CHAPTER I
Introduction
Background of the Study
This study investigates whether PowerPoint presentations improve student’s learning and attitudes compared with traditional classroom presentations. While the use of PowerPoint and multimedia in the classroom has significantly increased globally in recent years (Connor and Wong, 2004; Bartsch and Cobern, 2003), few studies have systematically investigated its impact on student learning and attitudes. Rebele et al. (1998) note that little research exists regarding integration of technology in the accounting curriculum, and suggest that accounting researchers should examine whether technology improves learning.
One study that has examined the relationship between multimedia and student learning and attitudes was conducted by Butler and Mautz (1996). In a laboratory experiment conducted during a 30-minute time period, they found that multimedia did not affect student recall in all situations. Butler and Mautz did find an interaction between the effects of the multimedia presentation and the student’s preferred class representation style (i.e., whether the student was considered a “verbal” or “imaginal” learner).
To improve the quality of learning in our schools using multimedia is very effective in the teaching learning situation. It benefits the students to grasp information easily, to understand as much information as possible, to retain information longer and to gain knowledge that is observable and measured. Literally, multimedia refers to the process of conveying message using different means. In today's age of technology, it refers to all types of analogs or digital information conveyed through audio-visual presentation. Multimedia machine supports all types of presentation that caters to a small group of students or people or to a theater wide audience. Powerpoint presentations can make learning interesting