DOI: 10.36347/sjahss.2018.v06i05.022

Pages: 1180-1190

This study was attempted to investigate teachers’ and students’ attitudes towards using interactive PowerPoint in teaching-learning processes in College of Education and Behavioural Sciences. Descriptive survey research design was employed in carrying out this study. Primary data were collected through questionnaire and observation checklists. The Stratified random sampling technique was employed to select 207 undergraduate students from 581 population and 42 teachers who were sampled through availability sampling. One interesting finding was that there was statistically a significant mean difference among teachers who have (i) Maters of Arts (MA) degree in any field of education; (ii) Maters of education (Med); and (iii) Doctorate of Philosophy (PhD) in the attitude of using interactive PowerPoint. The second interesting finding was that there was statistically a significant mean difference between the teachers’ and students’ attitude towards using interactive PowerPoint. Another important finding was that there was statistically significant positive relationship between students’ Cumulative Grade Point Average and the frequency of using interactive PowerPoint. Finally, there was statistically significant positive relationship between teachers’ attitude towards using interactive PowerPoint and the frequency of using it. From the stepwise multiple regression coefficients (R = 0.87), it was found that using interactive PowerPoint were contributed 76% (R2 *100) to students’ learning whereas the rest 24% (1-R2)*100) were unpredicted variables that were contributed to students’ learning. In general, it can be conclude that the use of interactive PowerPoint has considerable potential for encouraging more teachers and learners for further interacting in the course of teaching-learning processes.