A Paper on Euthanasia

The term ‘euthanasia’ according to the 2007 guidelines on euthanasia published by the American Veterinary Medical Association is derived from the Greek term eu meaning good and thanato meaning death, combining the two Greek words, euthanasia means good death.However, the definition was applied to animal with the concept that if animals life is to be taken, it should be done with the highest degree of respect and with an emphasis on making death as pain less and distress free as possible.For some patients who had been suffering from illness and had bed ridden for a long period of time, death is better than to live having that kind of situation.Some even prayed that God take their lives, as they are themselves tired of their condition so they beg that they had better be dead. I would say that euthanasia is humane act as death is inevitable for everyone. Those who are suffering extreme pain or are brain dead with hopeless chance of survival must be given option be they wish ed to die. Euthanasia or painless death should be an option for the patient with terminal illness as part of their last will.Generally Euthanasia is the deliberate killing by act of omission of the immediate family member being for the patient alleged benefit. Voluntary euthanasia however means that the person has requested to be killed; physician assisted euthanasia is when doctor assisted the patient to kill him or herself.This subject is a good topic because it is a real ethical issue that the society is facing. Based on the recent development on the study of euthanasia, American doctors find it a competent way of easing a patient of the pain and struggle caused by his or her terminal illness. Ian Dowbiggin pointed out that with diagnosis and prognosis more accurate; physicians were able to with fair probability whether a patient was unlikely to recover (p. 5). Thus, according to Dowbiggin doctors â€Å"could now propose active euthanasia† particularly on patients with hop eless chance of recovery.EvaluationEveryone will surely die but the manner by which death comes differs and at a different age. Euthanasia is truly a good death because patients are first given relief from pain before administering a lethal dose of morphine or chloroform that would allow a painless death of the patient.It is quite common that despite of the modern life saving technology many people are extremely suffering from terminal illness, in which the only thing that technology can do is to prolong the patient’s life, which eventually will also end in death. I believed that the quality of death by euthanasia is one that is with dignity, as the patient’s remaining life was treated with highest degree of respect by emphasizing on painless death.Prolonging the sufferings of patient from terminal illness reduces the quality and dignity of his life and increases the level of the patient’s suffering. In the words of Shai Joshua Lavi, the purpose euthanasia socie ty was to â€Å"relieve needless human suffering† (p. 120) Citing the ESA (Euthanasia society of America) statement, Lavi stated that euthanasia is the lawful termination of human life by painless means for the purpose of avoiding unnecessary suffering under adequate safeguard.However, regardless of the quality of death by euthanasia, it remains morally a criminal act to take someone’s life. Euthanasia is humanistic argument, which view life based on secular perspective. Life is sacred and God has the right to take it back, and euthanasia is not an excuse to escape the consequence of humanity’s sin that made human body vulnerable to disease.Comparing the good and the bad side, the effectiveness and ineffectiveness, its best and its worst, the competency and in competency, and its success and unsuccessfulness, Euthanasia has been widely thought to have bad impact on society rather than good.The proponents of those who favor euthanasia emphasized that it good for terminally ill patient while the greater majority claims euthanasia is a crime on human life. Thus, efforts by proponents of euthanasia were mostly unsuccessful than success.During the earlier period prior to World War I, Dowbiggin noted that many people supports doctors administering euthanasia on terminally ill patient. Perhaps euthanasia’s best were widely recognized than its worst, however with improve technology this has been reversed. In most comparison, today’s generation oppose euthanasia, and cast their opinion against it.Evaluative ClaimLooking at the positive and negative aspect of I would say that euthanasia is a better option not only for the patient but also for the love ones who are directly affected by the circumstances surrounding the patient’s illness. With out congress-enacted law on euthanasia, it will remain an ethical debate whether or not it will be allowed. However, based on reality of the situation of terminally ill patient, Euthanasia i s a competent option for the benefit of the patient who wished for it.The criteria on which euthanasia has to be administered have been quite clear. Patients with terminal illness and whose chance of survival is hopeless, is suffering from extreme pain, and is begging for his or her death are qualified applicant. According to Derek Humphry, the quality of life is vital and if the body is destroyed by disease that is not worth living (p. 90). Humphry noted that it is an intensely individual decision which should not be thwarted† (p. 90)Evidence that the subject meet the criteria is that those that had assessed or had performed euthanasia in all parts of the world that had been convicted was either paroled, or released. Humphry pointed out that in some strongest places; tolerance for euthanasia appears (p. 4) Evidence suggest that the lack of specific laws of many countries regarding euthanasia, means it meets the criteria.Work CitedDowbiggin, Ian. A Merciful End: The Euthanasia Movement USA: Oxford University Press, 2003Humphry, Derek. The Good Euthanasia Guide 2004: Where, What, and Who in Choices in Dying. USA: Norris Lane Press, 2004.Lavi, Joshua Shai. A History of Euthanasia in the United States. USA: Princeton University Press, 2005.AVMA Guidelines on Euthanasiahttp://www.avma.org/issues/animal_welfare/euthanasia.pdf   June 2007.   

