How the Powerpoint Helps Students in Their Studying at University

qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui HO CHI MINH CITY UNIVERSITY OF PEDAGOGY opasdfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiopasdf STUDENTS’ ATTITUDES TOWARDS ghjklzxcvbnmqwertyuiopasdfghj USING POWERPOINT klzxcvbnmqwertyuiopasdfghjklz TO GIVE PRESENTATIONS IN CLASS xcvbnmqwertyuiopasdfghjklzxcv bnmqwertyuiopasdfghjklzxcvbn Submitted by: NGUYỄN TRƯỜNG DUY PHAN THỊ THANH HƯƠNG 4TMB mqwertyuiopasdfghjklzxcvbnmq Supervisor: Dr. NGUYỄN THANH TÙNG wertyuiopasdfghjklzxcvbnmqwe rtyuiopasdfghjklzxcvbnmqwerty Bachelor of Business English uiopasdfghjklzxcvbnmqwertyuio English Department Ho Chi Minh City University of Pedagogy pasdfghjklzxcvbnmqwertyuiopas 2011 dfghjklzxcvbnmqwertyuiopasdfg hjklzxcvbnmqwertyuiopasdfghjk lzxcvbnmrtyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnmq

NGUYEN TRUONG DUY & PHAN THI THANH HUONG 4TMB JAN 24th , 2011

ABSTRACT

The development of technology has brought about positive changes in education. Rather than the one-way communication process in which students take notes everything that is said by their teachers, a more active learning method has been applied. Vietnamese students are now regularly required to make PowerPoint presentations to show their understanding of the lessons they have learned. This new approach of studying allows students to become speakers who share knowledge with each other.

In order to study how using PowerPoint presentations can affect students’ learning, we have conducted some fascinating research into their attitudes towards applying PowerPoint in the design of their presentations. In contrast to different writers’ opinions on our research topic, we analyze the findings in the questionnaires which were distributed to 74 participants from four universities in Ho Chi Minh city, namely HCMC University of Pedagogy, University of Finance and Marketing, Ton Duc Thang University, and RMIT University.

From the findings in the questionnaires and literature review, we have come up with expected and unexpected results which appear to come out simultaneously. Although many participants were in favor of PowerPoint’s contributions to the success of a presentation, the others worked out a number of problems that the software may cause.

As soon as the findings have been interpreted, recommendations are offered with the purpose of helping students make the most of PowerPoint to design successful presentations.

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TABLE OF CONTENTS

Abstract …………………………………………………………………………………………………………… 1 Table of contents ………………………………………………………………………………………………. 2 List of charts and tables ……………………………………………………………………………………… 4

CHAPTER 1: INTRODUCTION ……………………………………………………………………… 5 1.1 Background to the study ……………………………………………………………………………….. 5 1.2 Research question ………………………………………………………………………………………… 7

CHAPTER 2: LITERATURE REVIEW …………………………………………………………… 8

CHAPTER 3: METHODOLOGY …………………………………………………………………… 13 3.1 Introduction ………………………………………………………………………………………………. 13 3.2 Research site ……………………………………………………………………………………………… 13 3.3 Participants ……………………………………………………………………………………………….. 14 3.4 Data types and methods of collection ……………………………………………………………..

14 3.4.1 Questionnaires ……………………………………………………………………………………. 15 3.5 Analytical framework …………………………………………………………………………………. 16 3.5.1 Sampling method ………………………………………………………………………………… 16 3.5.2 Descriptive statistics ……………………………………………………………………………. 18 3.5.2.1 Percentages ………………………………………………………………………………… 18 3.5.2.2 Graphical display of data ………………………………………………………………. 18 3.6 Reliability and validity issues ………………………………………………………………………. 18

CHAPTER 4: DATA ANALYSIS & DISCUSSION ………………………………………….. 19 4.1 Introduction ………………………………………………………………………………………………. 19 4.2 Data analysis……………………………………………………………………………………………… 19

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4.2.1 The frequency of student participation in PowerPoint-oriented presentations ………………………………………………………… 19 4.2.2 Student competence in practicing PowerPoint skills …………………………………. 21 4.2.3 Students’ opinions on factors that should be treated with the most consideration in the design of PowerPoint-based presentations ……………………………………………………………………………………… 22 4.3 Discussion ………………………………………………………………………………………………… 23 4.3.1 What are the benefits of PowerPoint in making presentations …………………….. 23 4.3.1.1 User-friendliness ………………………………………………………………………….

24 4.3.1.2 Visual attraction ………………………………………………………………………….. 24 4.3.1.3 Enhanced understanding ……………………………………………………………….. 25 4.3.2 What are the drawbacks of PowerPoint in making presentations …………………. 25 4.3.2.1 Fostered neglect among audience …………………………………………………… 26 4.3.2.2 Visual identity overemphasis …………………………………………………………. 27 4.3.2.3 Spotlight misplacement ………………………………………………………………… 27

CHAPTER 5: CONCLUSION & RECOMMENDATIONS ………………………………. 28 5.1 Introduction ………………………………………………………………………………………………. 28 5.2 Conclusion ………………………………………………………………………………………………… 28 5.3 Recommendations………………………………………………………………………………………. 30

REFERENCES ……………………………………………………………………………………………… 32

APPENDICES Appendix 1: Questionnaires for students (English version) …………………………………….. 34 Appendix 2: Questionnaires for students (Vietnamese version) ……………………………… 38

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LIST OF CHARTS AND TABLES CHARTS

Chart 4.2.1: The frequency of student participation in PowerPoint-oriented presentations ………………………………………………. 20 Chart 4.2.2: Student competence in practicing PowerPoint skills …………………………….. 21 Chart 4.2.3: Students’ opinions on factors that should be treated with the most consideration in the design of PowerPoint-based presentations …………………………………………………………………………………. 22

TABLES

Table 4.3.1: Comparison of Benefits …………………………………………………………………… 24 Table 4.3.2: Comparison of Drawbacks ………………………………………………………………. 26

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CHAPTER 1 INTRODUCTION

1.1 Background to the study

Since its open-door policy in early 2000, Vietnam has been growing restless with an aim to develop its economy as fast as possible. Other key sectors such as agriculture, light industries, culture, society, medicine, technics, IT, etc. were also focused on adequately. Considering gray matter as the lever of economic power, Vietnamese government strived for huge contributions from the young community, especially the young students who were in their pursuit of studies at university. With an affluent source of knowledge, they were believed to be capable of absorbing new technologies of science in the world and putting them into practice. Thus, education was regarded as a prerequisite for the development of the country in terms of every sector. In particular, it helped eliminate high literacy rates, provide technical knowledge for learners, identify talents and connect everyone with each other. For those reasons, education authorities have been consistent in their approach to fortify the domestic four-level education system, especially the university level.

