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Chapter I

INTRODUCTION

Background of the Study

Education is necessary for everybody. Education is very vital, so deprived

education cannot lead into a good life. Teaching and learning are the important

elements in education. The teachers use different approaches and substantial to teach

their students well and to have an active learning session with them. As time goes by,

altered methods and techniques are utilized in the field of education and the teachers

use different kinds of aids to make an effective learning.

Today, students seem to learn fast with the use of different visual materials in

teaching. It catches their interest to listen to the teacher and to learn more about a

certain topic. It becomes very easy for every student to memorize key concepts if they

have a wide visualization about the lesson.

Hibbing and Rankin-Erickson (2003) believe that the supplementation of texts

with visuals provides readers with two supplies of information when reading the

material. When the readers cannot comprehend a particular text, they may shift their

attention from the text to the accompanying visual images. In return, the visuals which

they comprehend may lead them to notice the text's linguistic input and thus enable
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them to comprehend the text through matching factors such as syntax, word

recognition, intertextual perceptions, and background knowledge.

Nowadays, especially in Senior High School, students are trained to enhance

their communication skills by giving them various reporting activities about a specific

lesson. They are shaped to focus more on independent learning or learning on their

own through this process to make them ready for college. But then, textbooks are not

compromised to sustain their needs of knowledge because of financial incapability. So,

visual aids aroused the interest of learners and help them explain the concepts easily.

Moreover, visual aids are those instructional aids which are used in the

classroom to uplift the students’ learning process. According to Burton, visual aids are

those sensory objects or images which initiate or stimulate and support learning. While,

S. James described visual aids as any devices which can be used to make the learning

experience more real, more accurate and more active.

Furthermore, visual aids are tools that help to make an issue or lesson clearer or

easier to understand through the use of the sense of sight. There are many visual aids

available these days and we may classify these aids as follows: models, actual objects,

charts, pictures, maps, flannel board, flash cards, bulletin board, chalkboard, slides,

overhead projector etc. Out of these, black board and chalk are the commonest ones.

The challenges of classroom instruction increase when prescribed a course to the class

such as textbooks because these are constituted with too many interactive activities for
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expertise. Most significantly, it converted a common phenomenon to integrate textbooks

with audio visual aids as additional or supplementary resource for classroom course

learning activities.

In addition, visual aids are important in education system because it makes the

teacher’s discussion alive and interesting. Visual aids are the most trending tool for

making teaching effective and the common dissemination of knowledge. They

concretize the knowledge to be presented and help in making learning experience to

appeal real, living and vital. They supplement the work of the teacher and help in the

study of the textbooks.

According to a study in Malaysia, it has been proven that secondary school

students do not feel motivated to read literary texts due to lack of language proficiency

and inadequate supply of teaching materials. Thus, there is a need to insert the use of

visual aids in teaching literature in order to trigger students’ motivation in reading literary

texts.

A study suggests that using audio-visuals as a teaching method stimulates

thinking and improves learning environment in a classroom. Effective use of audio-

visual aids substitutes monotonous learning environments. Students develop and

increase personal understanding of the areas of learning when they experience a

successful and pleasant learning in the classroom. (Alidmat & Mathew, 2013).

Visual learning aids such as pictures, drawings or dynamic video is often

designed to facilitate learning and have a positive effect. From the learning and
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instruction point of view, the effectiveness of the visual information is concerned with

cognitive learning and retention. Moreover, the performance criteria of learning

materials are mainly focused on comprehension and recall.

However, Watson et al. (2010) state that, the performance criteria should be

focused on the effect of the actual action than on the retention if the learning aids real

applied to a procedural motor task. Then, when preparing and using visual learning

aids, teachers should think in terms of how they will promote learning. It is therefore

more correct to refer to them as learning aids rather than teaching aids.

So having all these current advancement in teaching-learning processes, this

study convinced to determine how effectively visual aids influence the learning

behaviour of the students in a class. This study showed how the use of visual

presentation affects the study habits of students.

Conceptual Framework

Figure 1 shows the conceptual framework which perceives the ideas that explain

the existence of the study. It shows the suggested paradigm including the various visual

aids and their relationship with the students’ learning behavior in the classroom.
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Independent Variable Dependent Variable

LEARNING
VISUAL AIDS BEHAVIOR

1. Slides 1. Participation

2. Videos 2. Interest

3. Pictures

4. Charts

5. Audios

Figure 1: The Conceptual Framework

The paradigm is based on the conjecture that the use of visual aids (independent

variable) such as slides, pictures, videos, charts, and audios has a significant effect on

the students’ learning behavior in the classroom (dependent variable) such as

participation and interest.

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Statement of the problem

The study aims to find the effectiveness of the use of visual aids in teaching and

how it affects the learning behavior of the Senior high school students in NDSCT.

Specifically, it is driven by the following questions:

1. What is the level of effectiveness of the use of visual aids in teaching through the

following materials:

1.1 slides;

1.2 videos;

1.3 pictures;

1.4 charts; and

1.5 audios?

2. What is the extent of the students’ learning behavior through their:

2.1 participation; and

2.2 interest?

3. What is the relationship between visual aids and learning behavior?

4. Is there a significant relationship between visual aids and learning behavior?

Hypothesis

The researchers assumed that visual aids and learning behavior has a significant

relationship with each other.

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Significance of the Study

The research provides a basis for measuring the influence of visual aids in the

learning behavior of Senior high school students. It also explores the use and benefits

of visual aids in the students learning process for the researchers believe that visual

aids have dominant effects on the learning process and behaviour of students

So, this study is substantial for students who have difficulty in coping up with the

lessons especially those who have weak interest in learning because they find the class

boring and empty. This study also aims to help the students in knowing their priorities

and inculcate the importance of learning with or without the use of visual presentations.