Applied Definition: Virtue Ethics Essay

1. In what ways did the historical context from which virtue ethics emerged shape its basic principles? Presocratics, regarded as the first philosophers, brought the term logos to philosophy (literal translation: ‘word’; also denotes ‘logic’, ‘argument’, ‘reason’. Aristotle’s concept of Virtue Ethics regards humans as rational animals, implying that ‘logos’ is purely a human trait. Known as Plato’s most gifted student, Aristotle disagreed with his teacher’s view that the â€Å"essence of reality lies in some abstract world of Forms or Ideas† (Brannigan, 2005:60). Aristotle’s point of view directly contrasts his teacher’s, stating that the â€Å"source of meaning comes from concrete, physical reality† (Brannigan, 2005:60). This direct contrast with Plato leads to Aristotle opening his own school, which he called the Lyceum. Aristotle’s Nichomachean Ethics is his literary formation of his ethical theories. Aristotle believes that ethics originate from real world experiences, that there is not a set of rules to apply to life that will mold us into ethical beings, but rather the â€Å"individual exists in relationship with others† (Brannigan, 2005:61). Thus, ethics is based upon how the individuals relate to each other and the cultivation of good character. How do we cultivate good character? Aristotle states we must fulfill our human nature. He tells us that all things existing in nature have their own specific end purpose, which he refers to as telos (Greek term for specific end). For example, an apple seed’s telos would be to grow into an apple tree and produce apples. Aristotle tells us that only humans are capable of using logos as a form of thought, and that all humans are, by nature, rational animals. Therefore, the human’s end purpose is to â€Å"fulfill our human nature as rational animals by properly exercising our reason† and he also asserts that, â€Å"only in this way can we be genuinely happy† (Brannigan, 2005:62). Furthermore, Aristotle states that all humans have one end goal – eudaimonia (Greek for happiness), and that happiness is an â€Å"intrinsic good†. Intrinsic good means that we seek happiness for the sake of being happy, and we do not seek happiness to obtain something else. In contrast, instrumental good are steps we take to achieve this intrinsic and ultimate good of happiness. For example, students take college courses to fulfill a requirement, gain understanding, and so on. Regardless of the reason, ultimately students take courses to achieve something, with another goal in mind, thus making it an instrumental good. All goods are instrumental, except happiness. Human excellence and telos can be acquired, â€Å"only when we realize our true natures as rational animals, when we properly exercise our reason throughout our lives† (Brannigan, 2005:62). Aristotle terms human excellence with a new name – virtue; genuine happiness is to live virtuously, and only by living virtuously can we attain happiness, and living virtuously requires making a habit of practicing virtue to cultivate good character. Therefore only those with good character can be truly happy. To live virtuously, we must avoid extremes and maintain a balance, which Aristotle terms as the â€Å"golden mean†. The â€Å"golden mean† is the balance between the extremes, and we must use rational thinking and reasoning in a balanced fashion. He distinguished two types of virtues: intellectual and moral. Intellectual virtues require us to use out reason in two ways, one practical and one philosophical. First, â€Å"we reason in order to live practically in our day-to-day lives, which requires us to live sensibly through practical reason† (Brannigan, 2005:64), which Aristotle terms phronesis. Second, â€Å"we reason for the purpose of discovering higher truths†¦ so that we may contemplate higher, more theoretical truths and principles such as the idea of the Good† (Brannigan, 2005:64). Moral virtues (which Aristotle termed ethike) focus on our behavior and how we live our lives, and are the focus of Aristotle’s ethics. Aristotle’s belief was that moral virtues only came about with habitual practice, the Greek word for habit is ethos, which shows the link with ethics. In conclusion, a summary of Aristotle’s ethical beliefs: the goal/aim is to cultivate good character, which can be achieved only through habitual practice of virtue (intellectual and moral), which will create the condition of virtue, thus making us virtuous persons. Repeated actions lead to a condition, which makes an action distinct from a condition, therefore meaning one virtuous act does not make a person virtuous. Rather, acts of virtue must be an ethos(or habit), so that virtuous acts become a sort of second-nature. These repeated acts of virtuous ethos lead to the condition of virtue, and the condition of virtue = good character, and vice versa. Since acts of virtue are not acts of virtue unless logic, reason, and rationalization are utilized to find the â€Å"golden mean† between two possible extremes, one cannot achieve their telos and/or ultimately the condition of happiness, without finding balance in every decision that presents itself and then acting upon this balanced decision. This creates the assumption of a natural link between who we are and what we do, between being and doing. However, doing the right thing simply because you are following a rule or guideline does not make a virtuous person, thus placing the emphasis of Aristotle’s ethics on being rather than doing, meaning that an honest person will tell the truth because this person’s character/being is honest. The reverse of this would be a dishonest person will be