Using Digital Technologies to Enrich Classroom Interactions in Higher Education:
Experimental Observations from FUNAAB
O. E. Fapojuwo*, B. S. Sotiloye**, R. R. Aduradola**, H. A. Bodunde** and B.
Akeredolu-Ale**
*Department of Agricultural Administration
College of Agricultural Management and Rural Development
Federal University of Agriculture, Abeokuta, Nigeria
**Department of Communication and General Studies
College of Agricultural Management and Rural Development
Federal University of Agriculture, Abeokuta Nigeria
Corresponding author e- mail: [email protected]
ABSTRACT
Communication is an important tool and an everyday requirement for knowledge
acquisition and information sharing in higher education and workplace. In higher
education, communication allows students and staff to listen, share and understand
information appropriately. Communication is now interactive with the use of Information
and Communication Technologies (ICTs) and is evidently evolving and shaping the
nature of work arrangement, organisational culture and educational achievement of a
nation. Using ICTs in the classroom has gone a long way in resolving certain challenges
with regards to over-crowding, limited resources and issues relating to classroom
management. The positive turn-around experienced in the teaching of two university-wide
general studies courses, namely Use-of-English (GNS 101) and Writing and Literary
Appreciation (GNS 201) at the Federal University of Agriculture, Abeokuta (FUNAAB) in
Nigeria present a testimonial for the workability of new strategies. It also provided creative
learning opportunities for students in an atmosphere of functional classroom learning and
adjustments of pedagogies. This paper examines the extension of this new vibrant
teaching and learning strategy to other courses, with particular reference to the teaching
and learning of Training and Development (AAD 507), and Household Resource
Management (HSM 207) courses in the Department of Agricultural Administration and
Home Science Management respectively at FUNAAB. The outcome of such an extension
and arguments for a shift from the traditional method of teaching and learning to the more
evolutionary and creative approach in motivating students toward acquiring appropriate
knowledge and skills in Agricultural Administration and Home Science Management was
considered. Finally, implications for future innovation and opportunities for additional
research was discussed.
KEYWORDS
ICTs, Communication, Classroom interactions, Higher Education
1
Introduction
Information Communication Technologies (ICTs) have become a fundamental part of our
everyday lives in this technological age (Aborisade, 2012:16). Information and
communication technology is a multi-dimensional concept. Information and
communication technology can be conceptualised in four different ways namely: tools
view, computational view, ensemble review and proxy view (Harindranath and Sein,
2004). Viewing information and communication technology as a tool sees it as a means
to achieve something while the computational view emphasizes the machine in it.
Ensemble view assesses Information and Communication Technology (ICT) as a part of
a bigger package while proxy view observes it in the context of what ICT represents
(Harindranath and Sein, 2007).
Over the past several decades, electronic communication technology has become a
fixture in many homes around the world, and its influence has permeated all facets of our
lives including educational settings. Digital technologies are electronic tools, systems,
devices and resources that generate store or process data. These include social media,
online games and applications, multimedia, power points, productivity applications, cloud
computing, interoperable systems and mobile devices. These digital technologies enable
digital learning which is defined as any type of learning that is facilitated by technology or
instructional practice that makes effective use of technology. It takes place across all
learning areas and domains encompassing the application of a wide spectrum of
practices including blended and virtual learning, accessing digital content, local and global
collaboration, online reporting and assessment and using technology to connect,
collaborate, curate and create. The importance of ICTs is succinctly expressed by
Aborisade (2012:16) in the following submission:
In order for us to nurture a generation of lifelong learners, 21 st century workers
and global citizens, need to be versatile and proficient in digital and information
technologies. ICTs provide valuable tools to improve teaching and learning. For
teachers, ICTs provide a professional resource and mode of course delivery that
takes advantage of all known learning modes, especially when combined with
traditional face-to-face teaching. For students, ICTs provide opportunities to
interact more effectively and to develop communicative and literacy skills
(Aborisade, 2012:16).
A number of early writers in the field of communication developed models of the