Moreover, this study assumes and determines the potential of teachers in

managing the classroom in a manner that reinforces learning with the use of visual

materials. Furthermore, the result of this study is of great help for teachers as visual

aids serve as devices that could help them clarify, establish, and correlate and co-

ordinate precise conceptions, understandings and appreciations and support them to

make learning more actual, active, motivating, encouraging, significant and glowing.
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Scope and Delimitation

The scope of the research study focused on the influence of the use of visual

aids in teaching such as: slides, videos, pictures, charts and audios. Also, it includes the

students’ learning behavior in terms of their participation and interest.

Particularly, this study concentrated only on the Senior high school students in

Notre Dame-Siena College of Tacurong during the school year 2017-2018.

Definition of Terms

The following are the definition of variables used in the study:

Visual Aids are materials used by the teachers in teaching commonly comprises the
use

of technology as a new technique in presenting the lessons.

Slides refer to the use of power point presentation during lecture.

Pictures are photographs or snapshots used to depict certain topic or concept in a

lesson

Videos refer to moving pictures or recorded visual scenarios used for presentation

Charts mean the use of tables, tables and graphs in showing the relationship between

two concepts or the sub-concepts of a certain topic.

Audios refer to the recorded voices related to the topic used as aid in teaching.

Learning Behavior refers to the behavior or attitude of the students during a teacher’s
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lecture such their participation and interest in the topic.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides discussion and literatures on the effects of the use of

visual aids on students’ learning behavior. Moreover, this chapter also provides

information on the disadvantages and advantages of the use of slides, pictures, videos,

charts, and audios to the participation and interest of the students in the class based on

previous and related studies.

Visual Aids

Usual of visual learning aids on teaching has proved to be effective in the

learning outcomes. But according to a study in Tanzania by Joseph Kaswa on 2015,

public secondary schools in Tanzania are faced with multitude of problems which

contribute in poor performance in national examinations.

Surveys show that many teachers in developing countries such as Tanzania stop

using visual learning aids after leaving college. This is probably because they tend to

be involved in extra work and more demanding organizational techniques on the part of

the teachers. Macharia and Wario (1989) provide that; “I hear and I forget, I read and I

remember and I see and I understand”.

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The utilization of learning aids in instructional process reflects back to ancient

periods. This period is characterized by Greeks and Latin people, especially during

early 150 BC when people were taught and learned things practically. Callahan (1988)

states that, “Once upon a time when the mankind was young; reading and writing had

not been invented, therefore men and women taught their children by means of very

simple local tools.” It was an important technique which created the quality outcomes in

learning and teaching processes, since the learners observed physically and practically

on the learning aids related to the particular lesson or issue.

Any kind of an instruction whether in public schools, private schools or informal

education is an existing activity which is in need of enhancement of educational

atmosphere particularly visual learning aids (Anderson, 2009).

Urban secondary schools receive more resources than those of rural areas and

the occurrences of such situation lead to the difference on students‟ academic

performance. The clear use of learning visual aids such as posters, wall painting, flash

card, pie chart, let the students remember the facts and altitudes for longer and more

clearly (Brown et al, 1982). Despite the necessity of using learning visual aids, different

threats hinder the application and availability of such aids.

Public secondary schools started in America during 19thc. It was the first nation

which advocated public supported schools which believed that; the American people

had a responsibility to acquire quality education in order to achieve desired basic

democratic goals such as to improve social condition, to promote cultural unity,

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eradication of inequalities in education and ensuring basic level of quality among

schools. This situation enabled the society and community as a whole to live peacefully

and in harmony (Bergen, 1997).

Existing literature shows that, visual learning aids have impacts on students‟

academic performance. Mavida et al. (1966) reiterate that the utilization of instruction

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. Rasul, et al. (2011) report that,

audio visual aids play important role in teaching and learning process. Aids make

teaching and learning process effective, aids provide knowledge in depth and detail and

they bring change in class room environment. Further, Stokes (undated) discusses

literature on visual elements in teaching and learning, saying it suggests positive

results, but in order for visual enhancements to be used most effectively, teachers

should possess skills that include the language of imagery as well as techniques of

teaching visually and that guidance in the area of visual literacy for instructors is

warranted. Mathew and Alidmat (2013) concluded that aids are often viewed to be an

inspiration and provide motivation in classroom instruction and that effective use of

audio-visual aids substitutes monotonous learning environments. Arora, (2013) further

concluded that there is a great impact of audiovisual aids in the teaching-learning

process, wherein students find the method of teaching very effective.

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Theories of Visual Aids in Learning

Dual-Coding Theory

According to Paivio (1990), images and words have different cognitive

presentations; 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. 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. Pavio concluded that, the more path ways

learners use to remember information, The more cures learners can recall that

information later on.

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 Mareno (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.

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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 in verbal and visual memory

systems to overcome the limitations of memory.

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.

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
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assist each other, therefore, when receiving verbal information and images

simultaneously the student processes different models of information all at once.

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 behaviourism. 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.

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.

Learners-Centered Approach

This is a perspective which functions against teachers centred. It puts emphasis

on students as an input in teaching and learning processes. This approach has become
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more famous so as to influence the effectiveness and efficiency of teaching and

learning activities specifically to the side of leaner concerning with observing,

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 advocate that all intervention in education must be learner-

centered (Mosha, 2006 and Entwistle, 1970).

Despite the fact that, learners centred 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).

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Integrationist 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

(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
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questions in order to fulfil 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.

Effectiveness of Visual Learning Aids for the Intended Learners

Using of visual learning aids in teaching and learning process provides good

performance to the learners. Therefore, public secondary school subject teachers

should use visual leaning aids effectively so that to fulfil students’ needs in relation to

the intended goals and objectives. Subject teachers should be creative enough on

selecting improvising visual learning aids. Visual learning aids such as pictures and real

objects are proper and effective only if they help learners to achieve the goal (Nacino et

al, 1982).

Physical Qualities of Visual Learning Aids

Visual learning aids have exceptional qualities that should be considered by the

subject 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
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of attracting attention, simplicity and sometimes familiarity especially for visual aids

(Nacino et al, 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.

