You are here:

Instructional technology and the post-test results of college learners

, University of Phoenix, United States

University of Phoenix . Awarded


The problem in the present quasi-experimental research design was the poor English communication skills of college students enrolled in first-year English as a second language (ESL) courses in Puerto Rico. The purpose of this quantitative study was to compare learning outcomes between a first-year English as a second class taught with the PowerPoint software application and a similar first-year ESL class taught with a traditional instructional approach and materials. The location of the study was the American University of Puerto Rico (AUPR). The results of an attitudinal questionnaire administered at the end of the research period revealed that learners’ perceptions regarding the engagement ability and clarity of instruction delivered with the PowerPoint presentation software had improved. The results of a two-tailed ANOVA showed that learning outcomes were not statistically different between the PowerPoint technology group and a control group. However, the mean score was slightly higher in the PowerPoint group, thus making the results promising for the PowerPoint presentation software application. Testing also showed that learning outcomes by learning styles and gender between and within the experimental and control groups were not statistically different. Recommendations include more research encompassing a longer treatment period as well as more research evaluating the influence of PowerPoint and other technologies on the learning styles. Research into the effectiveness of an integrated instructional technology approach imparts educational leaders with information related to successful strategies employed to meet the needs of students enrolled at the American University of Puerto Rico.


Pagan-Melendez, J. Instructional technology and the post-test results of college learners. Ph.D. thesis, University of Phoenix. Retrieved July 22, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or