THE EFFECTS OF VISUAL AIDS IN ENHANCING THE LEARNING PERFORMANCE OF STUDENTS AT ELEMENTARY LEVEL IN DISTRICT PESHAWAR
BUSHRA KHAN Roll No. 3055 M.Ed
DIRECTORATE DISTANCE EDUCATION UNIVERSITY OF PESHAWAR Session: 2016-2017
THE EFFECTS OF VISUAL AIDS IN ENHANCING THE LEARNING PERFORMANCE OF STUDENTS AT ELEMENTARY LEVEL IN DISTRICT PESHAWAR
BUSHRA KHAN
A thesis submitted in partial fulfillment of the requirement of the degree degree of Master in Education Distance Education University of Peshawar
DIRECTORATE DISTANCE EDUCATION UNIVERSITY OF PESHAWAR Session: 2016-2017
ii
APPROVAL SHEET
The thesis entitled
“
The Effects of Visual Aids in Enhancing the Learning The
is submitted Performance of Students at Elementary Level in District Peshawar is ”
by Ms. Buishra Khan, Roll No. 3055, M.Ed student, supervised by Dr. Amjad Reba Institute of Education and Research University of Peshawar 217, Peshawar in partial fulfillment of the requirements for the degree of Master of Education is here by accepted.
Internal Examiner:
______________________________ DR. AMJID REBA
External Examiner:
___________________________ DR. ARBAB KHAN AFRIDI
Date: 24-08-2017
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DEDICATION
I dedicate my effort to my dear, dear, respectable and beloved beloved parents, Elder Brother and my all siblings whose blessings, blessings, love, guidance, encouragement encouragement and help make make me able to complete this task.
iv
AKNOWLEDGEMENTS
All the praise and thanks for Allah Almighty the most gracious and merciful, real bless of the universe, whose countless blessings are always have been sources of encouragement for me. I pay my heartiest gratitude to Allah for giving to me the power, knowledge and ability to work with full dedication. I offer my countless salutation upon the Holy Prophet Muhammad (SAW) the entire sources of guidance for humanity as a whole forever. I pay my hearties thanks to my Parents, elder Brother and my all siblings for their contribution and encouragement in every stage of my learning. I pay my thanks and great appreciation to my supervisor Dr. Amjad Reba whose encouragement, timely guidance, patience and persistent help made possible the completion of this study. I am equally thankful to all teaching staff of the university for their kind assistance and encouragement during the studies.
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TABLE OF CONTENTS APPROVAL SHEET .......................................................... ................................................................................ ...................................... ................ III DEDICATION............................ DEDICATION.................................................. ............................................ ............................................ ................................... ............. IV AKNOWLEDGEMENTS AKNOWLEDGEMENTS .......................................... ................................................................ ............................................ .......................... .... V TABLE OF CONTENTS .......................................................... ................................................................................ ............................... ......... VI LIST OF TABLES ........................................... ................................................................. ............................................ ................................ .......... VIII ABSTRACT........................................... ................................................................. ............................................ ............................................. ......................... IX CHAPTER-I .......................................... ................................................................ ............................................ ............................................. ........................... .... 1 INTRODUCTION.......................... INTRODUCTION.... ............................................ ............................................ ............................................ .................................. ............ 1
1.1
STATEMENT OF THE STUDY ........................................... .................................................................. .................................. ........... 2
1.2
OBJECTIVES OF THE STUDY ........................................... .................................................................. .................................. ........... 3
1.3
HYPOTHESIS TESTED ............................................. .................................................................... ......................................... ..................3
1.4
SIGNIFICANCE OF THE STUDY ........................................... .................................................................. .............................. ....... 3
1.5
DELIMITATION OF THE STUDY .......................................... ................................................................. .............................. ....... 4
CHAPTER-II......................... CHAPTER-II................................................ .............................................. ............................................. ......................................... ................... 5 REVIEW OF LITERATURE ................................. ....................................................... ............................................. .............................. ....... 5
2.1
THEORIES OF VISUAL AIDS IN LEARNING ............................................ ....................................................... ........... 8
2.1.1
Dual Coding Theory ............................................ ................................................................... .................................. ........... 8
2.1.2
Multimedia Theory ........................................... .................................................................. ...................................... ............... 9
2.1.3
Instructional Theory......................................... Theory............................................................... .................................... .............. 10
2.1.4
Learners Centred Approach ......................... ............................................... ....................................... ................. 10
2.1.5
Integrationist Theory ................................ ...................................................... ........................................... ..................... 11
2.1.6
Effectiveness of Visual Learning Aids for the Intended Learners........ 12
2.1.7
Physical Qualities of Visual Learning Aids ......................................... ......................................... 13
2.1.8
Appropriateness use of Visual Learning Aids on on Students Learning Process ........................................... ................................................................. ............................................ ................................ .......... 13
2.2
THE IMPORTANT OF VISUAL LEARNING AIDS IN SCHOOLS ........................... ........................... 14
CHAPTER-III CHAPTER-III ........................................... ................................................................. ............................................ ........................................... .....................15 METHODS AND PROCEDURE ............................................. .................................................................... ................................ ......... 15
3.1
NATURE OF THE STUDY ............................................ ................................................................... .................................... .............15
3.2
POPULATION ........................................... ................................................................. ............................................ ................................ .......... 15
3.3
SAMPLING ........................................... ................................................................. ............................................ .................................... .............. 15
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3.4
SAMPLE SIZE ........................................... ................................................................. ............................................ ................................ .......... 15
3.5
I NSTRUMENT USED ............................................ ................................................................... ........................................... ....................15
3.6
DESCRIPTION OF I NSTRUMENT .......................................... ................................................................. ............................ ..... 16
3.7
DATA A NALYSIS ............................................ .................................................................. ............................................ ......................... ... 16
CHAPTER-IV ........................................... ................................................................. ............................................ ........................................... .....................17 DATA ANALYSIS AND INTERPRETATION............................................. ...................................................... ......... 17
4.1
ESPONSES OF THE STUDENTS .......................................... R ESPONSES ................................................................. ............................ .....17
CHAPTER-V............................................. ................................................................... ............................................ ........................................... .....................23 FINDINGS, CONCLUSION AND RECOMMENDATIONS RECOMMENDATIONS ............................... 23
5.1
FINDINGS ............................................ .................................................................. ............................................ .................................... .............. 23
5.2
CONCLUSION ........................................... ................................................................. ............................................ ................................ .......... 25
5.3
R ECOMMENDATIONS ................................................................. ........................................... .................... 26 ECOMMENDATIONS ..........................................