communication process. Most of them included what were considered to be the four
essential components of the process: source, message, channel and receiver. This model
allows both persons to function as sources or receivers; it also allows for the process
nature of communication/for feedback and for transmission of messages by either party.
This model clearly presents human interaction as a process. Reports of advances in elearning applications in some quarters have prompted researches, discussions and
interest in blended learning and teaching to facilitate communication through
collaboration, interaction and community building. It is, therefore, expedient to utilise 21st
century opportunities to support traditional classroom practice. All over the world, the
concern is very high on the impact that electronic communication especially ICTs are
having on the development of teaching and learning techniques in general. This
presentation is on the use of digital technologies (ICTs)/electronic communication to
2
enrich classroom interaction to facilitate teaching and learning by focusing on the need to
harness its benefits. It draws evidence from our local good practice, at FUNAAB, in eLearning that has enriched the English language learning experience of our students and
stepped down to Agricultural Administration and Home Science Courses.
Integration of ICTs into the Teaching and Learning of Agriculture and Home
Science Courses: The Challenges
There has been a great deal of efforts, in the last one decade, on researching and
documenting the impact of ICTs in education. Jones (2003) and Andrews (2004 cited in
Aborisade, 2012:16) for instance, document a review of such impact on Life sciences and
English language teaching and literacy learning between 1990 and 2003. Also,
researches on implementing ICTs integration have continued at great pace across the
globe therefore, bridging the gap between highly developed educational systems and
developing ones like that of Nigeria. This calls for an evaluation of what is available and
how these developing educational systems might leverage the use of ICTs for their good
(Aborisade, 2012:16).
The ability of teachers to adapt their teaching methods by integrating the new
technologies and keeping pace with developments in the digital age is being challenged;
and so are their abilities to transmit knowledge, facilitate knowledge construction and the
learning skills of their students (Aborisade 2012:17). PowerPoint is a widely used
presentation package that originated in the world of business but has now become a
commonplace in the world of educational technology (Jones, 2003). Szabo and Hastings
(2000) and Lowry (2003) as cited in Jones (2003) reported that the use of PowerPoint in
the educational context ranges from highly supportive role to significantly negative
consequences.
PowerPoint can be an effective tool to present materials in the classroom thereby
encouraging student learning, content organisation and note-taking (University of
Minnesota 2006; Northern Illinois University 2015). It can also be used to project visuals
which would otherwise be difficult to bring to the classroom. Alley et al. (2006) also
reported that PowerPoint affects audience retention and information recall which
improves better understanding of the contents of the slides. Also, it can be used to
prepare lectures and presentations by helping teachers/instructors refine their course
materials to salient points and contents. Using PowerPoint can also address students’
learning preferences through projection of colour, images, videos and shapes for visual
learners; sound and music for auditory learners and interactive slides involving group and
class activities where students can practice or review concepts. In addition, PowerPoint
as a wonderful tool for learning can add a new dimension to learning allowing teachers to
explain abstract concepts while accommodating all learning styles. Moreover, when used
properly, PowerPoint can be one of the most powerful tools for information dissemination
and effective classroom interaction.
Digital technologies (ICTs), especially the PowerPoint, despite of its advantages are
plagued with some challenges. These challenges include, limitation to an information
3
transmission mode with excessive content thereby obscuring wider potentials for diverse
professional and pedagogically-sound presentations, copying information on the slides,
oversimplification of course materials, encouraging passivity and non-critical thinking and
non-accommodation of digressions that are necessary to learning and
teaching/classroom interactions (Weimer, 2012; Hill et al., 2012). One other challenge
encountered in the use of ICTs in classroom interactions is the shortage of key
technological elements like the computers and projectors. Jones (2003) identified several
risk factors associated with using digital technologies/ ICTs which include:
 equipment failure or refusal of any component of the system to work as expected

