Exploring University Pre-Service Teachers’ Perceptions of using Interactive Powerpoint Presentations as Instructional Materials to Enhance Class Engagement and Student Motivation

Abstract

This research investigates the perceptions of pre-service teachers at Central Bicol State University of Agriculture – Sipocot Campus regarding the integration of Interactive PowerPoint Presentations (IPPs) as modern instructional materials. Utilizing a quantitative, descriptive-evaluative research design, the study gathered data from 60 participants through purposive sampling to assess how these digital tools impact student motivation and classroom engagement. The findings reveal a highly positive perception among pre-service teachers, who strongly agree that IPPs are essential for fostering active student participation (mean = 3.78) and enhancing their own instructional creativity (mean = 3.75). Despite these pedagogical benefits, the study identifies a significant gap between technological awareness and actual implementation due to various barriers. The most critical challenges identified include a pressing need for specialized tutorials and training (mean = 3.27), frequent technical interruptions during lessons (mean = 3.23), and the unavailability of functioning classroom equipment (mean = 3.17). To mitigate these obstacles, pre-service teachers predominantly rely on proactive technical strategies, such as testing presentations before class sessions and utilizing offline versions to bypass unreliable internet connectivity (mean = 3.65). The study concludes that while IPPs are recognized as effective tools for 21st-century pedagogy, their full potential remains hindered by limited technological competence and inadequate infrastructure. Consequently, it is recommended that educational institutions prioritize continuous professional development and improve school facilities to ensure that future educators can effectively transition toward more interactive, technology-driven teaching environments.