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PowerPoints can make a great
visual impact to the audience or to the people which can give them a much more
great impact of learning due to its presentation and is a great and powerful tool
for visual presentations. This tool can be easily access and is a great and
fast way of sharing ideas and information. Learners could also easily
understand the main topic of its subject and helps them get a great and clearer
and greater absorption of the speakers subject matter.

                Recent
Powerpoint studies showed that Poweproint presentations have a greater efficacy
on learners and is a widely used presentation software that kept them motivated
in learning new things(Bock & Joglekar,2011). Swati, Suresh and Sachin (2014)
found that students in a microbiology course were learning a simple material
such as a chalk-board type of learning and it is said that it is no significant
advantage over a powerpoint presentation. Howerver, using a complexed material
via chalkboard-based lectures reliably outperformed students learning the same
material  in Powerpoint-based lectures.
But studies showed that Students prefer more in Powerpoint presentations thatn
using a chalkboard-based learning.

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                O’Dwyer(
2008) found that in Engineering courses, students have said that powerpoint
presentations has been valued of the means of better understandings in lectures.
students has recognized that  substantially
Powerpoint has less of a lecture material and has comparison of a chalkboard
lectures. But students still prefer in using Powerpoint presentations as a
source of learning since it can easily be shared to other students which can be
distributed at each of the classroom lectures while chalkboard-base type of
learning could not.

                Savoy
et. al(2009)  sought to determine how to present information effectively
for maximum retention, which is assessed in terms of accuracy of recall, or
recognition of materials in tests. They compare original lectures like writing
in a chalkboard and talklectures using overhead projectors,and online lectures
using powerpoint. Data collected that 62 students revealed that students
retained 15 percent less of the information delivered verbally over powerpoint
presentations, but students preferred Powerpoint over chalkboard.  Savoy et. emphasize the “student In
use” of technology, which considers cognitive processes amongst learners  of the audience, as well as technology itself:
when the use of given technology, and when not to. The author’s opinion is
intriguing as well as practical.