file corruption caused by magnetic or physical damage which prevents the
presentation from running as planned

incompatible media or file incompatibility with the available system

lack of appropriate training in both the programme and the technology, and

power failure, which is a major challenge in developing countries especially
Nigeria, at the point of presentation.
The Pedagogical Issues: How should ICT be Used?
The use of ICTs especially PowerPoint has caused much debate since its increasing use
corresponded with noticeable decline in lecture attendance in higher education
irrespective of the discipline and institution. However, it is evident from widespread
observations that courses not using ICTs or PowerPoint package have suffered similar
decline in student attendance. Therefore, the problem is not specific to the technology but
rather related to the quality of lectures and difficulties encountered by the students
especially those who combine work with studies. Where ICT is considered a negative
factor is more related to the misuse of the technology through inappropriate pedagogical
approaches. As much instructive and academic the ICT is, it is imperative to master how
and when to use it for optimal utilisation within course teaching and learning. In curriculum
use, ICT has potential options limited by the nature of the subject and the creativity of the
teacher/ user (Mills, 2003 cited in Jones 2003). It can be instructive if properly used in
presentations, clarity in presentation with appropriate graphics, using hyperlinks and
group or individual presentations. Familiarity with digital technologies provides a range of
pedagogical options that can be incorporated into the curriculum to facilitate teaching and
learning (Forsyth et al., 1995; Maier et al., 1998 cited in Jones 2003). Digital technologies
if properly integrated and used will encourage and support delivery of teaching and
learning materials to facilitate student learning and classroom interactions. However, the
negative effect is the encouragement of passivity of students especially if they have had
the notes before class which is a poor pedagogical practice but this can be overcome if
the students are actively involved in the presentation and discussion of the course. Also,
the careful use and presentation of pedagogically-sound digital technologies can
encourage students’ interaction and participation in the classroom.
The e-learning Experiments at FUNAAB
4
This section is premised on the experience and report from Aduradola and Bodunde
(2011) in the teaching of Use of English (GNS 101) and Writing and Literacy
Communication (GNS 201) for four consecutive sessions, 2009/2010 to 2012/2013 using
ICTs.
Initially, students were grouped into a size of 10-15 but, with increased student population,
the group size increased to 20-25 subject to students’ departmental affiliation. The
awareness raising aspect of the Courses was done as a means of introducing students
to the courses syllabi and the mode of operation for teaching and learning interaction.
These activities involved the Course lecturers giving practical and task-based examples,
encouraging discussions through drills, question and answer sessions and use of mobile
devices to demonstrate to students that for communicative competence to be achieved,
there is the need to check and re-check on the various aspects of communication skills
being acquired. This experiment was stepped down in the teaching of Training and
Development (AAD 507) and Household Resource Management (HSM 207). The
students were grouped into a size of 12-15 and each group was given topics on the
courses taught. The groups were engaged in presentations and discussions using digital
technologies especially PowerPoint while other class members asked questions on the
different topics and there was interaction among class members for better understanding
of the courses.
Objectives of the Study
The general objective set for the experiment is to improve classroom interactive ability of
the learners using digital technologies. The specific objectives include the need to:
 determine students’ accessibility to digital technologies
 identify learners’ reasons for using digital technologies
 determine their frequency of use of these digital technologies
 assess students’ experience in using digital technologies
 determine the benefits of using digital technologies to the students
 promote individualised and interactive learning, and
 management of large classes
The mode of operation (adapted from Aduradola and Bodunde (2011) included:
 the division of course syllabus into topical units to cover students’ groupings;
 members of each group went online and consulted books and journals for
information on their topics;
 responsibilities were shared among group members;
 pieces of information were collated on the given topics;
 sourced information were prepared into PowerPoint for group presentation;
 any member of the group was called to make the group presentation or group
assigned responsibilities were adopted;
 three to five groups presented per lecture period of 1-2 hours per week;
 observations and comments based on presentations were made by class
members;
 comments and questions were collated for students’ response and lecturer’s
feedback;
5


any of the presenting group members was called to provide answers, explanations
or solutions to the questions or issues raised; and
Course lecturers explained difficult and confusing areas.
Observations by the Course Lecturers
 Students participated actively in information sourcing, preparation of presentations
and followed the slide presentations keenly;

Students’ interest in the two courses, AAD 507 and HSM 207, was positive;

Active participation of 85.0% of the class members was recorded;

PowerPoint presentations enhanced the art of public speaking thereby removing
stage fright/fear from students;

Most of the presenters presented with partial reliance on the prepared slides;

All the group members participated in the presentations, question collation and
discussions; and

Few students that failed to contribute and participate were given low scores.
Students’ Reactions to the Methodology
 The students admitted that they were challenged and highly motivated to
participate in preparing for the presentation. Initially, and as was observed during
the Communicative Skills classes, they perceived the method as tedious but after
a couple of presentations, they were fostered.

Since any of the group members could be beckoned on to make the presentation,
everyone was well prepared. The methodology can be said to encourage
collaborative and individual learning thereby aiding self-development and selfconfidence.

From their presentations, it was obvious they were able to retain what they read
and presented.

The projection of the presentations through the PowerPoint medium made their
demonstrations accessible to other members of the class thereby facilitating
understanding, assimilation and promoted students’ note-taking ability.

