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ORIGINAL ARTICLE
Year : 2013  |  Volume : 27  |  Issue : 1  |  Page : 36-38

Perception of postgraduate students on teaching aids


Department of Physiology, Regional Institutes of Medical Sciences, Imphal, India

Date of Web Publication17-Aug-2013

Correspondence Address:
Sarada Ningthoujam
Department of Physiology, Regional Institutes of Medical Sciences, Imphal
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/0972-4958.116633

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  Abstract 

Aim: To obtain feedback from the postgraduate students on their perception of various lecture delivery methods use in Regional Institutes of Medical Sciences (RIMS), Imphal. Materials and Methods: The study was conducted among the postgraduate students in RIMS. A questionnaire was circulated among 109 randomly selected postgraduate students from different departments and was asked to tick appropriately the teaching aids and the methods, which were preferred. Results: The majority of the postgraduate students (66.05%) preferred power point (PPT) presentation, while 22.21% of the students preferred the lecture using blackboard (BB) and 11.73% preferred overhead projector transparency (OHPT) for teaching. Some important comments of the students were also recorded. Conclusion: The postgraduate students clearly preferred the use of PPT presentation over the other methods. It also appears that in the hands of a trained teacher, any teaching aid would be appropriate and effective.

Keywords: Blackboard, Overhead projector transparency, Power point presentation, Teaching aids


How to cite this article:
Lalvarmawi F, Ningthoujam S, Uttam, Naithok, Mishra M. Perception of postgraduate students on teaching aids. J Med Soc 2013;27:36-8

How to cite this URL:
Lalvarmawi F, Ningthoujam S, Uttam, Naithok, Mishra M. Perception of postgraduate students on teaching aids. J Med Soc [serial online] 2013 [cited 2019 Jul 18];27:36-8. Available from: http://www.jmedsoc.org/text.asp?2013/27/1/36/116633


  Introduction Top


Lectures have been the most common form of teaching and learning since ancient times. [1] During lecture both visual and auditory senses are used to absorb information and here, assistance in the form of visual aid is useful. [2] A chalkboard is uniquely effective as a medium of classroom instruction and has been used commonly in lectures while the use of transparencies with an overhead projector is also popular. Recently, the use of electronic presentations has become common and Microsoft power point (PPT) is now the most popular package out of all electronic presentations.

PPT-based lectures are increasingly being delivered in medical colleges as in other colleges. [3] Various studies have been conducted to assess the effectiveness of lectures using different audiovisual aids, there is a mixture of views based on the studies. So, the present study was planned to assess the perceptions of postgraduate students on various lecture delivery methods use in Regional Institutes of Medical Sciences (RIMS).


  Materials and Methods Top


The study was conducted among the postgraduate students in RIMS. A questionnaire was distributed among 109 randomly selected students from various departments. The students were asking to tick the structured questionnaire and the methods of lecture delivery preferred, i.e., PPT presentation, blackboard (BB) and the use of transparency with an overhead projector. The students were also asked to write their comments on the different lecture delivery methods. The results were analyzed to see, which modes of lecture delivery are being preferred by the postgraduate students in RIMS.


  Results Top


The majority of the postgraduate students rated PPT-based teaching the higher as compared to BB or overhead projector transparency (OHPT)-based teaching the preferences for each teaching aid are as: PPT-66.05%, BB-22.21%, and OHPT-11.73%.

The preferred choices between different methods of lecture delivery based on some attributes are given in [Table 1].
Table 1: Preferred choices between different methods of lecture delivery based on some attributes


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Comments Given by the Postgraduate Students

BB


The main reason for liking this technique is that there is time for taking down notes, problem solving is better with BB and also provide better understanding of the topic. The reasons for disliking the technique are that less information can be covered in lecture, some teacher face the BB all the time and do not bother what is happening behind.

OHPT

The reasons for liking this technique are that it provides better understanding of the topic; more information can be covered in a shorter time. The reasons for disliking this technique are that the students are busy copying the notes instead of listening, it is a good mode of sedating the students, and lecture delivery tends to be too fast leading to poor understanding.

PPP

The reasons for liking this technique are that it provides a better quality of text and diagrams; it is more interesting because it can incorporate animations, pictures, 3D images, and videos. The reasons for disliking this technique are that some teachers go too fast and the students find it difficult to take down the notes and diagrams. PPT should be used for showing diagrams only not for teaching. PPT presentation should be the best, provided the teacher explains each point and not just skip over. With PPT, sufficient time should be given for the students to take down their notes and diagrams. PPT should be used with BB teaching simultaneously.

General Comments

Each and every teaching aid has its advantage and disadvantage, giving a good lecture depends on the skill of the teachers in using these aids. Students need more of explanation for better understanding than simply projecting the slides. Understanding depends more on the teaching experience than the teaching aids. A good teacher needs no teaching aids.


  Discussion Top


The postgraduate in our study preferred the use of PPT presentations over the other methods mainly because PPT provides a better quality of text and diagrams. It is also interesting as it can incorporate animations, pictures, 3D images, and videos. A study pointed out that in PPT the ability to integrate text, pictures, and images is a great advantage, which improves the educative value of the subject. [4]

In our study, we also noted the main reason for liking lectures using BB was that the students have time for writing down their notes and also could understand better. The students also feel that with BB teaching problems solving is better.

With the lectures, which used OHPT, the main reason for liking this technique was that more information can be covered in a shorter time in addition to providing easier understanding of the topic. The main reasons for disliking OHPT teaching was that lecture delivery tends to be too fast leading to poor understanding, Students were also busy trying to copy the notes instead of listening the lecture. It was explained in the article that although the use of OHPT is easy and has some advantages, at times it can serve as a distraction. [1]

Some students commented that to give an effective and good lecture, PPT should be used with the BB simultaneously whereas, some commented that the effectiveness of the lecture depends upon the teacher regardless of the teaching aids used. A good teacher knows to start at a basic point of the course, which students can understand and then lead them gradually through the new and more difficult points. [5]


  Conclusion Top


The postgraduate students clearly preferred the use of PPT presentation as the mode of lecture delivery over the other modes. It also appears that in the hands of a trained teacher, any teaching aid would be appropriate and effective. Thus, formal training in teaching technologies to develop good presentation skills is needed.

 
  References Top

1.Seth V, Upadhyaya P, Ahmad M, Moghe V. Powerpoint or chalk and talk: Perceptions of medical students versus dental students in a medical college in India. Adv Med Educ Pract 2010;1:11-6.  Back to cited text no. 1
[PUBMED]    
2.Sahu DR, Supe AN. The art and science of presentation: 35-mm slides. J Postgrad Med 2000;46:280-5.  Back to cited text no. 2
[PUBMED]  Medknow Journal  
3.James KE, Burke LA, Hutchins HM. Powerful or pointless? Faculty versus student perceptions of Powerpoint in business education. Business Commun Quart 2006;69:374-96.  Back to cited text no. 3
    
4.Mayer RE, Anderson RB. The instructive animation: Helping the students build connections between words and pictures in multimedia learning. J Educ Psych 1992;84:444-52.  Back to cited text no. 4
    
5.Shallcross DE, Harrison TG. Lectures: Electronic presentations versus chalk and talk-A chemist's view. Chem Educ Res Pract 2007;8:73-9.  Back to cited text no. 5
    



 
 
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Abstract
Introduction
Materials and Me...
Results
Discussion
Conclusion
References
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