dishonest, or a dishonest person will tell the truth because societal rules/guidelines say it’s the virtuous decision – either way, a dishonest person’s being and character is still dishonest, regardless of whether this person tells the truth or not – one act of virtue does not equal a virtuous person. â€Å"Virtue then is a state of deliberate moral purpose, consisting in a mean relative to ourselves, the mean being determined by reason, or as a prudent man would determine it. † (Brannigan, 2005:88) 2. What would virtue ethics suggest should be done in response to the dilemma of the school child who was made to turn his shirt inside out? Why? Virtue ethics really focuses on â€Å"the golden mean†, which is achieved through rational and logical thinking. By avoiding extremes habitually when making decisions, â€Å"the golden mean† can be achieved, leading to a virtuous person, and ultimately happiness and telos; this is the only way to truly achieve the ultimate goal of happiness and virtue. Blindly following rules, without rationalization and an effort to avoid extremes, does not make a virtuous person or achieve â€Å"the golden mean†. Thus, being virtuous leads to virtuous and ethical actions, but not vice versa. In the case of the principal, a virtue ethicist would argue that the principal was merely following a rule, therefore the action was not virtuous. However, the principal also exhibited balance between extremes, by making the child turn the shirt inside out behind a tree; the principal could have made an extreme choice by either ignoring the child’s shirt (and the rule in place) and letting him/her wear this shirt through the rest of the school day (deficit), or by sending the child home for the day (or longer) as punishment for wearing a shirt that breaks the dress code. When you look at the parents actions and choices from a virtue ethicist’s point of view, they have missed â€Å"the golden mean† when making decisions. In regards to the choice of dressing their child in a University of Michigan shirt, a virtue ethicist would state that this decision showed ignorance (since they were provided with a student handbook, which has dress code guidelines), but only if they neglected to read rules that they were provided with. If they simply weren’t provided with such rules, they still exhibited ignorance, but not because of being ignorant. If they read these rules and opted not to follow them because they did not agree, then they should be applauded for not blindly following rules for the sake of following them. However, the decision to send their child to school in a shirt that breaks the rules could be argued as a balanced decision. The deficit decision would be sending the child in all Oklahoma college apparel, just to stay within the guidelines; the extreme would be sending their child in a completed University of Michigan football uniform. It is clear that the parents miss finding the â€Å"golden mean† when deciding how to express their feelings about the rule, by going to the extreme and bringing it to the media’s attention (they could have met with school boards, or even the principal, to try to compromise). They also are on the extreme side of things when they accept gifts from the university (who surely appreciated the attention brought by the media). 3. Using your own personal ethical beliefs, in what ways do you agree or disagree with the decision and the reasoning used to reach the decision in the above question? I agree with the final statements brought out by taking a virtue ethical perspective, such as the principal making a balanced choice when taking action about the shirt, the parents possibly being ignorant of the rule through personal neglect or neglect from the school, and the choices the parents made following the shirt issue being extreme. However, I do not necessarily agree with how these outcomes were achieved through this view. First, I agree that there is a balance that needs to be achieved (or atleast attempted to be achieved) in most of the decisions and actions we make daily, but I do not thing that non-ethical choices and actions are made because the person’s â€Å"being† is bad. I feel like good people can and do make ignorant, unethical, or bad choices; vice versa being true as well. While I believe that being and doing definitely shape each other, I do not feel that one is formed ultimately by the other. As far as what I feel should have been done in this situation, I agree with the principal’s decision. Maybe the code needs refined a little, but your 5 year old having to turn his/her shirt inside out is a much better option than your 5 year old getting shot because the shirt holds a different meaning to a gang member. In class, it was argued that the University of Michigan’s logo held no meaning to the local gangs, but that does not eliminate the possibility of the logo being mistaken for something else, or even influencing a gang we don’t know about. The possibility that your child’s safety is in question should be plenty enough reason for the parents to, at the very least, complain to the school board instead of the media. The fact that the parents brought the media into the situation, I feel, decreases the credibility of their complaint, especially since they ultimately prospered from the incident and the resulting media attention (game tickets, university apparel, and so on). If the principal had ignored the shirt, let the child wear it throughout the day, and then the child became the victim of gang-related violence because of his shirt, I’m sure the parents would hold a different view-point about the rule – and still end up bringing the issue to the media’s attention.

