Again in the Timing group, set the timing details to: Start: After Previous, Duration: Auto, and Delay: 01:00. Now, in the Animation Pane, select the rest of the rectangles one at a time, from 4 to 1. Select Rectangle 5, and in the Animations > Timing group, leave the settings Start: On Click and Duration. You want the other boxes to then each wait one second before disappearing automatically, one by one. You want only the first rectangle with the number 5 to start on a click, and you want it to stay on screen for one second before it disappears. Look at the number to the right, which shows the text in the rectangle. The numbering of the rectangles can be a little confusing because PowerPoint is accounting for other objects on the slide. Select the rest of the rectangles 4, 3, 2, 1 in order, and apply the same exit animation, Disappear, to each, one at a time.Ĭlick Animations > Animation Pane to show the Animation Pane. Here, you can select the animation you want, for example Disappear. On the Animations tab, in the Advanced Animation group, click Add Animation, and go down to Exit. You can copy and paste to duplicate and then edit the new boxes.Ĭlick inside the text rectangle with the number. To create text boxes, on the Insert tab, in Text group, click Text box, and draw the text box on your slide. Lastly, significant impact was revealed indicating that the selected demographic profile of the respondents affects the programming anxiety and that the programming anxiety is being affected by the use of countdown timer.Tip: Create the boxes in order from highest to lowest so it’s easier to animate them in order. Also, this study found out how the sophomore students view the use of countdown timer when conducting programming exercises and the level of their programming anxiety. Results show that there were common academic motivations and reasons why students pursue their college educationintrinsically and extrinsically. Responses were tallied, summarized and interpreted. They are the sophomore students who are exposed to the use of countdown timer every time they have laboratory exercises and/or programming activities. The researchers used purposive sampling to select the respondents of the study. This research utilized descriptivecorrelational approach to describe the impact of using countdown timer on the academic motivation and programming anxiety of BSIT students. This research aims to identify, analyze, and evaluate the impact of using countdown timer when administering programming exercises for the Bachelor of Science in Information Technology students in one of the state universities in Central Luzon, Philippines. It was concluded in the study that the use of countdown timers is effective in maintaining student's involvement in MATH 27 lectures and might also be useful in other math lecture classes. Also, some effects of countdown timers are significantly correlated to various data from students' profiles. Results show that the effectiveness of countdown timers, as perceived by the students, is independent to students' genders and degree programs, but is dependent to the colleges where the students belong to. This study determined the effectiveness of using countdown timers in maintaining students' involvement in a lecture of MATH 27 (Analytic Geometry and Calculus II), a course in UPLB commonly taken by sophomore students. On the other hand, adding countdown timers strategically on some parts of the discussion seems to lessen such negative effects. The non-stop use of these softwares, however, seems to have negative effects on the students when it comes to maintaining their involvement in a lecture discussion for they tend to be more passive spectators. This shift and many other factors drove most math instructors of UPLB to widely use presentation software, such as the PowerPoint (PPT), to deliver their lectures. In 2007, the University of the Philippines Los Baños (UPLB) started offering some of its basic math courses in lecture-recitation setup. This task becomes even greater in a math class that is composed of eighty to a hundred sixty students. Involving students in a lecture is an important but not an easy task that every lecturer must encourage.
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