Appropriateness Use of Visual Learning Aids on Students Learning Process

Instruction process takes place so that to fulfil certain specific goals and

objectives. This could be 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 or changing behavior or attitudes, while

others are more effective in giving back ground information summarizing a unit of work.

Therefore, subject 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 (2009) and Mtana et al (2004) also reiterated 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 Tanzania, 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
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observed that, effective learning is facilitated by the availability of teaching resources

such as visual learning aids.

Audio-visual aids in CLT

Communicative Language Teaching (CLT) is one of the popular language

teaching approaches in the recent time. It was introduced in the early 1980s which

aimed the practical use of language in everyday communication. In this approach, the

use of authentic materials is highly emphasized.

Teachers are encouraged to use different audio-visual aids in a CLT classroom.

As the materials are mostly authentic, there are wide ranges of use of the pictures and

videos in the classroom to make the class interesting and authentic. Usually, the class

activities are based on the activities that are related to real communication. As a result,

the learners are shown different visual aids like map for giving direction, picture for

describing any place or person and so on (Freeman, 2000, p. 121).

Use of visual aids in the Direct Method

The Direct Method is one of the language teaching methods which emphasizes

on the complete use of the target language. In this method, teachers do not use any L1

in the classroom. The instruction and other activities are given using the target
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language. Even though any student cannot understand anything, teachers do not use

L1; rather they demonstrate and show something to make them understand. As a result,

teachers use different visual aids like picture and posters in the classroom. For

example, if teachers want to teach how to give direction to the students, they can use a

map to make their work easier. As they cannot use the L1 to explain something, using

visual aids is the best option for them. Also, it helps the learners to have clear idea

about the subject matter through those visual materials (Freeman, 2000, pp-23-28).

The Silent way and use of visual aids

In the Early 1970s a new language teaching method emerged named ‘The Silent

Way’ based on the Cognitive Approach. The Principles of this method was that, learning

is facilitated if the learner discovers or creates rather than remembers and repeats what

is to be learned, learning is facilitated by accompanying physical objects and problem

solving involving the materials to be learned. In this method, there is use of visual aids

to facilitate the teaching. Teachers use sound color chart and color rod to teach the

target language. Here every color represents a sound. Teacher points a color in the

color chart and the students utter the sound that is represented by the color itself. Thus

the visual aids are incorporated with the method in teaching sounds (Richards &

Rodgers, 1986, pp. 81-83).

Use of audio-visual aids in EFL classroom

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Although, the use of audio-visual aids in language teaching has become a

common trend of the ELT practitioner, there is not sufficient study on this issue,

especially in the Bangladeshi context. However, any study on this subject can be a

good source of secondary data for this study. Mathew & Alidmat (2013) conducted a

study on the usefulness of audio-visual aids in ELT in Saudi Arabia context. According

to the authors, “Teaching and learning becomes monotonous when the language

teachers are compelled to rely on the text books as the only source of language input”

(p.88). In their study, they explored how the use of audio visual aids helps the language

teacher in EFL classroom at undergraduate level. They found that the result of their

study indicates that using audio-visual aids in language teaching is helpful for both the

teachers and the students. Both the parties claimed that it makes the class interesting

and effective (pp.8990).

PowerPoint as a visual material

In the modern teaching system, another essential aid for the teachers is

PowerPoint slides. PowerPoint slides have become popular among the teachers from

all the disciplines. This tool has made teaching more dynamic with attractive

presentations and audio-visualized equipment. Ozaslan & Maden (2013) conducted a

relevant study where they found that students learn better if materials are presented

through some visual tools. Teachers also believed that PowerPoint makes the content

more appealing which draw the attention of the students easily (p.42).
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On the other hand, some people think that PowerPoint slides are not always

helpful for teaching. It may draw a border between the presenter and the audience as

the presenter concentrates more on the slides than the audiences.

According to Norvig (2003), “PowerPoint makes it harder to have an open

exchange between presenter and audience, to convey ideas that do not neatly fit into

outline format” (as cited in Craig & Amernic, 2006. p. 157). However, Corbeil (2007) in

his study found that students like PowerPoint for their brightness, liveliness, clarity and

interactivity. It helps the learners to understand better as they can see the visual with

examples.

PowerPoint to facilitate presentation skill

Presentation skill is one of the important skills in the recent time as the purpose

of learning English is to maintain effective communication. However, speaking the target

language in front of others is not that much easy. It is always a difficult task for every

person to give presentation. But if the speakers have some aids in front of them, it

becomes easier for them to deliver the speech. Use of PowerPoint in presentation has

become popular in the recent time. Availability of multimedia projectors and computers

has made the task easier for the teachers of using

PowerPoint slides in their lecture (Mutar, 2009. P.3). Using PowerPoint slides,

the presenter can keep the mail points in bullet point that he/she wants to deliver. It

gives the presenter confidence and he/she can recover his/her nervousness. It helps

the presenters to organize the speech in better ways and make the presentation lively
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by using different colorful visuals and examples. It also helps the audience to pay

attention in the presentation as they have something visuals in front of them.

Moreover, PowerPoint presentation has become popular among the language

teachers as well. This has made them organized presenters with a lot of variation and

visualization. Teachers can present the teaching materials visually in the class using

PowerPoint presentation. Besides, they can give some example with colorful image or

video using the PowerPoint slides. As a result, the class becomes interesting to the

learners and they are motivated and highly engaged in the class activities (Subathra,

2012. P. 49).

Using video as audio-visual aids

The use of video in teaching English as a foreign language (EFL) classroom has

become a common practice for the ELT practitioners. Nowadays, internet facilities and

availability of different technology have made the task of the language teachers easier.