A positive transfer of knowledge and learning methodology from other courses
(GNS 101 and GNS 201) to AAD 507 and HSM 207 was experienced.
Challenges and Results of the Study
The major challenge encountered during the use of the strategy (also experienced during
the experiment with the GNS 101 and GNS 201 courses) was epileptic power supply.
This sometimes hindered the use of the PowerPoint presentations resulting in occasional
discouragement among students and teachers. Another challenge is that many of the
6
students do not have personal computer thus inhibiting their accessibility and use of
electronic devices.
Aborisade (2012: 21) observed that the reasons for teachers’ inability to integrate
technology in their practice are many and complex, and this is true of every context
starting out on the journey of technology integration. Reasons for poor technology
integration range from teacher’s inadequate ICT skills and lack of institutional ICTreadiness to attitudes towards technology, knowledge of the technologies and the knowhow of integration.
As noted elsewhere, what we need is first to create an awareness of why making use of
digital technology (PowerPoint) is a needed change in our teaching situation. The benefits
derivable and the reality of being left behind without this should be emphasized and
stressed. Moreover, it is also imperative that a framework for knowledge and skills’
acquisition, of how change can be brought about and the need to implement new skills
and attitudes must be put in place and backed up by policy and strategies in our teaching
and learning to move the process to desired ends. Indeed, this cannot be a once-and-forall step but a scheme of steps, scalable and sustainable, for updating knowledge and
skills in constantly emerging technological tools and evaluating them to determine the
most appropriate for specific teaching situations (Akeredolu-Ale et al. 2014).
Personal Characteristics of Respondents
Table I shows the mean age of the students as 21years with HSM students having a
mean age of 19years and AGAD students 23years. This is also due to the fact that the
HSM students are in 200level while the AGAD students are in their final year. This also
has a bearing on their use and frequency of use of ICTs (PowerPoint). Essentially,
technological innovations have gone hand-in-hand with age, development and growth
and are changing the ways in which learners communicate, work, trade, entertain and
learn. Also, digital technologies are no longer the exclusive domain of the dedicated few,
but rather widely available to many (Jarvis, 2005) irrespective of age, sex and class.
About half (51.2%) of the students were female. However, HSM students have more
female (70.5%) compared to AGAD students that had more male students (67.7%). The
probable reason might be due to the fact that HSM course is related to home management
a study which is mainly dominated by the female while AGAD is agricultural science based
and more dominated by the male. It is also an indication that irrespective of the gender
affiliation, digital technologies is widely used by many irrespective of the gender (Jarvis,
2005).
Table 1: Personal Characteristics of Respondents
Variable
Age (Years)
Less than 19
HSM
Frequency (%)
AGAD
Frequency (%)
Total
Frequency (%)
11(18.0)
2(3.2)
13(10.6)
7
19-22
23 and Above
Mean
SD
45(73.8)
5(8.2)
19years
2.5
15(24.2)
45(72.6)
23years
2.8
60(48.8)
50(40.7)
21years
2.6
Sex
Male
Female
18(29.5)
43(70.5)
42(67.7)
20(32.3)
60(48.8)
29(51.2)
Educational Status
SSCE
OND/NCE
45(73.7)
4(6.6)
52(83.7)
2(3.2)
94(76.4)
7(9.8)
Academic Level
200
500
61(100.0)
-
62(100.0)
61(100.0)
62(100.0)
Source: Field Survey, 2015
Students’ Literacy, Skills, Ownership and Accessibility to ICT Use
Majority (94.3%) of the students are computer literate and 56.9% have good ICT skill
rating. This has positive implication for classroom interaction and will encourage student
learning. Also, high computer literacy level will enhance the use of digital technologies
