikan Matematika, 1(1), 31- 39.
Affiliations and Corresponding Information
Norhanisah M. Salic
Dilimbayan Primary School
Department of Education – Philippines
Erlinda N. Basmayor, PhD
St. Peter’s College – Philippines

Salic & Basmayor 757/757