Blackwater in Pakistan Essay

According to the article â€Å"Blackwater (Xe): The Secret US War in Pakistan†, written by: Andrew Hobbs, Kelsea Arnold, Brittney Gates, Elaine Wellin and Peter Phillips, within a covert forward operating base run by the US Joint Special Operations Command (JSOC), members of the elite division of Blackwater are at the center of a secret program in which they target suspected Taliban and al-Qaeda operatives inside and outside of Pakistan. They write about how the CIA doesn’t have the resources to have a secret operative plan so they enlisted Blackwater to do their dirty work. Blackwater said that they did not have any operations in Pakistan, other than the one employee that is performing construction oversight for the US government. But Blackwater’s founder, Erik Prince, told Vanity Fair that Blackwater works with US Special Forces in identifying targets and planning missions. A former senior executive of Blackwater even confirmed that Blackwater is in fact working with the CIA and JSOC. In 2009, there were reports that the CIA agency director, Leon Panetta, had cancelled any affiliation with Blackwater. He stated that they were two separate â€Å"beasts†, the CIA and Blackwater, and that Blackwater was a parallel operation to the CIA. But having stated all of that, Blackwater is real and there have been reports and footage of Blackwater operations in Pakistan to this very day. The Blackwater operations have first been noted in 2007 and there hasn’t been any physical evidence that their operations in Pakistan have been shut down. In the heart of a base run by the US Joint Special Operations Command, there lies an operation run by Blackwater. Blackwater runs a covert ops-type operation to plan assassinations on suspected Taliban and al-Qaeda operatives in and out of Pakistan. They, Blackwater, state that they do not have any operations inside of Pakistan while there is plenty of evidence that they are in fact in Pakistan and operation with the CIA. Erik Prince, Blackwater’s founder, even told Vanity Fair that Blackwater was working with the US Special Forces. He stated that Blackwater was helping the US Special Forces by identifying targets and planning missions. Vanity Fair even published a photo of a Blackwater base near the Afghanistan-Pakistan border. This also contradicts the statement that Captain John Kirby, the spokesperson for Admiral Michael Mullen, chairman of the Joint Chiefs of Staff, told a newspaper called the Nation, that they don’t have any contracts to do that work for them. They don’t contract that kind of work out. They rather do it themselves. Blackwater was trying to cover up what they were doing in Pakistan. Blackwater previously stated that they do not have any other operatives working in Pakistan other than the one overseeing construction for the US Government. What Erik Prince said to Vanity Fair contradicts the whole statement. He stated that Blackwater has some affiliation with the US Special Forces. The JSOC, which has a base in Pakistan, is part of the US Special Forces. One would reason that if Blackwater has some ties with the US Special Forces, they would be working with the JSOC as well. A former senior executive confirmed that Blackwater is in fact working in Pakistan for the CIA and JSOC. He also confirmed that Blackwater has a facility in Karachi and has personnel stationed elsewhere within the borders of Pakistan. Leon Panetta, the CIA agency director, said that the CIA has cancelled any affiliation with Blackwater. This means they had some affiliation to begin with. Something was going on in Pakistan, and Blackwater was somewhere in the mix. By stating that the CIA had canceled their affiliation with Blackwater, he basically said that the CIA had worked with Blackwater. But even if he said that they had canceled working together, there is no physical proof that they stopped operation together. There have been mountains of proof showing that Blackwater is in Pakistan while there are none about Blackwater leaving Pakistan. Vanity Fair published a statement by Blackwater’s founder and a photo of Blackwater in Pakistan. Proof that Blackwater left? None. There is no benefit of doubt when it comes to war, so same goes to this. Blackwater’s first contact with the CIA dates back to 2002. The covert program in Pakistan dates back to 2007. While Blackwater’s presence is not really visible, it’s basically Blackwater through JSOC. Blackwater’s operations in Pakistan are not done through the State Department contracts or publicly identified defense contracts so they stay on the down-low. Two separate beasts. † That’s what CIA agency director Leon Panetta says about Blackwater and the CIA. The evidence is against him, however. Blackwater’s presence in Pakistan is showing, even if the CIA and Blackwater are trying to hide it. There are cracks in their defense. Blackwater’s founder even contradicted himself by stating that Blackwater was working with the US Special Forces. There is a photo in Vanity Fair of a Blackwater base stationed in Pakistan. A former senior executive of Blackwater confirmed all of this and more. He said that Blackwater was working in Pakistan for the CIA and JSOC. He also said that they had a faculty in Karachi and personnel stationed elsewhere in Pakistan. The covert program in Pakistan dates back to 2007, so there is documentation of Blackwater being in Pakistan. There is so much proof against just some â€Å"he said, she said† statements. Blackwater is alive and kicking in Pakistan. Blackwater is just trying to hide itself from the public eye. There is no use for them to hide, the world knows they’re there.

