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• W2528460309 abstract "The teachers use different presentation tools in Higher Education to make the presentation enjoyable for the students. I used MS Power Point or Prezi in my presentations in two different groups of the freshmen students at the University. The aim of this research was an analysis of the paper results in two groups of students to reveal the influence of the used presentation tool on the paper results of the students. The students have to write two papers in a semester to show how well they have learned the learning material. I used Prezi in the first group and MS Power Point in the second group before the first test and MS Power Point in the two groups before the second test. My starting hypothesis was that the group where I used the Prezi as a presentation tool would achieve better results in the papers. After the evaluation of the first paper results the correctness of the original presumption seemed to be proved. Significance level was 5% through the analysis. It was found significant divergence in the knowledge of the students. The students could get half mark better paper results when they followed the flash based Prezi presentation. I evaluated the second paper results too, before I used same presentation tool (MS Power Point) and I did not find difference in the paper results of the students in this case. Consequently, the use of the Prezi as a presentation tool is productive; the students get better results when writing papers. INTRODUCTION I teach Computer Science at the University and I have teaching experience in different subjects. The freshmen students of the undergraduate course Introduction to Informatics get acquainted with computer architecture, operating system, computer network and data encryption in history as well as with up to date applications. I used different didactical methods to make students get better paper results (Kiss, 2005, Kiss 2010, Kiss 2012a). One of my colleague use E-learning for help the practical training (Ambrus at al., 2012) and I have soma experience in web-based education (Kiss 2012b, Kiss 2012c). We can find lot of presentation tool what teachers use to make the presentation enjoyable for the students and these tools have different repository of visual effects (Savasci Acikalin, 2011). Earlier I used the MS Power Point in Computer Science Education as a presentation tool. Some years ago I became acquainted with Prezi which is a flash based presentation tool with other visual effects than MS Power Point and Keynote (Prezi). The visitors of Prezi presentation listened to the speaker with more motivation. The reason can be that Prezi gives an endless whiteboard in the hand of speaker, where we can drop pictures, tables, texts, frames and we can rotate, zoom in/out during the presentation (Fig. 1.) I want to see if I use Prezi as other presentation tool in the Higher Education could I find difference in the paper results of the students in this case or not. TOJET: The Turkish Online Journal of Educational Technology – July 2016, volume 15 issue 3 Copyright © The Turkish Online Journal of Educational Technology 127 Fig. 1. Website of my own Prezi ANALYZING OF THE PAPER RESULTS The Number of Participants in the First and Second Test in the Two Groups and the Values of Mean and Std. Deviation The students have to write two papers in a semester to show how well they have learned the learning material. I analyzed the first and the second paper results of the students during the first semester and made two groups. The students who visited the Power Point based lessons from week to week to follow the presentation were in the first group (group A) while the students who took part in Prezi presentation were in the second group (group B). After the first test both groups followed Power Point based presentation. Table 1. Group statistics of first and second test results Test Group Number of participants Mean Std. Deviation Pass the test First A 320 1,61 0,76 46% B 378 2,26 0,85 81% Second A 276 1,53 0,77 39% B 364 1,76 0,74 59% According to the table (Table 1.) the mean of the results of the first papers of group B is higher. It means this group wrote the papers with a better result. It does not give enough information to state that the use of Prezibased education results in better written tests because this can happen accidentally, too. So, we needed more analyzing to keep the chance of accident low. If we spend more time looking at this table, we can see ~81% of the mechanical engineers who took part in the Prezi-based education could pass the test and the students who used the traditional way of education passed the test in lower percent (~46%), but we still do not know if it is a coincidence. The situation is not so clear by the second test result. There we do not see big difference by the means and by numbers of successful test. We found lower difference between the groups if the presentation tool was same. Independent Samples test of First and Second Papers My null hypothesis was that the results of the first paper written by the two groups of students would not differ significantly. Since we have two independent samples, we can use the T-test to tell if the means of the first paper of these groups differ or not. An analysis of the first test results of the students showed, the variance of two groups are same, because the value of Levene’s test is not significant F = 0,36; sig.=0,55; (p<0,05). In this case the means could be compared with Independent Samples T-test, which showed up a difference between the means (Levene, 1960), because the value of T-test is significant t=-10,64; sig.=0,00; (p<0,05). It means the use of the Prezi as presentation tool had influence on the results of papers of the students. TOJET: The Turkish Online Journal of Educational Technology – July 2016, volume 15 issue 3 Copyright © The Turkish Online Journal of Educational Technology 128 The null hypothesis was same in case of second paper written by the two groups of student. The second test results of the students showed, the variance of two groups are same, because the value of Levene’s test is not significant F = 0,60; sig.=0,44; (p<0,05). In this case the means could be compared again with Independent Samples T-test, which showed up a difference between the means, because the value of T-test is significant t=-3,78; sig.=0,00; (p<0,05). It means the students of two group show different knowledge level by using same presentation tool too. In this case we need more analyzing to see how strong the connection is between the grouping and the achieved result. MEASURES OF ASSOCIATION BY THE PAPER RESULT Earlier, significant differences could be detected between the means of the first papers written by the students. It means it is profitable to make a deeper analysis to reveal the influence of the web-based consultation on the calculated means. I could reveal the influence with the calculation of the Eta-squared (η) (Cohen, 1973). For the calculation of the Eta-squared first we have to calculate the main mean ) (x (Eq. 1)," @default.
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• W2528460309 title "MS Power Point vs Prezi in Higher Education." @default.
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