REFERENCES.......................................... ................................................................ ............................................ ........................................... .....................28 APPENDIX-A............................................ .................................................................. ............................................ ........................................... .....................30
QUESTIONNAIRE FOR STUDENTS ........................................... .................................................................. .................................... ............. 30 APPENDIX-B ............................................ .................................................................. ............................................ ........................................... .....................33
LIST OF SELECTED SCHOOLS .......................................... ................................................................. ........................................... .................... 33
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LIST OF TABLES Table 4.1:
Use of Visual Aids at Elementary Level........................................... ................................................ ..... 17
Table 4.2:
Use of Visual Aids in Students’ Learning Performance Performance ........................ 19
Table 4.3:
View’s of Teachers ............................................ ................................................................... .................................... .............21
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ABSTRACT
Visual aids are important in education system. Visual aids are those devices which are used in classroom to enhance learning performance and make it easier and interesting. Visual aids are the best tool for making learning effective and the best dissemination of knowledge. So there is no doubt that technical devices have greater impact and dynamic informative system. This study designed to enhance the effects of visual aids on students’ learning performance at elementary level in district Peshawar. To achie ve the purpose of study questionnaire was design as research tool to collect the required data. The targeted population for this research was the students of all the schools of District Peshawar. In this study random sampling techniques was used for gathering information. Ten schools were randomly selected from district Peshawar and 10 students had selected from each school so 100 students constituted the sample size of the study. The collected data as analyzed through the SPSS software and also data was represented in the percentage method. The analysis of the data indicated that majority of the students had positive perceptions of the use of visual aids. It was found that use of visual learning aids can made difficult ideas easy to understand, the use of visual aids made learning effective in classroom visual aids saved students’ students ’ time. The study recommended that teachers may prepare and sue visual learning aids, teachers may use such type of visual aids through which students’ students ’ understand more effectively, teachers may use such type of visual aids which can provide more information and teachers may use such type of visual aids which can deliver message and create sense of understanding.
ix
CHAPTER-I INTRODUCTION Education is necessary for everybody. Education is very vital, deprived of education no can lead a good life. Teaching and learning are the important element in education. The teacher use different approaches and substantial to teach their students and their active learning. With the passage of time, altered methods and techniques are entered in the field of education and teacher use different kind of aids to make effective learning. Visual aids arouse the interest of learners and help the teachers to explain the concepts easily. Visual aids are those instructional aids which are used in the classroom to encourage students learning process (Alyani, 2015). Visual aids are tools that help to make an issue or lesson clearer or easier to understand and know (pictures, models, charts, maps, videos, slides, real objects etc.). There are many visual aids available these days. As follows, visual aids are which use sense of vision are called Visual aids. For example:-Models, actual objects, charts, pictures, maps, flannel board, flash cards, bulletin board, chalkboard, slides, overhead projector etc. Visual aids are tools that help to make an issue or lesson clearer or easier to understand and know (pictures, models, charts, maps, videos, slid s, real objects etc.) (Alyani, 2015). Jain, (2004) there is famous Chinese proverb "one seeing is worth, a hundred words'; it is fact that we receive knowledge through our senses. Sabarish, (2114) there is another proverb that "if we hear we forget, if we see we remember, and if we do sot thing we know it' so it means that use of visual aids make learning and teaching more effective. Alyan, (2015) there are many visual aids available these days. So, these aids are classified as fellows, visual aids are which use sense of vision is called Visual aids. For example :-models, actual objects, charts, pictures, maps, flannel board, flash
1
cards, bulletin board, chalkboard, slides, overhead projector etc. Out of these black board and chalk are the commonest ones. The challenges of classroom instruction increases when prescribed a course to the class while course b oks (textbooks) are constituted with too many interactive expertise activities. Most significantly, it has converted a common phenomenon to integrate textbooks with audio visual aids as additional or supplementary resource for classroom course learning activitie s. Rasul, Bukhsh, Batool, (2011) Visual aids are important in education system. Visual aids are those device which are used in class rooms to encourage students learning process and make it easier and into resting. Visual aids are the best tool for making teaching effective and the best dissemination of knowledge. Cuban, ( 001) indicated the psychology of visual aids as under,1% of what is learned is from the sense of TASTE, 1.5% of what is learned is from the sense of TOUCH, 3.5% of what is learned is from the logic of SMELL, 11% of what is educated is from the logic of HEARING and 83% of what is learned is from the sense of SIGHT. Sabarish (2014) Also people generally remember, 10% of what they READ, 20% of what they HEAR, 30% of what they SEE, 50% of what they HEA and SEE, 70% of what they SAY and 90% of what they SAY as they DO a thing. So there is no doubt that education is necessary for everybody. Teaching and learning are the important element in education. Visual aids are the tools that help to make an issue or lesson clearer or easier to understand. Technical devices have greater impact and dynamic informative system.
1.1
STATEMENT OF THE STUDY
It is observed that teachers did not use visual aids in classroom due to which learners concepts were not clear which effected there performance. This research is designed to identify the effects of visual aids on students' learning performance.
2
1.2
OBJECTIVES OF THE STUDY
The main objectives of the study are: 1.
To identify the uses of visual aids at elementary level on the sample area.
2.
To explore the use of visual aids in the students learning performance.
3.
To investigate the teacher's views about the use of visual aids in schools.
1.3
HYPOTHESIS TESTED
There is no relationship among the use of visual aids and students performance.