Teachers can download different videos appropriate for the learners from

internet. As there are thousands of readymade videos designed for language teaching,

teachers can easily choose according to their needs (Ozkan, 2002. p. 37). Videos can

facilitate language teaching in diverse ways. It makes the classroom interesting

removing the monotony of the learners. Moreover, it helps the learners to generate

ideas for discussion. It makes the class more interactive and effective. Çakir (2006)

reported that use of video in language teaching ensures authentic language input to the

learners.
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Moreover, using content related videos helps the learners to conceptualize the

ideas and get in depth thought on that topic. Besides, learners can concentrate on the

use of contextual language in the videos along with non-verbal features of language that

helps them to have better understanding of the target language use (p. 67). Cunning

(2001) discussed the usefulness of using videos in language teaching stating that video

provides stimuli to the learners which facilitates an opportunity to the learners to get a

background schemata of the subject. Also the use of videos helps the learners to have

an idea of the stress and rhythm pattern of the target language.

Moreover, it allows the learners to predict, infer and analyze information of the

subject matter (as cited in Koksal, 2004. P. 63).

Further, watching a video, learners have the opportunities of experiencing

dynamics of language communication. As Secules, Herron, & Tomasello (1992) stated,

“Video offers language learners opportunities to see the dynamics of communication,

and because such materials are widely available, it may offer a better and feasible

option for listening comprehension (as cited in Long & Doughty, 2009).

Using picture in EFL classroom

Use of picture in language teaching has become a common phenomenon at

present. Pictures are effective additional aids in an EFL classroom. Using different

relevant pictures in classrooms makes the class interesting and interactive. It helps the

teachers to visualize the content of the classroom. Also, it makes the learners more

attentive and engaged in tasks. When pictures are used to introduce any topic to the
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learners, it becomes more real and contextualized. Learners get an overview of the

lesson and can generate ideas better. It improves the learner comprehension ability.

Use of audio-visual materials makes the learning more long-lasting than the use of

traditional textbooks (Craig & Amernic, 2006. pp. 152-153).

The advantages of using pictures are many. First of all, pictures are very

available in online. Secondly, almost all types of pictures do exist in Google. Anyone

can find any picture suitable for his/her class and learners. A picture can express

thousand words which is more effective than giving only verbal lecture.

EMPIRICAL LITERATURES

A Study on the Usefulness of Audio-Visual Aids in English Language Teaching

Mathew and Alidmat (2013) report on a study conducted to find out the

usefulness of resourceful English language teacher equipped with eclecticism in English

as a foreign language classroom. The study was conducted at undergraduate level at

Aljouf University, Saudi Arabia. The findings of the study give insights on EFL students’

approach to using technological aids, that EFL textbooks with technological aids are

often viewed to be an inspiration and to provide motivation in classroom instruction.

However, a close examination of classroom teaching aids and resources unveil many

issues in EFL teaching and learning contexts.

The findings of the study suggest that using audio-visuals as a teaching method

stimulates thinking and improves learning environment in a classroom. Effective use of

audio-visual aids substitutes monotonous learning environments. Students develop and

 26

increase personal understanding of the areas of learning when they experience a

successful and pleasant learning in the EFL classroom.

Findings suggest that students find audio-visual sessions useful and relevant

when it has some direct relation to the course content. The present research gave

insights on students‟ perception and opinions on the use of audio-visual aids and

resources. However, it is also important to consider EFL teachers opinions, perceptions,

experiences, failures and success while using audio-visual resources.

A Study to Compare Traditional and Modern Methods of Learning by Using Audio

Visual Aids

Arora, (2013) studied the development of students with the use of audio visual

aids with complete virtual learning and their impact. The researcher compared the use

of traditional method with the modern teaching methodology where the impact and use

of audio visual aids learning on the student of Indore at university level, an objective

type questionnaire was developed to collect the data. A sample size of 30 students was

taken and the questionnaire was made to fill by them. It was concluded that there is a

great impact of audio-visual aids in the teaching-learning process in Indore.

According to the students, they find this method of teaching very effective. They

said that if the topic shown to them are all related to their curriculum and gives them

additional knowledge then they get more attracted towards this technology. It motivates

students to attend lectures, as they are very curious to see or hear what the teacher is
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going to show them in the upcoming class. They say by seeing animated effects,

colorful presentation and hearing recording they are able to concentrate more in class.

Further it was found; it develops a strong bonding between students and teacher

and students open up with their queries and those who used to hesitate to ask a

question, they do not feel shy now. Thus, it makes an interactive learning and makes

the teaching-learning process more effective. Students also say that text-books are

knowledgeable but if they need updated knowledge then they refer to presentation and

videos shown them in class and they also said that it saves there time from copying

notes from the board and thus increasing more of communication in class.

Theoretical and methodological aspects of using audio-visual aids in language

teaching. Different language teaching-learning theories and methods support the

concept of using additional audio-visual aids in language teaching. In those theories the

details guidelines of using audio-visual aids in language teaching and their relation with

the development of language skills are discussed.

 28

Chapter III

METHODOLOGY

This chapter presents the research design, the respondents, the population and

sampling technique, the instruments used in data gathering, procedures for collecting

data and the statistical treatments applied in the research study.

Research Design

The research investigation compromised the descriptive survey method to find

out the favorable effects of visual aids in the learning process of students. It means that

surveys are made in order to assess the influence of the visual aids (independent

variable) to the learning behavior (dependent variable) of the Senior High School

students with the particular study of their participation and interest in the lesson.
 29

Respondents of the Study

The respondents of the research study were 60 students from the Senior High

School of Notre Dame-Siena College of Tacurong.

Population and Sample

The population and sample applied for this study comprise only of the Senior

high school students. Through the use of Sloven’s formula, the sample size of 60 is

drawn from the 231 total number of students in SHS. Given the total population in each

strand, the breakdown shows that 7-11 students will be randomly selected from each

class as sample for the data collection of this study.

SECTION POPULATION SAMPLE

St. Martin 42 11

St. Raymund 35 9

St. Dominic 26 7
 30

St. Rose 43 11

St. Hyacinth 42 11

Mo. Sebastiana 43 11

TOTAL 231 60

Population and Sample from the SHS students of NDSCT

Sampling Technique

The study adapted the Stratified random sampling technique through the

application of the Sloven’s Formula to calculate the target sample size (n) given the

population size (N) and the population in every strata (Ni). This will be used in order to

get the correct and exact sample size to be used in each strand to have an even

representation.

