Enhancing Junior High School Learners’ Understanding of Motherboard Components Using Powerpoint Presentations in Asante Akim South Municipa

Abass Ali Hussam and Awal Mohammed
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Abass Ali Hussam: Al-Faruq College of Education, Wenchi, Ghana
Awal Mohammed: Al-Faruq College of Education, Wenchi, Ghana

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 198-204

Abstract: This study explores the impact of PowerPoint presentations on enhancing Junior High School (JHS) learners’ understanding of motherboard components in Information and Communication Technology (ICT). Utilizing an action research design, the study was conducted at Wenkyi Presby Junior High School in Asante Akim South Municipal with a sample of 30 junior high school students. The intervention consisted of a structured four-week program that incorporated multimedia presentations to enhance concept retention. Data collection methods included pretests, posttests, and teacher interviews, with analysis conducted using Microsoft Excel. The pretest results revealed a low mean score of 3.5 out of 20 (17.5%), indicating significant challenges in understanding motherboard components using traditional teaching methods. Following the intervention, post-test results showed a substantial improvement, with the mean score rising to 17.5 (87.5%). The findings suggest that integrating PowerPoint presentations facilitated better knowledge acquisition by providing visual reinforcement and enhancing interactive learning experiences. Additionally, factors such as a lack of teaching materials (30%), inadequate instructional time (20%), and negative student attitudes towards ICT (20%) were identified as key barriers to effective learning. The study concludes that multimedia-based instructional strategies significantly enhance students’ comprehension of complex ICT concepts. It recommends that schools invest in technology-driven teaching resources and adopt interactive pedagogical approaches to improve learning outcomes in ICT education.

Date: 2025
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