Over the past ten years, a considerable number of universities have been established throughout the country. These universities invested large amounts of money in building and maintaining modern infrastructure. In addition, they stayed abreast of new, effective teaching methods and kept track of technological advances in the academic field. Employing high-caliber lecturers was also taken into their consideration in order to guarantee the best teaching quality. Furthermore, there was no longer any practice of read-and-write methods which were popular with high school students. On the contrary, university students must learn how to study on their own. This means that self-study was

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strongly emphasized in the university level, demanding that newcomers take notes in class while listening to lectures, work in teams during breaks and do elaborate research at home. Among the activities corresponding to students’ self-study process, giving presentations is a popular example.

Nowadays, with the advent of Internet-connected computers and other modern equipment, teaching as well as learning on campus is, at the same time, facilitated and much more productive than a decade ago. Boring, lengthy lectures which lecturers dictated to students while pointing to a few pictures hanging on the board were gone, making room for lively ones with strong support of visual aids of various kinds. Likewise, students’ presentations, once made as oral speeches only, are now enhanced with overhead projectors and presentation supporting softwares like Microsoft Office PowerPoint, OpenOffice, Violet, Proshow, Keynote, etc. Among these softwares, Microsoft Office PowerPoint is widely used among academic presenters.

Being one of the main sub-packages of Microsoft Office, a multifunctional office application package developed by Microsoft in 2000, Microsoft Office PowerPoint is widely used as a versatile and easy-to-use tool to “support, reinforce, and enhance teaching and learning through reviews, games, quizzes, and other activities” (Finkelstein, E., & Samsonov, P., 2008).

In particular, the software is very useful for making presentations as it offers a wide range of user-friendly features which can visualize the contents and make the delivery interesting enough to draw audience’s interest. For those reasons, Vietnamese students are encouraged to make use of PowerPoint to deliver numerous topics to the audience in class. In recent years, the practice of this software at university has been so popular that it became a common topic during coffee breaks for many students. They formed different attitudes towards using the software in the design of their presentations. Most of them were totally in favor of PowerPoint whereas some thought badly of it, which sparked a controversy over the real impacts of the software on the quality of presentations. As a result, a study was carried out to investigate the case.

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1.2 Research question

The present study aims to assess the impact of Microsoft Office PowerPoint on students’ delivery of presentations. For that purpose, a research question is posed:

Does PowerPoint have the most importance to the success of a student’s presentation?

Through valuable findings of the correlation between PowerPoint and making presentations, the researchers expect to discover a number of truthful facts, thereby offering sound advice on how to perfect students’ presentations in order not only to gain better grades in class but also to get well-prepared for their future jobs.

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CHAPTER 2 LITERATURE REVIEW

With respect to modes of organization, the chapter is presented in a thematic fashion, which means that the researchers mainly rely on the core subject in each theme to decide what theme should be prioritized over another. The framework of the literature review hinges on three themes. First, the definition and purpose of PowerPoint are identified. Next, the benefits of using PowerPoint for presentations are clearly explained. Finally, the software’s drawbacks are taken into consideration.

There are numerous similarities among different authors in their opinions on the definition and purpose of PowerPoint. Take Rex Book Store [RBS] (2006) for instance. The authors from this organization define PowerPoint as a complete desktop presentation software that is used to transmit ideas and information into attractive, interesting, and professional-looking presentations. This argument is, by common consent, presented in the same way as that of Rachna Sagar Pvt. Ltd. [RS] (2005).

The writers from RS consider PowerPoint to be a powerful tool for communicating ideas and information. For the university students’ sake, the purpose of PowerPoint is specified by Ellen Finkelstein and Pavel Samsonov (2008) that it can be used to “support, reinforce, and enhance learning through reviews, games, quizzes, and other activities created in the software.” Talking of the context where PowerPoint should be used, these authors add that it is perfect to apply the software in classroom lessons, sales presentations, training sessions, and any situation in which information is presented to groups of people. According to Moira Stephen (2006) in her book for IT students, PowerPoint can give students the tools that they need to produce their own presentation materials with little or no help from presentation graphics specialists. As far as RS (2005) is concerned, they give a more specific explanation of what PowerPoint can do for university students. They state that

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the software allows students to place their contents into a presentation, a series of computer-generated “slides” which can then be projected for an audience, printed and distributed as handouts, published on the Internet or used in numerous other ways. In contrast, RBS (2006) puts a strong focus on PowerPoint’s functions, confirming that the software gives presenters everything they need from text handling to graphics, outlining, layout, clipart and many more. In addition, it has built-in slide layout, templates, editing features, multi-media effects, and video clips.

As regards the benefits that PowerPoint can offer to presenters, the writers fall into different groups, each of which share the same opinion on the software’s advantages. According to Ellen Finkelstein and Pavel Samsonov (2008), PowerPoint is one of the most user-friendly programs around. Additionally, it is an easy-to-use software with a bundle of supporting tools which guide presenters through the design of their presentations. The idea that using PowerPoint for presentations is much more appealing than traditional ones is supported by many authors. Three of them are Justin Reich, Thomas Daccord, and Alan November (2008), who claim that PowerPoint can be used to create more than just lecture slides. Incorporating the software in presentations will make them more effective because they are exciting and visually appealing (Finkelstein & Samsonov, 2008).

This means that PowerPoint is mainly utilized to “maintain” (Gayle, Preiss, Burrell, & Allen, 2009) and “improve” (Anthony & Hallstrom, 2005) audience’s interest in the subject matter conveyed through a presentation. In fact, viewers get tired easily when information is only written on the board, even if it has been well-organized by the presenter (Finkelstein & Samsonov, 2008).

Moreover, visual aids such as animations or multicolored graphs or charts, if not embedded in PowerPoint, will be much too tedious or impossible to show with conventional, older classroom technology because it cannot get the audience excited enough (Lieberg, 2008).

