Effectiveness of Conventional Lectures Compared to Oral Presentations Prepared by

Students

PRESENTED BY:

ADIL, Amil Hadji

AVERIA, Reggie
BOOTH, James
CALPE, Jewel Micah
FRANCISCO, Kimberly
PINGOL, Jan Ashley
RUBENECIA, Christine Stephanie
QUERUBIN, Yanni Paula
CHAPTER I
 ABSTRACT

This study aims to present the differences of conventional lectures held by professors and
oral presentations by the students in their ability to retain information. While conventional
lectures are known to be the most popular approach in the capability of students to acquire
information. Oral presentations are becoming a more effective style of teaching. In this study
there will be two classes involved under Restorative Dentistry 1. The first class will undergo a
conventional lecture by the professor and the second class will plan and present their own topics
to their fellow classmates. There will be a pretest, post-test and a two weeks after test that will be
held to determine which type of presentation worked the best for the students. The data gathered
will be compared on all three occasions and this will determine which type of presentation that
worked best for these two classes.

BACKGROUND OF THE STUDY

Oral presentations by students are a modality of teaching often employed in the secondary
and tertiary levels of education. This involves students discussing to their audience (in this case,
students) topic/s which have yet to be discussed by the professors. This, while having pros such as
“Oral presentations represent important exercises for developing real-world communications and
leadership skills” (Wolfe, 2007) also has cons.

Professors are really adept at their field of study. This makes imparting of their knowledge
to the students easy for them. Aside from them being adept at their field of study, another possible
factor is that most professors have been teaching for quite some time and thus, have come up with
efficient means of sharing their knowledge to students.

Students are an entirely different story when it comes to imparting the knowledge they
have on the subject. Delivery, mastery of subject, and interestingness are some factors to be
considered and are often compromised in a student to student setting. “Students are often placed
in presentations with little or no guidance.” (Rotfeld, 1998; Bacon, Stewart, & Silver, 1999;
Bolton, 1999; Etington & Camp, 2002). This holds true in the sense that students are often left
alone with their presentations—being given the freedom to do basically anything with the
presentation and only being corrected during the presentation itself.

Learning is then affected and consequently, the ability to recall what has been learned from
these presentations. This study aims to give a firm grasp on whether oral presentations by students
is indeed an effective tool in the students’ ability to recall and apply what they have learned from
these presentations.
 STATEMENT OF THE PROBLEM

How effective are Oral Presentations by students compared to lectures by professors in

assessing the student’s academic performance

GENERAL OBJECTIVE

To compare the student’s ability to retain knowledge through oral presentations and lectures
taught by professors.

SPECIFIC OBJECTIVES

 To quantify the students’ performance in oral presentation topics.

 To know whether students would prefer oral presentations done by themselves or lectures
taught by professors
 To determine the relationship of pre-test and post- test results of the students based on the
topics from Restorative Dentistry 1.

HYPOTHESIS

Conventional lectures held by professors are more effective in helping the students to retain
information.

SCOPE AND LIMITATIONS

The study will focus on the effectiveness of oral presentations by students of University of
the East College of Dentistry. This study will identify whether students actually retain the
information offered by oral presentations. The study is limited to the use of three quizzes, the first
given prior to the discussion, the second given immediately after and the last given two weeks
after without prior notice. This study is confined to the students from the two sections currently
taking up Restorative Dentistry 1 under Dr. Marie Tuscano. The reference of the presentation will
be limited to use of the book Sturdevant’s Art & Science of Operative Dentistry. The study will
not take in to consideration the two classes’ current and general academic performance.
 SIGNIFICANCE OF THE STUDY

 To the students:

The collection of data from the results will help serve as basis in evaluating whether
the students were able to absorb and maintain the information that was presented through
conventional lecture vs. oral presentation held by students. This can help the students in
determining which type of language teaching works best for them.

 To the professors:

Evaluating the data collected from the study will serve as aid for professors in
determining and selecting topics suitable for students to orally present in class. Professors
may also select the students who are capable of presenting the chosen topics effectively to
fellow students.

 To the administration:

The study allows the administration to assess the current curriculum that enables
the students to present topics in their courses. The administration will be able to verify
whether the style wherein the students present topics in classes is productive or
counterproductive for the students’ learning.

 To the future researchers:

There are limited studies about this type of learning; this research can be used as
related literature to conduct other studies about oral presentations (and their effectiveness)
by students.
CHAPTER II
 REVIEW OF RELATED LITERATURE

Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer
instruction, is a type of collaborative learning that involves students working in pairs or small
groups to discuss concepts, or find solutions to problems. (“Collaborative Learning: Group Work”,
2017) According to Gerlach (1994), Collaborative learning is based on the idea that learning is a
naturally social act in which the participants talk among themselves. It is through the talk that
learning occurs.

There are various ways to implement collaborative learning in a classroom. One common
practice done by professors is dividing the class into groups and providing certain topics to discuss
in front of their peers.

A phenomenographic study of students’ experience of oral presentations in an open

learning theology programme constituted three contrasting conceptions of oral presentations—as
transmission of ideas; as a test of students’ understanding of what they were studying; and as a
position to be argued. Each of these conceptions represented a combination of related aspects of
students’ experience, namely, their awareness of the audience and their interaction with that
audience, how they perceived the nature of theology, affective factors, and how they compared the
oral presentation format with that of written assignments. The conception of the presentation as a
position to be argued was associated with a particularly powerful student learning experience, with
students describing the oral presentation as being more demanding than the written assignments,
more personal, requiring deeper understanding, and leading to better learning. The study draws
our attention to the various ways in which students may perceive a single form of academic task
and their need to develop their understanding of assessment formats. (Joughin, 2007).

