POWER-POINT INSTRUCTIONAL STRATEGY UTILIZATION AND THE ACADEMIC ACHIEVEMENT OF SS II ENGLISH LANGUAGE STUDENTS IN OBIO/AKPOR LOCAL GOVERNMENT AREAS OF RIVERS STATE

Abstract

This study examined the effect of PowerPoint instructional strategy utilization in the 
classroomon the academic achievement of SS II English language students in Obio/Akpor Local 
Government Area of Rivers State. The constant poor academic achievement of English Language 
students in external examinations has called for an investigation into how their teachers utilize 
available instructional materials/strategies such as PowerPoint to enhance concept 
understanding. Two research questions and two null hypotheses were formulated to guide the 
study. The instrument used for data collection was English language Achievement Test (EAT). 
The instrument was validated by two experts in English language and its reliability coefficient 
was found to be 0.86 using Kuder Richardson formula 20 which indicates positive reliability. 
The data obtained from the study were analyzed using mean, standard deviation and independent 
t-test. The two hypotheses were tested at 0.05 level of significance. The results showed that there 
was significant difference in the English language achievement of students taught using 
PowerPoint instructional strategy and those taught with lecture methods. The above finding 
implies that PowerPoint instructional strategy utilization enhances effective teaching and 
learning of SS II English Language students. The study recommended for training and retraining 
of teachers through workshops, seminars, in service programs on how to use or produce 
PowerPoint instructional materials/instructional strategy. The result of these training would be 
massive utilization of PowerPoint instructional strategies by teachers which would also translate 
to better academic achievement by English language students in external examinations.