In liberal arts courses, PowerPoint is a wonderful medium since it can present textual information vividly, and it can dramatically show photographs, artwork, or videos (Arvidson, 2008).

A study showed that students in physical geography classes were extremely keen on using

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PowerPoint as they thought that it was more interesting than traditional lectures and thus they could listen more intently (Gayle, Preiss, Burrell, & Allen, 2009).

In short, it is commonly agreed that a PowerPoint-based presentation will probably catch audience’s attention as it allows presenters to combine information, visual aids, music, and video clips together on the same platform. On the other hand, the software deserves credit for enhancing viewers’ understanding of the subject matter. With visuals, sounds, and special effects, information is communicated entirely to the viewers (Finkelstein & Samsonov, 2008), increasing their understanding of what has been presented and helping convince them of presenters’ recommendations (Abela, 2008).

Furthermore, a PowerPoint-based presentation often requires less note-taking, and therefore saves a great deal of time for the audience (Anthony & Hallstrom, 2005).

For example, before a presentation takes place, participants will be provided with handouts that summarize the main points of the subject matter. This helps eliminate the risk that their attention is deflected from the presentation. PowerPoint is also good for interactive activities in the classroom (Finkelstein & Samsonov, 2008).

In other words, it encourages audience’s participation during several parts of a presentation. For instance, during warm-up activities, the spectators are usually invited to take part in several game shows which both excite them and offer them a chance to consolidate their knowledge. These games include Wheel of Fortune, Jeopardy, Who Wants to be a Millionaire, Hillsborough Squares, Twenty Questions, etc. On the whole, PowerPoint is highly praised among a host of accredited writers for its exclusive features including user-friendliness, visual attraction, and the ability to enhance viewers’ understanding.

On mentioning the disadvantages of PowerPoint as well as students’ concerns over the habit of using PowerPoint in presentations, there are very little similarities among the writers and this therefore has caused heated controversy over the other side of the software. According to Denton Anthony and Lars K. Hallstrom (2005), students complain that PowerPoint does not encourage participation, rather it makes room for laziness. They even claim that they can be more energetic without the support of the software (Bushong,

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1998).

This might stem from three main reasons. As mentioned by Kate Exley and Reg Dennick (2009) in their collaborative book, there is a popular tendency for students to feel that they do not need to watch after their classmates’ presentations or be active during them because everything they need is in the handout. They even think that it is not necessary to be present at the presentation time since they can copy the PowerPoint files from their friends and review them at home. The second reason is elicited by two authors, namely Francis M. Quinn (2001) and Carolyn Lieberg (2008).

In order for a presentation to be visually effective, a dim room is required and this can cause problems for students who want to jot down a few pieces of information they regard as important. To make matters worse, there are several cases in which some students were caught looking somewhere outside the classroom or dozing off when lights were lowered. The last reason is a mistake on the presenters’ part. It is typical of some students to place too much content on the slides as they think that audience’s understanding will improve significantly. Promiscuously, the slides become their “autocue”, i.e. they read everything in each slide from bottom to end in the same way as do robots. Unfortunately, this generates a sense of discouragement among the watchers. Under the circumstance, some may not bother to look at the screen or listen to what the speaker says. Or they consume information passively in a reluctant way (Fleckenstein, 2010).

As a result, their understanding deteriorates (Mohanna, Cottrell, Wall, & Chambers, 2011).

Although many authors compliment PowerPoint on the visual effects used to beautify presentations, they receive a countless number of criticisms from their peers. In an ironic sense, a PowerPoint-based presentation is likened to nothing other than “eye candy” (Anthony & Hallstrom, 2005).

Favorably, the simile used by these two writers fortifies Edward R. Tufte’s argument (2003) that the PowerPoint style frequently “disrupts, dominates, and trivializes content”. For instance, built-in graphical features such as patterned backgrounds or animated text can hinder the receptive process of viewers (Mohanna, Cottrell, Wall, & Chambers, 2011).

In addition, Andrew Abela (2008) believes that projecting slides with too many bullet points and irrelevant graphics such as clipart during a presentation will probably generate worse results than speaking without

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any visual aids at all. Perhaps what people complain most about PowerPoint is that it does not foster “human contact”, rather it induces “human display” (Parker, 2001).

Indeed, the presenter, not PowerPoint must be the spotlight during the presentation (Winston, 1999).

No matter what props or displays he uses, they should support what he is saying. It can be inferred that the role of presenters is of greatest importance. With facial expressions, body language, a cadenced voice, and the power to make eye contact with audience, the presenter can expect their complete participation and perfect understanding of the subject matter in the presentation. In conclusion, albeit growing in popularity, PowerPoint still has many shortcomings, three of which refer to audience’s neglect, visual identity overemphasis, and spotlight misplacement.

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CHAPTER 3 METHODOLOGY

3.1 Introduction

This chapter elaborates on the research design and method of investigation with a view to achieve the aim of the study established in the first chapter of introduction which closely assesses the impact of Microsoft Office PowerPoint on student’s presentations. It is organized as follows. First, the research site and the participants are described. Then, the data types and their procedure of collection are presented. Finally, the analytical framework employed to analyze the data after their collection is shaped.

3.2 Research site

The study was conducted among notable universities in Ho Chi Minh City including HCMC University of Pedagogy, Ton Duc Thang University, RMIT University and University of Finance and Marketing from December 2010 to January 2011. Indeed, there is virtually no doubt about the competence of the teaching faculty employed in these institutions: all of them are M.A. achievers, some even obtained Ph.D. degrees already. In addition, these universities are accredited for their modern facilities serving teaching and learning purposes like large auditoriums equipped with Internet-connected computers and overhead projectors, multifunctional libraries and comfortable self-study rooms for students. Therefore, both students and lecturers learning and teaching in these universities are greatly motivated to give the best performance as well as to take the initiative in their technical progress. As regards students, since self-study and team working is strongly encouraged on the university scale, they are regularly assigned to deliver lectures by themselves. This means that they are expected to play the active role in class; actually,

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they are not only listening but they are “teaching” as well. To do this, they need to work in groups and give PowerPoint-based presentations which closely related to the topics assigned. Most often, lecturers will be responsible for offering them constructive criticisms regarding their delivery of presentation, their comprehension and practice of the topic-related theory and also providing them with further information which aims to fill their knowledge gap.