(PowerPoint) in classroom teaching and learning situations. More than half (57.7%) of the
students owned their own laptops which made it easier for them to interact and learn
better. Using these digital technologies enables them to work independently at home in
order to organise learning materials on their own thereby enriching classroom
interactions. About 35.6% of the students have access to ICT (PowerPoint) mainly
through their friends/ roommates which they admit enhance interaction among them
thereby encouraged collaborative and individual learning which further aided their selfdevelopment and self-confidence.
Majority of the students were familiar with and use Microsoft Office Word package
(92.7%), Microsoft Excel (52.8%) and Microsoft PowerPoint (48.0%) in their classroom
interactions. This asserts the findings of Weimer (2012) and Hill et al. (2012) that
PowerPoint helps students with learning, course content organisation and note-taking.
Table 2: Accessibility to Digital Technologies
Variable
Computer Literacy
Yes
HSM
Frequency (%)
AGAD
Frequency (%)
Total
Frequency (%)
57(93.5)
42(67.7)
116(94.3)
8
No
4(6.6)
20(32.3)
7(5.7)
ICT Skill rating
Very Good
Good
Average
Fair
10(16.4)
32(52.4)
14(23.0)
5(8.2)
12(19.4)
39(62.9)
10(16.1)
1(1.6)
28(22.6)
70(56.9)
24(19.5)
1(0.8)
Source: Field Survey, 2015
Figure 1: Types of Digital Technologies Owned
9
Figure 2: Place of Access to Computer
Figure 3: Computer Application Respondents are Familiar with
Frequency and Reasons for use of Digital Technologies
Most (52.9%) of the students claimed they have a very good experience of using digital
technologies (PowerPoint) and they often use it (51.0%). Majority also indicated that they
use digital technologies (PowerPoint) to reorganise information (76.4%), aid learning
(75.6%), make inferences (73.2%), make evaluative comments (68.3%) and locate new
ideas (65.0). This finding corroborates Jones (2003); Aduradola and Bodunde (2011);
10
Aborisade (2012) and Akeredolu-Ale et al. (2014) who reported that PowerPoint enriches
students’ learning experience in the classroom.
Figure 4: Uses of Digital Technologies
Table 3: Experiences of Using Digital Technologies
HSM
Frequency
(%)
21(34.4)
AGAD
Frequency (%)
30(48.4)
Total
Frequency
(%)
66(52.9)
30(49.1)
28(55.2)
44(35.8)
I had heard/read about digital
4(6.6)
applications but I have never practiced it
2(3.2)
6(4.9)
I am new to computer use
2(2.2)
8(6.5)
Variables
I have a very good experience of using
digital technologies
I did not have very strong experience of
using computer
6(9.8)
Source: Field Survey, 2015
11
Figure 5: Frequency of Use of Digital Technological Devices
Benefits of Using Digital Technologies
Table 4 shows students’ submission on the benefits of using digital technologies. The
most important reported include: improved academic skills (96.0%); ability to make
evaluative comments and contributions to the course (95.4%); good source of learning
from other relevant sites (90.0%); making inferences from different topics (88.6%);
reorganising concepts, ideas, definitions and information on courses studied (87.7%); and
better understanding of the courses (87.0%). This finding corroborates Jones (2003) that
the use of PowerPoint promotes clarity of presentations, improves structures of lectures.
Amongst many other benefits, it encourages active note-taking based on the course
outline thereby facilitating better understanding of the courses.
12
Table 4: Benefits of ICTs in Enhancing Respondents’ Academic Skills
Variable
My use of the
ICTs as a
platform for
learning has
improved my
academic skills
My use of the
ICTs for
interacting
with my
teachers has
improved my
academic skills
My use of the
ICTs for
interacting
with my peers
has led to an
improvement
in my
academic
literacy skills
The potentials
offered by
ICTs for
interacting
with my
teachers is
immense
The potentials
offered by
ICTs for
interacting
with other
learners is
immense
The face-toface instruction
that I received
from my
SA
24(39.3)
A
34(55.8)
HSM
