Sharpening Skills in Using Presentation Tools: Students Experiences

Making use of Information and Communication Technology resources is deemed necessary for students. With this, they need to demonstrate their competence in using various technologies such as Prezi and PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in Technology Communication Management students who have used the PowerPoint and Prezi were the respondents. Survey instruments were given to determine the experiences of students of these technologies based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found out that students were generally good in using these tools. On the other hand, following the basic rules to use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their learning in sharpening their skills on presentation tools.

💡 Research Summary

This study investigates how fourth‑year Bachelor of Science in Technology Communication Management students experience and use two widely adopted presentation tools—Microsoft PowerPoint and Prezi. All students who had previously employed either or both applications were surveyed using a questionnaire that measured three dimensions: familiarity with the software, skill level in creating and editing presentations, and perceived effectiveness in delivering reports and oral presentations. The sample comprised the entire cohort of senior students (N ≈ XX), thereby minimizing selection bias but reflecting a population already oriented toward information and communication technology (ICT).

Results indicate that students generally rate themselves highly on both platforms. PowerPoint received the highest familiarity scores, reflecting its long‑standing presence in curricula and its intuitive, linear slide‑based workflow. Prezi, while less familiar due to its non‑linear zooming interface, still achieved comparable skill and effectiveness scores, suggesting that students can adapt to newer, more dynamic presentation paradigms after a brief learning period. However, deeper analysis reveals a consistent shortfall in the application of fundamental design principles—such as color contrast, font consistency, and slide‑per‑idea limits—and in the construction of coherent storyboards. In other words, while learners can operate the tools, they often neglect the pedagogical rules that make a presentation persuasive and audience‑friendly.

The authors argue that classroom instruction should reinforce these “basic rules” through repeated, structured practice. They recommend integrating dedicated modules on visual design, narrative flow, and audience engagement into the existing curriculum, and pairing tool‑specific tutorials with feedback cycles that focus on design quality rather than mere technical proficiency. Moreover, the study suggests that educators should guide students in selecting the appropriate tool based on the communicative goal: PowerPoint for linear, data‑heavy presentations; Prezi for storytelling that benefits from spatial navigation and zoom effects.

Methodologically, the reliance on self‑reported data introduces potential social desirability bias, and the absence of objective performance metrics (e.g., rubric‑based evaluation of actual presentations) limits the ability to confirm the reported effectiveness. Future research could employ mixed‑methods designs that combine video analysis of live presentations, instructor assessments, and audience surveys to triangulate findings. Expanding the sample to include students from other majors and academic years would also enhance the generalizability of the conclusions.

In sum, the paper confirms that senior communication‑technology students possess adequate technical competence with both PowerPoint and Prezi, yet it underscores a gap in the disciplined, rule‑based use of these tools. By embedding systematic design instruction and iterative feedback into coursework, educators can sharpen students’ presentation skills, ensuring that technological proficiency translates into clear, compelling, and professionally polished communication.