Effects of Powerpoint Presentation in the Academic Performance

Effect of PowerPoint Presentation in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics In partial fulfilment of the requirement for the subject Elective 2 Current Trends and Researches in Science Teaching Submitted by: Jeffrey R. Yumang MAEd-General Science Submitted to: Dr. Jacqueline V. Bagunu Acknowledgement Foremost, I would like to express my sincerest gratitude to our Professor Dr. Jacqueline V. Bagunu for her patience, motivation, enthusiasm, and immense knowledge.Her guidance helped me in all the time of writing this action research. My sincere thanks also goes to the staff of PAC library for allowing me to borrow their journals and books in especially in the field of statistics. I thank my fellow MAEd General Science students for their encouragement and support they have showed in doing this action research. Last but not the least; I would like to thank my family: my parents, my girl fried May Ann Tayson for the understanding during the days that I lost quality time to her in completing this laborious requirement.And above all, to our mighty God – the source of knowledge and wisdom. ABSTRACT In recent years, the uses of PowerPoint (a form of multimedia) presentations in classroom instruction have significantly increased globally without examination of their effects on students learning. This action research investigated the â€Å"Effects of PowerPoint Presentation in the Academic Achievement of The Senior Students In Physics†. The researcher conducted an experiment, which includes a treatment-control design, in a classroom setting within the first quarter of the year.The respondents were divided into two groups. In group A, traditional system was used while Group B PowerPoint Presentation was utilized as the delivery system. The results show that PowerPoint presentation may improve students’ academic achievement by 4% over the use of tradition method of teaching More so, there is a significant difference in the use of PowerPoint Presentation over the traditional method of teaching. TABLE OF CONTENTS Page Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ii List of tables †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦iii Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Statement Of The Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Scope And Delimitation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Review Of Related Literatures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Research Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Instrumentation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Time line†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Results and Discussions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 Conclusions and Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 14 References†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 List of tables Page Table 1 Summary of the modules in Physics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Table 2Mean and Proficiency Level of group A (control group)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table 3 Mean and Proficiency Level of group B (experimental group)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table 4 Summary of findings (A comparison)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table 5 Summary of Analysis of test in hypothesis 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. INTRODUCTION Nowadays, one of the most widespread tools that is used in the computer aided education is PowerPoint presentations which provide to transmit the course contexts visually to the students (Atkins-Sayre et. al. 1998: 3). Originally PowerPoint was developed for commercial and business purposes by Microsoft before approximately 20 years.However it has quickly penetrated the scientific and educational circles as well (Szabo & Hastings 2000: 176). Microsoft estimates that 1. 25 million PowerPoint presentations take place every hour (Levasseur & Sawyer 2006: 101). In the traditional education environments, the duty of the students is to adhere the education activities as a passive receiver and memorize the content of the lesson (Surmeli 2007: 30). PowerPoint presentations create more powerful sensory alerts when compared with the traditional education materials (blackboard, overhead projections, etc. While giving the lessons with PowerPoint presentations, the content of the lesson stays the same, but the form of transmitting the lesson to the student changes. The PowerPoint presentations which are prepared for lessons have the advantages such as having strong colors, gradual building of text, simple animation of diagrams, facilities for simple editing and updating (Lowry 1999:19 ). Thus it can be mentioned that the PowerPoint presentations provide significant time and force savings. As the popularity of the PowerPoint presentations increase, the studies concerning the pedagogical results of the usage of this tool increase.The