3.3 Participants

The participants consisted of seventy-four senior students including twenty-two majoring in Business English from HCMC University of Pedagogy, twenty-one in Marketing from University of Finance and Marketing, twenty-one in Urban Planning from Ton Duc Thang University, and ten in Business Administration from RMIT University. All had the experience of working with PowerPoint since their first academic year. For instance, they often used it for warm-up activities, e.g. games, quizzes, slideshows, video clips to get the audience excited before they introduced the lesson to them. Being in the final year means that they have to meet with a pile of group presentations and theses assigned by their lecturers on a weekly basis. Besides, they have to make preparations for the first semester’s exam, then the trainee course and after that the graduation exam which takes place in the middle of the year.

3.4 Data types and methods of collection

The current study employed a mixed method design which included both quantitative and qualitative research methods. This method design plays a vital part in portraying a detailed and comprehensive picture of what is being investigated. Moreover, the combination can make the most of both approaches while reducing the number of shortcomings and biases inherent in each paradigm (Dornyei, 2008, p. 99).

Being aware of how to exploit valuable data in an effective and cost-efficient way, the researchers

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were determined to use questionnaires as the keynote instrument of data collection. The questionnaires were designed with an aim to elicit basic factual data and then follow up on attitudes and experiences (Wallace, 1998, p. 151).

This technique will be demonstrated in the following section.

3.4.1 Questionnaires

This section closely looks at the design of the questionnaire while stating the reason why the researchers chose it. Then, it explains how they assembled data using this writing material.

In this study, questionnaires was used to obtain both quantitative and qualitative data. The reason for choosing this tool of data collection was that the subjects of the study, or a group of 74 students, who voluntarily participated were rather busy with their own schedule so they preferred filling in questionnaires to attending interviews. Writing down answers did not cause them any inconvenience. On the contrary, most seemed to be very interested in the topic of the questionnaire, i.e. using Microsoft Office PowerPoint in presentations as this was one of their most regularly performed tasks on campus.

To generate rich information, the questionnaire for this study was composed to contain both close-ended and open-ended questions. The former required the students to respond to the statements on five response categories of multiple-choice, alternative-answer, Likert-scale, checklist and ranking questions while the latter required them to write down their ideas and opinions in questions belonging to three forms: fill-in, short-answer and long-answer questions. Close-ended questions are not difficult and time-consuming. They only take a few minutes to complete. However, questions of this type always have a weakness in common: they put the respondents into prearranged situations. To overcome this, the researchers added a number of open-ended questions in the hope of creating

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space for students to express their feelings, opinions and attitudes towards certain issues of their interest.

The two-page questionnaire (see Appendix A for a complete specimen) comprised three separate sections. The first section, Section A, aims to collect personal information from the participants (personal information declaration section, questions 1, 2, 3, 4, and 5).

It also checks whether they had any previous experience of working with computers and some popular softwares installed on them. The second section, Section B, was designed to elicit responses that would reflect the extent to which participants used Microsoft Office PowerPoint in their studies, their competence in applying it in classroom presentations and their attitudes towards the importance attached to several aspects of this software (questions 6, 7, 8, 9 and 10).

The third section, Section C, offered them a chance to express their opinions towards both drawbacks and benefits of PowerPoint, describe specific problems they often encounter when working with it or make recommendations on how the software should be improved for students’ sake (questions 11, 12, 13, and 14).

3.5 Analytical framework 3.5.1 Sampling method

With an aim to avoid their subjectiveness and make sure that everyone shares an equal opportunity to be selected for the sample, the researchers are consistent in choosing probability as their way of sample selection. In choosing a sample according to probability, they apply stratified selection. In other words, to do a stratified sampling, the size of the sample in each stratum is taken in proportion to the size of the stratum. This is called proportional allocation. For ease of reference, figures indicating the number of students in each university are presented as follow:

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Business Administration, RMIT University: ————— 30 Urban Planning, Ton Duc Thang University: ————– 60 Marketing, University of Finance and Marketing: ——– 62 Business English, HCMC University of Pedagogy: ——- 64 Total: ———————————————————— 216

The researchers need to take a sample of 74 students, stratified according to the above categories. The first step is to find the total number of students (216) and calculate the percentage in each group.

% Business Administration, RMIT University ————- = 30 / 216 ~ 14% % Urban Planning, Ton Duc Thang University ———— = 60 / 216 ~ 28% % Marketing, University of Finance and Marketing —— = 62 / 216 ~ 29% % Business English, HCMC University of Pedagogy —- = 64 / 216 ~ 30% Of the sample,

14% should be Business Administration, RMIT University. 28% should be Urban Planning, Ton Duc Thang University. 29% should be Marketing, University of Finance and Marketing. 30% should be Business English, HCMC University of Pedagogy. 14% of 74 is 10. 28% of 74 is 21. 29% of 74 is 21. 30% of 74 is 22.

Based on the given numbers, the researchers randomly choose 10 from 30 Business Administration students of RMIT University, 21 from 60 Urban Planning students of Ton Duc Thang University, 21 from 62 Marketing students of University of Finance and Marketing, and 22 from 64 Business English students of HCMC University of Pedagogy.

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In brief, the sample was successfully selected through the method of proportional allocation.

3.5.2 Descriptive statistics

This part explains the methods of analyzing quantitative data that are known as descriptive statistics. They include percentages and graphical display of data, which are demonstrated in turn.

3.5.2.1 Percentages

The information can be expressed in a clearer way by percentages. However, as the scale of student participants was a small size, frequencies were only converted to percentages which would be displayed on graphs and charts.

3.5.2.2 Graphical display of data

A pie chart and two overlap bar charts were chosen to show the frequency of percentage data in each category for categorical variables.

3.6 Reliability and validity issues

To make sure that the information collected from the participants is genuine, the researchers took three points into their full account. First, they tried to create a pleasant and relaxed atmosphere so that the participants did not feel any obligation to fill out the questionnaires. Another important point relates to the issues of privacy and confidentiality. In this research, to achieve this, the researchers clearly explained the purpose of the study to the participants. They did not forget to promise that the real

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names of the respondents would not be disclosed in the official report. The last point is that data need to be tested for their rationality. To do this, the researchers read out loud the results in the respondents’ presence to make sure that no spelling mistakes were made or no information was confusing.