1.4
SIGNIFICANCE OF THE STUDY
The study on the effects of visual aids in enhancing the learning performance in classroom will be of great importance in many ways: 1.
The study will gives the real touch to the learning sit uation.
2.
The study will stirs the imagination, thinking process and reasoning power of the students, and calls for creativity and inventiveness and other higher mental activities on the parts of the students.
3.
The study will help the teacher in providing proper environment for capturing as well as sustaining the attention and interest of the students in the classroom.
4.
Every individual has the tendency to forget. So, the study will help to retain more concepts permanent.
5.
The study will provide direct experience to the students.
6.
The study will offer a reality of experience which stimulates self-activity on the part of student.
3
1.5
DELIMITATION OF THE STUDY
Due to time, money and resources constraints, the study is deli mited to: 1.
Elementary level
2.
District Peshawar
3.
Girls school
4
CHAPTER-II REVIEW OF LITERATURE Learning is a complex process. It can be defined as a change in disposition; a relatively permanent change in behavior over time and this is brought about partly by knowledge. Learning can happen as an outcome of afresh attained skills, principles, perception,
knowledge,
facts,
and
new
information
at
hand
(Adeyanju,
1997).Learning can be reinforced with different teaching/learning resources because they stimulate, motivate as well as focus learners' attention for a while during the instructional process. Visual aids arouse the interest of learners and help the teachers to explain the concepts easily. Visual aids are those instructional aids which are used in the classroom to encourage teaching learning process. As Singh,(2005) defines: "Any device which by sight and sound increases the individuals' practice, outside that attained through read labeled as audio visual aids". Visual aids are those instructional devices which are used in the classroom to encourage learning and make it easier and motivating. The material like models, charts, film strip, projectors, radio, television, maps etc. called instructional aids (Rather, 2004). Visual aids are effective tool that "invest the past with an air of actuality." Visual aids distribute the learners with true knowledge, which detention their devotion and help in the understanding of the ancient marvels. They demand to the mind through the visual auditory senses. When we use visual aids as teaching aid, it is one of the aspects which root participation of students in the lesson because when students look at visual model or aid, it is measured as a kind of contribution. Also the uses of visual aids encourage the body movement and it may strengthen the control.(Jain, 2004) There is famous Chinese proverb "one sighted is worth, a hundred words" it is fact that we take knowledge through our intellects. There is another 5
maxim that" if we hear we forget, if we see we remember, and if we do something we know it" so it means that use of visual aids make teaching learning process more effective. As (Kishore, 2003) said "visual aids stimulated thinking and cognize." The use of visual aids in teaching learning process has multifarious values (Mohanty, 2001). Visual aids give chance to speakers to make a more professional and consistent performance. The teaching career is full with limitless opportunities to enrich the academic survives of students, while some ideas and educational goals will be easy for students to hold, other will need you to think productively to ensure that important learning aims are met. By visual aids in teaching is one mode to enhance lesson plans and give students additional ways to process subject information (Kunari, 2006). Visual aids are devices present unit of knowledge through auditory of visual stimuli both with a view to aid learning. They concretize the information to be obtainable and help in making learning practice apple real, active and vital. They supplement the work of the teacher and help in the research of the text books. The great educationist Comenius has well said: The foundation of all learning consists in representing clearly to the senses And sensible objects so they can be appreciated easily Singh (2005). (Agun et al; 1977) Examples of learning resources include visual aids, audio aids, real objects and many others. Visual aids are designated materials that may be locally made or commercially produced. They come in form of, for illustration, wall charts, exemplified pictures, symbolic materials and other two dimensional items. There are also audio visual aids. These are teaching machines like television, radio, and all kinds of projectors with sound attributes .Television and radio programs provide another useful learning resource. Films, likewise, are a general teaching/learning resource. In addition to helping students remember important information, teaching/learning resources have other returns. When accurately used they aid achievement and hold the attention of students. Visual aids can be very useful in
6
supportive a topic, and the amalgamation of both visual and audio stimuli is particularly effective since the two most important senses are involved (Burrow, 1986). Teachers should keep in mind that they are like salesmen of philosophies and many of the best sales practices that attract attention of potential clients are well worth considering. Clear y, a major goal of all teaching te aching is for the students to be able to retain as much knowledge of the topic as possible, particularly the main points. Frequent studies have attempted to determine how well learning resources serve this purpose. Indicate from the studies vary greatly from modest results which show 10-15 percent increase in retention to more optimistic results in which retention is increased by as much as 80 percent Burrow (1986). Good learning resources can help solve certain language harrier problem as they provide accurate visual image and make learning easier for the student (Chacko, 1981). Another use of learning resources is to clarify the relationship between material objects and concepts to understand. Symbols, graphs, and diagrams can also show associations of location, time, size, value and frequency. By symbolizing the factors tangled, it is even possible visualize abstract relationship. Instructional aides have no value in the learning process if they cannot be seen or heard: Tapes of speeches and sounds should be confirmed for correct volume and quality in the actual environment in which they will be used (Chorley, 1966). Visual aids must be visible to the whole class. All calligraphy and illustration must be large adequate to be seen easily by the students farthest from the aids'. Colours, when used, should provide clear contrast and easily be visible. The efficacy of aids can be enhanced by proper sequencing to build on former knowledge. Often, good institute and natural patterns of logic command the sequence. According to (Ranasinghe, 2009), integrating technology into the classroom begins when a teacher prepare lessons that use technology in meaningful and relevant ways. Technological aids should support the curriculum rather than dominate it. Ranasinghe say that technology should assist the teacher in creating a collaborative learning
7
environment (Koc, 2005) stated that the integration of technology into curriculum means using it as a tool to teach academic subjects and to promote higher-order thinking skills of the students. Developments in technology gave scope for innovative practices in the classroom. Practical improvements in the creation of visual aids for classroom use have been remarkable. Technological developments in Pakistan had a positive impact on students learning environment. Educational reforms for improving skills initiated by the Ministry of Higher Education elevated the classroom learning environment in Pakistan. University classrooms were equipped with world class technological teaching aids for making classroom students learning process interesting and resourceful. However, use of identical resources, comprising a syllabus, is suggested. Sequencing also can be improved purely by using overlays on slides, doffing methods on charts and or chalk, and marker boards. Sequencing can be emphasized and prepared clearer by the use of distinct colors (Chorley, 1966).
