References

Allen, M.J., 2004. Assessing Academic Programs in Higher Education. Anker Publishing Company, Bolton, Massachusetts,.

Alley, M. and K.A. Neeley, 2005. Discovering the power of PowerPoint: Rethinking the design of presentation slides from a skillful user’s perspective. Proceedings of the 2005 Annual International Conference and Exposition on American Society for Engineering Education, June 12-15, 2005, American Society for Engineering Education, Washington, DC., USA., pp: 1-16.

Amare, N., 2006. To slideware or not to slideware: Students experiences with PowerPoint vs. lecture. J. Techn. Writ. Commun., 36: 297-308.
CrossRef  |  Direct Link  |  

Apperson, J.M., E.L. Laws and J.A. Scepansky, 2008. An assessment of student preferences for PowerPoint presentation structure in undergraduate courses. Comput. Educ., 50: 148-153.
CrossRef  |  Direct Link  |  

Araujo, I.S. and E.A. Veit, 2004. [A Review of the Literature on Studies of Computational Technologies in Physics Teaching]. [II Ibero-American Encounter on Basic Research in Sciences], Sahelices, C.C. and Coordinador (Eds.). Universidad de Burgos, Burgos, Spain, ISBN:978-84-96394-27-8,-pp: 5-18 (In: Portuguese).

Center, E., 2014. Formative vs summative assessment: Teaching excellence and educational innovation. Carnegie Mellon University, Pittsburgh, Pennsylvania. https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Craker, D.E., 2006. Attitudes toward science of students enrolled in introductory level science courses at UW-La crosse. UWL. J. Undergrad. Res., 9: 1-6.
Direct Link  |  

Frey, B.A. and D.J. Birnbaum, 2002. Learner’s perceptions on the value of powerpoint in lectures. Education Resources Information Center (ERIC), USA. https://eric.ed.gov/?id=ED467192

Gok, T. and I. Silay, 2008. Effects of problem-solving strategies teaching on the problem-solving attitudes of cooperative learning groups in physics education. J. Theor. Pract. Educ., 4: 253-266.
Direct Link  |  

Kpolovie, P.J., 2007. Effect of twenty-hour training in application of SPSS in data analyses in Nigeria. Multi. J. Empirical Res., 4: 176-184.

Mantei, E.J., 2000. Using internet class notes and powerpoint in the physical geology lecture. J. Coll. Sci. Teach., 29: 301-305.
Direct Link  |  

Mayer, R.E., 2001. Multimedia Learning. Cambridge University Press, Cambridge, UK., ISBN:9780521787499, Pages: 210.

Moreno, R. and R.E. Mayer, 2000. A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. J. Educ. Psychol., 92: 117-125.
CrossRef  |  Direct Link  |  

Normah, Y. and I. Salleh, 2006. Problem solving skills in probability among matriculation students. Eur. J. Soc. Sci., 8: 40-55.

Nwakudu, O.B., 2010. Effects of using information and communication technology to teach segments of a circle in mathematics on student’s achievement in senior secondary schools. BSc Thesis, University of Nigeria, Nsukka, Nigeria.

Oginni, O.I. and O.T. Owolabi, 2012. Integration of programmed instruction into mathematics and science teaching: A panacea to students dwindling interest in mathematics and science in Nigerian Schools. Eur. J. Educ. Res., 1: 199-209.
CrossRef  |  Direct Link  |  

Ogirigbo, P.C., C.O. Ogbonna and J.I. Okenwa, 2011. The influence of Information and Communication Technology (ICT) on the teaching and learning of economics in Nigerian secondary schools. BSc Thesis, University of Nigeria, Nsukka, Nigeria.

Ogunniyi, M.B., 2009. Science, technology and mathematics. Intl. J. Sci. Educ., 18: 267-284.

Rankin, E.L. and D.J. Hoaas, 2001. The use of power point and student performance. Atlantic Econ. J., 29: 113-113.
Direct Link  |  

Rickman, J. and M. Grudzinski, 2000. Student expectations of information technology use in the classroom. Educ. Quart., 23: 24-30.
Direct Link  |  

Subramaniam, P.R., 2009. Motivational effects of interest on student engagement and learning in physical education: A review. Intl. J. Phys. Educ., 46: 11-19.
Direct Link  |  

Susskind, J.E., 2005. PowerPoint’s power in the classroom: Enhancing students’ self-efficacy and attitudes. Comput. Educ., 45: 203-215.
Direct Link  |