Data Gathering Instrument

The data gathering instrument employed for the data collection is the survey

questionnaire. The questionnaire was organized by the researchers with the help of the

adviser. It is consist of two parts; Part I is composed of evaluation from the independent

variable with 4 categories (slides, videos, pictures and charts).

While, Part II dealt with simple evaluation into 2 categories such as the respondent’s

participation and interest. This was used to measure the effects of visual aids on the

learning behavior of the students based on the following scales:

 31

A. Rating Scale B. Interpretative Rating

5 - Very Often 4.20 – 5.0 – Very Often

4 – Often 3.40 – 4.19 – Often

3 – Seldom 2.60 – 3.39 – Seldom

2 – Rare 1.80 – 2.59 – Rare

1 – Never 1.00 – 1.79 – Never

To determine if there is a significant relationship between visual aids and

learning behavior of the Senior high school students, the computed correlation

coefficient was evaluated using the following rating scale and description:

Categorical Rating Scale Description

± .01 – ± .20 Negligible

± .21 – ± .40 Low Relationship

± .41– ± .60 Marked or Substantial

± .61 – ± .80 High Relationship

± .81 – ± .99 Very High Relationship

± 1.0 Perfect Relationship

 32

Data Collection Procedure

The questionnaires were distributed to the respondents after getting the

permission from the right person in-charge and the respondents were suggested to

answer honestly the given questionnaire. The questionnaires were administered

personally by the researchers in each of the class with 7-11 questionnaires issued

randomly.

Statistical Treatment

When the survey questionnaires were already retrieved, the following statistical

manipulations were employed: mean, frequency distribution, and correlational analysis.

To answer the first question, to determine the level of effectiveness of the use of visual

aids in teaching and the second question which is to determine the extent of the

students’ learning behavior, mean and frequency distribution were used. While, to

answer the third and fourth questions, to determine the relationship and if there’s a

significant relationship between visual aids and learning behavior, correlational analysis

was employed.
33
 34

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis, and interpretation of data and

the discussion of the statistical findings.

Table 1.1 Responses on the Use of Visual Aids in terms of Slides

Item Rating No. of TF Weighted Verbal
1 2 3 4 5
no. Students Mean Description
1 4 0 6 3 14 60 236 3.93 Often

6
2 2 3 10 3 12 60 230 3.83 Often

3
3 4 0 16 32 8 60 220 3.67 Often

4 4 2 11 37 6 60 219 3.65 Often

5 4 3 13 36 4 60 213 3.55 Often

6 4 0 12 30 14 60 230 3.83 Often

7 4 4 12 29 13 60 229 3.82 Often

Grand Mean 3.75 Often

The data on able 1.1 shows the responses of the Senior high school students on

the use of visual aids in terms of slides. Among the seven (7) items, item number 1 has

a highest mean with 3.93 followed by items number 2 and 6 having a mean of 3.83, all

falling under the descriptive rating of “Often”. This result explains that the respondents

always understand more effectively the lesson with the use of slides or Power Point

presentation and that it provides them more information about the topic. Thus, it

frequently widens their imagination and visualization about the topic.

 35

While item number 5 has the least mean with 3.55 mean, still falling under the

descriptive rating of “Often”. It denotes that the use of slides frequently helps them in

answering the different assignment given by the teacher.

The grand mean in terms of slides is 3.75 which belong to the descriptive rating

of “Often”. It means that the use of slides always affects the learning behavior of the

Senior high school students in the classroom.

Table 1.2 Responses on the Use of Visual Aids in terms of Videos

Item Rating No. of TF Weighted Verbal

no. Students Mean Description

1 2 3 4 5
8 4 2 10 36 8 60 222 3.7 Often

9 2 5 11 37 5 60 226 3.77 Often

10 2 2 1 31 10 60 225 3.75 Often

5
11 2 3 15 34 6 60 219 3.65 Often

12 2 2 2 25 10 60 219 3.65 Often

1
13 3 1 1 33 4 60 214 3.57 Often

9
14 2 6 1 32 4 60 210 3.5 Often

6
Grand Mean 3.64 Often

The data on table 1.2 presents the responses of the Senior high school students on the

use of visual aids in terms of videos. It shows that among the seven (7) items, item
 36

number 9 has a highest mean with 3.77 followed by item number 10 having a mean of

3.75, both falling under the descriptive rating of “Often”. This means that the videos

frequently provide the respondents a clear and deep information about the topic and it

always make difficult concepts be understood in a simple way.

Item number 14 has the lowest mean with 3.5 mean which belong under the

descriptive rating of “Often”. This result denotes that the use of videos frequently

imparts the lesson to the respondents in a precise and concise manner that provides

them an easier way to study for the exam.

The grand mean in terms of videos is 3.64 which belong to the descriptive rating

of “Often”. It means that the use of videos frequently affects the learning behavior of the

Senior high school students in the classroom.

Table 1.3 Responses on the Use of Visual Aids in terms of Pictures

 37

Item Rating No. of TF Weighted Verbal

no. Students Mean Description

1 2 3 4 5
15 3 7 15 26 9 60 211 3.52 Often

16 2 5 24 23 6 60 206 3.43 Often

17 2 9 2 19 3 60 192 3.2 Seldom

7
18 6 4 24 18 8 60 198 3.3 Seldom

19 4 5 2 20 6 60 196 3.27 Seldom

4
20 4 4 1 22 14 60 218 3.63 Often

6
21 6 2 2 22 1 60 208 3.47 Often

0 0
Grand Mean 3.41 Often

The data on table 1.3 shows the responses of the Senior high school students on the

use of visual aids in terms of pictures. Among the seven (7) items, item number 20 has

a highest mean with 3.63 followed by item number 15 having a mean of 3.52, both

belong under the descriptive rating of “Often”. This denotes that the use of pictures

frequently widens the respondents’ imagination and visualization about the topic and

always provides them a more effective understanding related to the topic.