2.1
THEORIES OF VISUAL AIDS IN LEARNING
2.1.1
Dual Coding Theory
According to (Paivio, 1990), images and words have different cognitive pr esentations; therefore, the brain uses separate memory systems for different types of information. He states that, verbal memory is rotated to language system, while image memory includes graphics and tastes. Paivio indicated that, verbal information is acquired from sensory memory to visual processors. The question here is to what extent has the teachers improved on improvising visual learning aids for the achievement of quality education? This study will help to enlighten on this issue. Paivio's dual coding theory was appropriate when referring to the retrieval of information from memory systems, this theory claimed that memory is set up as a network with different paths, verbal and image that lead to the same information. Paivio concluded that, the more path ways learners use to remember information, the
8
more cures learners can recall that information later on. 2.1.2
Multimedia Theory
Richard Mayer was an expert in multimedia learning. His multimedia theory was drawn on paivio's Dual code theory (1990), Sweller's Cognitive Load theory (1994) and Bruner's constructivist theory. Mayer and his associate (Moreno, 2000), conducted a study in delivering instructional design principles from cognitive theory in Multimedia learning. Their main argument is that, active learning occurs when a learner engages three cognitive processes, selection, organization and integration. Also this study will help to verify this issue. 2.1.2.1 Selection
On miller's findings stated earlier, students are able to process shucked information. During that time, must select relevant words and images to be stored, Multimedia theory believed that, the learner selects relevant words for verbal processing and select relevant images for visual processing. Based on verbal and visual memory systems to overcome the limitations of memory. 2.1.2.2 Organization
Here the theory states that, the learner organizes words into coherent verbal models and organizes images into coherent visual models. It concluded that, the more the learner he/she think about and organize information in meaningful ways, the more he/she repeat information in his/her working memory, and the more likely he/she remembers it. 2.1.2.3 Integration
Mayer's Multimedia theory has shown that, learners such as students learn better when corresponding verbal and visual information are held together because it makes learning more meaningful. He believed that, verbal and visual information are linked and assist each other, therefore, when receiving verbal information and images
9
simultaneously the student processes different models of information all at once. The main argument here is that how these theories will help teachers to create effective visual learning aids to improve students' learning performance? This s tudy will help to enlighten on this issue. 2.1.3
Instructional Instructional Theory
An instructional theory is the theory which explains on how students can learn and understand the concept very easily. The chief proponent of this theory is Skinner in theories of behaviorism. In this approach it is observed that theory is the most influential in educating, since it emphasizes on the use of visual learning materials, which promote quality education to human being. In the learning process, instructional theory describes on how to organize, coordinate learners, introduce visual learning materials to the students and govern them towards the use of such tools. It is conclude that, instructional theory directs on how teaching and learning processes take place. The theory could help subject teachers to know the importance of using visual learning aids and they can ask learners to improvise visuals learning aids. This theory is potential for learning objects to structure and delivery the constant (Reigeluth, 1999 and Engelmann, et al. 1999). Consequently, this doctrine has the weakness due to the fact that, it doesn't look on the output of education process. That is to say, it puts emphasis on learning process but less or no emphasis on the students as the future education products. This study will verify this issue. 2.1.4
Learners Centred Approach
This is a perspective which functions against teachers centered. It puts emphasis on students as an input in teaching and learning processes. This approach has become more famous so as to influence the effectiveness and efficiency of teaching and learning activities specifically to the side of leaner concerning with observing,
10
improvising, gaining and acquiring skills and knowledge. Due to this theory, teaching is seen as directive that object is to produce a certain kind of performance to the learners. That is to say, what the learner does after acquiring knowledge and skills and how is integrating into his/her personality (Akinpelu, 1981). In instructional context, learners centered approach focuses on how education system develops meanings and quantities associated with learning participation and how those meanings and quantities influence learners' behavior and relationship with their teacher. On the other hand, teachers consider much their students when making preparation for teaching process. This includes the preparation of schemes of work, lesson plans, instructional visual learning materials such as pictures, charts, models that lead to the attainment of teachers' desired goals and objectives together with quality education. By implementing this theory, many educational advisors and planners in developing countries such as Tanzania, Kenya and Uganda, advocate a dvocate that all intervention in education must be learner centered (Mocha, 2006 and Entwistle, 1970). Despite the fact that, learners centered approach is very important to the students in instruction, to some extent there is a weakness which have been observed, some of intellectuals assume that, the theory doesn't mean students direct choosing what they wishes to learn because the high authority in learning might create indiscipline to students. This theory also does not put clear on how students will be assessed on their learning process (Kember. 2009). 2.1.5
Integrationist Integrationi st Theory
Integrationist theory includes Herbert G. who developed symbolic interactions. This theory argues that mind and self are not part of the innate human equipment but arise through social interaction. So that we can say, modification occurs when learners or students become exposed to other learners and using simple visual learning aids
11
(Solomon, 1981). This theory is based on the definition of the environment that people create as they interact with simple materials and other people respectively. From this theory, human beings don't simply in an automatic fashion to the world around them instead, they choose to behave in a certain ways in anticipation of the impact they think their behavior will have on themselves, the pole around them and social world in which they live. In teaching and learning context, integrationist theory focuses on how students develop things and ideas associated with learning participation and how those meanings and ideas influence learners' behavior and relationship with their teachers and among themselves. Students use simple learning materials such as charts, models and real objects to develop new knowledge, skills and values as they perceive meanings from such learning tools. Through interacting with their teachers plus visual learning aids, students can ask various questions so that to reinforce their understanding and teachers respond to those questions in order to fulfill their learner's needs. This is the relevance that education depends upon acts of communication. Consequently, the theory extremely focuses on personal meanings and perceptions of the situation and on interaction dynamics without identifying the ways in which meanings and interactions processes are related to the social structure of society as a whole. However, this theory ignores on individual person and physical experiences when they consider issues of meaning, identity and relationship, this s tudy will help to enlighten on this issue. 2.1.6