CHAPTER 4 DATA ANALYSIS & DISCUSSION

4.1 Introduction

Following the previous chapter which carefully discussed the research’s methodology, this chapter was responsible for analyzing the collected data in accordance with specific emerging themes and then discussing them under consideration of findings from both the questionnaires and the literature review.

4.2 Data analysis

In particular, the data will be coded into three sections corresponding to three themes, i.e. the frequency of student participation in PowerPoint-oriented presentations; student competence in practicing PowerPoint skills; student opinions on factors that should be treated with the most consideration in the design of PowerPoint-based presentations. The three sections are presented as follow:

4.2.1 The frequency of student participation in PowerPoint-oriented presentations

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Generally speaking, giving presentations in class was a regularly sustained activity for the majority of students no matter what university they were from. According to the researchers’ findings, most of the participants admitted that they preferred using PowerPoint in the design of their presentations to other softwares. Every time they were assigned a couple of presentations at university, they definitely worked with the software. In fact, very few of them reported encountering problems while using PowerPoint.

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Giving presentation in class 5.40% 5.40% 8.10% 27% 50% Working with PowerPoint 10.80% 6.80% 23% 25.70% 29.70% Encounter problems when using PowerPoint 13.50% 32.40% 36.50% 9.50% 4.10% Using PowerPoint in presentation 4.10% 6.80% 0.1 21.60% 54.10%

Least frequently Less frequently Frequently More frequently Most frequently

Chart 4.2.1: The frequency of student participation in PowerPoint-oriented presentations

The graph provided us with some figures on the percentage of students coming from different universities on the scale of activities’ distribution. To start with, 85.1% of the students reported giving presentations in class on a regular basis. On the other hand, 78.4% said that most of their time at home was spent on PowerPoint-related activities,

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e.g. designing presentations, making slideshows, video clips, games, etc. In particular, designing PowerPoint-based presentations was frequently done by 75.8%. It is interesting to note that 49.9% insisted that they were most likely to encounter problems with the software while the other part did not think much of this.

4.2.2 Student competence in practicing PowerPoint skills

When asked about how much they were good at using PowerPoint, the largest proportion of students ranked their competence at a moderate level whereas only a minority of them were confident in their ability to apply the software in their projects, leaving the others expressing concern over their weak performance.

3.8

0

6.2

25 Very little Little Moderate Much Very much 57.5

Chart 4.2.2: Student competence in practicing PowerPoint skills

As can be seen from the chart, 57.5% was responsible for the largest percentage of participants ranking their competence at a moderate level while only 25% of them were

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more competent at practicing PowerPoint skills. 10% thought that they were not good at it.

4.2.3 Students’ opinions on factors that should be treated with the most consideration in the design of PowerPoint-based presentations

Of the five factors given, contents was widely accepted among students as the most important one which could directly determine whether a presentation succeeded or not. Whereas other factors including layout, aesthetics, creativity were also taken into consideration, audiovisual effects seemed not to be paid much attention to. This might be a true reflection of their common preference, which suggested that contents should be of greater importance than the “outfit” of a presentation.

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Layout 20% 30.00% 36.20% 2.50% 2.50% 0% Contents 45% 28.80% 13.80% 2.50% 1.20% 0% Aesthetics 15.00% 31.20% 38.80% 5.00% 1.20% 0% Audiovisual Effects 13.80% 41.20% 17.50% 15.00% 2.50% 0% Creativity 32.50% 31.20% 21.20% 6.20% 0.00% 0%

Very much Much Moderate Little Very Little None

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Chart 4.2.3: Students’ opinions on factors that should be treated with the most consideration in the design of PowerPoint-based presentations

The graph presented an overview of students’ attitudes towards different rates of importance which should be attached to a number of factors in the design of PowerPointbased presentations. It came as no surprise to the researchers to find that 87.6% of the participants attributed contents to the success of their presentations. Following the number one factor, layout and aesthetics were also taken into account, with 86.2% and 85%, respectively. Surprisingly, contrary to what the researchers had expected, creativity did not receive as much attention, though occupying a significant percentage of advocates, namely 84.9%. Last on the list, audiovisual effects attracted the lowest percentage of supporters, i.e. 72.5%.

4.3 Discussion

In this section, two questions are addressed by the researchers.

4.3.1 What are the benefits of PowerPoint in making presentations

After carefully investigating the questionnaires and the literature review, the researchers have come up with some interesting results which either contradict or overlap each other. The findings are defined specifically in table 1:

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Table 4.3.1: Comparison of Benefits

Factors identified in the literature review User-friendliness Visual attraction Enhanced understanding

Factors identified in the questionnaires Professionalism, liveliness, appeal, lucidity User-friendliness Quick understanding Easy-to-follow outline Ease of conveying information

4.3.1.1 User-friendliness

There is no wonder that both of the two sources reach a consensus on regarding userfriendliness as one of the most popular features of PowerPoint. Noticeably, all of 74 participants were determined that they would never use any other software for their presentations except PowerPoint. This is due to the fact that they are so familiar with this software that supposing they were forced to use another one, they would definitely feel uneasy and reluctant to follow the order. In fact, PowerPoint was invented to materialize presenters’ ideas of how they want their subject matter to be presented. In other words, the ease of making an electronic presentation makes it become the global presentation software which is unparalleled by other competitors.

4.3.1.2 Visual attraction

The factor found in the literature bears several striking similarities to those found in the questionnaires. Or it can be inferred that qualities like professionalism, liveliness, appeal, and lucidity can be packed into one benefit of PowerPoint and that is ‘visual attraction’. It is interesting to note that over 40% of the participants ranked professionalism as the crucial factor which prompted them to use the software on a regular basis while 30%

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thought it must be lucidity, leaving the rest giving their preference to none of the qualities. To sum up, visual attraction is an integral part of PowerPoint. By exposing the audience to a variety of audiovisual effects, a PowerPoint-based presentation can maintain high attention rates from them, thereby creating favorable conditions for their thorough comprehension.

