Effect of Slide Projector-assisted Classroom Instruction on Students’ Exam Scores in a One-Group Quasi-experimental Study

Abstract

This study aims to examine the role of slide projector-assisted classroom instruction in enhancing students’ achievement. A quasi-experimental design was employed, including 21 psychology students at Dilla University. Using a Bayesian paired-sample t-test and Bayesian ANCOVA tests, the findings show that there is a statistically significant improvement in the posttest scores, with a moderate effect size (Cohen’s d = 0.50). The sensitivity analysis further confirmed that the finding was robust. The findings suggest that slide projector-assisted instruction is an effective and reliable approach for enhancing academic achievement.