Effectiveness Effectiveness of of Visual Visual Learning Learning Aids for for the the Intended Learners
Using of visual learning aids in teaching and learning process provides good performance to the learners. Therefore, teachers should use visual leaning aids effectively so that to fulfill students' needs in relation to the intended goals and objectives. Teachers should be creative enough on selecting improvising visual learning aids. Visual learning aids such as pictures and real objects are proper and
12
effective only if they help learners to achieve the goal (Nacino, 1982). 2.1.7
Physical Qualities of Visual Learning Aids
Visual learning aids have exceptional qualities that should be considered by the teachers while preparing them for specific topic. Visual learning aids such as pictures and real objects should be attractive and portable so that to encourage learners to participate fully during the learning process. Effective visual learning aids are capable of attracting attention, simplicity and sometimes familiarity especially for visual aids (Nacino, 1982). This is due to the fact that, the presence of such physical qualities of visual learning aids provides knowledge acquisition and skills adaptation, hence the achievement of quality education to the students. 2.1.8
Appropriateness Appropriateness use use of of Visual Visual Learning Learning Aids on on Students Students Learning Process
Instruction process takes place so that to fulfill certain specific goals and objectives. This could he attained by using different teaching methods, techniques together with several visual learning aids. Different types of teaching and learning processes demand different types of visual learning aids. Some are useful in teaching skills, presenting facts, showing relationship relati onship or changing behavior or attitudes, attit udes, while others are more effective in giving back ground information summarizing a unit of work. Therefore, teachers select visual learning aids that would be the best aid in achievement the target goals. Only visual learning aids that would serve instruction purposes should be used. (Arguel A.J.F, A.J .F, 2009) and (Mtana ( Mtana et al, 2004) also reiterated rei terated on the essence of teaching and learning visual resources on quality education as they observed that, the quality of education was enhanced by the availability of relevant teaching visual learning aids. This is more demanding in developing countries such as Pakistan, where most of the parents cannot afford to buy learning materials for their children. Visual learning aids are vital in ensuring that quality is addressed. (Jonson, 1980) conducted studies and observed that, effective learning is facilitated by the
13
availability of teaching resources such as visual learning aids.
2.2
THE IMPORTANT OF VISUAL LEARNING AIDS IN SCHOOLS
Visual learning aids play a great role on students' academic performance. This is verified clearly when these tools stimulate, encourage and make students to understand the subject matters. However, these learning aids are used to clarify nonverbal symbols and promote interaction among the students and their teachers. Due to the mentioned advantages above learners enjoy the lesson so that they participate fully. Mavida et al (1966), states that, the utilization of instructional materials such as visual learning aids make students participate effectively in the learning process, hence ending with quality education that enable them to suit in the current society in relation to technological changes. It is no doubt that visual aids are one of the t he most important teaching facilities and they the y are essential during teaching, they facilitate and make calm to study, teach and extant a theme easily. Its use may provide the chance to learn visually and are more effective and easy for human beings. During teaching with models and visual aids, students effort to identify it, or recognize its functions and try to have its interpretation, to understand its use. Hence, teachers should use visual learning aids in classroom for clearing the concepts of learners which will effects their performance and then their performance would be better as compare to the previous.
14
CHAPTER-III METHODS AND PROCEDURE
3.1
NATURE OF THE STUDY
Research design refers to the systematic steps set up to accomplish the objectives of the study. It was descriptive/survey type study. Descriptive research is used to obtain information concerning the current status of the phenomena to describe "what exists" with reference to variables or conditions in a situation. It involves collecting, analyzing and interpreting of data to find the effects of visual aids in learning performance of students at elementary level in district Peshawar.
3.2
POPULATION
147 schools of Peshawar district at elementary level were included in the population of this study.
3.3
SAMPLING
In this research random sampling techniques were used for the collection of information from the particular individuals that had the specific knowledge.
3.4
SAMPLE SIZE
Ten schools were randomly selected from district Peshawar through random sampling and primary data was used for gathering information. Similarly, ten students had selected from each school, so 100 students constituted the sample size of the study.
3.5
INSTRUMENT USED
In this research the questionnaire was used to measure various parameters which
15
showed the effects of visual aids in enhancing the learning performance of the students at elementary level in district Peshawar.
3.6
DESCRIPTION OF INSTRUMENT
Questionnaire consisted upon 20 items. The items were carefully and clearly designed under the supervision of advisor. The items of questionnaire were categorized into one main class i-e (Agree, Disagree, Strongly agree, strongly disagree). The prepared questionnaires were first tried out on the few fellows in order to remove any ambiguity if it persists. The questionnaire was administered personally by the researcher on 100 students of the selected schools.
3.7
DATA ANALYSIS
The collected information was recorded and tabulated, the incomplete responses were omitted in editing and all the complete responses of the respondents were tabulated and analyzed accordingly. The analysis had been expressed in percentages. This study enables the researcher to make some recommendation for the improvement of visual aids.
16
CHAPTER-IV DATA ANALYSIS AND INTERPRETATION The study was descriptive in nature. This chapter deal with the presentation of the data collected through the research instrument from the respondents (students) for analysis and interpretation. Their responses were edited. tabulated with percentage method and analyzed.
4.1
RESPONSES OF THE STUDENTS
Total number of selected students=100 Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree
Total
SDA
DA
UN
AG
SAG
T
Table 4.1: S. No
Use of Visual Aids at Elementary Elementary Level Items
4.1.1 Use of visual learning aids can make difficult ideas easy to understand. 4.1.2 Use of visual learning aids help in motivation 4.1.3 Use of visual aids avoids dullness. 4.1.4 Use of visual aids brings change in classroom environment. 4.1.5 Use of visual aids provides easy way to understand difficult concepts. 4.1.6 Through the use of visual aids provides students participate actively as compare to simple teaching.