4.3.1.3 Enhanced understanding

The findings in the questionnaire work as supporting ideas for the benefit identified in the literature review. Evidently the ability to enable quick understanding, an easy-to-follow outline and the ease of conveying information through presentations result in enhanced understanding among the spectators. In particular, the moderate use of bullet points and visual aids, as agreed by the majority of participants, has a beneficial influence on how much percentage one can understand the subject matter. Besides, presenting information in a slide-to-slide fashion helps focus audience’s attention on what point is being discussed, thereby removing the risk of audience getting confused halfway through if too many points need mentioning under the same section.

4.3.2 What are the drawbacks of PowerPoint in making presentations

Once again, there are some overlapping and contradicting ideas between the literature review and the results of the questionnaires. Table 2 below demonstrates similar ideas and also highlights some areas where the two sources may differ.

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Table 4.3.2: Comparison of Drawbacks

Factors identified in the literature review Fostered neglect among audience Visual identity overemphasis Spotlight misplacement

Factors identified in the questionnaires Font problems Weak capacity Inaccurate summarized information Time abuse Deflected attention Incompatibility Favoritism

4.3.2.1 Fostered neglect among audience

Although there is no direct indicator of audience’s neglect during presentations found in the questionnaires, one factor seems to elicit a few implications and that is inaccurate summarized information. All of the participants expressed their concern over the quality of a presentation in case of displaying vague, digressive information. As the space allowed in each slide is limited, a narrow selection of information is warned in order to avoid any margin problem. This is where problems arise. The questionnaires’ results revealed that more than 60% of the subjects used to insert wrong information into their presentations. Consequently, the viewers did not see any connection between the information on the screen and the presentation topic and therefore started to suspect the quality of the speakers’ presentations. Gradually, they became more and more passive and did not even bother to keep track of what the speakers say.

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4.3.2.2 Visual identity overemphasis

After reviewing both sources, the researchers come to a conclusion that favoritism is the result of visual identity overemphasis. There is a strong correlation between these two factors, i.e. if presenters are preoccupied with how visual effects should be utilized to generate the best experience, they are running the risk of persecuting the “soul” while embracing the “body” of their presentations. Over 60 participants blamed themselves for dedicating too much time and energy to the effects instead of building a sound framework of information which guarantees watchers’ understanding.

4.3.2.3 Spotlight misplacement

What can be implied from spotlight misplacement? Of course, it is deflected attention from audience. The literature review suggests that speakers should be more conscious of their leading role in communicating knowledge to the audience. There is no doubt that PowerPoint helps them in that process. However, it is not a Christmas tree on which they try to put so many ornaments; on the contrary, it is an illuminator which they can use to clarify every point they present. As shown in the questionnaires’ findings, 20% of the participants reported being frequently complained about talking to the screen or making eye-contact with the ceiling during their presentations. The bottom line is that PowerPoint is not their audience, but their classmates really are.

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CHAPTER 5 CONCLUSION & RECOMMENDATIONS

5.1 Introduction

Whereas the previous chapter aimed to address the data analysis and discussion of different themes in the questionnaires and the literature review, this chapter works towards the conclusion and recommendations in regard to using PowerPoint in presentations of university students. To start with, the conclusion is presented. Next, recommendations on the best use of PowerPoint are shaped.

5.2 Conclusion

In response to self-study requirements at university, presentation frequencies are growing in number, putting more pressures on students to perform their works on due dates. With the advent of modern technology, traditional presentations enclosed with simple visual aids were soon replaced by computerized ones, which can be generated at a much faster rate than before. One of the most popular presentation softwares among Vietnamese students is Microsoft Office PowerPoint. In recognition of the wonders PowerPoint can do for their presentations, Vietnamese students take advantage of the software to create their own products. Although their usage always records high levels, most of the students involved in this study still have not exploited all of PowerPoint’s features yet. So, there is still room for their improvement. On mentioning the key factors of PowerPoint, the majority of participants argue that contents is credited with making a presentation pay off while audiovisual effects should not be pay too much attention to.

Reviewing the questionnaires and literature offers the researchers a chance to elicit valuable conclusions as to the benefits of students applying PowerPoint in the design of

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their presentations. First, PowerPoint is, by common consent, highly praised for its userfriendliness. Next, it offers numerous audiovisual effects for presenters to insert into their presentations, making them more professional, interesting, appealing, and lucid. Furthermore, it is also committed to enhance viewers’ understanding through interactive activities like quizzes, crosswords, game shows, etc.

However, as regards the drawbacks of PowerPoint, the researchers have come up with notable results. One of the reasons why most presentations fail include placing wrong information into PowerPoint’s slides. Unfortunately, this mistake not only irritates the attendants but also misleads them about the initial purposes of the speakers. Sometimes a visual identity overemphasis takes place when the presenters focus so much attention on the appearance of their presentations that they do not take good care of the contents. It brings about undesired effects which can threaten the communication process between them and the audience. Perhaps the most serious complaint made to the presenters for using PowerPoint presentations is that they always make a mistake known as ‘spotlight misplacement’. They are so preoccupied with how to give the best PowerPoint performance that they forget to play their role as a communicator who is responsible for conveying the subject matter to the audience’s mind.

In terms of the question raised in the first chapter, the researchers have worked out significant inferences through their elaborate investigation of the questionnaires and literature review. Frankly, PowerPoint does have a particular importance to the success of a student’s presentation. However, the level of importance attached to the software should not be the highest, but moderate. In fact, human factors play a more important role than machine factors. The human factors here can be interpreted as communication techniques, body language, eye contact, gestures, postures, etc. A simply-designed PowerPoint presentation conducted by a professionally trained presenter is much more effective and therefore more successful than a professional-looking PowerPoint presentation by a sluggish presenter. It is not difficult to realize that as discussed in

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chapter 2, PowerPoint has its advantages counter balanced by the disadvantages it causes to presenters. In a word, the researchers want to stress that although they are in recognition of the popularity of PowerPoint in presentation activities, they still hold their firm belief that nothing can be matched to human factors in determining whether a presentation is successful or not.

5.3 Recommendations

This research bases its findings solely on the groundwork of evaluating the advantages and disadvantages students have to face when working with PowerPoint. In order for a PowerPoint presentation to be effective, we would like to recommend the following tips to you:

Be well-prepared for the content It is advisable for you to have a good preparation for what you are going to talk. Although PowerPoint has worked well in attracting audience’s attention, you should not take it for granted that you will be able to succeed because the points you present may be boring and not meaningful enough. Consider the contents to put in your presentation. Do not try to add everything you have into slides because it can tire your audience to follow your talk.

