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Evaluating gender differences of attitudes and perceptions toward PowerPoint$^{\text{TM}}$ for preservice science teachers. (English)
Eurasia J. Math. Sci. Technol. Educ. 3, No. 4, 297-304 (2007).
Summary: Microsoft PowerPoint$^{\text{TM}}$ has become the generic name used when describing slideware applications. This study analyzed the gender differences of participant attitudes and perceptions of various components of PowerPoint$^{\text{TM}}$ presentations. Preservice science teachers (none licensed, mostly undergraduates) viewing PowerPoint$^{\text{TM}}$ presentations of science content provided the data. The components of the presentations studied were: text, graphics, the combination of text and graphics, narration, and appropriate use of PowerPoint$^{\text{TM}}$ for teaching and learning science content. The affect of animations viewed in prior participant PowerPoint$^{\text {TM}}$ experiences was also ascertained. A Kruskal-Wallis test was calculated to analyze the differences between genders for the perceived effectiveness of aforementioned components of PowerPoint$^{\text {TM}}$ Results showed a significant difference $(H<0.05)$ for the affect of graphics in PowerPoint$^{\text{TM}}$ on gender. Females found the integration of graphics in PowerPoint$^{\text{TM}}$ to be a more effective approach to learning science than did males.
Classification: R75 Q45
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