SD
34(55.8)
D
2(3.3)
U
1(1.6)
SA
20(32.3)
AGAD
A
38(61.3)
SD
2(3.2)
D
1(1.6)
U
1(1.6)
SA
44(35.8)
A
74(60.2)
TOTAL
SD
3(2.4)
D
1(1.1)
U
1(1.1)
13(21.3))
30(49.1)
8(13.9)
2(3.3)
8(13.1)
16(25.8)
31(50.0)
8(12.9)
5(8.0)
2(3.2)
29(23.3)
63(51.2)
16(13.0)
5(4.1)
10(8.1)
21(34.4)
32(52.4)
3(4.9)
3(4.9)
2(3.3)
15(24.2)
34(54.8)
7(11.3)
2(3.2)
4(6.5)
36(29.3)
65(52.8)
8(6.5)
5(4.1)
9(7.3)
16(26.2)
39(63.8)
4(6.6)
1(1.6)
1(1.6)
21(33.9
35(56.5)
3(4.8)
2(3.2)
1(1.6)
37(30.1)
70(56.9)
6(4.9)
1(1.6)
9(7.3)
14(23.0)
32(52.5)
9(14.8)
6(9.8)
-
16(25.8)
33(53.2)
8(12.9)
2(3.2)
3(4.8)
30(24.4)
58(47.2)
2(1.6)
7(5.7)
9(7.3)
13(21.3)
39(64.0)
6(9.8)
2(3.3)
1(1.6)
14(22.6)
34(54.8)
8(13.0)
2(3.2)
4(6.5)
27(22.0)
69(56.1)
10(8.1)
12(9.8)
5(4.1)
13
teachers
increased my
awareness of
academic skills
The face-toface instruction
that I received
from my
teachers
increased my
knowledge of
academic skill
The face-toface Instruction
that I received
from my
teachers
enhanced my
performance in
the test of
academic skill
ICT is a useful
platform for
learning
Use of ICTs
has increased
my awareness
of academic
literacy skills
Use of ICTs
has increased
my knowledge
of academic
literacy skills
Use of ICTs
has increased
my
performance in
test of
academic
literacy skills
The ICT is a
good platform
for learning
24(39.3)
35(57.4)
1(1.6)
1(1.6)
-
22(35.5)
34(54.8)
8(13.0)
2(3.2)
4(6.5)
46(37.4)
65(52.8)
4(3.3)
7(5.7)
1(0.8)
23(37.7)
31(50.8)
4(6.6)
-
3(4.9)
22(35.5)
33(53.2)
3(4.8)
4(6.5)
-
48(39.0)
62(50.4)
8(6.5)
2(1.6)
3(2.4)
22(36.1)
28(42.6)
5(8.2)
3(4.9)
3(4.9)
25(40.3)
31(50.0)
4(6.5)
2(3.2)
-
45(36.6)
57(46.3)
9(7.3)
8(13.0)
4(3.3)
28(45.9)
26(42.6)
2(3.3)
2(3.3)
3(4.9)
23(37.1)
29(46.8)
8(13.0)
1(1.6)
1(1.6)
55(44.7)
53(43.1)
5(4.1)
3(2.4)
7(5.7)
28(45.9)
26(42.6)
2(3.1)
2(3.3)
3(4.9)
27(43.5)
27(43.5)
3(4.8)
4(6.5)
1(1.6)
40(32.5)
62(50.4)
15(12.2)
5(4.1)
1(0.8)
23(37.7)
29(47.5)
2(3.3)
1(1.6)
6(9.8)
17(27.4)
33(53.2)
7(11.3)
4(6.5)
1(1.6)
41(33.3)
61(49.6)
4(3.3)
8(6.6.)
9(7.3)
23(37.7)
29(47.5)
293.3)
1(1.6)
6(9.6)
18(29.0)
31(50.0)
2(3.2)
9(14.6)
2(3.2)
37(30.1)
66(53.7)
6(4.9)
5(4.1)
9(7.3)
14
from my
teachers
The ICT is a
good platform
for learning
from my peers
The ICT is a
good platform
for learning
from sources
such as
learning sites
23(37.7)
30(49.2)
2(3.3)
2(3.3)
4(6.6)
15(24.2)
35(56.5)
3(4.8)
8(13.0)
1(1.6)
36(29.3)
67(54.5)
4(3.3)
9(7.3)
7(5.7)
22(36.1)
31(50.8)
3(4.9)
4(6.5)
1(1.6)
15(24.2)
31(50.0)
7(11.3)
7(11.3)
2(3.2)
42(34.1)
69(56.1)
3(2.4)
7(5.2)
2(1.4)
Source: Field Survey, 2015
15
Conclusion
Digital technologies (PowerPoint) are excellent aids for presentation to facilitate teaching
and learning provided that each presentation is considered from an instructive,
educational, academic and pedagogical viewpoints bearing in mind class size and
different ways in which students learn to avoid passivity in classroom interaction. When
used appropriately and based on the creativity of the user, the PowerPoint is a flexible
tool to improve and facilitate the development of interactive teaching and learning among
faculty members and students. The concise nature of PowerPoint is beneficial to the
students as they are able to take in the cogent points presented. Students should be
involved in the preparation of the slides and must be competent to present in the context
of learning as a form of preparation for class rather than only as reading materials after
the class. Also access to presentations should be provided in advance of classes with
an encouragement for preparative viewing and reading to facilitate class interactions.
Acknowledgements
I wish to acknowledge my students in Home Science Management and Agricultural
Administration Departments whose opinions and participation in this study have assisted
in the preparation of this paper. Also the contributions of Mr Oose, Matthew Olalekan and
Mr Onimisi, Jeremiah in the analysis of the data and fine-tuning of this presentation are
greatly acknowledged and appreciated.
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