Make use of audiovisual effects One tip we recommend to designers is to take advantage of audiovisual effects. A brief audio or video can help convey your message and keep your slides clean and approachable.

Assist your talk with the device of graphics Once you have prepared good contents for your talk, make sure that you arrange the information in a clear and comprehensive order. Organize your presentation with the support of graphics. A wise use of charts may help clarify your figures, or a good layout can allow the flow of information to go smoothly.

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Keep your presentation at a suitable size Utilizing of PowerPoint’s effects does not mean that you add those as many as possible. If you stick so many things to your presentation, the problem may arise as you edit or run the program due to its heavy size. Therefore, our advice for you is to remain your presentation at an acceptable size.

Practice makes perfect Apart from a comprehensive structure, one of the key factors contributing to the success of students’ presentations is their competence. Accordingly, in order to improve their competence, a frequency of practice might be of good help.

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References

Abela, A. (2008).

Advanced presentations by design. San Francisco: Pfeiffer.

Anthony, D. & Hallstrom, L.K. (2005).

Contemporary issues in education. New York: Preston.

Arvidson, P.S. (2008).

Teaching nonmajors. New York: State University of New York Press, Albany.

Bushong, S. (1998).

Utilization of PowerPoint presentation software in library instruction of subject specific reference sources. Unpublished master’s thesis, Kent State University, Kent, OH.

Dornyei, Z. (2008).

Questionnaires in second language research: Construction administration and processing. New Jersey: Lawrence Erlbaum Associates, Inc. Exley, K., & Dennick, R. (2009).

Giving a lecture from presenting to teaching (2nd ed.).

New York: Routledge.

Finkelstein, E. & Samsonov, P. (2008).

PowerPoint for teachers. San francisco, CA: Jossey-Bass.

Fleckenstein, K.S. (2010).

Vison, rhetoric, and social action in the composition classroom. Illinois: Southern Illinois University.

Gayle, B.M., Preiss, R.W., Burrell, N., & Allen, M. (2009).

Classroom communcation and instructional processes. New Jersey: Lawrence Erlbaum Associates, Inc.

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Lieberg, C. (2008).

Teaching your first college class. Virginia: Stylus Publishing, LLC.

Mohanna, K., Cottrell, E., Wall, D., & Chambers, R. (2011).

Teaching made easy (3rd ed.).

Oxon: Radcliffe Publishing Ltd.

Parker, I. (2001, May 8).

Absolute PowerPoint: Can a software package edit our thoughts. The New Yorker. Retrieved January 23, 2011, from

http://www.physics.ohio-state.edu/~wilkins/group/powerpt.html Quinn, F.M. (2001).

The principles and practice of nurse education (4th ed.).

Cheltenham: Nelson Thornes Ltd.

Rachna Sagar Pvt. Ltd. (2005).

Together with Microsoft PowerPoint. New Delhi: Author.

Reich, J., & Daccord, T. (2008).

Best ideas for teaching with technology. New York: M.E. Sharpe, Inc.

Rex Book Store, Inc. (2006).

RBS computer series: Whizkids computer literacy program I. Manila: Author.

Stephen, M. (2006).

Presentations with PowerPoint. Burlington: Elsevier Ltd. Tufte, E.R. (2003).

The cognitive style of PowerPoint (2nd ed.).

Yale: Graphics Press.

Wallace, M. (1998).

Action research for language teaching. Cambridge: Cambridge University Press.Winston, P. (1999).

How to speak: Lecture tips from Patrick Winston. Derek Bok Center for Teaching and Learning at Harvard University [Video, 2nd ed.]. (Available from Derek Bok Center for Teaching and Learning,

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Harvard University, Science Center 318, One Oxford Street, Cambridge, MA 02138-2901).

APPENDICES APPENDIX 1 QUESTIONNAIRES FOR STUDENTS (ENGLISH VERSION)

STUDENTS’ ATTITUDES TOWARDS USING POWERPOINT TO GIVE PRESENTATIONS IN CLASS

We are from Department of English, HCMC University of Pedagogy. At present, we are conducting a research into students’ attitudes towards using PowerPoint to give a presentation in class. Therefore, we are very grateful if you could spend a few minutes answering the following questions. We make sure that all of your personal details will be kept in confidentiality, and your opinions will be highly appreciated and taken into careful consideration.

I/ Personal Information:

Full name: ……………………………………………. Sex:  Male  Female Date of birth: …………………………………………………………………………. University/major: ……………………………………………………………………. School year: ……………………………………………………………………………

1. Which computing certificate(s) have you got so far?

A  Both

B  None

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2. Do you have a personal computer?

 Yes

 If yes, go on to the next question.  If no, skip to question 4.

 No

3. Do you have Microsoft Office already installed in your personal computer?

 Yes

If yes, what version are you using?

 No  2007 `  2010

 2003

check more than one answer) a. Microsoft Word

4. In the following product softwares, which one(s) do you use most frequently? (you can

________

f. Microsoft Access g. Microsoft Project

________ ________

b. Microsoft PowerPoint ________ c. Microsoft Excel d. Microsoft OneNote e. Microsoft Outlook ________ ________ ________

h. Microsoft Publisher ________ i. Microsoft Visio j. Other ________ ________

II/ Using PowerPoint in presentations:

5. Do you think PowerPoint is useful for giving presentations in class?

 Yes

 No

6. Please indicate by rank order your level of frequency in doing each of the following activities. (1 = most frequently; 5 = least frequently) Giving presentations in class Working with PowerPoint ________ ________

Encounter problems when using PowerPoint ________ Using PowerPoint in presentations ________

7. How much competence do you have for practising PowerPoint skills?

 Very little  Little

 Moderate  Much

 Very much

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8. How many percent can you apply PowerPoint in your presentation? _________ 9. How many percent do you think you can exploit PowerPoint’s features? _________ 10. Professionally, how much importance do you attach to each of the following items when you get down to designing a PowerPoint-based presentation? (Circle the number that best describes the degree of importance that you attach to the item on the left) IMPORTANCE

_______________________________________________________________________________________________________________________________________________________________________________