While item number 17 has the least mean with 3.2 mean which falls under the

descriptive rating of “Seldom”. This explains that the use of pictures infrequently makes

difficult concepts be understood in a simple way.

 38

The grand mean in terms of pictures is 3.41 which belong to the descriptive

rating of “Often”. It means that the use of pictures frequently affects the learning

behavior of the Senior high school students in the classroom.

Table 1.4 Responses on the Use of Visual Aids in terms of Charts

Item Rating No. of TF Weighted Verbal

no. Students Mean Description

1 2 3 4 5
22 6 7 18 18 11 60 201 3.35 Seldom

23 6 6 22 16 10 60 198 3.3 Seldom

24 3 1 1 22 8 60 201 3.35 Seldom

1 6
25 6 6 20 18 10 60 200 3.33 Seldom

26 8 8 1 22 4 60 186 3.1 Seldom

8
27 6 5 2 24 5 60 197 3.28 Seldom

0
28 6 4 2 18 2 60 168 2.8 Seldom

4
Grand Mean 3.22 Seldom

The data on table 1.4 displays the responses of the Senior high school students

on the use of visual aids in terms of charts. It presents that among the seven (7) items,

items number 22 and 24 has a highest mean with 3.35 followed by item number 25 with

a mean of 3.33, all falling under the descriptive rating of “Seldom”. This indicates that

the use of charts seldom makes the respondents understand more effectively the lesson
 39

with the use of charts and that it occasionally makes difficult concept be understood in a

simple way.

While item number 28 has the least mean with 2.8 mean which falls under the

descriptive rating of “Seldom”. This result denotes that the use of charts occasionally

imparts the lesson to the respondents in a precise and concise manner that provides

them an easier way to study for the exam.

The grand mean in terms of charts is 3.22 which falls to the descriptive rating of

“Seldom”. It means that the use of charts sometimes affects the learning behavior of the

Senior high school students in the classroom.

Table 1.5 Responses on the Use of Visual Aids in terms of Audio

Item Rating No. of TF Weighted Verbal

no. Students Mean Description

1 2 3 4 5
29 2 1 29 22 6 60 209 3.48 Often

30 4 2 30 15 7 60 193 3.22 Seldom

31 3 0 2 27 10 60 221 3.68 Often

0
32 7 3 20 24 6 60 199 3.32 Seldom

33 4 4 1 24 10 60 212 3.53 Often

8
34 2 4 2 22 10 60 214 3.57 Often

2
35 5 0 2 20 1 60 212 3.53 Often

4 1
Grand Mean 3.48 Often
 40

The data on table 1.5 conveys the responses of the Senior high school students on the

use of visual aids in terms of audio. It presents that among the seven (7) items, item

number 31 has a highest mean with 3.68 followed by item number 34 with a mean of

3.57, both falls under the descriptive rating of “Often”. This signifies that the use of

audio always makes difficult concept be understood in a simple way and it widens the

imagination and visualization of the respondents about the topic.

While item number 30 has the least mean with 3.22 mean which falls under the

descriptive rating of “Seldom”. This result denotes that the use of audio occasionally

provides the students a more effective understanding of the lesson.

The grand mean in terms of audio is 3.48 which falls to the descriptive rating of

“Often”. It means that the use of audio often affects the learning behavior of the Senior

high school students in the classroom.

Table 1.5 Summary of the Means on the Use of Visual Aids

Visual Aids Mean Description
Slides 3.75 Often

Videos 3.64 Often

Pictures 3.41 Often

Charts 3.22 Seldom

Audios 3.48 Often
Grand Mean 3.5 Often
The data on the table above presents the summary of the means on the use of

visual aids. Slides and Videos have means of 3.75 and 3.64 respectively which both fall

under the descriptive rating of “Often”. Similarly, Pictures and Audio with means of 3.41
 41

and 3.48 respectively are also considered to belong under the descriptive rating of

“Often”. While Charts has a mean of 3.22 that falls under the description of “Seldom”

The grand mean in terms of visual aids is 3.5 falling under the descriptive rating

of “Often”. This result implies that visual aids often affect the learning behavior of the

respondents who are the Senior high school students.

Table 2.1 Responses on the Learning Behavior of SHS Students in terms of

Participation
Item Rating No. of TF Weighted Verbal
1 2 3 4 5
no. Students Mean Description
1 0 8 14 3 7 60 217 3.62 Often

1
2 0 6 15 2 10 60 223 3.72 Often

9
3 5 3 14 33 5 60 210 3.5 Often

4 2 3 14 28 13 60 227 3.78 Often

5 4 6 8 34 8 60 216 3.6 Often

6 1 7 13 28 11 60 221 3.68 Often

7 5 3 20 24 8 60 207 3.45 Often

Grand Mean 3.62 Often

The data above shows the responses on the learning behavior of Senior high

school students in terms of their participation. It is observed that among the seven (7)

items, item number 4 has a highest mean with 3.78 followed by item number 2 having a

mean of 3.72, both falling under the descriptive rating of “Often”. This result explains
 42

that the respondents frequently motivated to listen attentively to the teacher during the

class discussion because he/she uses slides and videos in presenting the lesson and

so, it is a need to take note important details

While item number 7 has the least mean with 3.45 mean, which also falls under

the descriptive rating of “Often”. It denotes that the respondents always participate

actively in the class discussion because it’s not boring.

The grand mean in terms of participation is 3.62 which belong to the descriptive

rating of “Often”. It means that the respondents often participate in the class discussion

when the teacher uses visual aids in teaching.