SDA (%)
DA (%)
UN (%)
AG (%)
SAG (%)
T (%)
0
04
0
22
78
100
(0)
(4.0)
(0)
01
07
0
(1.0)
(7.0)
(0)
02
05
0
(2.0)
(5.0)
(0)
01
0
0
(1.0)
(0)
(0)
02
02
0
(2.0)
(2.0)
(0)
0
07
0
(0)
(7.0)
(0)
(22.0) (78.0) (100.0) 19
68
100
(19.0) (68.0) (100.0) 28
62
100
(28.0) (62.0) (100.0) 27
63
100
(27.0) (63.0) (100.0) 25
65
100
(25.0) (65.0) (100.0) 23
71
100
(23.0) (71.0) (100.0)
Figures in parenthesis show the percentages.
17
It can be observed in 4.1 table 1:
Item 4.1.1 indicates that 100% students were agreed that the use of visual learning aids can made difficult ideas easy to understand.
Item 4.1.2 indicates that 87% students were agreed that the use of visual learning
aids
helped in motivation and according to 13% students were disagreed with the statement.
Item 4.1.3 indicates that 90% were agreed that use of visual aids avoided dullness and according to 10% students were disagreed with the statement.
Item 4.1.4 indicates that 90% students were agreed that use of visual aids brought change in classroom environment however 10% student were disagreed with the statement.
Item 4.1.5 indicates that 90% students were strongly agreed that use of visual aids provided easy way to understand difficult concepts however 10% students were disagreed with the statement.
Item 4.1.6 indicates that 94% students were agreed that through the use of visual aids they were participated actively as compare to simple teaching however 6% students were disagreed with the statement.
18
Table 4.2: S. No
Use of Visual Aids in Students’ Students’ Learning Performance Items
SDA DA UN (%) (%) (%)
4.2.1 Using visual learning aids frequently 0 04 can raise students' learning (0) (4.0) performance in classroom. 4.2.2 You understand understand more effectively with the use of visual aids.
0
07
(0) (7.0)
4.2.3 Your subject teachers prepare and use 0 05 visual teaching aids in the learning (0) (5.0) process. 4.2.4 Visual aids make learning effective in classroom.
0 (0) 0 (0) 0 (0)
0
0
0
(0)
(0)
(0)
4.2.5 If visual learning aids will be used 0 02 effectively, students’ students’ learning (0) (2.0) performance will be excellent. 4.2.6 Visual learning aids such as pictures 0 07 and real objects should be attractive (0) (7.0) and portable so that to encourage students to participate fully during the learning process.
0 (0) 0 (0)
AG (%)
38
SAG T (%) (%)
58
100
(38.0) (58.0) (100.0) 23
23
100
(23.0) (23.0) (100.0) 32
32
100
(32.0) (32.0) (100.0) 46
46
100
(46.0) (46.0) (100.0) 23
23
100
(23.0) (23.0) (100.0) 41
52
100
(41.0) (52.0) (100.0)
Figures in parenthesis show the percentages.
It can be observed in 4.2 table 2:
Item 4.2.1 indicates that 96% students were agreed that using visual learning aids frequently can raised their learning performance in classroom however 4% student were disagreed with the statement.
Item 4.2.2 indicates that 93% students were agreed that they understood more effectively with the use of visual aids however 7% students were disagreed with the statement.
Item 4.2.3 indicates that 95% students were agreed that their subject teachers prepared and use visual teaching aids in the learning process while 5% students were disagreed with the statement.
19
Item 4.2.4 indicates that 100% students were agreed that visual aids made learning effective in classroom.
Item 4.2.5 indicates that 98% were agreed that if visual learning aids would be used effectively, their learning performance would be excellent while 2% students were disagreed with the statement.
Item 4.2.6 indicates that 93% students were agreed that visual learning aids such as pictures and real objects should be attractive and portable so that to encouraged them to participate during the learning process however 7% students were disagreed with the statement.
20
Table 4.3:
View’s of Teachers
S. No
Items
SDA DA UN (%) (%) (%)
4.3.1 Visual aids save students' time.
0
03
(0) (3.0) 4.3.2 Visual aids provide knowledge to students.
first-hand
4.3.3 Visual aids provide more information
4.3.4 Visual aids grow the accurate image when the students see and hear properly. 4.3.5 Students are involved in preparing visual learning aids using locally available resources. 4.3.6 No-use of visual learning aids provides low quality learning performance. 4.3.7 Use of visual aids provides direct experience to the students.
0
05
(0) (5.0)
0 (0)
(0)
0
0
(0)
(0)
(0)
0
08
0
0
02
(0) (2.0) 0
09
(0) (9.0) 0
07
(0) (7.0)
4.3.8 The general functions of visual 0 06 learning aids are that of delivering (0) (6.0) message and creating sense of understanding between the teacher and the students.
12
(0)
53
25
47
30
100
75
100
45
100
68
100
(30.0) (68.0) (100.0) 21
70
100
(21.0) (70.0) (100.0) 18
75
100
(18.0) (75.0) (100.0)
0 (0)
42
(47.0) (45.0) (100.0)
0 (0)
100
(25.0) (75.0) (100.0)
0 (0)
85
(53.0) (42.0) (100.0)
0 (0)
SAG T (%) (%)
(12.0) (85.0) (100.0)
0
0
(0) (8.0)
AG (%)
14
80
100
(14.0) (80.0) (100.0)
Figures in parenthesis show the percentages.
It can be observed in 4.3 table 3:
Item 4.3.1 indicates that 97% students were agreed that visual aids saved their time while 3% students were disagreed with the statement.
Item 4.3.2 indicates that 95% students were agreed that visual aids provided first-hand knowledge to them while 5% students were disagreed with the statement.
Item 4.3.3 indicates that 75% students were agreed that visual aids provided
21
more information, while 25% students were disagreed with the statement.
Item 4.3.4 indicates that 92% students were agreed that visual aids grown the accurate image when they see and hear properly while 8% students were disagreed with the statement.
