Student perceptions of the benefits and shortcomings of slideshows as evaluation tools

In academic studies, some course assignments involve slideshows. The current study examines how students perceive the benefits and shortcomings of slideshows as a course evaluation tool. The study combines qualitative and quantitative tools. Predicated on 66 fully completed questionnaires, we perform qualitative analysis, followed by a complementary quantitative model. The research findings indicate that students perceive the benefits of preparing a slideshow and its presentation in their effect on one’s study abilities and in enhancing learning, as well as contributing to the student’s personal development. Findings show that students see slideshows as a means not only for demonstrating their knowledge to the lecturer but rather also for conveying messages and sharing with their classmates. Slideshows have benefits on the collaborative dimension in addition to the scholastic dimension. Findings indicate that, as perceived by the students, preparing and presenting slideshows is extremely significant. Therefore, we must include in the study programs practical guidance on preparing slideshows and their presentation and use them in the different classes also as a relevant evaluation tool. In the last decade, growing efforts have been made to significantly integrate diverse manners of evaluation in teaching. Lecturers who use the technique of evaluation via slideshows see this tool as an acquired skill that improves with practice, part of the developing cooperative evaluation.