NONE VERY LITTLE LITTLE MOD.MUCH VERY MUCH

a. Layout b. Contents c. Aesthetics d. Audiovisual effects e. Creativity

0 0 0 0 0

1 1 1 1 1

2 2 2 2 2

34 34 34 34 34

5 5 5 5 5

11. In your own view, what are the benefits of using PowerPoint in a presentation? ………………………………………………………………………………………………………………………… ……………………………………………………………………………………………. …………………………… ……………………………………………………………………………………………………………………………… 12. Although PowerPoint is generally considered an effective tool to design a presentation, it also has negative impacts on students’ learning behaviours. Do you agree or disagree with this statement? Give your opinions about this. ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… 13. According to you, what are the limitations of PowerPoint? ………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………

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………………………………………………………………………………………………………………………… 14. Can you mention several problems you often encounter when you design a PowerPoint-based presentation? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… 15. In what aspect(s) do you think Microsoft’s experts should improve PowerPoint or do you have any recommendations for PowerPoint developers? ………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………

THANK YOU FOR YOUR CONTRIBUTION TO OUR RESEARCH!

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APPENDIX 2 PHIẾU KHẢO SÁT

THÁI ĐỘ CỦA SINH VIÊN ĐỐI VỚI VIỆC SỬ DỤNG POWER POINT TRONG THUYẾT TRÌNH BÀI HỌC Ở LỚP

Chúng tôi hiện là sinh viên khoa tiếng anh trường Đại học Sư phạm. Hiện nay chúng tôi đang thực hiện một bài nghiên cứu về thái độ của sinh viên trong viên trong việc ứng dụng chương trình Microsoft Office PowerPoint trong thuyết trình vì thế chúng sẽ rất biết ơn nếu các bạn có thể dành cho chúng tôi vài phút để trả lời một số câu hỏi của chúng tôi. Chúng tôi xin đảm bảo rằng những thông tin cá nhân của các bạn sẽ luôn được bảo mật. Những ý kiến của bạn sẽ giúp ích cho chúng tôi rất nhiều. Chúng tôi rất mong có sự hợp tác của các bạn.

I/ Thông tin cá nhân:

Họ tên:………………………………………………… Giới tính:  Nam  Nữ Ngày tháng năm sinh: ……………………………………………………………… Đại học/ Chuyên ngành: ………………………………………………………….. Năm đang theo học: …………………………………………………………………

1. Loại hình chứng chỉ vi tính bạn đã có: A  Cả hai 2. Bạn có máy tính cá nhân không?  Có  Nếu có xin hãy trả lời câu hỏi tiếp theo:  Nếu không bạn vui lòng đi thẳng đến câu hỏi số 4.  Không B  Không

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3. Bạn đã cài chương trình Microsoft Office hay chưa?  Rồi  2003  Chưa  2007 `  2010

Nếu rồi thì phiên bản nào là phiên bản bạn hiện đang sử dụng?

4. Trong những chương trình dưới đây, những chương trình nào bạn sử dụng thường xuyên nhất? (Bạn có thể chọn hơn một câu trả lời) a. Microsoft Word ________ f. Microsoft Access g. Microsoft Project ________ ________

b. Microsoft PowerPoint ________ c. Microsoft Excel d. Microsoft OneNote e. Microsoft Outlook ________ ________ ________

h. Microsoft Publisher ________ i. Microsoft Visio j. Khác ________ ________

II/ Sử dụng PowerPoint trong thiết kế bài thuyết trình:

5. Bạn nghĩ PowerPoint có hữu dụng trong việc thuyết trình hay không?  Có  Không

6. Bạn vui lòng đánh giá mức độ thường xuyên của bạn trong từng hoạt động sau đây: (tương ứng với mức độ 1= thường xuyên nhất cho tới 5= ít nhất Thuyết trình trong lớp Làm việc với PowerPoint Gặp vấn đề khi sử dung PowerPoint Sử dụng PowerPoint để thuyết trình  Rất Thấp  Thấp  Vừa Vừa ________ ________ ________ ________  Thành Thạo  Rất Thành Thạo

7. Bạn vui lòng đánh giá mức độ thành thạo của mình trong việc sử dụng PowerPoint?

8. Theo bạn bạn nghĩ bạn có thể áp dụng bao nhiêu phần trăm của chương trình PowerPoint cho việc thuyết trình của mình? …………………………………% 9. Theo bạn bạn nghĩ bạn có thể tận dụng được bao nhiêu phần trăm tính năng của chương trình PowerPoint? ……………………………………….%

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10. Bạn hãy đánh giá mức độ quan trọng của các vấn đề nêu bên dưới khi bắt tay vào thiết kế một bài thuyết trình bằng chương trình PowerPoint. (Khoanh tròn những con số mà bạn đánh giá mức độ quan trọng) MỨC ĐỘ QUAN TRỌNG ___________________________________________ KHÔNG RẤT ÍT ÍT VỪA NHIỀU RẤT NHIỀU a. Bố Cục b. Nội Dung c. Thẩm Mỹ d. Hiệu Ứng Âm Thanh Hình Ảnh e. Sự Sáng Tạo 0 1 2 3 4 5 0 0 0 0 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5

11. Theo suy nghĩ của bạn, bạn nghĩ sử dụng PowerPoint đem lại lợi ích gì cho bạn? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… 12. Mặc dù nhiều người đánh giá PowerPoint là một phần mềm hỗ trợ tích cực cho việc thuyết trình, tuy nhiên nó vẫn có một số ảnh hưởng không tốt cho người sử dụng. Bạn có đồng ý với ý kiến này hay không? Bạn hãy cho biết quan điểm của bạn về điều này. ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… 13. Theo bạn, hạn chế của chương trình PowerPoint là gì? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… 14. Bạn hãy nêu một số vần đề bạn gặp trong khi thiết kế bài thuyết trình bằng PowerPoint. ………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………

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………………………………………………………………………………………………………………………… 15. Nếu như bạn có thể đề xuất ý kiến với nhà sản xuất thì theo bạn, nhà sản xuất cần cải thiện thêm những tính năng gì cho PowerPoint để đáp ứng tốt hơn nhu cầu của người sử dụng? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………

XIN CHÂN THÀNH CẢM ƠN SỰ HỢP TÁC TÍCH CỰC CỦA CÁC BẠN CHO BÀI NGHIÊN CỨU CỦA CHÚNG TÔI!

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