advantages of giving lessons with the PowerPoint presentations could be generalized as follows in the light of the academic studies till now: * PowerPoint contributes to properly forming the course content and giving lesson (Sugahara & Boland 2006: 392, Hlynka & Mason 1998: 47, Nouri & Shahid 2005: 55). * It simplifies taking notes during the lesson (Cook 1998: 5, James et al 2006: 386) * Students think that following the lesson from the screen is funny and interesting, so the PowerPoint presentations positively affect students (Parks 1999: 207, Nouri amp; Shahid 2005: 58, James vd 2006: 391, Atkins-Sayre et al 2006). * PowerPoint motivates the students for attendance to the lessons (James vd 2006: 387, Sugahara & Boland 2006: 396). * PowerPoint encourages students for learning (Harrison 2006: 10. Despite these advantages brought about by technology, still there are some teachers who are resistant to change their styles in teaching. They keep on applying the traditional method of teaching like the use of manila paper, lecture discussions and so on.The researcher believes that there is a great impact on the academic achievement of the learners by using this form of multimedia although there has been a lack of consensus in the studies concerning â€Å"the effect of PowerPoint presentations on the student performance†. Till now, the researches about this topic reached different results. Somehow, the researcher hopes to encourage the Science teachers to put some innovations in their practice by showing the â€Å"Effect of PowerPoint presentations in the Academic Achievement of the Senior Students of Madapdap Rest.High School in Physics. † STATEMENT OF THE PROBLEM This action research aimed to determine the â€Å"Effect of PowerPoint presentations in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics. † Specifically, it purports to answer the following questions: 1. Which between the two groups perform better? 2. Was there a significant difference in the use of PowerPoint presentations and the traditional method of teaching? Hypotheses: 1. Group A (traditional method of teaching) perform better than group B(PowerPoint presentation) 2.There is no significant difference in the use of PowerPoint presentation and the traditional method of teaching. Scope and Delimitation This action research on â€Å"The Effect of PowerPoint Presentations in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics was conducted at Madapdap Rest. High School located in Madapdap Rest. Mabalacat Pampanga. There were two hundred (200) senior high school students who were chosen respondents of this study. LITERATURE REVIEWThe Rela tion of Dual Coding Theory and PowerPoint The theoretical framework of the effect of education technology tools, which have high visual effects like PowerPoint, on learning is â€Å"Dual Coding Theory† generated by Allan Paivio in 1986. Dual Coding Theory is based on the assumption that the same information coding (presenting) in two different but supporting each other forms enhances efficiency in learning. Paivio began his studies concerning Dual Coding Theory in learning process in 1960s and the theory was developed in 1986.After 1980s, the significance of the theory was increased by the development of education technology practices (Aldag & Sezgin 2003: 125). Paivio’s Dual Coding Theory could theoretically explain the effect of PowerPoint in learning when it is thought with the information coding theory. According to the information coding theory, the process of learning is as follows: (Tay 2004: 3) * Information is received from external sources by senses; * It tra nsforms into specific forms by electing in sensory register; * It is coded in short-term memory; The information in the long term memory goes back to the short term memory and integrates with the new information, becomes coded with this method and has a new meaning; * The coded information storages in the long term memory. According to the several researches concerning Dual Coding Theory, individuals learn more effectively with the combination of verbal and visual information (Levasseur & Sawyer 2006: 105).Presentation of information to the students by education technologies that evokes the non-verbal systems such as PowerPoint presentations, contributes to the process of transmitting the information to short term memory from sensory registers and then to long term memory after coding them. Through the usage of PowerPoint, during the lessons, the words or the concepts that should be emphasized could be also visually presented and the attractiveness of the information increases. A st udy by Luna and McKenzie (2001) indicates that both faculty and students think multimedia presentations enhance learning.However, test results showed no difference between multimedia and traditional lecture formats. In contrary, the study made by M. Gale Blalock and Robert D. Montgomery (2005) on The Effect Of Powerpoint On Student Performance In Principles Of Economics:An Exploratory Study shows that the