Table 2.2 Responses on the Learning Behavior of SHS Students in terms of

Interest
Item Rating No. of TF Weighted Verbal

no. Students Mean Description

1 2 3 4 5
8 5 5 8 29 13 60 220 3.67 Often

9 7 3 14 20 16 60 215 3.58 Often

10 7 3 1 25 13 60 214 3.57 Often

2
11 6 2 15 26 11 60 214 3.57 Often

12 8 0 1 26 12 60 214 3.57 Often

4
13 4 6 1 24 10 60 210 3.5 Often

6
14 5 5 9 22 1 60 225 3.75 Often

9
Grand Mean 3.60 Often
 43

Table 2.2 exhibits the responses on the learning behavior of Senior high school

students in terms of their interest. It shows that among the seven (7) items, item number

14 has a highest mean with 3.75 followed by item number 8 with a mean of 3.67, both

falls under the descriptive rating of “Often”. It means that the respondents are frequently

uninterested in the lesson when the teacher just keep on talking or reading the book

because it makes them sleepy and that using of visual aids in teaching always makes

the class interesting and meaningful.

Correspondingly, item number 13 has the lowest mean with 3.5, which also

belongs to the descriptive rating of “Often”. It explains that the respondents are often

interested in the class discussion when the teacher presents charts.

The grand mean in terms of participation is 3.60 which belong to the descriptive

rating of “Often”. It means that the respondents are frequently interested in the class

discussion when the teacher uses visual aids in teaching.

Table 2.3 Summary of the Means on Learning Behavior

Learning Behaviors Mean Description
Participation 3.62 Often

Interest 3.60 Often

Grand Mean 3.61 Often

Table 2.3 presents the summary of the means on learning behavior. In terms of

participation, it acquired a mean of 3.62 which falls under the descriptive rating of
 44

“Often”. Similarly, in terms of interest, it has a mean of 3.60 which is also considered to

belong under the descriptive rating of “Often”.

The grand mean in terms of learning behavior is 3.61 falling under the descriptive

rating of “Often”. This result implies that learning behavior of the Senior high school

students are often influenced when the class discussion is accompanied by visual aids.

Table 3 Correlation between Visual Aids and Learning Behavior

of the Senior High School Students
Variables Correlation Degree of Interpretation
Coefficient Relationship

Visual Aids
1.000ns Perfect Relationship Not Significant
Vs.

Learning
Behavior

N = 60

ns = not significant

Critical Value (2-tail, 0.05) = 0.9500

T- test = 0.2986

Table 3 presents the correlation between the visual aids and learning behavior of

Senior high school students.

The responses of the respondents on visual aids obtained a computed

correlation of 1.000 and a T-test value of 0.2986 which is less than the critical value of
 45

0.9500 tested at 0.05 level of significance. It was interpreted as perfect relationship and

found out to be not significant. It implies that visual aids do not fully influence the

learning behavior of Senior high school students.

 46

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary, findings, conclusions and recommendations

of the study.

Summary

The study on visual aids and learning behavior of senior high school students

was operated to find the effectiveness of the use of visual aids in teaching and how it

affects the learning behavior of the Senior high school students in NDSCT. It aimed to

find the level of effectiveness of the use of visual aids in through the use of slides,

videos, pictures, charts and audios and the extent of the students’ learning behavior

through their participation and interest. It perceived to find the relationship between

visual aids and learning behavior there’s a significant relationship between the two.

The questionnaire used in data gathering was comprised of thirty-five (35) items

in visual aids, while fourteen (14) items in learning behavior. The sixty (60) senior high

school students of Notre Dame-Siena College of Tacurong were the respondents of the

study.

When the survey questionnaires were already retrieved, the following statistical

manipulations were employed: mean, frequency distribution, and correlational analysis.

T-test was tested at 0.05 margin of error.

 47

Findings

The main findings manifested from the study are summarized as follows:

1.1) The use of visual aids in terms of slides is draw a mean of 3.75 which belong to

the descriptive rating of “Often”.

1.2) The use of visual aids in terms of videos acquired a mean of 3.64 which falls

under the descriptive rating of “Often”.

1.3) The use of visual aids in terms of pictures accumulated a mean 3.41 which

belong to the descriptive rating of “Often”

1.4) The use of visual aids in terms of charts obtained a mean of 3.22 which falls to

the descriptive rating of “Seldom”

1.5) The use of visual aids in terms of audio got a mean of 3.48 which falls to the

descriptive rating of “Often”

1.6) All in all, the use of visual aids acquired a grand mean of 3.5 under the verbal

description “Often”.

2.1) The learning behavior of the respondents in terms of their participation

accumulated a grand mean of 3.62, which falls under the descriptive rating of

“Often”.

2.2) The learning behavior of the respondents in terms of their interest obtained a

grand mean of 3.6, which belongs to the descriptive rating of “Often”.

2.3) Overall, the visual aids and learning behavior acquired a grand mean of 3.61 that

belongs under the descriptive rating of “Often”

 48

3) The relationship between visual aids and learning behavior is “Perfect

Relationship”

4) There is no significant relationship between visual aids and learning behavior of

the Senior high school students.

Conclusions

Base on the aforementioned findings, the following conclusions were drawn:

The level of the effectiveness of the use of visual aids acquired a grand mean of

3.5, which belongs to the descriptive rating of “Often”. This result implies that using of

visual aids often affect the learning behavior of the respondents who are the junior high

school students.

The level of the learning behavior of the respondents accumulated a grand mean

of 3.61 which falls under the descriptive rating of “Often”. This result explains that

learning behavior of the Senior high school students are often influenced when the class

discussion is accompanied by visual aids.

The use of visual aids in teaching and the learning behavior of the Senior high

school students have Perfect relationship but not significant. It means that visual aids do

not fully influence the learning behavior of Senior high school students.
 49

Recommendations

Based on the findings, the following recommendations were drawn:

1. Since the researchers found out that using of visual aids often affect the learning

behavior of the respondents who are the Senior high school students, the

researchers recommend that teachers should apply some visual aids during their

class discussion to uplift the interest and participation of the students in the

lesson.

2. Since the learning behavior of the Senior high school students are often

influenced when the class discussion is accompanied by visual aids, the

researchers recommend that the students should listen attentively to the teacher,

must know their priorities and inculcate the importance of learning with or without

the use of visual presentations.

