|Year : 2013 | Volume
| Issue : 1 | Page : 36-38
Perception of postgraduate students on teaching aids
Florence Lalvarmawi, Sarada Ningthoujam, Uttam, Naithok, Manoj Mishra
Department of Physiology, Regional Institutes of Medical Sciences, Imphal, India
|Date of Web Publication||17-Aug-2013|
Department of Physiology, Regional Institutes of Medical Sciences, Imphal
Source of Support: None, Conflict of Interest: None
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 Jun 25];27:36-8. Available from: http://www.jmedsoc.org/text.asp?2013/27/1/36/116633
| Introduction|| |
Lectures have been the most common form of teaching and learning since ancient times.  During lecture both visual and auditory senses are used to absorb information and here, assistance in the form of visual aid is useful.  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.  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|| |
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|| |
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
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.
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.
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.
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|| |
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. 
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. 
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. 
| Conclusion|| |
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.
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