results indicate that multimedia presentations can improve test scores significantly. Additionally, students who are above-average academic performers receive more benefit from multimedia presentations than students of below-average academic performance.One study that has examined the relationship between multimedia and student learning and attitudes was conducted by Butler and Mautz (2003). In a laboratory experiment conducted during a 30-minute time period, they found that multimedia did not affect student recall in all situations. vButler and Mautz did find an interaction betwee n the effects of the multimedia presentation and the student’s preferred class representation style (i. e. , whether the student was considered a â€Å"verbal† or â€Å"imaginal† learner). Effect of PowerPoint presentations on student learning.The evidence that PowerPoint presentations influence learning is largely anecdotal. Bryantand Hunton (2000)states that the degree of improved learning is a function of a complex set of interactions among learner and medium attributes. Mason and Hlynka (2001) state that PowerPoint helps structure the content and processing of a lesson or lecture. Aiding note-taking (and thus facilitating study) is another purported advantage of using PowerPoint (Cook, 1998). Parks (2005) report that students liked the lecture outline and graphs on the screen, and that the PowerPoint presentation had a positive influence on students.Harrison (2006) argues that PowerPoint enhances instruction and motivates students to learn. If this is true, the bigger question is, does PowerPoint help students learn? PowerPoint presentations incorporate graphics, animation, and color (imagery). Human information processing theories focus on how the human memory system gathers, transforms, compacts, elaborates, encodes, retrieves, and uses information. Sensory registers, short-term memory, and long-term memory are the three major storage structures of the human brain.Research has shown that attention plays an important role in determining when and how information is further processed from sensory registers to short and long-term memory. If information is not attended to, it is quickly lost in the sensory stimulus stage of processing. Reynolds and Baker (2000) find that presenting materials on a computer increased attention and learning, and learning increased as attention increased. Human information processing theories can shed light on how PowerPoint features (graphics, animations, etc. ) may influence learning.Information encoded at a representational level generates a short term memory trace, while information encoded at the referential level elicits both referentially-related verbal and nonverbal memory traces of a longer term nature. Associatively encoded information results in memory traces that include information about multiple verbal or Nonverbal items (Paivio 1990). It is referential encoding that is most relevant for this study. The graphical nature of the PowerPoint presentation arouses students’ imagery systems, which become more activated when information (e. . , instructional materials) is presented in non-verbal forms. PowerPoint presentations should arouse the imagery system and could contribute to comprehension, and improve short and long-term memory. Since, in a PowerPoint presentation, topics are presented in a hierarchical fashion with graphics, color, and animation, students could â€Å"use a mental image of that outline to study, to retrieve the information on a test, to organize th eir answer for an essay question, and to perform other educational tasks (Clark and Paivio, 1991. p. 176). Rose (2001) also notes that presentation of learning materials in graphical form is beneficial for students. Interaction between Learners’ Preferred Representation Styles and PowerPoint Presentation Cognitive theory suggests that learning is optimized when learners’ preferred representation styles are congruent with the attributes of educational technology. While offering guidelines for educators in using technology for instruction, Bryant and Hunton (2000) suggest that individual characteristics (cognitive differences) be taken into account in instructional design.Dual coding theory suggests that learners have preferred representation styles. Some individuals learn and recall well from visually presented information while others learn and recall well from verbally presented information. Kozma (1994) submits that to understand the relationship between media and le arning, we need to consider the interaction between the attributes of the medium and the cognitive processes of students. METHODOLOGYThis study attempted to determine the â€Å"Effect of PowerPoint Presentations in the Academic Achievement of the Senior Students of Madapdap Rest. High School in Physics. This action research was experimental in nature. The researcher selected among the 4th year students of Madapdap Rest. High School via draw lottery and were chosen as the respondents of this study. The