Abstract:
The purpose of this action research was to determine if requiring students to create PowerPoint
presentations would have an impact on their ability to choose pertinent facts from various sites
and then synthesize those facts into a written report. Twenty-eight students from an average
eighth-grade social studies class participated in the instructional unit. Data collection included
pre- and post- intervention student surveys, observation during all activities, and evaluation
rubrics for the PowerPoint presentations and written reports. A high percentage of students were
observed on both the first and second days of the PowerPoint construction to be engaged in
organizing facts, synthesizing facts, being self-motivated, focusing on the task, making positive
comments, and cooperating with partners. A mean score of 92.14 on students' written reports
indicated that the instructional activities aided the students in becoming proficient in selecting
facts, synthesizing those facts, and clearly communicating their topics. In addition, a mean score
of 3 (Agree) or higher from student responses on the post-instruction survey revealed a positive
attitude toward the intervention. Implications for future study include the examination of
requiring students to develop presentations before writing papers in other subject areas.