The most important goal that the communicative language teaching aims to reach is the
ability to communicate for us to be able to operate effectively in the real world. The students need
a thorough in-depth instruction and practice for a successful oral examination. Giving oral
presentations by students is the best practice. (Živković, 2014)

Oral presentation skills are essential for employability and true academic study as they
enable students to participate fully in their learning, demonstrate their ability to communicate, and
help them develop competencies in an area of their future working places.
 Communication skills are widely considered to be an invaluable skill, both in the academe
period and in the post-academe period. During all levels of education, the ability to speak up, be it
in front of the class or to answer a question by the instructor, is well- regarded. Post- academe, the
same holds true. This is due to employers’ interest in students with good communication skills
(Hawes and Foley, 2006) which the student may or may have not developed in school.

Oral presentations are generally speeches or vocal performances, occasionally

accompanied by presentations such as a slideshow. By doing presentations, students learn how to
prepare different materials, and practice improves their speaking skills (Weimer, 2013). There is,
however, a downside. When a professor speaks, students generally tend to listen. When a peer
speaks, they can become sluggish and inattentive. It is appropriate for teachers to consider the
learning potential of presentations for both the presenter and the audience in order to ensure the
best learning experience for their students.

Oral presentations represent important exercises for developing real world

communications and leadership skills. In school, a good learning environment does not only
require a good teacher but also a good learning environment is needed where in the students can
interact and can learn by communicating with each other in different ways. Today, both the teacher
and the student must work together in order to create a good learning environment. (Wolfe, 2006)

All students have different learning skills. Based on the research taken, more active
modalities such as debates and discussions are associated with higher ratings for content and
learning versus the other factors. Teaching techniques rank higher with the specific modalities
such as learning media, group discussions and group activities. The more interactions and
participation a student has in class, the more they learn.

The idea that teachers’ presentations are better received than students’ partly comes from
the fact that students, when making the presentation they are going to present to the class, get little
to no guidance from the instructor in charge. (Bacon, Stewart, & Silver, 1999; Bolton, 1999;
Etington and Camp, 2002; Rotfeld, 1998) This leads to presentations which are subpar and would
lack information which could prove critical in affecting the learning of the audience.
 One way of further learning a topic is through making use of deep cognitive strategies
(Lyke, 2006) one of which is through oral presentations. Coming up with an oral presentation on
a certain topic requires the presenter to be well- versed with the topic, which in turn, requires
further studying. This would, consequently lead to overall higher learning.
 DEFINITION OF TERMS

 Students – Students under Restorative Dentistry I handled by Dr. Marie Tuscano

 Presentations/Oral Presentations –Presentations presented by students.
 Collaborative learning – the acquisition of knowledge of students with the help of fellow
students and professors
 Communication skills –explaining topics in front of a class by professors and students so
that they are completely and fully understood by the listeners
 Conventional Lectures- Presentations presented by professors.

CONCEPTUAL FRAMEWORK

Oral presentations done by students and professors as an instrument of teaching and

learning topics in Restorative Dentistry can affect the ability to recall and apply lessons and
concepts acquired which may lead to increased or decreased clinical and theoretical efficiency.
CHAPTER III
 RESEARCH DESIGN

The researchers made use of both qualitative and quantitative research to gather
information from students in Restorative Dentistry 1 under Dr. Marie Tuscano. The qualitative
data was gathered by amassing the results of previous quizzes from the Oral Pathology 1 course
of regular 3rd year University of the East - College of Dentistry students, and a comprehensive
clinical proficiency test was conducted to gauge the effectivity of oral presentations given during
the said course. This qualitative data was pooled in order to arrive at quantitative data, which
exhibited the number of students who garnered 75% in both the quizzes and the proficiency test.

The research about oral presentations will showcase their effectivity to the students in
recalling and applying knowledge acquired from the said presentations in a clinical setting. The
questionnaires were taken by regular 3rd year students of the University of The East – College of
Dentistry only.

The collective performance of the students were examined in order to deduce the
effectivity of oral presentations. A comparison made between the performance of an individual
during the said course and the proficiency test showed the numerical contrast between the results
of the two sets of tests.

The questionnaires were assigned control numbers and these were used in the analysis
and interpretation of data, the students’ names were blotted out on the proficiency test after
delegating the control numbers to corresponding names in order to conceal the identities of the
students during the conduction of the research.
SAMPLE
 BIBLIOGRAPHY

Zivkovic, S. (2014). The Importance Of Oral Presentations For University Students.

Wolfe, A. (2007). Pros/Cons of Student Presentations and Effective Student Generated Content

Wolfe, A. (2008). Oral Presentations In Marketing Courses: Student Attitudes and Self-
Assessment

Wolfe, A. (2006). Differences in student perceptions of service quality and classroom environment
for excellence in teaching.

Collaborative Learning: Group Work. (n.d.). Retrieved from

https://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html

What is Collaborative Learning. (n.d.). Retrieved from

http://archive.wceruw.org/cl1/cl/moreinfo/MI2A.htm

http://www.tandfonline.com/doi/full/10.1080/03075070701346873?scroll=top&needAccess=true

https://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-
benefit-those-who-listen/