respondents were divided into Group A and B and used as control and experimental groups respectively.The presentation for group A (control group) was supported by traditional, text-based, black-and-white, visual aids while the presentations for Group B (experimental group) was supported by PowerPoint, which provided colorful visual aids with graphics and animation. Two different teachers were used for this research study with the use of the same modules in Physics. Table 1. shows the summary of the modules including the lessons and the time frame that was utilized in this study. Table 1. Summary of the Modules in Physics for the 1st Quarter Modules| Lessons| Time frame| | Lesson 1 – Nature of Physics Lesson 2 – Physics Connections: Technology and SocietyLesson 3 – The Physicists: Their Role in SocietyLesson 4 – Thinking Physics: The Scientific Method| June 2012(1st – 3rd week)| 2| Lesson 1 – Energy: Its Role in the Development of Human Society Lesson 2 – Energy Conservation: An Answer to Energy Crisis Lesson 3 – Fossil Fuels and the Environment Lesson 4 – The Relationship between Matter and Energy| June – July 2012(4th -2nd week)| 3| Lesson 1 – The Nature of Light Lesson 2 – Reflection and MirrorsLesson 3 – Refraction and LensesLesson 4 – Colors, Interference and Polarization| July 20123rd -4th week| 4| Lesson 1 – The Human Eye and the CameraLesson 2 – Microscopes and TelescopesLesson 3 – Laser and Holography| Aug 2012(1st -2nd week)| The lessons were presented into different strategies and methods in teaching. Teacher A used traditional method of teaching in presenting his lessons while Teacher B utilized PowerPoint presentations in demonstrating his unit of instructions. At the end of the 1st quarter, the respondents were evaluated their academic performance based on the modules presented. Each group was given identical tests on the same date in the form of standardized test from the Division Office made by supervisor. This test was parallel with the modules that were presented as stated in the course description.Students’ performance was measured based on their examination scores. After administering the test, the scores were tabulated, analyzed and interpreted. The researcher computed the mean and proficiency level of the students to assess which one performs better in the standardized test and to determine the significant difference of the two groups, t-test was applied for independent samples. Results and Discussions Table 2. shows the mean, proficiency level and the standard deviation of the students under the supervision of Teacher A who used the traditional method of instruction. Teacher A attained a mean grade of 26. 1, a proficiency level of 52. 2% with an SD of 9. 02 Table 2.MEAN AND PL OF TEACHER A (Tradition Method of Instruction) Class Interval| Midpoint (x)| Frequency (f)| fx| X2| fx2| 45-50| 48| 0| | | | 41-45| 43| 1| 43| 1849| 1849| 36-40| 38| 10| 380| 1444| 1440| 31-35| 33| 22| 726| 1089| 23958| 26-30| 28| 21| 588| 784| 16464| 21-25| 23| 28| 644| 529| 14812| 16-20| 18| 12| 216| 324| 3888| 11-15| 13| 6| 78| 169| 1014| 6-10| 8| | | | | 1-5| 3| | | | | | | N = 100| ? fx = 2675| | ? fx2 = 63425| MEAN X = ? fx N = 2675 100 = 26. 75 STANDARD DEVIATION ? =v(? fx2) _ (? fx)2 N N = v63425 _ (2675) 2 100 100 = v634. 25 – 715. 56 =v-81. 31 =9. 02 Table 3. reveals that the teache r B who incorporate PowerPoint presentations in his instructions obtained a mean of 28. 1, a proficiency level of 56. 2% with an SD of 7. 00.Table 3. MEAN AND PL OF TEACHER B (POWERPOINT PRESENTATIONS) Class Interval| Midpoint (x)| Frequency (f)| fx| X2| fx2| 45-50| 48| 0| | | | 41-45| 43| 3| 129| 1849| 5547| 36-40| 38| 12| 456| 1444| 17328| 31-35| 33| 24| 792| 1089| 26136| 26-30| 28| 23| 644| 784| 18032| 21-25| 23| 25| 575| 529| 13225| 16-20| 18| 9| 162| 324| 2916| 11-15| 13| 4| 52| 169| 679| 6-10| 8| | | | | 1-5| 3| | | | | | | N = 100| ? fx = 2810| | ? fx2 = 83863| MEAN X = ? fx N = 2810 100 = 28. 1 STANDARD DEVIATION ? =v(? fx2) _ (? fx)2 N N = v83863 _ (2810) 2 100 100 = v838. 63 – 789. 61 =v49. 02 =7. 00 Table 4. Summary of findings (A comparative analysis)Summary of findings| Teacher A who used traditional method of instructions(control group)| Teacher B who used power point presentations(experimental group)| Mean| 26. 75| 28. 1| Proficiency level| 52. 2%| 56. 2%| Stan dard deviation| 9. 02| 7. 00| Number of cases| 100| 100| Table 4 exhibits the comparison of the two methods of teaching. This table disproves the hypothesis that Group A (traditional method of teaching) perform better than group B (PowerPoint presentation). In fact, the study shows that the utilization of power point presentation can enhance learning just like other related studies. Variables| Df| Computed t-valueTwo-tailed at . 5| Critical value| Group A Traditional method of instructions (control group)| 98| 3. 38| 1. 98| Group B PowerPoint presentations (experimental group)| | | | Table 5. Summary of Analysis of test in hypothesis 2. p

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