Item 4.3.5 indicates that 98% students were agreed that they were involved in preparing visual learning aids using locally available resources while 2% students were disagreed with the statement.
Item 4.3.6 indicates that 91% students were agreed that no-use of visual learning aids provided low quality learning performance however 9% students were disagreed with the statement.
Item 4.3.7 indicates that 93% students were agreed that uses of visual aids provided direct experience to them, while 7% students were disagreed with the statement.
Item 4.3.8 indicates that 94% students were agreed that the general functions of visual learning aids were that of delivering message and creating sense of understanding between the teachers and the students, while 6% students were disagreed with the statement.
22
CHAPTER-V FINDINGS, CONCLUSION AND RECOMMENDATIO RECOMMENDATIONS NS
This chapter includes findings, conclusions, and recommendations which were drawn from the analysis of the data.
5.1
FINDINGS
Information from the collected data about the effects of visual aids in enhancing the learning performance in classroom at elementary level in District Peshawar led to the following findings:
It was found that 100% students were agreed that use of visual learning aids can made difficult ideas easy eas y to understand.
The data revealed that 87% students were agreed that use of visual learning aids helped in motivation, while 13% disagreed.
The data revealed that 90% were agreed that use of visual aids avoided dullness, while 10% disagreed.
The data showed that 90% students were agreed that use of visual aids brought change in classroom environment, while 10% disagreed.
The research indicated that 90% students were agreed that use of visual aids provided easy way to understand difficult difficult concepts, while 10% disagreed.
The data revealed that 94% students were agreed that through the use of visual aids they were participated actively as compare to simple teaching, while 6% disagreed.
The research showed that 96% students were agreed that using visual learning
23
aids frequently can raise their learning performance in classroom, while 4% disagreed.
It showed that 93% students were agreed that they understood more effectively with the use of visual aids, while 7% disagreed.
The data showed that 95% students were agreed that their subject teachers prepared and use visual teaching aids in the learning process while 5% disagreed.
It was found that 100% students were agreed that visual aids made learning effective in classroom.
The research showed that 98% students stated that if visual learning aids would be used effectively, their learning performance would be excellent, while 2% disagreed.
The data showed that 93% students stated that visual learning aids such as pictures and real objects should be attractive and portable so that to encouraged them to participate during the learning process, while 7% disagreed.
The data showed that 97% students say that visual aids saved their time, while 3% disagreed.
It was found that 95% students were agreed that visual aids provided firsthand knowledge to them, while 5% disagreed.
The data showed that 75% students stated that visual aids provided more information, while 25% disagreed.
The data has revealed that 92% students were agreed that visual aids grown the accurate image when they see and hear properly, while 8% disagreed.
24
The data showed that 98% students stated that they were involved in preparing visual learning aids using locally available resources, while 2% disagreed.
The data has revealed that 91% students stated that no-use of visual learning aids provided low quality learning performance, while 9% disagreed.
The research found that approximately 93% students stated that uses of visual aids provided direct experience to them, while 7% disagreed.
The data revealed that 94% students stated that the general functions of visual learning aids were that of delivering message and creating sense of understanding between the teachers and the students, while 6% disagreed.
5.2
CONCLUSION
Based on the findings of the study, the following conclusions were made: The majority of the respondents viewed that use of visual learning aids can made difficult ideas easy to understand. More than half of the respondents revealed that use of visual learning aids helped in motivation. Most of the respondents revealed that use of visual aids avoided dullness. Most of the respondents r espondents were agreed that use of visual aids brought change in classroom environment. Most of the respondents were agreed that use of visual aids provided easy way to understand difficult concepts. Most of the respondents revealed that through use of visual aids they were participated actively as compare to simple teaching. Majority of the respondents were agreed that using visual learning aids frequently can raise students learning performance in classroom. Most of the respondents were agreed that students understand more effectively with the use of visual aids. Majority of the respondents were agreed that use of visual aids made learning effective in classroom. Majority of the respondents revealed that if visual learning aids would be used effectively, students' learning performance would be excellent. Most of the respondents said that visual learning aids such as pictures and
25
real objects should be attractive and portable so that to encouraged them to participate during the learning process. Majority of the respondents were agreed that use of visual aids made learning effective in classroom. Majority of the respondents viewed that visual aids saved their time. Majority of the respondents revealed that visual aids provided first-hand knowledge to them. More than half of the respondents believed that visual aids provided more information. Most of the respondents revealed that visual aids grown the accurate image when students' see and hear properly. Most of the respondents were agreed that no-use of visual learning aids provided low quality learning performance. Most of the respondents revealed that visual aids provided direct experience to students. Most of the respondents said that the general functions of visual learning aids were that of delivering message and creating sense of understanding between the teachers and the students. On the whole the results suggests that teachers should use visual learning aids in classroom for clearing the concepts of learners which will effects their performance and then their performance would be better as compare to the previous.
5.3
RECOMMENDATIONS
On the basis of findings and conclusions of the study following are the suggestions for the improvement of students' learning performance. i.
Teachers may prepare and use visual learning aids.
ii.
Teachers may use such type of visual learning aids which can help in motivation.
iii.
Teachers may use such type of visual aids which can provide easy way to understand difficult concept.
iv.
Teachers may use such type of visual aids through which students' understand more effectively.
26
v.
Teachers may use such type of visual aids which can provide more information.
vi.
Teachers may use such type of visual aids which provide high quality learning performance.
vii.
Teachers may use such type of visual aids which can deliver message and create sense of understanding.
27
REFERENCES
SAdeyanju, J. L. (1987). Creativity learning and learning styles. Isola Ola & Sons: Zaria. Agun, &. (1977). Educational Technology in Nigerian Teacher Education. NERDDC Press, I ages. Alyani, G. S. (2015). Impact of visual aids' in enhancing the learning process. Pakistan: published by 11STE Organization. Arora, A. (2013). Impact of Audio-Visual aids on students at University Level. http://www.altius.ac.in/pdf/56.pdf. Burrow, T. (1986). Horizons in Human Geography. London: Macmillan Education UK. Chacko, I. (1981). Learning Outcomes in secondary school mathematics related to teacher and student characteristics. Unpublished PhD Thesis University of Ibadan, Ibadan. Chorley, R. J. (1966). Models In Geography. Methuen: London. Cuban, L. (2001). Computers in the classroom, Cambridge, M.A. Harvard University Press. Retrieved from http://www.webpages. uidaho.edu/mbolin/akerele-afolable.htm Entwistle, H. (1970). Child-centered Education. USA: Rutledge Library Editions Education. Fetter, K. A. (1987). Teaching and Learning with Visual Aids. London: Macmillan Education Ltd.