3. Since visual aids do not have significant relationship with learning behavior but

have a perfect relationship with each other, the researchers recommend to have

a further study to determine the factors on how the use of visual aids and

academic performance have substantial relationship and find out the aspects on

why the use of visual aids do not fully affect the learning behavior of the SHS

students.

4. Further, since the study was conducted among the senior high school students,

therefore the researchers recommend to have a similar study on junior high

students, to find out whether the results of this study can be related among the

junior high students.

 50

BIBLIOGRAPHY

A. JOURNALS

RASUL, SAIMA; BUKHSH, QADIR; BATOOLC, SHAZIA; Department of Educational

Training, The Islamia University, Bahawapur, Pakistan. 2011; “A Study To Analyze

The Effectiveness Of Audio Visual Aids in Teaching-Learning Process At University

Level”.

SHABIRALYANI, GHULAM; HASAN, KHURAM SHAHZAD; HAMAD, NAQVI; IQBAL,

NADEEM; GC University Faisalabad, Punjab Pakistan, Policy and Strategic Planning

Unit, Health Department Punjab, Pakistan, Ghazi University Dera Ghazi Khan,

Punjab Pakistan. 2015; “Impact Of Visual Aids In Enhancing The Learning Process

Case Research: District Dera Ghazi Khan”.

MD. ABDULLAH AL MAMUN; BRAC University, Dhaka; 2014; “Effectiveness of Audio-

Aids In Language Teaching In Tertiary Level”

JOSEPH M. KASWA; Magu District, Council in Mwanza Region; University Of

Tanzania,

2015; “The Effect of Visual Learning Aids On Students’ Academic Perfomance In

Public Secondary Schools: A Case Of Magu District Secondary Schools”

 51

SURVEY QUESTIONNAIRE

Name: (Optional) ________________________________ Strand: _______________

Part I Direction: Please write the appropriate number which corresponds to your answer on the blank
provided. Be honest in responding on the statements below.

Rating Scale:
5 – Very often
4 – Often
3 – Seldom
2 – Rare
1 – Never

A. SLIDES
_________1. I understand more effectively the lesson with the use of slides or Power Point
presentation.
_________2. It provides me more information about the topic.
_________3. I could easily memorize the lesson with the use of slides.
_________4. It makes difficult concepts be understood in a simple way.
_________5. It offers me help in answering the different assignment given by the teacher.
_________6. It widens my imagination and visualization about the topic.
_________7. It imparts the lesson to me in a precise and concise manner that provides an easier
way for me to study for the exam.

B. VIDEOS
_________8. I understand more effectively the lesson with the use of video presentation.
 52

_________9. It provides me clear and deep information about the topic.

_________10. It makes difficult concepts be understood in a simple way.
_________11. It makes my learnings and knowledge about the lesson long lasting.
_________12. It saves my time in studying during the quiz
_________13. It widens my imagination and visualization about the topic.
_________14. It imparts the lesson to me in a precise and concise manner that provides me an
easier way to study for the exam.

C. PICTURES
_________15. I understand more effectively the lesson with the use of pictures related to the
topic.
_________16. It provides me clear and deep information about the topic.
_________17. It makes difficult concepts be understood in a simple way.
_________18. It makes my learnings and knowledge about the lesson long lasting.
_________19. It motivates me to learn more because it saves my time in studying.
_________20. It widens my imagination and visualization about the topic.
_________21. It imparts the lesson to me in a precise and concise manner that provides me an
easier way to study for the exam.

D. CHARTS
_________22. I understand more effectively the lesson with the use of charts.
_________23. It provides me clear and deep information about the meaning the topic.
_________24. It makes difficult concepts be understood in a simple way.
_________25. It makes my learnings and knowledge about the lesson long lasting.
_________26. It saves my time in studying during the quiz.
_________27. It widens my imagination and visualization about the topic.
_________28. It imparts the lesson to me in a precise and concise manner that provides me an
easier way to study for the exam.

E. AUDIOS
_________29. I understand more effectively the lesson with the use of audio.
_________30. It provides me clear and deep information about the meaning the topic.
 53

_________31. It makes difficult concepts be understood in a simple way.

_________32. It makes my learnings and knowledge about the lesson long lasting.
_________33. It saves my time in studying during the quiz.
_________34. It widens my imagination and visualization about the topic.
_________35. It imparts the lesson to me in a precise and concise manner that provides me an
easier way to study for the exam.

Part II Direction: Please encircle the appropriate number which corresponds to your answer. Be honest
in responding on the statements below.

Rating Scale:
5 – Very often
4 – Often
4 – Seldom
3 – Rare
1 – Never

A. PARTICIPATION
1. I often participate in the class discussion because the teacher uses
slides in presenting the lesson. 1 2 3 4 5
2. I often listen attentively to the teacher when she uses slides in
presenting the lesson because I need to take note important details. 1 2 3 4 5
3. It always motivates me to study and participate in class because the
teacher presents pictures to describe the lesson. 1 2 3 4 5
4. It often motivates me to listen to the teacher when she presents videos
about the topic. 1 2 3 4 5
5. I always participate in the class discussion when the teacher uses
charts to make the lesson easy to understand. 1 2 3 4 5
6. I often participate actively in the class when the teacher uses visual aids in
teaching rather than just reading the lesson. 1 2 3 4 5
 54

7. I always participate actively in the class discussion because it’s

not boring. 1 2 3 4 5

B. INTEREST
8. Using of visual aids in teaching always makes the class interesting
and meaningful. 1 2 3 4 5
9. It always catches my attention when the teacher uses visual aids in
teaching because it makes the class alive. 1 2 3 4 5
10. I am often interested in class discussion when the teacher
uses slide presentation. 1 2 3 4 5
11. I am often interested in class discussion when the teacher
presents videos. 1 2 3 4 5
12. I am often interested in class discussion when the teacher
presents pictures. 1 2 3 4 5
13. I am often interested in class discussion when the teacher
presents charts. 1 2 3 4 5
14. I am often uninterested in the lesson when the teacher just keep on
talking or reading the book because it makes me feel sleepy. 1 2 3 4 5