Jain, P. (2004). Educational Technology. Delhi: Moujpur publication. Kishore, N. (2003). Educational technology. New Delhi: Abhishek Publication. Koc, M. (2005). Implications of learning theories for effective technology integration and pre service teacher training. A critical litrature review, Journal of Science Education, 2, (1), 1-16. Kunari, C. (2006). Methods of teaching educational Technology. New Delhi: Rawat Publication. Mayer, R. a. (2000). A Learner Centered
28
Approach to Multimedia Explanations. Retrieved from Privering Instructional Design Principles from cognitive theory: http://imej.wfu.edy.articles/2000/ 2/05/ index.asp. Mohanty, .1. (2001). Educational Technology. New Delhi: Publish by Rajouri garden. IVIosha, H. J. (2006). Planning for Education Excellence. Dar es Salaam: E and D Ltd.. Mtana, N. M. (2004). Teaching and Learning in Primary Education in Tanzania MOEVT. dra751'.r es Salaam: Ecoprint. Nacino, R. B. (1982). Selecting Instructional Materials for teaching. London: Macmillan Education-L T D Paiviio, A. (1990). Mental Representations: A dual coding approach (2nd ed). New York: Oxford University press. Ranasinghe, A. I. (2009). The benefit of integrating technology into the classroom. International Mathematical Forum, 4, (40), 1955-1961. Rasul, S. B. (2011). A Study to Analyze the Effectiveness of Audio Visual Aids in Teaching Learning Process at University level. Retrieved from Procedia - Social and Behavioral Sciences: http://ac.els-cdn.com/S1877042811024554/1-s2.0-S187 http://ac.els-cdn.com/S1877042811 024554/1-s2.0-S18770428110245 7042811024554-main.pdf 54-main.pdf Rather, A. (2004). Essential Instructional Technology. New Delhi: published by Darya gaj. Singh, Y. (2005). Instructional Technology in Education. New Delhi: published by Darya gunj gunj .
29
APPENDIX-A QUESTIONNAIRE FOR STUDENTS Topic: Effects of Visual Aids in Enhancing the Learning Performance of Students at Elementary Level in District Peshawar
Name: __________________ __________________
Class: ________________________ ________________________________ ________
Age:
Name of Institution: _____________________ _____________________
__________________ __________________ Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree
SDA
DA
UN
AG
SAG
4.1
Use of Visual Aids at Elementary Elementary Level:
4.1.1
Use of of visual learning aids can make make difficult difficult ideas easy to understand. understand. SDA
4.1.2
DA
UN
AG
SAG
DA
UN
AG
SAG
DA
UN
AG
SAG
Use of of visual aids provides provides easy way to understand understand difficult concepts. concepts. SDA
4.1.6
SAG
Use of visual aids brings change in classroom environment. environment. SDA
4.1.5
AG
Use of visual aids avoids dullness. SDA
4.1.4
UN
Use of visual learning aids help in motivation. SDA
4.1.3
DA
DA
UN
AG
SAG
Through the use of visual aids provides students participate actively as compare to simple teaching. SDA
DA
UN
AG
SAG
30
4.2
Use of visual aids in students' learning performance: performance:
4.2.1
Using visual learning aids frequently frequently can raise students' learning performance in classroom. SDA
4.2.2
DA
AG
SAG
DA
UN
AG
SAG
DA
UN
AG
SAG
DA
UN
AG
SAG
Visual learning aids such as pictures and real objects should be attractive and portable so that to encourage students to participate fully during the learning process. SDA
DA
4.3
View’s of Teacher:
4.3.1
Visual aids save students' time. SDA
4.3.2
UN
If visual learning aids will be used effectively, students’ students’ learning performance will be excellent. SDA
4.2.6
SAG
Visual aids make learning effective in classroom. SDA
4.2.5
AG
Your subject teachers prepare and use visual teaching aids in the learning process. SDA
4.2.4
UN
You understand more effectively with the use of visual aids. SDA
4.2.3
DA
DA
UN
AG
SAG
UN
AG
SAG
AG
SAG
Visual aids provide first-hand knowledge to students. SDA
DA
UN
31
4.3.3
Visual aids provide more information SDA
4.3.4
DA
UN
AG
SAG
DA
UN
AG
SAG
DA
UN
AG
SAG
Use of visual aids provides direct experience to the students. SDA
4.3.8
SAG
No-use of visual learning aids provides low quality learning performance. SDA
4.3.7
AG
Students are involved in preparing visual learning aids using locally available resources. SDA
4.3.6
UN
Visual aids grow the accurate image when the students see and hear properly. properly. SDA
4.3.5
DA
DA
UN
AG
SAG
The general general functions of visual visual learning aids are that of delivering message and creating sense of understanding between the teacher and the students. SDA
DA
UN
AG
SAG
Instruction: Put a tick on correct one.
32
APPENDIX-B LIST OF SELECTED SCHOOLS
Aziz Jan Institute of Learning and Collage Hayatabad Peshawar.
Working Folks Grammar School and Collage Hayatabad Peshawar.
Racine's School System Hayatabad Peshawar.
Peshawar Model Girls High school Peshawar.
Frontier Grammar School Gulabad Peshawar.
Police Public School &College Jamrud Road Peshawar.
Hayatabad Model School Hayatabad Peshawar.
The Smart School Canal Town, Nasir Bagh Road Peshawar.
IBA School System Nasir Bagh Road Peshawar.
Forward Model School Hayatabad Peshawar.
33
